Guidelines “Traditional and non-traditional forms of work with parents. Non-traditional forms of work of teachers with parents in preschool, in the conditions of the federal state educational institution up to methodological development on the topic Non-traditional forms of work with parents of preschoolers
MBU "School No. 86" structural unit
Kindergarten "Vesta"
From how childhood passed, who led the child by the hand in childhood, what entered into his mind and heart from the outside world - this decisively depends on what kind of person today's baby will become.
/Vasily Aleksandrovich Sukhomlinsky/
REMINDER
FOR TEACHERS
Traditional and non-traditional forms of work with parents
Prepared by:
Nikolaeva N.A.
educational psychologist
Tolyatti
Relevance of the problem
Principles of working with adults
Main functions of the presenter
The main elements of the preparatory stage
Space organization
Types and forms of holding
Methods for activating parents
Methods for activating parents
Application
1. Relevance of the problem
The problem of interaction between the kindergarten and the family has always been relevant and difficult. Most parents traditionally trust their life experience based on the experience of their own parents. And often the emergence in the family of tasks that were not in their parental family leads to family disharmony: there are no examples of how to cope with the problem. The feeling of failure is painful for most people. In this case, adult education is a factor in supporting social literacy and competence. The activities of the teaching staff cannot remain aloof from the changing situation in society.
Interacting with the family, it is necessary to take into account modern approaches to this problem. The main trend is to teach parents how to solve life problems on their own.
2. Principles of working with adults
Both the educator and the parent are adults who have their own psychological characteristics, age and individual traits, their own life experience and their own vision of problems. New knowledge introduces a person into another social reality: they give a new vision of the problem. The impact of new knowledge on the personality of an adult is not easy, it requires him to critically reassess his own experience.
Motives and needs in training of parents and educators are different. And each group requires approach, understanding and ownershipprinciples of working with adults .
Refusal to criticize participants
Ensuring freedom of opinion
Respect for pluralism in life positions
Satisfaction of cognitive interest
Androgogy - the science of adult education.
3. Host functions
leadership function. The host provides methodological support, proposes a meeting program.
Expert function. The facilitator helps the participants to analyze the work.
Analytic function. The facilitator summarizes and comments on what is happening.
The intermediary function is to organize communication with each other.
mobilizing function. The facilitator mobilizes the efforts of parents to solve problems. Creates conditions for effective interaction.
advisory function. Providing parents with information.
4. The main elements of the preparatory phase
Topic selection
The topic chosen should meet the needs and interests of the majority of parents. The topic must be serious enough to warrant interest.
Determination of goals
The following can be chosen as targets:
Improving the pedagogical culture of parents, replenishing the arsenal of knowledge on a specific issue;
Promoting family unity. team, involvement of fathers and mothers in the life of d.s.
Development of collective decisions and uniform requirements for the upbringing of children, the integration of the efforts of the family and teachers in activities for the development of the child's personality;
Promoting the experience of successful family education. Etc.
The study of literature on the topic
Consideration of issues is impossible without relying on theoretical sources and accumulated experience.
Conducting micro-studies (optional)
It is most convenient to use express methods. Each parent processes the test independently according to the instructions. You can use scales (activity, relevance, mood). The simplest questionnaires, oral polls.
Determination of the type, form, stages of the meeting, methods and techniques of joint work of participants (see below)
Invitation of parents and other participants (optional)
It is advisable to invite parents in advance. The invitation may be oral or written.
Equipment and decoration of the meeting place
5. Organization of space
The organization of space plays an important role in the process of communication with parents. It is necessary to consider the location of the participants, the distance between them. Optionally, you can use the projector (slides, presentations, parables). Stands, board, easel - placing an epigraph, rules, tables, etc. on them.
The position of the participants against each other
If the motive for communication is rivalry, then people are located opposite each other. Such an arrangement is effective when there is a discussion, a discussion, the participants of which hold opposing points of view.
Triangle
Such an arrangement is effective when discussing issues requiring an equal contribution, when it is necessary to come to a common opinion, to organize a dialogue. The leader acts as an intermediary.
Round table
It is used to discuss problems that require the expression of an opinion, the organization of a discussion. The most harmonious arrangement of participants.
Half circle or half turn
Effective when the main motive is cooperation.
6. Types and forms of holding
Form (lat. - forma) - device, structure of something, system of organization of something.
All forms with parents are divided into
collective (mass), individual;
traditional and non-traditional.
Collective (mass) forms imply work with all or a large number of parents of preschool educational institutions (groups). This is a collaborative effort between teachers and parents. Some of them involve the participation of children.
Individual forms designed for differentiated work with parents of pupils.
| Name | Purpose of use | Forms of communication |
| Information and analytical | Identification of interests, needs, requests of parents, their level of pedagogical literacy | Conducting sociological sections, surveys, questionnaires "Mailbox", "Wish Box", "Magic Chest" Individual notebooks |
| cognitive | Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills for raising children in parents | Workshops Trainings Holding meetings, consultations in a non-traditional form mini meetings Pedagogical briefing Pedagogical living room Reader's Conference Oral pedagogical journals Games with pedagogical content Pedagogical library for parents |
| Leisure | Establishing emotional contact between teachers, parents, children | Joint leisure activities, holidays (KVN, talk shows, etc.) Walks, excursions Stock family workshop Exhibitions of works of parents and children Mugs and sections Clubs of fathers, grandmothers, grandfathers, seminars, workshops |
| clearly informational | Familiarization of parents with the work of the preschool educational institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children | Information pamphlets for parents Almanacs Magazines and newspapers published by preschool for parents Days (weeks) of open doors Open views of classes and other activities of children Issue of wall newspapers Health passport Organization of mini-libraries |
General parent meeting of the preschool educational institution. Its purpose is to coordinate the actions of the parent community and the teaching staff on education, upbringing, health improvement and development of pupils. At general parent meetings, problems of raising children are discussed.
Pedagogical council with the participation of parents . The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in the family based on individual needs.
Parent conference - one of the forms of improving the pedagogical culture of parents. The value of this type of work is that not only parents, but also the public participate in it. Pedagogues, employees of the education department, representatives of the medical service, teachers, educational psychologists, etc. speak at conferences. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.
Thematic consultations are organized to answer all the questions of interest to parents. Consultations are close to conversations, their main difference is that the latter provide for a dialogue, it is conducted by the organizer of the conversations. This form helps to get to know the life of the family more closely and provide assistance where it is most needed, encourages parents to seriously look at their children, to think about how best to educate them. The main purpose of the consultation is to make sure that parents can get support and advice in the kindergarten. There are also "absentee" consultations. A box (envelope) is being prepared for parents' questions. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question.
Pedagogical Council. Form dataahelps to better and deeper understand the state of relations in a particular family, to provide effective practical assistance in time (unless, of course, the parents have a desire to change something in the current situation).
parent group meetings - this is a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family (the problems of the life of the group are discussed).
"Round table" . This form is the most harmonious. Assumesa conversation, a group of parents during which an exchange of views takes place, topical problems of education are discussed, experts can be invited.
Discussion - this is a joint discussion of any controversial issue, an attempt to move towards the search for truth, which makes it possible to clarify the opinions, positions, attitudes and values of the participants.
Symposium. This form means a more formalized discussion, during which the parents and the facilitator make presentations presenting their point of view, their vision of the problem.
Parent 1st Pedagogical Laboratory. It is recommended to carry out at the beginning or at the end of the year. They discuss the participation of parents in various activities. The questionnaire "Parent - child - kindergarten" is being conducted. Either the planned events are discussed, or the past ones are analyzed and the results are summed up.At the beginning of the year, a survey is conducted so that the teacher gets to know the child better, his features. Parents are introduced to the events planned for the year, they listen to the suggestions of parents, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, at such meetings, they sum up the results of the past year, evaluate and analyze achievements and mistakes.
Reader's Conference. A preparatory stage is carried out before the meeting, where parents are given some task on a specific topic. The prepared task is discussed from various positions.2 weeks before the meeting, parents are given materials on the topic of the meeting, the teacher asks to comment on this or that statement, highlights the essence of the topic and asks questions during the discussion. For example, a meeting in the 2nd junior group is a crisis of 3 years. Several sayings of the classics are offered and parents comment on how theyunderstand this statement and give their advice on the problem, how they solve it. The most successful advice is placed on the stand "Piggy bank of family advice"
Seminar - workshop. Not only the educator, but also parents, speech therapist, psychologist and other specialists can speak at the meeting. Together with parents, playing out or solving problem situations takes place, elements of training may be present.
Sincere conversation. The meeting is not intended for all parents, but only for those whose children have common problems (in communication with peers, aggressiveness, etc.). You can conduct a survey on the topic, at the end of the meeting, parents are not given recommendations, but they themselves come to them.For example, a child is left-handed. Questionnaires are conducted with parents in order to get to know the peculiarities of their children in more depth. And to establish exactly what degree of left-handedness in a child is weak or pronounced. The problem is discussed from all sides, experts can be invited. Parents are given recommendations on the developmental features of such a child (non-standard). Parents are offered various tasks for left-handed children in order to develop the motor skills of both hands. The psychological problems associated with left-handedness are discussed.
Master Class. A meeting where the educator and/or parents demonstrate achievements in the field of parenting. Previously, the teacher gives the topic to several parents and instructs each to conduct a small lesson in which they will have to explain to all the assembled parents how to teach the child to clean up toys and wash. At the end, a summary is made.
Talk show. A meeting of this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it.
Parent Council (committee) of the group. The Parents' Council is a group of parents that meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils, and free development of the individual; participate in the organization and conduct of joint events.
Open classes with children for parents . Parents are introduced to the structure and specifics of conducting classes in a preschool educational institution. You can include elements of a conversation with parents in the lesson.
These forms have been used before. Today, however, the principles on the basis of which communication between teachers and parents is built have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. Therefore, these forms can be considered as non-traditional. For example, it can be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When? ”,“ Through the mouth of a baby ”and others. An informal approach to organizing and conducting these forms of communication puts educators before the need to use a variety of methods for activating parents.
These "old forms in a new way" include:
"Days of open doors". They give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers. If earlier it was not assumed that a parent can be an active participant in the life of children when visiting a group, now preschool institutions are striving not only to demonstrate the pedagogical process to parents, but also to involve them in it.
Preschool presentation . This is a form of advertising for preschool educational institutions modernized in accordance with the computer capabilities that have opened up. As a result of this form of work, parents get acquainted with the charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of working with children, paid and free services.
Clubs for parents. This form of communication involves the establishment of trusting relationships between teachers and parents, teachers' awareness of the importance of the family in raising a child, and parents - that teachers have the opportunity to assist them in solving the emerging difficulties of education. Parent club meetings are held regularly. The choice of a topic for discussion is determined by the interests and requests of the parents.
Oral Pedagogical Journal . The magazine consists of 3-6 pages, each takes from 5 to 10 minutes in duration. The total duration is no more than 40 minutes. A sufficiently large amount of information posted in a relatively short period of time was of considerable interest to parents. Each page of the magazine is an oral message that can be illustrated with didactic aids, listening to tape recordings, exhibitions of drawings, crafts, and books.
Evenings questions and answers . This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's development.
"Parent University". In order to make the work of the "Parent University" more productive, preschool activities with parents can be organized at different levels: general kindergarten, intra-group, individual-family.
mini meetings . An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education. Thus, in a narrow circle, a topic of interest to everyone is discussed.
Research and design, role-playing, simulation and business games. In the process of these games, the participants do not just “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Approximate themes of games can be: “Morning in your house”, “Walking in your family”, “Day off: what is it like?”
Trainings. Training game exercises and tasks help evaluate various ways of interacting with a child, choose more successful forms of communication with him, and replace unwanted ones with constructive ones.
Days of good deeds. Days of voluntary all-important help from parents to the group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group. This form allows you to establish an atmosphere of warm, friendly relationships between the teacher and parents. Depending on the work plan, it is necessary to draw up a schedule for parental assistance, discuss each visit, the type of assistance that a parent can provide, etc.Similar forms : Communication days, Dad's Day (grandparents, etc.)
Holidays, matinees, events (concerts, competitions). This group of forms includes the holding by teachers of preschool institutions of such traditional joint holidays and leisure activities. Such evenings help create emotional comfort in the group, bring together the participants in the pedagogical process.
Exhibitions of works of parents and children, family opening days. Such exhibitions, as a rule, demonstrate the results of joint activities of parents and children. This is an important moment in building relationships between the child and the parent and significant for the educator (increasing the activity of parents in the life of the group, one of the indicators of the comfort of intra-family relations).
Joint trips and excursions . The main goal of such events is to strengthen parent-child relationships. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for one's family. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity.
Charity events. This form of joint activity is of great educational importance not only for children who learn not only to accept gifts, but also to do. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and their favorite book has become even more interesting and sounds new among friends. And this is a lot of work, education of the human soul. For example, the action "Give a book to a friend." Thanks to this form of work with parents, the group's library can be updated and replenished.
Corner for parents . It is impossible to imagine a kindergarten without a beautifully and originally designed parent corner. It contains useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents.
Exhibitions, vernissages of children's works. Their goal is to show parents important sections of the program or the success of children in mastering the program (drawings, homemade toys, children's books, albums, etc.).
Information sheets. They may contain the following information:
information about additional activities with children
announcements about meetings, events, excursions;
requests for help;
thanks to volunteers, etc.
Notes for parents. A small description (instruction) of the correct (competent) for performing any action
Folders-movers. They are formed according to the thematic principle: “So that our children do not get sick”, “The role of the father in raising children”, etc. The folder is given for temporary use to parents. When parents become familiar with the contents of the folder-slider, they should talk with them about what they have read, answer questions that have arisen, listen to suggestions, etc.
parent newspaper issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. For example, "Family day off", "My mom", "My dad", "I'm at home", etc.
Video films . Presentations. Photo exhibitions. Family and group albums. Created on a specific topic
Brochures. Brochures help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it.
Bulletin. The newsletter can be issued once or twice a month to keep families updated on special events, program changes, and more.
Weekly notes. A weekly note, addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information.
informal notes. Educators can send short notes home with the child to inform the family about the new achievement of the child or about the skill that has just been mastered, to thank the family for the help provided; there may be recordings of children's speech, interesting sayings of the child, etc. Families can also send notes to the kindergarten expressing gratitude or containing requests.
Personal notepads. Such notebooks can be circulated between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Families can notify caregivers of special family events such as birthdays, new jobs, trips, guests.
Bulletin board. The bulletin board is a wall screen that informs parents about meetings for the day and more.
Suggestion box. This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.
Reports. Written progress reports are a form of communication with families that can be helpful, provided they do not replace face-to-face contact.
Individual forms interactions with parents
The advantage of this form of work with parents is that through the study of the specifics of the family, conversations with parents (with each individually), monitoring the communication of parents with children, both in a group and at home, teachers outline specific ways of joint interaction with the child.
Educational conversations with parents . Providing parents with timely assistance on a particular issue of education. This is one of the most accessible forms of establishing a connection with the family. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family.
The purpose of a pedagogical conversation is to exchange views on a particular issue; its feature is the active participation of both the educator and parents. The conversation can arise spontaneously on the initiative of both parents and the teacher. The latter thinks about what questions he will ask the parents, informs the topic and asks them to prepare questions that they would like to receive an answer to. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler. In addition, conversations must meet certain requirements:
be specific and meaningful;
to give parents new knowledge on the education and upbringing of children;
arouse interest in pedagogical problems;
increase the sense of responsibility for the upbringing of children.
As a rule, the conversation begins with general questions, it is necessary to give facts that positively characterize the child. It is recommended to think in detail about its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The educator should choose recommendations that are suitable for this family, create an environment that is conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive description of the child, show, even if insignificant, his successes and achievements. Then you can ask the parents how they managed to achieve positive results in education. Further, you can tactfully dwell on the problems of raising a child, which, in the opinion of the educator, still need to be finalized. For example: "At the same time, I would like to pay attention to the upbringing of diligence, independence, hardening of the child, etc." Give specific advice.
Family visit. The main purpose of the visit is to get to know the child and his relatives in a familiar environment.
Individual consultations. Consultations by their nature are close to conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice.
Individual notebooks , where the teacher records the success of children in various activities, parents can mark what interests them in raising children.
Role for parents .
Group guest. Parents should be encouraged to come to the group to watch and play with their children.
Volunteer. Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.
Methods for activating parents
" Brainstorm" - a method of collective mental activity that allows you to reach an understanding of each other when a common problem is personal for the whole group.
"Reversal brain attack, or Razle" this method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to be as critical as possible, pointing out all the shortcomings and weaknesses of the process, system, ideas. This ensures the preparation of an idea aimed at overcoming the shortcomings.
"List of adjectives and definitions" Such a list of adjectives defines various qualities, properties and characteristics of an object, activity or person that need to be improved. Qualities or characteristics are offered first(adjectives), then they are considered each separately and it is decided how to improve or strengthen the corresponding characteristic.For example, "How would you like your child to be at the doorstep of school?" Parents list qualities, i.e. adjectives, and then jointly achieved the way of realizing the goal.
"Associations" a symbol is drawn on a piece of paper that personifies the problem or its essential moment (which interferes with the establishment of trust in the children's team or the teacher for our group). Then, by association, another symbol is depicted until a suitable solution idea comes.For example, a meeting on the topic "Aggression". An association is drawn on the topic, then the drawing is corrected or a new one is drawn already with a solution to the problem.
"Collective Recording" Each of the participants receives a notebook or sheet of paper, where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them, put them in a notebook. Then the notes are transferred to the teacher, he summarizes themand the group has a discussion. After this technique, you can use "brainstorming".For example, the topic "How to love your child" parents recordthe most important points in their opinion. The teacher summarizes them and conducts a discussion of what has been written.
"Writing on Sheets" When discussing the problem, each parent receives sheets of paper for notes. The teacher formulates a problem and asks everyone to suggest possible solutions. Each proposal is written on a separate sheet. The problem needs to be clearly defined.For example, "How to calm a child if he is upset", each parent writes his own version, then all opinions are discussed. Criticism is banned.
"Heuristic Questions" These include 7 key questions: who, what, where, what, how, when? If you mix these questions together, you get 21 questions. By consistently pulling out and answering these mixed questions, parents can get a new, interesting perspective on the problem.For example, 1 and 5 in combination who than? Consistently pulling out such ridiculous and non-standard questions and answering them, parents see non-standard ways to solve them..
"Mini experiment" This method allows you to include parents in research activities, create a cognitive conflict and use the intellectual feelings of parents (interest, curiosity).The topic can be any, the results of the relationship between the real, the desired and the achievable are summed up.
Application.
Sample event.
Name: “What is our life? .. - Game! Or "Useful and useless toys"
The form: Discussion
Target: To study the influence of joint games in the family on the development of the child's personality.
Show parents the importance of games and toys for the full development of the child.
To acquaint parents with games and toys necessary for a child of preschool age.
Destination: parents
preliminary work - Survey of parents. Processing of results.
Equipment - Registration sheet. Sheets A4. Pens. Questionnaires. Feedback questionnaires. Badges. Toy sets. Optional easel, board.
1. Greeting
Game Names . Participants take turns saying their name and characterizing themselves by the first letter of their name. (Olga - dazzling)
Name chain game. Participants say their name and the names of those sitting before him, each time one more name. (Olga, Boris, Nina. Olga, Boris, Nina, Nikolai)
2. Discussion.
Sample questions - a toy ... what does it mean in our life? Why is the game needed?
The facilitator summarizes the information upon completion (theory)
3. Analysis of questionnaires. (According to the results of a preliminary survey of participants or parents of their group). Information in general in any form - message, histogram, slides.
4. Discussion about the benefits and harms of old and modern toys.
Parents are offered various toys (matryoshka, Barbie, a set of animals, Spiderman, etc.) you need to divide a sheet of paper in half and consider the pros and cons of any toy to choose from. Then collectively find out the usefulness and uselessness of this toy.
5. "How to evaluate the quality of a toy." Presenter's speech.
6. Game exercise "Choose a toy." Parents are divided into 3 teams and choose at the toy exhibition those that contribute to:
Social and emotional development (animals, dolls, dishes, doctor, hairdresser, etc.)
Intellectual development (cubes, constructor, loto, dominoes, etc.)
Physical development (balls, hoops, skittles, etc.)
7. Reflection "Synthesis of information". Participants call everything that happens in one word in a circle.
Feedback questionnaire.
Questionnaire for parents (approximate)
does your child like to play?
What games do you play at home with your children?
The child's favorite game is...
Favorite toy is...
What toys do you buy for your child?
What are you guided by when choosing toys?
What cartoon characters are your child's favorite game characters?
kindergarten of a general developmental type No. 35 in Tomsk
"Non-traditional forms of work of teachers with parents in a preschool educational institution, in the conditions of the Federal State Educational Standard of Education"
senior tutors:
O.A. Gegenya
M.A. Pavlova
Tomsk -2016
Explanatory note
The family and the preschool institution are two important institutions for the socialization of children. Their educational functions are different, but for the comprehensive development of the child it is necessary to interaction this is a topical issue today. The problem of interaction between a preschool institution and a family today remains relevant, sometimes acquiring an aggravated character. Difficulties in relations between families and educational institutions may be associated, for example, with the mismatch of mutual expectations, with the sometimes distrust of parents in educators.
Misunderstanding falls on the child. And we, teachers, very often experience great difficulties in communicating with parents due to the choice of the form of interaction. Working with parents today is one of the problems of the activities of preschool educational institutions at the present stage of modernization of the education system. The issue of finding and implementing modern forms of interaction between the preschool educational institution and the family is one of the most relevant today. Today, innovations in cooperation with parents are needed. It is necessary to develop and implement a system of modern forms of work for the active inclusion of parents in the life of the preschool educational institution.
Term "interaction"involves the exchange of thoughts, feelings, experiences in the process of communication. Modern parents are quite educated, they have access to pedagogical information that "falls" on them from various sources: radio and television programs, pedagogical literature, websites, the Internet. But it does not imply the presence of "feedback", since parents are treated as an "average listener", not knowing the specifics of the family upbringing of a particular child, the characteristics of the family. Such communication is indirect. New forms of interaction between the teacher and parents involve dialogue, the establishment of "feedback".
In conclusion, I would like to emphasize once again that the family and the preschool institution are two important social institutions for the socialization of the child. And although their educational functions are different, positive results are achieved only with a skillful combination of different forms of cooperation, with the active inclusion in this work of all members of the team of the preschool institution and members of the families of the pupils. The main thing in the work is to gain trust and authority, to convince parents of the importance and necessity of coordinated actions of the family and the preschool institution. Without parental participation, the upbringing process is impossible, or at least incomplete. Therefore, special attention should be paid to the introduction of new non-traditional forms of cooperation aimed at organizing individual work with the family, a differentiated approach to families of different types.
Forms of communication between the teacher and parents
The content of work with parents is realized through various forms. The main thing is to convey knowledge to parents. Exist traditional and non-traditional formscommunication between the teacher and the parents of preschoolers, the essence of which is to enrich them with pedagogical knowledge. Traditional forms are divided intocollective, individual and visual information.
collective forms.
Collective forms include parent meetings. This is an expedient and effective form of work of educators with a team of parents, an organized acquaintance with the tasks, content and methods of raising children of a certain age in a kindergarten and family. The meeting should be purposeful, that is, have a specific purpose, meet the needs and interests of the parents, and have a clearly defined practical nature.
The agenda of the meeting should be varied. You can include presentations by different specialists, such as a speech therapist, psychologist, nurse, and parents. At the meeting, you need to reveal the problem, then characterize each child, show the dynamics of development. The duration of the meeting should not exceed 40-50 minutes.
The choice of topic is determined by the needs of parents, the tasks of the annual plan. It is advisable to prepare brief memos. Preparation for the parent meeting includes the choice of a relevant topic based on a survey of parents (questionnaires, conversations). It is important to consider the location of the guests.
Along with the development of the content of the material, it is necessary to choose methods for activating parents, which suggest the emergence of interest in the topic, stimulate the desire of parents to actively participate in the discussion, give rise to associations with their upbringing experience. The methods of activation include the analysis of pedagogical situations, playing problematic tasks, questions, giving examples, watching videos, using jokes, games, humorous situations.
individual forms.
Individual forms of interaction with parents include conversations and consultations.
Conversations are the most accessible and widespread form of establishing a connection between the teacher and the family, systematic communication with the father and mother of the child, and other family members. The goals of the pedagogical conversation are the exchange of views on a particular issue and the achievement of a common point of view, the provision of timely assistance to parents. The conversation involves a dialogue, but the leading role belongs to the educator. The material for the conversations are observations of the child. For example, the teacher is concerned about the child's aggressiveness or disobedience, hyperreactivity, poor appetite.
Consultations are organized in order to answer all the questions of parents. Consultations are close to conversations. The main difference in conducting these forms is that the teacher seeks to give qualified advice to teach something. They can be carried out by a doctor, music director, educator, psychologist, speech therapist. At the consultation, parents are informed of psychological and pedagogical knowledge, skills, and the position of parents are formed. A consultation allows you to discuss a specific issue.
At the consultation, you can specify the issue that was considered at the meeting. There are also consultations - workshops, where parents acquire practical knowledge and skills, for example, how to spend a New Year's holiday in the family, do exercises with a child, prepare a hand for writing, etc.
Visual information
Visual forms play an important role in interaction with the family. Let's consider them in more detail.
Open Day. Parents supervise the activities of children, educators. They get to know the kindergarten "from the inside", get acquainted with the organization of the subject-game environment, types of children's activities.
Mobile folders are called so because they are given to families for temporary use. They contain specific material about the perception and education of children. Specific recommendations, memos, newspaper clippings, photos, brochures, quotes, etc. are placed in the sliding folder. For example: “What to do if the child does not want to put away toys”, “How to put the child to sleep? ".
Non-traditional forms of communication between the teacher and parents
At present, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. T.V. Krotova offers a classification scheme for non-traditional forms. The author identifies the following non-traditional forms: information-analytical (although in fact they are close to the methods of studying the family), leisure, cognitive, visual-informational (they are presented in the table).
Non-traditional forms of organizing communication between teachers and parents
Name | What is the purpose of this form? | Forms of communication |
|
Information and analytical | Identification of interests, needs, requests of parents, their level of pedagogical literacy | Conducting sociological sections, surveys, "Mailbox" |
|
Leisure | Establishing emotional contact between teachers, parents, children | Joint leisure activities, holidays, participation of parents and children in exhibitions |
|
cognitive | Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills for raising children in parents | Workshops, pedagogical briefing, pedagogical lounge, holding meetings, non-traditional consultations, games with pedagogical content, pedagogical library for parents |
|
Visual and informational: informational and familiarization; information and educational | Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children | Information pamphlets for parents, organization of days (weeks) of open doors, open viewings of classes and other activities for children. Issue of newspapers, organization of mini-libraries |
|
Information and analytical formsaimed at identifying the interests, requests of parents, establishing emotional contact between teachers, parents and children. This includes a survey, tests, questionnaires, a "mailbox" where parents can put questions that concern them.
Leisure forms - joint leisure activities, holidays, exhibitions - are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure will allow you to create emotional comfort in the group. Parents become more open to communication. Leisure forms include: New Year's Eve, Shrovetide, Mother's Day, Harvest Festival, Sports Festival with Parents, Who will gather the child in kindergarten faster? ".
cognitive forms.Improving the psychological and pedagogical culture of parents. Their essence is to familiarize parents with the age characteristics of preschool children, the formation of practical skills in raising children.
Visual and informational formsin an unconventional sound, they allow you to correctly evaluate the activities of teachers, review the methods and techniques of family education. For example, open GCD for parents, watching videos, photos, presentations, exhibitions of children's work. Using multimedia tools, teachers can show several fragments of classes with children, the organization of regime moments in a preschool educational institution, and thus combine different forms of interaction.
Non-traditional forms of holding parent meetings
"Pedagogical laboratory".
It is recommended to carry out at the beginning or at the end of the year. They discuss the participation of parents in various activities. The questionnaire "Parent - child - kindergarten" is being conducted. Either the planned events are discussed, or the past ones are analyzed and the results are summed up. At the beginning of the year, a survey is conducted so that the teacher gets to know the child better, his features. Parents are introduced to the events planned for the year, they listen to the suggestions of parents, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, at such meetings, they sum up the results of the past year, evaluate and analyze achievements and mistakes.
"Reader's Conference". For 2 weeks, parents are informed of the topic of the meeting, material on this topic is offered. A preparatory stage is carried out before the meeting, where parents are given some task on the stated topic. The prepared task is discussed from various positions. The teacher asks to comment on this or that statement, highlights the essence of the topic and asks questions during the discussion. For example, at what age should you seek help from a speech therapist. Several statements are offered, and parents comment, discuss these statements, share their opinion on this issue.
"Seminar-Practical".The meeting can be attended by a teacher, parents, a psychologist and other specialists. Together with parents, playing out or solving problem situations takes place, elements of training may be present. The topic and the leader are determined, it can be both a teacher and parents, invited experts. For example, let's take the topic "The role of play in the speech development of children." A short theoretical report is being prepared, then parents are invited to watch several games that children play in kindergarten. Think about what aspects of speech development are worked out in these games. Recall the games that they themselves played in childhood and which they can teach their children, their value in terms of speech development.
"Sincere conversation".The meeting is not intended for all parents, but only for those whose children have common problems (in communication with peers, aggressiveness, etc.). For example, a child is left-handed. Parents are surveyed to learn more about the characteristics of their children. And to establish exactly what degree of left-handedness the child has: weak or pronounced. The problem is discussed from all sides, experts can be invited. Parents are given recommendations on the developmental features of such a child. Parents are offered various tasks for left-handed children in order to develop the motor skills of both hands. The psychological problems associated with left-handedness are discussed.
"Talk show". A meeting of this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents, educators, specialists perform at the talk show. For example, take the crisis of 3 years. Parents are offered various situations, they need to be considered from different points of view, be sure to argue them. The key concepts of the crisis are defined
3 years, the reasons are jointly distinguished, then the opinions of psychologists are read out. All positions are jointly discussed. Parents themselves decide how to solve the problem.
"Evenings of questions and answers". Previously, parents are given the task to think over, formulate the most exciting questions for them. In the course of discussing them with specialists, other parents, choose the best ways to solve them.
At non-traditional parent-teacher meetings, you can use the followingmethods of activating parents
"Brainstorm".
A method of collective mental activity that allows you to reach an understanding of each other when a common problem is personal for the whole group.
"Reversal Brain Attack, or Razle".
This method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to be as critical as possible, pointing out all the shortcomings and weaknesses of the process, system, ideas. This ensures the preparation of a solution aimed at overcoming the shortcomings.
"List of adjectives and definitions".
Such a list of adjectives defines various qualities, properties and characteristics of an object, activity or person that need to be improved. First, qualities or characteristics (adjectives) are proposed, then they are considered individually and it is decided how to improve or strengthen the corresponding characteristic. For example, "What would you like to see your child's speech on the threshold of school?". Parents list qualities, i.e. adjectives, and then jointly formulate ways to achieve the goal.
"Collective Recording".
Each of the participants receives a notebook or sheet of paper, where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them, put them in a notebook. Then the notes are given to the teacher, he summarizes them, and the group has a discussion. After this technique, you can use "brainstorming".
"Writing on Sheets".
When discussing the problem, each parent receives sheets of paper for notes. The teacher formulates a problem and asks everyone to suggest possible solutions. Each proposal is written on a separate sheet. The problem needs to be clearly defined. For example, "How to involve a child in doing homework", each parent writes his own version, then all opinions are discussed. Criticism is banned.
"Heuristic Questions".
These include 7 key questions: Who?, What?, Where?, How?, What?, When? (Why?). If you mix these questions together, you get 21 options. By consistently pulling out and answering these mixed questions, parents can get a new, interesting perspective on the problem. For example, 1 and 5 in combination who than? Consistently pulling out such mixed and non-standard questions and answering them, parents also see non-standard ways to solve them.
Solving the problematic tasks of family education encourages parents to search for the most appropriate form of behavior, exercises logic and evidence-based reasoning, and develops a sense of pedagogical tact. Similar problematic situations are proposed for discussion. You punished the child, but later it turned out that he was not to blame. How do you do it and why? Or: your three-year-old daughter is naughty in the cafeteria where you briefly went - laughing, running between tables, waving her arms. You, thinking about the rest of those present, stopped her, seated her at the table and scolded her severely. What kind of reaction to the actions of parents can be expected from a child who does not yet know how to understand the needs of other people? What experience can a child get in this situation?
Role-playing of family situations enriches the arsenal of ways of parental behavior and interaction with the child. For example, such a task is given: please play how you will establish contact with a crying child, etc.
Training game exercises and tasks.
Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of "Why didn't you put your toys away again?" - "I have no doubt that these toys obey their master"). Or parents should determine why such words addressed to the child are unconstructive: “Shame on you!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me (a)?”, "How can you do this to me!" and others. Tasks can be performed in the following form: the teacher begins the phrase: "Studying well at school means ..." or "For me, a dialogue with a child is ..." Mother or father must complete the sentence.
Parents' analysis of the child's behavior helps them understand the motives of his actions, mental and age needs.
Appeal to the experience of parents.
The teacher suggests: "Name the method of influence that helps you more than others in building relationships with your son or daughter?" Or: "Has there been a similar case in your practice? Tell us about it, please," or: "Remember what kind of reaction your child causes the use of rewards and punishments," etc. Encouraging parents to share experiences activates their need to analyze their own successes and miscalculations, to correlate them with the methods and methods of education used in similar situations by other parents.
Game interaction of parents and children in various forms of activity (drawing, modeling, sports games, theatrical activities, etc.) contributes to the acquisition of partnership experience.
The proposed methods provide parents with the opportunity to model their behavior in a play setting. When a parent models his own behavior in the game, his view of the educational problem expands.
The participation of parents in educational, in joint leisure activities is certainly very important. And we educators should involve parents as actively as possible in this process.
You can offer parents to choose a topic from a field of knowledge close to them and prepare a lesson with their child, while explaining that this is not a story, but contests, experiments, games in which other children would actively participate. The role of a teacher is often attractive to parents, and they are willingly involved in the educational process.
Common holidays and games, joint planning, exchange of ideas, memorization of poems, songs, work on a role, help in making costumes, surprises, gifts - this approach encourages parents, children and teachers to creatively cooperate with each other. Alienation is eliminated, confidence appears, many problems are solved.
Games for parent meetings
The game "Binding thread" or "Joyful song"
Participants in a circle. A ball of thread is passed around the circle. The host wraps the end of the thread around his finger and passes the ball to the next participant, greeting him with a joyful song: “I am very glad that Katya is in our group ...”. The next participant winds the thread around his finger and sings a song to the neighbor on the right.
Game "Applause" or Exercise "Salute".
Participants in a circle. Each participant in turn enters the circle, calls his name, if there is a participant with the same name, then he also enters the circle. Everyone else greets them with a "salute" of applause.
"Compliments".
Looking into the eyes of a neighbor, you need to say a few words to him, praise him for something, wish him something good. The exercise is carried out in a circle.
"Magic glasses".
The host announces: “I want to show you magic glasses. The one who puts them on sees only the good in others, even what a person hides from everyone. Now I’ll try on these glasses ... Oh, how beautiful, funny, smart you all are!” Approaching each participant, the host calls some of his dignity. “And now I want each of you to try on these glasses and take a good look at your neighbor. Maybe you'll notice something you didn't notice before."
Exercise "Mood"
Participants take turns choosing a pictogram depicting their mood. They talk about him.
Game "Gift in a circle"
A basket with small souvenirs is passed around in a circle, each participant must greet his neighbor on the right, express his joy at meeting him and give a gift with his wishes.
"Magic Chair"
One participant sits on a chair, the rest give him compliments.
Hit game.
A conversation was held with the children in advance, and the children's answers were recorded on a tape recorder: What do you like to do? Your favorite dish? Favorite fairy tale? etc. At the meeting, parents were asked the same questions: Your child's favorite dish, favorite game. Parents gave written answers, and then compared their answers with the answers of children. Thus, the parents themselves made a conclusion about how well they know their child.
If during the meeting it is necessary to give parents more practical material, then this is of course there will be a seminar . At seminars with parents, everything we talk about is played out. If this is the topic of games, then briefly introduce various types of games and offer to play these games: “Taste it”, “Wonderful bag”, “The sea is worried”, “Find out what has changed?”, “Funny names”.
If the topic of the meeting is the development of motor skills.Parents play with plasticine, with cereals, with dough. Conduct training for parents in finger gymnastics, offer drawings, strokes, and more.
If the topic is related to the development of speech.Offer various games and exercises for the development of speech: "Say the opposite", "Kuzovok", "Continue the phrase", "I Ilyusha take a pear with me."
To supplement parental knowledge about psychological health,about emotional states I use psychological games, self-regulation exercises, to reduce psycho-emotional stress.
"Creating a drawing in a circle."
Participants draw a picture on a piece of paper. On command, the drawing stops, and the drawing is passed to the neighbor on the right, who continues to draw further. This continues until the drawings go around the circle.
"I'm just like you"
The leader has the ball in his hands. The one who gets it throws it to anyone and, addressing by name, explains why he is the same: I am the same as you, because ... ". The one to whom the ball was thrown expresses agreement or disagreement, and addresses the other participant.
To establish positive relationships in the family, I use psychological living rooms. The very atmosphere of the living room sets up a calm and positive mood. Topics offered to parents: "Education of respect for elders", "Family traditions", "Friendly family - strong Russia", "Education of kindness and mercy".
Exercise "Pleasure»
The training participants are given sheets of paper and asked to write down 10 daily activities that bring pleasure. Then it is proposed to rank them according to the degree of pleasure. Then explain to the participants that this is a resource that can be used as an "ambulance" for recuperation.
In the middle of each event we use warm-ups.
Purpose: relieving the stress of fatigue, creating an atmosphere of psychological and communicative comfort, awakening interest in colleagues at work. For example:
Participants in a circle.
If you are happy to meet us, smile at your neighbor.
If you like us, then clap your hands.
If you get angry often, close your eyes.
If you express anger by banging your fist on the table, shake your head;
If you think that your mood depends on the mood of others, wink;
If you think you're in a good mood right now, spin around.
Pantomime workout. Game "Find a Pair"
We give you cards on which the name of the animal is written. The names are repeated on two cards. For example, if you get a card that says "elephant", know that someone has a card that also says "elephant".
Please read what is written on your card. Make it so that only you can see the inscription. Now the card can be removed. The task of each is to find a pair. In this case, you can use any expressive means, you can’t just say anything and “make the characteristic sounds of your animal.” In other words, whatever we do, we will do silently. When you find your mate, stay close, but keep silent, do not talk. Only when all pairs are formed, we will check what you have done.
The game "Touch to ...".
I will tell you what to touch, and you will do it.
Touch the one who has blond hair, who has blue eyes, who has earrings. Touch the one who has a red color on the dress, who has a beautiful hairstyle ...
Traffic light game.
All participants stand in a column one at a time, holding the torso of the person in front, hands clasped in the castle. At the command of the leader, everyone simultaneously takes a step or a small jump in accordance with the color:
Yellow - right
Green - forward
Red is back.
"Yes or not?"
The players stand in a circle and hold hands, leading in the center. He explains the task: if they agree with the statement, then raise their hands up and shout "Yes", if they do not agree, lower their hands and shout "No!"
● Are there fireflies in the field?
● Are there fish in the sea?
• Does a calf have wings?
● Does the piglet have a beak?
● Is there a ridge near the mountain?
• Does the burrow have doors?
● Does the rooster have a tail?
● Does the violin have a key?
● Does the verse have a rhyme?
● Does it contain errors?
Warm-up "Vegetables"
1. I suddenly wanted to cry, made me shed tears .... (bow)
2. Pick up a red-cheeked bowl rather .... (radish)
3. Finally found a green one .... (cucumber)
4. Dig a little under the bush, look out into the light .... (potato)
5. Fell on the barrel of a couch potato .... (zucchini)
6. Is it empty in the garden if it grows .... (cabbage)
7. A black man surprises the townspeople .... (eggplant)
8 For the tops, like a rope, you can pull out .... (carrot)
9. Who, guys, is not familiar with white-toothed .... (garlic)
10. Holds tightly to the ground, does not want to get out .... (turnip.)
Warm-ups are matched to the themes of the events
Parent meeting in an unconventional form
"In the family circle".
Goals : search for new forms of interaction between the preschool educational institution and the family;
Improving the pedagogical culture of parents.
Plan of the event:
1. Introduction
2. Round table
3. Contests
4. Exchange of parental experience about holding holidays in the family
Assembly progress.
1. Preparatory stage.
Conduct a survey "Your impressions of the holidays"
Give parents a task: draw up a pedigree, bring family photos.
2. Stage of holding a round table.
Do you think it is necessary to organize holidays on the occasion of a child's birthday? (parents give their opinion)
Pupil's mother:
For the full development of a child, a holiday is necessary like air. Let everyone remember their childhood, and he will understand that a holiday for a child is not something that for us it is really an event in a child's life, and the child counts the days from holiday to holiday, as we count years from one important event in our life to another .
Educator: “This childhood would be dull and gray if holidays were thrown out of it,” as K. Ushinsky wrote. And how do you, dear parents, holidays help in raising a child?
(parents' statement).
Pupil's mother:
The child's mind is developed by riddles, quizzes, cognitive games. There is a holiday in the house - you need to prepare gifts in advance, decorate the room, wash everything, clean it - this is how labor enters the life of a child. And when we draw, sing, read poetry, dance, make up, listen to music - don't we bring up our children aesthetically? What holiday will take place without fun outdoor games, when dexterity and ingenuity contribute to healthy growth?
Pupil's dad:
And one more thing: the family is a team. Let a small, mixed-age, but the team. And in festive cares the educational richness of collective work is clearly manifested.
Educator:
But what if a holiday, for example, your birthday, you have to celebrate with your friends, adults, and the child, seeing the preparation for it, asks: “Can I celebrate with you too? ". What will you answer? Is it possible to put children at the same festive table with adults? In what cases is it not?
(parents' comments)
Strange as it may seem, it happens that adults also arrange children's parties for themselves. Adults have their own interests, conversations, and children are bored and sometimes offended at such a holiday: no one remembers the hero of the occasion. He is left at the common table, he becomes a witness to adult conversations, and often interferes in them. The child will say or do something - be it funny - it seems funny to everyone, adults expect new jokes from him. The child gets used to being the center of attention, which develops immodesty and swagger in him.
What holiday does S. Mikhalkov talk about in the poem "Poor Kostya":
If suddenly guests come
To the house for a festive cake,
Mom and dad ask Kostya:
“Sing, please, son! »
Kostya begins to wrinkle,
Pout, whimper and sniffle.
And it's not hard to guess:
The little boy does not want to sing.
"Sing! Mom insists.
Just stand up straight in your chair! »
Dad whispers: "Konstantin,
Sing a couplet! At least one! »
Out of frustration and anger
Everything boils in Kostya's chest.
He, groaning, gets up on a chair,
Sings with disgust.
And he is drunk, oddly enough,
Serenade Don Juan
What did he remember
Why is unknown.
The guests clap their hands
“Oh, what a good singer! »
Someone asks: "You, baby,
Better sing "Noisy reeds ..."
The guests laugh at the table
And no one will say: “Drop it!
Stop sticking around
It's time for the baby to go to bed."
Educator: And sometimes we like to demonstrate the abilities of our child. And if there are several children, a kind of "talent contests" are arranged. But children do not like it when adults insistently demand performances from them. Shy children are especially shy. They should not be forced to perform, they will be much more willing to sing, dance, and tell something. When it falls to them to do when playing or fanta. Please remember this.
On birthdays, and sometimes on holidays, we give gifts to children, they love them and are always waiting. What gifts do you prefer to give to your children? (experience exchange)
Do I need to give them on holidays? Which?
(parents' comments)
Gifts should be a little "for growth", but not too much, but in moderation. Each toy should develop the child's thinking, attention, memory. Do not forget about balls and rolling pins, sports equipment, sketchbooks and felt-tip pens, books, alphabet in pictures, children's songs. It is desirable that before entering school, the child has a few favorite books, music CDs or cartoons. Of course, gifts for children are by no means pampering, but, nevertheless, it is easy to spoil children with gifts.
3. Contests.
Working with the word "Family"
I name a word, and your task is to pick up 10 nouns that you associate with this word.
For a warm-up, the word "FAMILY" is proposed (parents give association words)
What is family? The word is clear to everyone, like "bread" and "water". It is with each of us from the first moments of life. Family is home, dad and mom, close people. These are common worries, joys and deeds. This is love and happiness.
What is most important in a family? It is very difficult to give a definite answer to this question. Love? Understanding? care and participation? Or maybe dedication and hard work? Or strict observance of family values? (Then there is a reading of the definitions and the attachment of these leaflets on the board)
Competition "My family tree"
What are our families like, the families of the guys from our group? We can learn a lot about them by looking at the pedigrees you have compiled with your children. Look how bright, colorful images turned out.
Among the drawings, the most complete and originally designed pedigrees are selected.
Competition "Humorous"
Now we have to hear funny stories from the life of parents and their children. Let's hear your stories.
4. Exchange of parental experience about holding holidays in the family.
Now let's talk about celebrating your child's birthday. Here is a situation: Two ladies met, got into a conversation.
My son has a birthday in 2 days, one of them happily shared.
I’m thinking of inviting the guys, I’ll bake pies, make salads, there will be music. Let them celebrate.
And all? the interlocutor asked.
What else would you advise me? What am I to be a clown in front of them?
Imagine that such a conversation took place between you and your friend. And she asks you for advice. What would you suggest? Will the holiday be interesting if there are pies, cakes, salads on the table, music sounds? Will the kids remember it? How to celebrate a child's birthday? What was interesting about your family? (experience exchange)
5. Summing up the results of the meeting. Decision-making.
1. The child becomes a year older. From year to year, explain to the children: you have become older, stronger, smarter, you know more, you can do more. In many families, it is customary to celebrate the growth of the child on the wall or door on birthdays. Let him see how much he has grown in a year. It’s not bad if on your birthday you take a picture of a child alone or with your family.
2. Think about the holiday, draw up a program, invite guests in advance so that the children can prepare. Figure out with your child how to invite guests - these can be invitation cards, homemade postcards with children's drawings.
3. In order for a child to remember his birthday, you need to come up with a program in advance. Let there be games, attractions, contests, concerts in it.
It depends on how we adults spend the holidays, involuntarily setting an example, how our children will have a rest when they grow up, what values they will cherish, what they will rejoice at, what they will strive for. Our holidays should be fun and interesting, with fiction, pleasant surprises. Success depends on our invention, fantasy. Let no one in your home feel forgotten and lonely.
Rewarding parents with letters of thanks for taking an active part in the life of the child.
Thank you for your attention!
Municipal Autonomous Preschool Educational Institution
kindergarten of a general developmental type No. 134 in Tomsk
"Non-traditional forms of work of teachers with parents in preschool educational institutions"
Creative Group
"Workshop of nature"
S.Yu.Zhabina, A.S.Kapitonova
N.N. Khramtsova, O.V. Sakevich . Publisher: Uchitel, 2015
- Title page
- Explanatory note
"On non-traditional forms of work with parents"
- Forms of work with parents in a preschool educational institution
3.1 Forms of communication between the teacher and parents
3.2 Non-traditional forms of work with parents
3.3 Non-traditional forms of holding parent-teacher meetings
3.4 Games for parent-teacher conferences
3.5 Unconventional parent meeting
On the topic "In the family circle"
- Bibliography
The issue of cooperation between the family and the kindergarten is now especially relevant, because. The system of family education is undergoing significant changes, and today we have to note that the destruction of the family exacerbates the problems of family education.
The task facing the teacher is to achieve interaction and agreement with parents in the upbringing of the child by all means available to him.
Download:
Preview:
MUNICIPAL PRESCHOOL EDUCATIONAL
INSTITUTION "KINDERGARTEN № 44"
NON-TRADITIONAL FORMS OF WORK AND METHODS IN WORK WITH PARENTS
(SPEECH AT THE SEMINAR)
Prepared by: teacher
Kapralova O.N.
g.o. Saransk
The issue of cooperation between the family and the kindergarten is now especially relevant, because. The system of family education is undergoing significant changes, and today we have to note that the destruction of the family exacerbates the problems of family education.
The task facing the teacher is to achieve interaction and agreement with parents in the upbringing of the child by all means available to him.
Studies show that the conscious inclusion of parents in a single process of raising a child together with teachers can significantly increase its effectiveness. Creating a single space for the development of the child is impossible if teachers and parents remain unaware of each other's plans and intentions.
A study of the experience of preschool institutions shows that teachers consider working with the family necessary and difficult, at the same time, not everyone is ready for it. More often, communication between teachers is built “at the level of mutual claims”, on formal communication with parents.
If the preschool educational institution and the family do not impose uniform requirements on the child, a different assessment of his behavior is given, different approaches to education are used, then the child finds it difficult to form behavioral skills, habits, and ideas.
The most common forms of work with parents are parent meetings, parent committees, individual conversations, and consultations. These forms of work with the parents of pupils are already familiar to everyone. In my speech, I want to dwell on non-traditional forms of cooperation with the parents of pupils.
In recent decades, new approaches to the pedagogical interaction of the kindergarten and the family have been outlined.
The main areas of interaction with the family are:
- Studying the needs of parents in educational services (to determine the prospects for the development of the institution, the content of work and forms of organization. For this purpose, questionnaires, sociological studies, surveys, education of parents are carried out in order to improve their legal and pedagogical culture.)
- A significant role in interaction with the family is played by raising the legal culture of parents to strengthen their responsibility and form a conscious attitude to raising children.
Improving the pedagogical culture of parents is carried out in the following areas:
- studying the patterns of child development (features of physical and mental development in different age groups);
- familiarity with modern systems of family education;
- promotion of healthy lifestyles;
- assistance in introducing children to cultural and spiritual values.
When working with families, educators use a variety of forms. The most difficult moment for everyone is holding parent-teacher meetings. But it is they who help unite parents, aim them at effective assistance to the kindergarten team, their group, and actively engage in the process of raising children. Parent meetings should be given special attention, carefully prepared for their holding, and analyze each meeting.
As a rule, the parent meeting consists of two parts:
General (conversation, analysis of a specific situation, planning, discussion, etc.).
Conducted in the form of a monologue of the meeting organizer.
Individual (at the request of parents). Usually this is a consultation with the participation of several parents on issues of interest to them.
To conduct a parent meeting, non-traditional forms and methods in working with parents can be used:
- Lecture
- Discussion
- Study
- Socio-pedagogical training
- Psychological training (game)
- Diagnostics
- Conference
- Workshop
- Advisory point
- Open Day
Lecture - an introduction to a topic. Lectures can be organized on a wide variety of topics for raising children.
The lecture form is not accepted by parents.
Discussion - dispute, discussion of an issue at a meeting. Topics for discussion may vary.
The object of discussion can be a really controversial issue, in relation to which each participant freely expresses his opinion, no matter how unpopular and unexpected it may be.
It is important to keep in mind the form of the discussion:
- round table - the most famous form; its peculiarity lies in the fact that the participants exchange opinions with each other with full equality for everyone;
- symposium - discussion of a problem, during which participants take turns making presentations, after which they answer questions;
- debate - discussion in the form of pre-prepared speeches by representatives of the opposing, rival parties and rebuttals, after which the floor is given for questions and comments to the participants from each team;
By organizing a discussion, the moderator orients the participants to an attentive, unbiased attitude to various opinions, facts, and thereby forms their experience of constructive participation in the exchange of opinions and judgments.
Workshop - a practical lesson on some issue.
Let us dwell on the summary of the workshop "Family Opportunities in the Child's Speech Development".
Purpose: to acquaint parents with the content of the teacher's work on the development of speech of preschool children. Involve parents in the exchange of experience in the speech development of children in the family.
Conducting a workshop.
Invite parents to discuss the factors of successful speech development of the child. For this purpose, give the most significant ones to choose from the proposed list, comment on your choice.
- Emotional communication of parents with a child from infancy.
- Communication of the child with peers.
- The structure of the articulatory apparatus.
- Adult speech is a model.
- The development of fine motor skills of the hands.
- Reading fiction to children.
- The game of the child with adults and peers.
Task for parents.
Review the problem situation and offer your comment or answer.
Invite parents to get acquainted with the content of the section "Speech and speech communication" in the basic development program "Childhood". To listen to an audio recording with the statements of children made at the beginning of the school year before classes. Ask what feelings did parents have when they recognized the voice of their child, heard his speech?
Children are invited to the second part of the meeting. They participate with their parents in various game exercises and tasks.
Conferences are one of the forms of work with parents.
Conference – the final form of work with parents. It is usually held once a year. Its purpose is to generalize and systematize the knowledge gained by parents and other family members as a result of the kindergarten's work on pedagogical education.
Conferences are preceded by versatile preparatory work.
- Discuss with the head of the kindergarten and representatives of the parent committee the appropriateness of the proposed topic. Designate an organizing committee to prepare for the conference.
- Allocate teachers and parents responsible for preparing the presentations, organizing consultations, decorating the premises, cultural program (performances by children, kindergarten staff, parents).
- Develop a message to parents.
Psychological training.
At the beginning of the meeting, ask the parents to fill out a questionnaire, make a short speech justifying the relevance of the topic of the training.
Parents are given a task, statements are written on the board, and a summary is made at the end.
Open days.Organized 2 times a year. On these days, parents can visit regime moments, classes.
Non-traditional forms of work with parents include: oral magazines, parental living rooms, interest clubs, a library of computer games, joint creativity of parents, children and teachers.
We must not forget about the role of visual propaganda in improving the pedagogical culture of parents.
Thematic exhibitions are an effective form of work with parents. The exhibition uses different materials: books, children's drawings, homemade toys, children's statements, photographs, etc.
The correct combination of all forms of work with parents (traditional, non-traditional), visual propaganda help to increase the theoretical knowledge of parents, encourage them to revise the methods and techniques of home education, and more correctly evaluate the versatile activities of the kindergarten.
Literature
- "Preschool education", No. 2 - 2008.
- T.A. Markova, Kindergarten and family. M.: Education, 1981.
- E.P. Arnautova, Teacher and family. M.: Karapuz, 2002.
QUESTION #1
Choose the most correct answer. Family education is...
- raising children in a family environment;
- more or less conscious efforts to raise a child;
- a controlled system of relationships and interactions between parents and children, aimed at achieving the desired results;
- means of family education;
- a form of general education for parents.
QUESTION #2
What are the methods of activating parents?
- teacher's report;
- questions and examples;
- ignoring the child
- diagnostics;
- control;
- the game.
QUESTION #3
What refers to non-traditional forms of communication between the teacher and parents?
- meetings;
- conferences;
- contests;
- information stands;
- conversations.
QUESTION #4
What refers to the traditional forms of communication between the teacher and parents?
- helpline;
- contests;
- talk show;
- quizzes;
- consultations.
QUESTION #5
What forms of work stand out in the interaction of teachers with the family?
- individual;
- subgroup;
- collective;
- traditional / non-traditional.
QUESTION #6
It does not apply to cognitive forms of communication ...
- meetings;
- consultations;
- oral journals;
- folklore holidays;
- brain ring.
QUESTIONNAIRE
FOR TEACHERS
"Assessment of the level of communication skills of the teacher with parents"
You need to answer quickly, unequivocally “yes”, “no”, “sometimes”.
- You will have an ordinary conversation with one of the parents. Does her anticipation unsettle you?
- Does it cause you confusion and dissatisfaction with the order to make a report, information in front of your parents?
- Do you put off an unpleasant conversation about a difficult child with his parents until the last moment?
- Do you think that it is not necessary to personally talk with parents about the peculiarities of upbringing in the family, but rather to conduct a questionnaire, a written survey?
- Do you like to share your experiences from communicating with parents with colleagues, management?
- Are you convinced that communicating with parents is much more difficult than with children?
- Do you get annoyed if one of the parents of your pupils constantly asks you questions?
- Do you believe that there is a problem of "caregivers and parents" and that they speak "different languages"?
- You are offered to prepare a general parent meeting for parents of a preschool institution. Will you make every effort to avoid this assignment?
- Are you embarrassed to remind your parents of a promise they forgot to keep?
- Do you get annoyed when a parent asks you to help sort out a difficult educational issue?
- When you hear an obviously erroneous point of view on the issue of education, would you prefer to remain silent and not enter into an argument?
- Are you afraid to participate in the analysis of conflict situations between teachers and parents?
- Do you have your own, purely individual criteria for evaluating family education and other opinions on this matter?
- Do you think that it is necessary to educate parents, and not just children?
- Is it easier for you to prepare information for parents in writing than to conduct an oral consultation?
PROJECT
"Kindergarten No. 10 combined type"
With. Vylgort
Vylgort 2015
Content
Introduction………………………………………………………………………….3
Modern approaches to the organization of interaction between the family and the preschool educational institution………………………………………………………………………………….5
The principle of unity of educational influences of the preschool educational institution and the family and its implementation………………………………………………………………………….10
Organization of cooperation: teachers - parents - children…………....13
Forms of interaction between the family and the preschool educational institution…………………………………………………………………………………………………16
Conclusion…………………………………………………………………...25
Used literature………………………………………………..26
Applications
INTRODUCTION
“Parents not only do not interfere or interfere with work, but, on the contrary, can contribute to rapid success”
D. Lashley
Modern conditions for the activities of preschool institutions put forward interaction with the family to one of the leading places. According to experts, communication between teachers and parents should be based on the principles of openness, mutual understanding and trust. Parents are the main social customers of the kindergarten, so the interaction of teachers with them is simply impossible without taking into account the interests and needs of the family. It is for this reason that many preschool institutions today are guided by the search for such forms and methods of work that allow them to take into account the actual needs of parents and contribute to the formation of an active parental position.
Today, when parents often experience difficulties in communicating with their own child, one cannot limit oneself only to the promotion of pedagogical knowledge, in which parents are only passive participants. The initiation by teachers of interaction with the family only on financial and economic issues hinders the development of versatile, constructive relations that are useful to all participants in the educational process. The underestimation of the resources of the family, the inability to competently "manage" them, hinders the transition of both public and family education from one qualitative state to another.
The desire of preschool teachers to change the form of communication between teachers and parents is undoubtedly a positive trend. Effectively organized cooperation can give impetus to building interaction with the family on a qualitatively new basis, which implies not just joint participation in the upbringing of the child, but an awareness of common goals, a trusting attitude and a desire for mutual understanding.
In order to implement the project of the preschool educational institution "Kindergarten and family - a single educational space", as well as to transfer interaction with parents to a new level, taking into account modern requirements, a project was developed"Non-traditional forms of work with parents in preschool educational institutions". The project is being implemented jointlyteachers , parents and children group "Sunshine" in MDOU "Kindergarten of the combined type No. 10" with. Vylgort.
Objective of the project:
search and implementation of the most effective forms of cooperation with the parents of pupils.
Tasks:
Establish partnerships with the family of each pupil, join forces for the development and upbringing of children.
To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems.
Activate and enrich the educational skills of parents.
Maintain their confidence in their own teaching abilities.
Expected results:
development of motivation of teachers to achieve the optimal level of constructive and favorable relationships between the teacher and parents;
implementation of the experience gained in the professional activities of the preschool educational institution;
an increase in parental satisfaction with the work of the teacher and the preschool educational institution as a whole.
Project implementation period:
I stage - Identification of the needs of parents in the field of upbringing and education of their own child -2007-2008;
II stage - Pedagogical education of parents and their involvement in the life of the group -2008-2009;
III stage - Partnership of teachers and parents in the activities of preschool educational institutions -2009-2010 year.
Modern approaches to the organization of interaction between the family and the preschool educational institution
At the heart of the new concept of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past. Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".
Cooperation - this is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.
Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the "Dictionary of the Russian Language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows:
1) the mutual connection of two phenomena;
2) mutual support.
The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.
It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system.The results of foreign and domestic research make it possible to characterize what constitutes the openness of a preschool institution, including "openness inward" and "openness outward."
To give a preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal readiness to discover themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc. An example of openness is demonstrated by the teacher.The teacher can demonstrate his openness to children by telling them about something of his own - interesting, seen and experienced on holidays, thereby initiating in children a desire to participate in the conversation. Communicating with parentsthe teacher does not hide when he doubts something, he asks for advice, help, in every possible way emphasizing respect for the experience, knowledge, personality of the interlocutor.At the same time, pedagogical tact, the most important professional quality, will not allow the teacher to stoop to familiarity and familiarity.
By his personal readiness to discover himself, the teacher "infects" children and parents. By his example, heinvites parents for confidential communication, and they share their anxieties, difficulties, ask for help and offer their services, freely express their claims, etc.
"Opening the kindergarten inside" is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution, contribute to educational work. This can be an episodic event that every family can afford.Some parents are happy to organize an excursion, a "hike" to the nearest forest, to the river, others will help in equipping the pedagogical process, and others will teach children something.
Some parents and other family members are included in the ongoing systematic educational and health work with children. For example, they lead circles, studios, teach kids some crafts, needlework, engage in theatrical activities, etc.
All subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their dads, moms, grandparents, who, it turns out, know so much, tell stories so interestingly, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn. Thus, we can talk about a real addition to family and social education.
In order for the kindergarten to become a real, and not a declared, open system, parents and teachers must build their relationship on the psychology of trust. Parents should be sure of the good attitude of the teacher to the child. Therefore, the teacher needs to develop a "kind look" at the child: to see in his development, personality, first of all, positive traits, create conditions for their manifestation, strengthening, attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity)
In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Teachers do not always welcome such free, unscheduled "visits" of parents, mistaking them for control and verification of their activities. But parents, observing the life of the kindergarten "from the inside", begin to understand the objectivity of many difficulties (few toys, cramped washroom, etc.), and then instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first sprouts of cooperation.Acquainted with the real pedagogical process in the group,parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him. There is an involuntary comparison: does my child lag behind others in development, why does he behave differently in kindergarten than at home? Reflective activity "starts": am I doing everything right, why do I get different results of education, what should I learn.
The lines of interaction between the teacher and the family do not remain unchanged. Previously, preference was given to the direct influence of the teacher on the family, since the main task was to teach parents how to raise children. This area of activity of the teacher was called "work with the family." To save time and effort, "training" was conducted in collective forms (at meetings, collective consultations, in lecture halls, etc.). The cooperation between the kindergarten and the family assumes that both parties have something to say to each other regarding a particular child, the tendencies of his development. Hence the turn to interaction with each family, hence the preference for individual forms of work (individual conversations, consultations, family visits, etc.).
Interaction in a small group of parents with similar home education problems is calleddifferentiated approach.
There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, the child is emotionally comfortable, he will definitely share his impressions with the household.
The main goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, unite them into one team, educate the need to share their problems with each other and solve them together.
The interaction of teachers and parents of preschool children is carried out mainly through:
involvement of parents in the pedagogical process;
expansion of the sphere of participation of parents in the organization of the life of an educational institution;
parents attending classes at a convenient time for them;
creation of conditions for creative self-realization of teachers, parents, children;
informational and educational materials, exhibitions of children's works, which allow parents to get to know the specifics of the institution, acquaint him with the educational and developing environment;
various programs of joint activities of children and parents;
combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;
manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions; respectful relationship between the family and the educational institution.
In this way , the relationship of the preschool institution with the family should be based on cooperation and interaction, subject to the openness of the kindergarten inward and outward.
Principles of interaction with parents
Before we started the implementation of this project, the principles of interaction with parents were determined:
Realize that only the joint efforts of the family and the educational institution can help the child; Treat parents with respect and understanding.
Remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one like him (her) in the world, and we must value his individuality, support and develop it. In teachers, the child should always see people who are ready to give him personal support and come to the rescue.
To educate in children boundless respect for their parents, who gave them life and put a lot of mental and physical strength so that they grow up and be happy.
Consider the wishes and suggestions of parents, highly appreciate their participation in the life of the group.
Consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a specific child and his parents based on knowledge of the psychological characteristics of age, taking into account the child’s previous experience, his interests, abilities and difficulties that have arisen in the family and educational institution.
Respect what is created by the child himself (a story, a song, a building made of sand or other building material, modeling, drawing, etc.). To admire, together with parents, his initiative and independence, which contributes to the formation of self-confidence and self-confidence in the child, and in parents causes a sense of respect for the educators of their children.
Regularly in the process of individual communication with parents to discuss all issues related to the upbringing and development of children.
Show understanding, delicacy, tolerance and tact, take into account the point of view of parents.
The interaction of the family and the preschool educational institution on the development of the personality of preschool children can be traced in the implementation of the pedagogical principle -unity of educational influences. If such unity and coordination of efforts are not achieved, then the participants in the educational process are likened to Krylov's characters - Cancer, Swan and Pike, who, as you know, pulled the cart in different directions. If educational efforts do not add up, but counteract, then it is difficult to count on success. At the same time, the pupil experiences enormous mental overload, because he does not know who to believe, who to follow, he cannot determine and choose the right influences among those authoritative for him. To free him from this overload, to sum up the action of all forces, thereby increasing the influence on the personality, and the principle of the unity of educational influences requires.
The rules for implementing the principle help educators to cover all aspects of educational interaction.
The educator must educate himself. Educators and parents have no other way than to cultivate in themselves the qualities that they would like to instill in their children.
In the practice of education, conflict situations often arise when educators do not agree with the activities of the family or, on the contrary, the family has a negative attitude towards the requirements of educators. Parents often nullify the efforts of teachers, caressing, indulging their children, educating consumer psychology in them. Misunderstandings should be eliminated, relying not on what separates, but on what unites all educational efforts.
In this way , the practical implementation of the introduction of non-traditional forms of interaction between preschool educational institutions and parents requires the creation of a unified system of education. The systematic process of education is ensured by the observance of continuity and consistency in the formation of personality traits. In educational work, one should rely on previously acquired positive qualities, norms of behavior. Gradually, both the norms and the means of pedagogical influence should become more complex.
Organization of cooperation: teachers - parents - children.
In recent decades, new approaches to the pedagogical interaction of the kindergarten and the family have been outlined.
Recognition of the priority of family education requires other relationships between the family and educational institutions, namely, cooperation, interaction and trust. The cooperation of teachers and parents allows you to get to know the child better, look at him from different positions, see him in different situations, and, therefore, help in understanding his individual characteristics, developing the child's abilities.
The majority of parents are not professional educators. They do not have special knowledge in the field of upbringing and education of children and often experience difficulties in establishing contacts with children. Teachers and parents should look together for the most effective ways to solve emerging problems, determine the content and forms of pedagogical education in this regard. For the maximum effectiveness of such cooperation, simple informative monologue communication is not enough; it is necessary to strive for an equal dialogue with the families of pupils.
The decisive role in establishing such interaction belongs to teachers. Not all parents respond to the teacher's desire to cooperate with them. Work and interaction should begin with those who wish to participate in the life of the group, kindergarten. Gradually, tactfully involve other parents in cooperation, relying on like-minded parents, taking into account the interests of children and their families.
At the present stage, in working with parents, the concept of “involving parents” in the activities of a preschool institution has appeared, i.e. active participation of parents in the work of the preschool educational institution, which affects its functioning and development.
All work to involve parents in the activities of a preschool institution can be divided into three stages:
Identification of the needs of parents in the field of upbringing and education of their own child;
Pedagogical education of parents, their involvement in the life of the group;
III . Partnership of teachers and parents in the activities of preschool educational institutions.
At the first stage effective means of working with parents"Ladder of Trust" each of the steps of which is a kind of stage of rapprochement with the family.(Attachment 1)
Also, teachers will be helped by conversations with parents, home visits, observation of children, questionnaires, surveys, “Mailbox”.
Pedagogical education parents is the most important step. To implement the content of this work, the preschool educational institution uses collective and individual forms of interaction: question and answer evenings, business games, parent meetings (general and group), oral journals, meetings with interesting people, the Family Cafe parent club, the library, conversations, performance individual instructions, correspondence, visual agitation.
The main task at the third stage was the creation of conditions for the development of partnerships in the educational space of preschool educational institutions, and this can only be achieved through the activities of teachers, parents and children, which can be implemented in various forms.
In this way , the work of parents and teachers in the conditions of a preschool institution has a pronounced specific nature of cooperation, since both the content and the forms of relationships between parents and employees of a preschool institution have changed.
Forms of interaction between the family and the preschool educational institution
Not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, others do not understand why this is necessary. In all cases, qualified assistance from a preschool institution is needed.
Currently, individual work with the family, a differentiated approach to families of different types, care not to lose sight and influence of specialists not only difficult, but also not entirely successful in some specific, but important issues, continue to remain topical tasks. families. Authoritarian methods of "education" of parents are excluded. You should interact with parents with interest and love for the child. In order for educators and parents to find time for such interaction, it must be specially organized. Each direction of a child's development involves special content and forms of communication between educators and parents, during which their psychological and pedagogical culture will increase.
With the help of a survey, we identified the needs of parents, their ability to communicate with children, their interests in the field of upbringing and education of children. For example, using a questionnaire"Let's get acquainted" we got to know our pupils, the interests of families, living conditions, the place of work of parents, favorite games and activities of children.(Annex 2)
Visiting the child's family gives a lot for its study, establishing contact with the child, his parents, clarifying the conditions of education, if it does not turn into a formal event. The teacher must agree in advance with the parents on the time of the visit that is convenient for them, and also determine the purpose of their visit. To come to the child's home is to come to visit. So, you need to be in a good mood, friendly, benevolent. You should forget about complaints, comments, do not allow criticism of the parents, their family economy, way of life, give advice (single!) tactfully, unobtrusively. The behavior and mood of the child (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family.
An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve them in participation. But, given the current trend of parents' employment, in order to familiarize parents with the structure and specifics of conducting classes, the conditions for children's stay in preschool educational institutions, we conduct"Open House Week" for parents”, and not one day. As a result, the number of moms and dads who attended the events held during this week increased.
At the end of the week (Friday evening), a joint tea party is organized, at which parents exchange impressions of what they saw, and educators make recommendations.
Excerpts from reviews:
“Children are engaged with pleasure, despite the fact that work requires perseverance, accuracy”;
“It is interesting to watch how children skillfully transform into ducklings, frogs, funny animals, jump and dance”;
“I am satisfied with the work of all teachers in the kindergarten, I am calm for preparing the child for school”;
“I never thought that my child could do so well.”
Parents like this form of work, as it allows them to see the real achievements of each child, to learn some of the techniques and methods of working with children themselves.(Annex 3)
Evening conversations are held both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and is presented in such a way as to encourage the interlocutors to speak. The teacher should be able not only to speak, but also to listen to parents, express their interest, goodwill.
Consultations. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. Parents of different groups who have the same problems or, conversely, success in education (capricious children; children with pronounced abilities for drawing, music) can be invited to group consultations. The goals of the consultation are the assimilation by parents of certain knowledge and skills; help them solve problems. The forms of consultations are different (a qualified report by a specialist followed by a discussion; a discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic "How to teach a poem with children"). An important condition for planning consultations is to identify topics of interest to parents.
(Annex 4)
Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them toworkshops. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.(Annex 5)
parent meetings are warm friendly meetings over a cup of tea, during which the stated topics are discussed. Parents are notified in advance about the topic, date and time of the meeting, they receive letters of invitation written by the educator, and issued by their own child. After the meeting, parents have the opportunity to talk with the caregiver about their child individually.(Annex 6)
Each of our meetings with parents gives rise to reflection, causes a desire to analyze and reason. Before the meeting, the teacher, using a survey, determines the topic of interest to parents. Gives tasks to parents (prepare a speech, ensure the attendance of parents, etc.)
Each parent brings up his children as he sees fit, based on his knowledge, skills, feelings and beliefs. It is difficult for an outsider, even a teacher who is usually close to the parent, to resist this. And is it necessary? Should we break this tradition? Isn't it better to build it into a kind of principle: let the family raise children as they want. But she must certainly want and be able to educate. And to help parents choose the right path, infamily cafe we are talking at a round table. The topics of the meetings are formulated and requested by the parents. Over a cup of coffee or tea, in an atmosphere of calmness and goodwill, parents, teachers, specialists discuss pressing problems, issues of upbringing and development of children, engage in creativity with children, and jointly search for optimal forms of helping a child.
parent conferences. The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given "for starters" in order to cause discussion, and if possible, then discussion. It is important to determine the current topic of the conference ("Caring for the health of children", "Introducing children to the national culture", "The role of the family in the upbringing of the child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.
Parents were also interested in such a form of joint work as"Master Class" , where teachers teach parents self-massage techniques, drawing, modeling, and how to make educational toys. The result of this work was the holding of "Master classes" by the parents themselves.
Given the busyness of parents, such a form of communication with the family is also used, such as"Parent Mail". Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc.
Collaboration between a psychologist, educators and families helps not only to identify the problem that caused the difficult relationship between parents and the child, but also to show the possibilities for solving it. At the same time, it is necessary to strive to establish equal relations between the teacher-psychologist, educator and parents. They are characterized by the fact that the parents form an attitude towards contact, there are trusting relationships with specialists, which, however, do not mean full agreement, leaving the right to their own point of view. Relationships proceed in the spirit of equality of partners. Parents do not passively listen to the recommendations of specialists, but they themselves participate in drawing up a plan for working with a child at home.
A new form of pedagogical education of parents was the releasemagazine "Kaleidoscope". This is a mini-magazine, the pages of which provide a lot of useful information and practical advice on the upbringing and development of children. The magazine contains several sections, each of which reveals in more detail the secrets of successful upbringing and development of the child.. (Annex 7)
"Lessons for Parents" parents learn the methods and techniques of raising and educating children;
"Home playroom" introduces simple, interesting, and most importantly, useful games for children;
In chapter "Aibolit is in a hurry to help" recommendations are given for the preservation and promotion of health;
speech therapist's advice on the development of children's speech, contains a heading"Assignments of Dr. Zvukov";
"Cinderella Workshop" gives the opportunity to plunge with the child into the world of creativity and fantasy.
Heading "Enjoy your meal" will tell you how to feed the child deliciously, what to serve on the festive table, how to surprise guests.
An effective way of working with parents isindividual conversations of educators and other employees with adult family members. In these conversations, parents are more willing and frank to talk about the grief that can sometimes be in the family, about the anxiety that the child’s behavior causes, about the success of the baby. Individual conversations can take place at the initiative of the teacher or the parents themselves. Sometimes it is necessary to agree on such a conversation in advance, sometimes it is enough to talk in the morning or in the evening when parents come to kindergarten.
The information collected in kindergarten is of great benefit in the pedagogical education of parents.library. During the child's stay in a preschool institution, parents can read a lot of pedagogical literature, and the teacher has the opportunity to guide and direct their reading. Books for such a library are selected and acquired mainly by the teacher of the group, but parents can also help in this. It is useful to keep a record of the literature that parents have read.
A special place in the promotion of pedagogical knowledge is occupied by the organizationcorners for parents. The creative use of this form of work makes it possible to widely acquaint parents with the issues of raising children. mostimportant feature Corner is that,All content is addressed to parents on behalf of children.
The design of textual and illustrative material in them can be - depending on the conditions - very different; stand, shelf or table for demonstrating children's works, pedagogical and fiction, specially equipped showcases, mats.
To systematize the content of the corner, you can arrange the materials into sections, and to update the texts, set the approximate time for their replacement. Yes, in the section"What did we do today" briefly talks about the activities of children during the day, demonstrates children's work. Section content changes daily.
In chapter "Our life" children tell what interesting things, walks, excursions, public holidays are waiting for them this month. Here you can also write about what participation parents will take in organizing these events, what and by what date the child needs to be prepared (for example, a message is posted that a long-distance excursion is being held on such and such a date, which means that the day before the “hike” it is necessary carefully check the child's shoes). This section can be updated once a month.
Chapter "Tips and Tricks" does not give parents a system of knowledge on pedagogy, but provides the necessary pedagogical information, introduces parents to the issues of education. The content of tips and recommendations should be correlated with the program material that is currently given to children in the group. In the same section, you can highlight the best experience of family education. In the same section, you can put an approximate mode of the child at home and in kindergarten, a menu for every day; give the information necessary for parents: the hours of the doctor's appointment, the manager; telephone, address; payment scale for the maintenance of a child in kindergarten. The materials in this section change every 2-3 months.
In chapter "Note" ads of a different nature are posted, the content of which is compiled on behalf of children.
The section most popular with parents is
"Our Children" , telling about what the children have achieved, what they have learned, what they have learned to do.
In chapter "Card file of good deeds" in one form or another reflects the activities of parents. It tells about the achievements of the parents, about how they help the group and the kindergarten. Thanks are given. This section is updated as needed.
All Ugolok material is completely replaced once a quarter.
A joint visits to museums, theaters, exhibitions, excursions into nature, hiking, all this allows children, parents, teachers to get to know each other better, acquire interaction skills, and children from single-parent families to compensate for the lack of male or female education.
Participation of parents in the celebrations and entertainment: acting as fairy-tale characters known to children according to the scenarios of autumn, New Year's, spring, graduation matinees gives parents the opportunity to watch their children not from the outside, but in the process of joint activities. Children are less worried when performing, they are happy and proud of their parents.(Annex 8)
At the end of each month, a family holiday is held in the group."Day of Leisure and Rest". Joint preparation and holding of this day contributes to the upbringing of kind, sympathetic children who love and respect mom and dad, sisters and brothers, grandparents, all friends and relatives.
Sports and intellectualcompetition and relay races , contests and quiz loved by both parents and children. Accepted Winnersactive participation in various competitions of the preschool educational institution, the district. (Annex 8)
Thus, the variety of forms and methods of work helps to find common ground with different categories of parents, and the interaction of the kindergarten with the family can be carried out in different ways. It is only important to avoid formalism.
Conclusion
Our project addresses the issue that the family and the kindergarten are chronologically connected by continuity, which ensures the continuity of the upbringing and education of children. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.
The experience of working with parents shows that the position of both parents and educators has become more flexible. Now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children. Most parents began to purposefully deal with the problems of educating preschool children. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, familiarizing children with cultural values. Parents expressed their desire to hold circles: "Origami", "Modeling from salt dough", "Crochet", "Skillful hands", "Young sportsman".
Thus, the use of non-traditional forms of interaction between a preschool institution and the family contributes to an increase in the efficiency of work with parents, and allows creating a unified environment for the development of the child. Parents get the opportunity to get to know each other better, share experiences, get to know their children better, learn interaction, empathy, and co-creation.
In the future, we will improve the work we have begun, looking for new forms of interaction with parents, and introduce them into the work of the preschool educational institution. The joint concerted efforts of the kindergarten and the family make it possible to more successfully solve the important task of making the kindergarten a place of joy where children and parents would come with pleasure.
List of literature on this issue:
Antonova T., Volkova E., Mishina N. Problems and the search for modern forms of cooperation between kindergarten teachers and the child's family // Preschool education. 1998. N 6. S. 66 - 70.
2. Arnautova E. Methods for enriching the educational experience of parents // Preschool education. 2002. N 9. S. 52 - 58.
3. Belonogova G., Khitrova L. Pedagogical knowledge for parents // Preschool education. 2003. N 1. S. 82 - 92.
4. Interaction of an educational institution with the family as the main partner in the organization of the educational process (guidelines). - Orenburg: Orenburg IPK, 2003.
5. Grigoryeva N., Kozlova L. How do we work with parents // Preschool education. 1998. N 9. S. 23 - 31.
6. Dalinina T. Modern problems of interaction between a preschool institution and a family // Preschool education. 2000. N 1. - S. 41 - 49.
7. Doronova T. N. Interaction of a preschool institution with parents // Preschool education. 2004. N 1. - S. 60 - 68.
8. Doronova T.N., Solovieva E.V., Zhichkina A.E. et al. - M.: Linka-Press. Preschool and family - a single space for child development. - 2001. - S. 25 - 26.
9. Kozlova A. V., Desheulina R. P. Work of a preschool educational institution with a family. - M.: Sphere, 2004 - 112 pages.
10. Strumilin S. G. Non-traditional forms of work with parents of preschool educational institutions // New World. 1960. N 7. - S. 208.
Non-traditional forms of work with parents
Vylgort 2009
APPENDIX
Attachment 1
We trust you
count me
member of your team
We will cooperate
What does it give?
So what?
Who you are?
FIRST STAGE "WHO ARE YOU?"We don't know you
What to do?
Parents of pupils with a neutral and passive life position, as well as parents of newly admitted children.
Development of a booklet for preschool educational institutions. Parent meeting "Group presentation". Questioning the social expectations of parents. Poster information about the life of the group and the preschool educational institution as a whole.
SECOND STAGE "SO WHAT?"
Yes, we heard something about you
What to do?
Parents of children in the period of adaptation.
Parent meetings, confidential letters.
THIRD STEP "WHAT DOES IT GIVE?"
It is interesting
What to do?
Parents with a neutral and passive life position.
"Week of open doors", "Master classes", joint activities with children.
FOURTH STAGE "WE WILL COOPERATE"
It attracts us
What to do?
Parents who are ready to actively cooperate.
Holding joint events, holidays. Creation of family clubs.
FIFTH STEP "CONSIDER ME AS A MEMBER OF YOUR TEAM"
Need my help?
What am I doing?
Parents.
I actively participate in all activities of the group and kindergarten. I provide sponsorship.
SIXTH STEP "WE TRUST YOU"
We will tell everyone about you
What are we doing together?
Alumni parents. Parents of children at risk, children with special educational needs. The inhabitants of the village.
We rejoice in the success of our graduates. We discuss achievements, problems of children and ways to solve them. We share experience.
Appendix 2
Questionnaire for parents
"Let's get acquainted"
We are glad to see you and your child in our kindergarten.
We hope that the baby here will be comfortable, fun, interesting.
Let's get acquainted.
FULL NAME. child ___________________________________________
Date of Birth__________________________________________
Home address, phone number _____________________________________
Family composition (which child is in the family account) ______________________________________________________________
MOTHER
Education, specialty __________________________________
Place of work, work phone, mobile phone __________________________________________________________
FATHER
Full name, year of birth____________________________________________
Education, specialty ______________________________________
Place of work, work phone, mobile phone
Who does the child live with?
Family members who do not live with the child, but take an active part in his upbringing _________________________________________________
Other children in the family (their age), the relationship of the child with them ______________________________________________________________
What do you name your child (his favorite name) __________________
To which family member is the child most attached?
Does the child often get sick, what diseases, injuries, suffered ___________________________________________________________
The main types of games and activities at home ______________________________
Is it easy to make a child laugh ____________________________
What toys do you like, who cleans them ____________________________
Favorite games_________________________
Favorite food ___________________________________
Disliked food __________________________________________
How does a child wake up in the morning?
a) active, in a good mood
b) with whims, mood improves by 11-12 o'clock ___________
How often do you have guests in your house (rarely, once a week, once a month) __________________________________________________________
Do you visit children's entertainment establishments with your child?
How the child interacts with children in the game:
A) active, leader _______________________________________________
B) easily joins the players ______________________________
C) is experiencing difficulties
Favorite activity, interests:
Sculpting, drawing, designing _________________________
Outdoor games, physical activity ____________________
Books, educational games _______________________________
Other ____________________________________________________________
How do you punish your child (list) ____________________________
What is the most effective punishment?
What kind of incentives do you use ____________________________
What is the most effective incentive?
The child's living conditions (a separate room, a corner in a common room, a separate bed, a shared bed with one of the children, etc.)
__________________________________________________________________________________________________________________________
Your wishes_________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Questionnaire for parents
Purpose: to reveal the features of communication between parents and children
1. Do you and your spouse agree on raising a child?
2. What is your position in communicating with the child
(dominant, equal)?
3. How do you most often influence the child - in the form of instructions, explanations, suggestion, persuasion, requests?
4. How often do you pretend to listen to your child when you go about your business, but you don't hear him? (Often, sometimes, never)
5. Do you insult the child (verbally) when you are in conflict with him? (Yes, sometimes, never)
6. Do you consider your child's emotional state?
(Always, sometimes)
7. How often do you correct your child if he makes mistakes in communication? (Always, sometimes, never)
8. Do you remind the child if he forgets to say speech, etiquette formulas?
9. Do you always understand the mood of the child?
10. Do you understand the child in the process of communication by his gestures and facial expressions?
11. What methods and how often are used in the family to develop the child's communication skills?
12. What difficulties do you encounter in the process of building a culture of communication?
13. What prevents your full communication with the child?
Annex 3
Approximate action plan
"Week of open doors"
Days of the weekMorning
Day
Evening
Monday
9.00 – 10.00
Activities with children
Walk, regime moments.
Evening of poetry.
(acquaintance with the work of A.S. Pushkin)
Tuesday
9.00 – 10.00
Activities with children
Walk, regime moments.
Sports entertainment "Kids-strong men"
Wednesday
9.00 – 10.00
Activities with children
Walk, regime moments.
Concert by appointment.
(participants: parents and children)
Thursday
9.00 – 10.00
Activities with children
Walk, regime moments.
creative workshop
(joint activity of children and parents
Friday
9.00 – 10.00
Activities with children
Walk, regime moments.
"Family Cafe"
(summarizing the week)
Appendix 4
Don't expect your child to be like you, or the way you want. Help him become not you, but himself.
Do not think that the child is yours: he is God's.
Do not demand payment from the child for everything that you do for him: you gave him life, how can he thank you? He will give life to another, that to a third: this is an irreversible law of gratitude.
Do not take out your grievances on the child, so that in old age you do not eat bitter bread, for what you sow, it will come up.
Do not treat his problems haughtily: the severity of life is given to everyone according to their strength, and be sure that his burden is no less heavy for him than yours is for you. And maybe more. That's why he doesn't have the habit.
Don't humiliate.
Don't torture yourself if you can't do something for your child
torment - if you can and do not.
Remember - not enough is done for the child if everything is not done.
Learn to love someone else's child. Never do to someone else what you would not want others to do to yours.
Love your child in any way: untalented, unlucky, adult. Communicating with him, rejoice, because the child is a holiday that is still with you.
An angry, aggressive child, a fighter and a bully is a great parental chagrin, a threat to the well-being of the children's team, a "thunderstorm" of the yards, but also an unfortunate creature that no one understands, does not want to caress and pity. Children's aggressiveness is a sign of internal emotional distress, a complex of negative experiences, one of the inadequate methods of psychological protection.
Such children use every opportunity to push, beat, break, pinch. Their behavior is often provocative. To evoke aggressive behavior in response, they are always ready to anger their mother, teacher, and peers. They will not calm down until the adults "explode" and the children do not enter into a fight. For example, such a child will be more conscious to dress more slowly, refuse to wash his hands, put away toys until he pisses off his mother and hears her cry or receives a slap. After that, he is ready to cry and, only having received comfort and affection from his mother, will he calm down. Isn't it a very strange way to get attention? But for this child, this is the only mechanism for the "exit" of psycho-emotional stress, accumulated internal anxiety.
In our life, unfortunately, there are many events that in themselves can harden, embitter, drive to despair and cause negative experiences. Children clearly capture the moods of others. Therefore, parents should not allow their child to discuss troubles, watch programs about disasters and films about murder and hopelessness, evaluate negatively the actions of others, reproach and threaten offenders with reprisal. Such manifestations of dissatisfaction and resentment are not the best example to follow and can return to the family as a boomerang in the "performing" of the child. Adults should not be surprised why their child repeats their abusive expressions word for word, is in a position of constant resistance and rejection of the people and events around him. If you begin to notice that your child is electrified with anger, calls names, fights, offends and treats animals cruelly, then the first thing you should do is ask yourself questions:
When did it start?
How does a child show aggression?
When does a child show aggression?
What caused the aggressiveness?
What has changed in the behavior of the child since that time?
What does the child really want?
How can you really help him?
The causes of aggressiveness are almost always external: family troubles, deprivation of something desired, the difference between what is desired and what is possible. Therefore, work with the aggression of your child must begin with an independent analysis of intra-family relations. This will be the main step in solving the existing problem.
If your child shows signs of aggressive behavior, play the games below with him. This can be done in the family circle, with the participation of close relatives (brothers, sisters), as well as with your child's friends.
The most important thing is to try to liberate yourself, surrender to the game, because the child will certainly feel your sincerity and appreciate it.
"KILL THE DUST"
(for children from 4 years old)
Each participant is given a "dusty pillow". He must, diligently pounding with his hands, thoroughly "clean" her.
"KIDS FOOTBALL"
(for children from 4 years old)
Instead of a ball - a pillow. The players are divided into two teams. The number of players from 2 people. The judge must be an adult. You can play with your hands and feet, the pillow can be kicked, thrown, taken away. The main goal is to score a goal.
Note: an adult monitors compliance with the rules - you can’t use your arms, legs if there is no pillow. Penalties are removed from the field.
"HOUR OF SILENCE AND HOUR OF "POSSIBLE""
(for children from 4 years old)
Agree with your child that sometimes, when you are tired and want to rest, there will be an hour of silence in the house. The child should behave quietly, calmly play, draw, design. But sometimes you will have a "maybe" hour when the child is allowed to do almost everything: jump, scream, take mom's outfits and dad's tools, hug parents and hang on them, etc.
Note: "hours" can be alternated, or you can arrange them on different days, the main thing is that they become familiar in the family.
"FALLING TOWER"
(for children from 5 years old)
A high tower is built from pillows. The task of each participant is to take it by storm (jump), uttering victory cries like:
"Ah-ah-ah", "Hurrah!" etc. The winner is the one who jumps on the tower without destroying its walls.
Note:
· Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer.
· After each assault, the "fans" emit loud cries of approval and admiration: "Well done!", "Great!", "Victory!" etc.
"STORM OF THE FORTRESS"
(for children from 5 years old)
A fortress is built from unbreakable objects that have fallen "under the arm" (slippers, chairs, cubes, clothes, books, etc. - everything is collected in one big pile). The players have a "cannonball" (ball). In turn, each with all his strength throws the ball into the enemy fortress. The game continues until the entire heap - the "fortress" - is shattered into pieces. With each successful hit, the assaulters emit loud victory cries.
"WE SCORE VEGETABLES"
(for children from 5 years old)
Invite the children to quarrel, but not with bad words, but ... vegetables: "You are a cucumber", "And you are a radish", "You are a carrot", "And that one is a pumpkin", etc.
Note: Before scolding a child with a bad word, remember this exercise.
"ON THE Bumps"
(for children from 5 years old)
Pillows are laid out on the floor at a distance that can be overcome in a jump with some effort. The players are "frogs" living in the swamp. Together on one "bump" capricious "frogs" closely. They jump on the pillows of their neighbors and croak: "Kwa-kva, move over!" If two "frogs" are crowded on the same pillow, then one of them jumps further or pushes a neighbor into the "swamp", and she is looking for a new "bump".
Note: an adult also jumps over "bumps". If between the "frogs" it comes to a serious conflict, he jumps up and helps to find a way out.
"ZHUZHA"
(for children from 6 years old)
"Zhuzha" sits on a chair with a towel in his hands. Everyone else runs around her, making faces, teasing, touching her, tickling her. "Zhuzha" endures, but when she gets tired of all this, she jumps up and starts chasing the "offenders" around the chair, trying to whip them on the backs with a towel.
Note: the adult follows the form of the expression "teaser". They should not be offensive and painful.
Application5
The workshop is an active form of interaction that allows for immediate feedback. Unlike individual and group consultations, this form of work is effective in that parents do not just receive a “finished product” in the form of information, but must themselves be actively involved in the process of “obtaining” information.
The structure of such a lesson, as a rule, differs little from the classical scheme of a business game, the indispensable elements of which are:
An exercise aimed at setting up participants for productive work (if there are a large number of participants, then any game - an energizer can act as such an exercise);
Group work;
Thematic presentation of the presenter;
Final task for the participants; reflection of the past lesson; "Feedback".
In particular, according to this scheme, we organize classes for parents of four-year-old children. As an example of a workshop, we bring to your attention a lesson on the topic “Game and the developing subject environment of preschool childhood” (developed by Masyagina O.Yu.).
Seminar for parents
"Game and developing subject environment of preschool childhood"
Preparing the facilitator for the seminar includes:
Making an information stand in the institution (materials about the role of the game, about the developing functions of the game, etc.);
Making an exhibition of children's drawings with the code name "I dream of such a toy!";
Design of an information stand in the office (pictures with various types of toys and reference plates for the design of pictures: "Social and emotional development", "Intellectual and cognitive development", "Motor development");
“Puzzles” for dividing participants into pairs (figures cut into two parts);
Printouts of situations for work in groups;
Two sheets with the heading "Perfect toy";
Supporting plates on the pedagogically valuable qualities of toys: “Possibility of using in joint activities”, “Didactic properties”, “Polyfunctionality”, “Belonging to art crafts”;
Booklets "The value of the play activity of a preschooler" for parents to study at home;
Blanks for business cards (colored, different in shape)
Lesson progress:
1. Greetings from the host, general attitude to work.
2. Task "Business card". Participants are given blanks for business cards, and are invited to design a business card in accordance with their taste, mood, character.
For the presenter, this task is an auxiliary tool for maintaining the general emotional background. The facilitator can comment on the design of business cards in some way, or ask the participants themselves to do so.
3. Participants are divided into pairs (for this, the leader distributes to each halves of the cut figures: those participants whose halves match form a pair). Participants tell their vis-a-vis about themselves, look for a common topic for conversation (in particular, it may be the child’s stay in the studio or the purpose of the stay in this lesson), ask each other any leading questions in order to get the most complete picture of the person sitting opposite.
About five minutes are allotted for this task, then each parent shares his impressions about what he heard, talks about his interlocutor.
4. Group work. Participants are divided into two groups, each group leader offers cards with tasks-situations that need to be resolved (find options for solving the proposed situations).
Situation 1 . You gave your child a beautiful and very expensive toy that he had long dreamed of. However, literally a day later you find the toy broken. Your actions?
Situation 2. Your child is naughty in the cafeteria where you briefly went - laughing, running between tables, waving his arms. You, thinking about the rest of those present, stopped him, forced him to sit down at the table and severely scolded him. What experience can a child get in this situation? (15 minutes).
The opinion of the group is heard. General discussion. Facilitator's comments aimed at emphasizing the role of play in preschool age. It is important to remind parents that the leading activity of a preschooler is play activity, because it is through play that a child learns the world around him and learns the rules of behavior (this should be taken into account if parents want to receive positive emotions when raising their child).
5. Group work . Participants are given sheets (one per group) with the heading "The Perfect Toy". Drawing up the characteristics of the “ideal” toy: what qualities should the “ideal” toy have, according to parents. A representative from the group voices the opinion of the group, justifies the choice of one or another quality. Sheets are attached with magnets to the board.
6. Theoretical part , implying the speech of the presenter. The facilitator talks about the meaning of the game in preschool age; indicates the most pedagogically valuable qualities of toys (using reference plates that are attached to the blackboard with magnets); shows the types of toys (focusing on the information stand) and explains their impact on the development of the child; reveals the concept of "role-playing game", draws attention to the drawings of children.
Introduction
Chapter 1 Forms of work in the preschool educational institution
1 Traditional forms in preschool
2 Non-traditional forms of work in a preschool educational institution
Chapter 2 Practical use of non-traditional forms of work with parents in a preschool educational institution
Conclusion
Bibliography
Application
Introduction
At the heart of the new concept of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.
The ideas of interaction between family and social education were developed in the works of V. A. Sukhomlinsky, in particular, he wrote: “In the preschool years, the child almost completely identifies himself with the family, discovering and asserting himself and other people mainly through the judgments, assessment and actions of the parents.” Therefore, he emphasized, the tasks of education can be successfully solved if the school maintains contact with the family, if relations of trust and cooperation have been established between educators and parents (1, p. 125).
Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".
Cooperation is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.
Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the "Dictionary of the Russian language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows: 1) the mutual connection of two phenomena; 2) mutual support.
The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. It is invaluable to help each other in understanding the child, in solving his individual problems, in optimizing his development (23, p. 64).
It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic research make it possible to characterize what constitutes the openness of a preschool institution, including "openness inward" and "openness outward."
To give a preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal readiness to discover themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc.
Preschool institutions have accumulated significant experience in organizing cooperation with parents in order to increase the effectiveness of moral, labor, mental, physical, artistic education and development of children. Kindergarten teachers, methodologists and social pedagogues are constantly improving the content and forms of this work, striving to achieve an organic combination of educational influences on the child in a preschool institution and in the family, to ensure the comprehensive development of the individual.
At present, the system of preschool education is being restructured, and humanization and de-ideologization of the pedagogical process are at the center of this restructuring. From now on, its goal is not the education of a member of society, but the free development of the individual (8).
Therefore, the relevance of the problem lies in the fact that the kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And it is on the quality of the work of a preschool institution, and in particular methodologists and social teachers, that the level of pedagogical culture of parents, and, consequently, the level of family education of children, depends. In order to be a real promoter of the means and methods of preschool education, the kindergarten must serve as a model for such education in its work. Only under this condition, parents will trust the recommendations of educators and social pedagogues, and will be willing to establish contact with them. Educators must constantly raise the requirements for themselves, for their pedagogical knowledge and skills, their attitude towards children and parents.
Therefore, the object of this study is the pedagogical education of parents of preschool children, and the subject is non-traditional forms of work with parents. After all, no matter how seriously the forms of raising children in preschool institutions are thought out, no matter how high the qualifications of the workers of a preschool institution are, it is impossible to achieve the goal without the constant support and active participation of parents in the educational process. The all-round harmonious development of a child's personality requires unity and consistency of the entire system of upbringing and educational influences of adults on a child. The role of the family in creating such coherence can hardly be overestimated, because the family, as the first institution of socialization, has a decisive influence on the development of the main personality traits of the child, on the formation of his moral and positive potential. It is in the family that children receive their first moral lessons, their character is formed; in the family, initial, life positions are laid. Therefore, it is extremely important that the main component of the work of preschool institutions be the promotion of pedagogical knowledge among parents. This is also necessary in order to eradicate the mistakes made by parents in family education: many young parents underestimate the importance of the physical education of children, some find it difficult in a psychological approach to children, others do not pay due attention to labor education. Often, problems that arise in low-income, large, single-parent families, guardian families remain open.
The purpose of the course work is the use of non-traditional forms of work with parents in preschool institutions, necessary to increase the activity of parents as participants in the educational process.
To create favorable conditions in the family for raising children, to avoid mistakes in family upbringing, parents need, first of all, to master the full scope of certain psychological and pedagogical knowledge, practical skills and teaching skills.
The main tasks of the work were:
to study the traditional forms of work in preschool educational institutions;
to study non-traditional forms of work in preschool educational institutions;
prepare a memo for educators on non-traditional forms of work with parents.
Chapter 1. FORMS OF WORK WITH PARENTS IN DOE
1 Traditional forms of work with parents
The kindergarten and the family are two important institutions for the socialization of children. Teachers and parents have common tasks: to do everything so that children grow up happy, active, healthy, cheerful, sociable, so that they become harmoniously developed personalities. Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers keep all the best and time-tested, and on the other hand, they seek and strive to introduce new, effective forms of interaction with the families of pupils, the main task of which is to achieve real cooperation between the kindergarten and the family.
Communication will be successful if it is meaningful, based on topics that are common and significant for both parties, if each of them enriches their information baggage in the process of communication. The content of work with parents is realized through various forms. The main thing is to convey knowledge to parents.
Traditional forms of communication between the teacher and parents are divided into:
collective;
individual;
visual and informational.
Traditional forms of work with parents include parent-teacher meetings.
Parent meetings are held group and general (for parents of the entire institution) (14, from 15)
General meetings are organized 2-3 times a year. They discuss tasks for the new academic year, the results of educational work, issues of physical education and problems of the summer health period, etc. You can invite a doctor, lawyer, children's writer to the general meeting. Parents are expected to attend.
Group parent meetings are an effective form of work of educators with a team of parents, a form of organized acquaintance with the tasks, content and methods of raising children of a certain age in a kindergarten and family. Group meetings are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the teacher, for others, parents or one of the specialists can be invited to speak). It is advisable to dedicate one meeting each year to discussing family experience in raising children. A topic is chosen that is topical for this group, for example, "Why do our children not like to work?", "How to raise children's interest in a book", "TV - friend or foe in raising children?".
A conference with parents is one of the forms of improving the pedagogical culture of parents. The value of this type of work is that teachers, employees of the district education department, representatives of the medical service, teachers, educational psychologists, and parents participate in it. The conference helps parents to accumulate professional knowledge in the field of raising children, to establish trusting relationships with teachers and specialists.
Educational conversations with parents
This is the most accessible form of establishing a connection between a teacher and a family; it can be used both independently and in combination with other forms: a conversation when visiting families, at a parent meeting, consultations (10, p. 38)
Purpose: to provide parents with timely assistance on a particular issue of education, to contribute to the achievement of a common point of view on these issues.
The leading role here is assigned to the educator, he plans in advance the topic and structure of the conversation.
It is recommended that when conducting a conversation, choose the most suitable conditions and start it with neutral questions, then go directly to the main topics. Conversations must meet certain requirements:
be specific and meaningful;
to give parents new knowledge on the education and upbringing of children;
arouse interest in pedagogical problems;
increase the sense of responsibility for the upbringing of children.
Thematic consultations
Consultations are close to conversations, their main difference is that the teacher, when conducting a consultation, seeks to give qualified advice to parents.
Consultations can be planned and unscheduled, individual and group.
Planned consultations are held systematically in the kindergarten: 3-4 consultations per year in each age group and the same number of general consultations in the kindergarten according to the annual plan. The duration of the consultation is 30-40 minutes. Unplanned ones often arise during communication between teachers and parents at the initiative of both parties. Consultation, like a conversation, requires preparation for the most meaningful answers of teachers to parents (6, p. 56)
Especially popular are "Open Days", during which parents can visit any group. An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve them in participation. It is carried out as a tour of a preschool institution with a visit to a group where children of new parents are brought up. You can show a fragment of the work of a preschool institution (the collective work of children, fees for a walk, etc.). After the tour and viewing, the head or methodologist talks with parents, finds out their impressions, and answers questions that have arisen.
family visit
The educator of each age group should visit the families of their
pupils. Each visit has its purpose.
The purpose of the first visit to the family is to find out the general conditions of the family
education. Return visits are scheduled as needed and
provide for more specific tasks, such as checking the implementation
positive experience of family education; clarification of the conditions of preparation for school, etc.
There is another form of family visit - a survey, usually conducted with the participation of the public (members of the parents' asset) in order to provide material assistance to the family, protect the rights of the child, influence one of the family members, etc. Based on the results of such a survey, a psychological and pedagogical description of the family is drawn up.
The main task of visual propaganda is the purposeful systematic use of visual aids in order to familiarize parents with the tasks, content, methods of education in kindergarten, and provide practical assistance to the family.
An example of informational propaganda is a corner for parents,
The materials of the parent corner can be divided into two parts according to the content:
informational materials: rules for parents, daily routine, announcements;
materials covering the issues of raising children in kindergarten and family. They reflect the current work on the upbringing and development of children. Parents will clearly see how it is possible to equip a corner or a room for a child, get answers to their questions, find out what consultations will be held in the near future. The most important thing is that the content of the parent corner should be short, clear, legible, so that parents would have a desire to refer to its content.
In working with parents, you can use such a dynamic form of pedagogical propaganda as slide folders.
They also help with an individual approach to working with the family. In the annual plan, it is necessary to foresee the topics of folders so that teachers can select illustrations and prepare text material. Folder topics can be varied: from material related to labor education in the family, material on aesthetic education to material on the upbringing of children in an incomplete family. Folders-movers should be mentioned at parent meetings, recommended to familiarize yourself with the folders, give them for review at home. When parents return the folders, it is advisable for educators to have a conversation about what they read, listen to questions and suggestions.
Great importance should be attached to the design of common thematic stands and exhibitions.
Usually they are prepared for the holidays: “Hello, New Year!”, “Mom has golden hands “Soon to school”, etc., and they are also dedicated to certain topics, for example: “Raising diligence in the family”, “I myself ”, “The world around us”, etc.
With great pleasure, parents examine the work of children exhibited at a special stand: drawings, modeling, applications, etc.
1.2 Non-traditional forms of work with parents
Now meetings are being replaced by new non-traditional cognitive forms, such as KVN, Pedagogical Lounge, Round Table, Field of Miracles, What? Where? When? ”,“ Through the mouth of a baby ”,“ Talk show ”,“ Oral magazine ”. Such forms are built on the principle of television and entertainment programs, games, they are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten. Non-traditional cognitive forms are designed to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents. However, here the principles on the basis of which communication between teachers and parents is built have been changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. An informal approach to the organization and conduct of these forms of communication puts educators in front of the need to use a variety of methods for activating parents (21, p. 96)
Preschool presentation
The goal is to acquaint parents with a preschool institution, its charter, development program and a team of teachers; show (fragmentary) all activities for the development of the personality of each child. As a result of this form of work, parents receive useful information about the content of working with children, paid and free services provided by specialists (speech therapist, psychologist, ophthalmologist, swimming and hardening instructor, social pedagogue, psychologist).
Open classes with children in preschool for parents
Purpose: to acquaint parents with the structure and specifics of conducting classes in a preschool educational institution. The teacher during the lesson can include an element of conversation with parents (the child can tell something new to the guest, introduce him to his circle of interests).
Pedagogical council with the participation of parents
The goal is to involve parents in an active understanding of the problems of raising children in the family based on their individual needs.
parent conferences.
Purpose: exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given as a starter, to provoke discussion, and if possible, discussion. The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced. It is important to determine the current topic of the conference ("Children's health care", "The role of the family in the upbringing of the child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.
Mini meetings.
An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education.
Pedagogical councils.
The council consists of an educator, head, deputy head for core activities, a teacher-psychologist, a speech therapist teacher, a head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The result of the work of the council can be:
availability of information about the characteristics of a particular family;
determination of measures to help parents in raising a child;
development of a program for the individual correction of the behavior of parents.
family clubs.
Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one big club or break up into smaller ones - it all depends on the theme of the meeting and the plan of the organizers.
A significant help in the work of the clubs is the library of special literature on the problems of upbringing, education and development of children. Teachers monitor the timely exchange, selection of necessary books, make annotations of new products.
Business game - room for creativity.
Purpose: development and consolidation of certain skills, the ability to prevent conflict situations. It brings the participants of the game as close as possible to the real situation, forms the skills to quickly make pedagogically correct decisions, the ability to see and correct the mistake in time. Roles in business games can be distributed in different ways. Educators, managers, social educators, parents, members of the parent committee, etc. can participate in it. A referent (there may be several of them) also takes part in the business game, who monitors his object using a special observation card.
The topic of business games can be various conflict situations.
In the process of these games, the participants do not just “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Approximate themes of games can be: “Morning in your house”, “Walk in your family”, “Day off: what is it like?”.
Training game exercises and tasks.
They help to assess various ways of interacting with the child, to choose more successful forms of addressing him and communicating with him, to replace unwanted ones with constructive ones. The parent involved in the game training begins communication with the child, comprehends new truths.
One of the forms of work with parents at the present stage is the holding of various competitions.
Evening of questions and answers.
Purpose: to clarify the pedagogical knowledge of parents, the ability to apply them in practice, learn about something new, replenish each other's knowledge, discuss some problems in the development of children. Evenings of questions and answers are concentrated pedagogical information on a wide variety of issues, which are often of a debatable nature, and the answers to them often turn into a heated, interested discussion. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as a relaxed, equal communication
parents and educators as lessons in pedagogical reflection.
Parents are informed about this evening no later than a month in advance. During this time, methodologists, educators should prepare for it: collect questions, group, distribute them in the teaching staff to prepare answers. At the evening of questions and answers, the presence of most members of the teaching staff, as well as specialists - doctors, lawyers, social educators, psychologists, etc., is desirable, depending on the content of the questions.
When working with parents, you should use a form such as “Parent University”, where different departments can work according to the needs of parents:
"Department of competent motherhood" (Being a mother is my new profession).
"Department of Effective Parenting" (Mom and Dad - the first and main teachers).
"Department of family traditions" (Grandparents - keepers of family traditions).
In order to make the work of the "Parent University" more productive, preschool activities with parents can be organized at different levels: general kindergarten, intra-group, individual-family.
"Oral journal" is one of the expedient forms of work with a team of parents, which allows them to acquaint them with several problems of raising children in a kindergarten and family at once, provides replenishment and deepening of parents' knowledge on certain issues.
Each "page" of the "Oral Journal" ends with children's performances, which allows parents to see the children's existing knowledge on these issues. For example, the first page of the "Oral Journal" is devoted to teaching children the rules of the road. Children prepare skits and poems dedicated to the prevention of accidents. This form of work with parents arouses their interest and desire to cooperate with teachers. "Oral journal" consists of 3-6 pages or headings, each takes from 5 to 10 minutes in duration. For example, we recommend using the headings: “It's interesting to know”, “Children say”, “Advice from a specialist”, etc. Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, questions for discussion.
"Round table" with parents
Purpose: in an unconventional setting with the obligatory participation of specialists, discuss with parents the current problems of education.
Meetings at the "Round Table" expand the educational horizons not only of parents, but also of the teachers themselves. Parents are invited to the "round table" meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists. The principle of partnership and dialogue is implemented in holding "Round Tables", parents are invited to sign a "business card" and pin it on their chests. Communication takes place in a relaxed manner with a discussion of topical issues of raising children, taking into account the wishes of parents, using methods to activate them.
Parent duty. Along with open days, parents and members of the parent committee are on duty. Ample opportunities for observation are provided to parents during children's walks on the site, on holidays, and entertainment evenings. This form of pedagogical propaganda is very effective in helping the teaching staff overcome the superficial opinion that parents still have about the role of kindergarten in the life and upbringing of children. Parents on duty are involved in excursions and walks with children outside the kindergarten, in leisure and entertainment activities.
The number of shifts during the week, month, year can be set at the discretion of the kindergarten management and the parent committee, as well as depending on the capabilities of the parents themselves.
While on duty, parents should not interfere in the pedagogical process.
They can express their thoughts or comments to the educator, head, and later write down in a special notebook.
"Remote" consultations. A box (envelope) for questions is being prepared
parents. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question. This form gets a response from parents - they ask a variety of questions that they did not want to talk about aloud.
Leisure of parents and children allow you to fill in sports - mass
Events. For example: "Mom, dad and I are a sports family." Joint meaningful leisure activities, when parents and children relax together, contribute to the strengthening and deepening of ties between them.
Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops, a school for young parents. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.
Meetings with parents, such as "Pedagogical Kaleidoscope," Yumorina "," Valentine's Day "allow not only to reveal the pedagogical knowledge of parents, their horizons, but also help to get closer to each other, evoke an emotional response from communication, from the event, and also cause interest and desire to cooperate with teachers.
Of great importance in the educational process is the holding of joint events such as theatrical performances. At general parent meetings, you can show the performances of parents and children in performances. This brings great joy to parents and children when preparing and showing theatrical performances. Joint success can be shared over a cup of aromatic tea.
Given the busyness of parents, such non-traditional forms of communication with the family as "Parental mail" and "Hotline" are also used.
Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, warn teachers about noticed unusual manifestations of children.
The library of games is also an unconventional form of interaction with the family. Since games require adult participation, this forces parents to communicate with the child. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.
Thematic exhibitions are created both for the parent team of the entire kindergarten, and for parents of one group. Parents themselves can be involved in their design: entrust the selection of material on a specific topic, find clippings from newspapers and magazines, make patterns for homemade toys. Magazines for parents allow to acquaint parents with this or that issue of education in more detail.
The goal is to supplement verbal information for parents with drawings, photographs, natural objects (samples of toys, play materials, works of art, etc.) made by the hands of children, parents, educators.
Attract, contribute to the rapprochement of teachers, parents and children, various creative workshops, circles “Crazy Hands”, “Moneyboxes of Ideas”. Modern fuss and haste, as well as crowding or, conversely, the excessive luxury of modern apartments, almost excluded the opportunity to engage in needlework and handicrafts from a child's life. In the room where the circle works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials, etc.
The participation of families in competitions for the best drawing, napkin, handicraft made from natural materials not only enriches family leisure, but also unites children and adults in common activities. Parents do not remain indifferent: they collect drawings, photographs, and prepare interesting crafts with their children. The result of the joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.
Relationships of trust between parents and caregivers
set in joint activities. At events such as "Days of Good Deeds" - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group, an atmosphere of peace and warm relationships between teachers and parents is being established.
Joint excursions, hikes, picnics.
The purpose of such events is to strengthen parent-child relationships. Parents have the opportunity to be with the child, to entice, to interest by personal example. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make crafts from natural materials, arrange exhibitions of joint creativity “There was a birch tree in the field”, “Miracles for children from unnecessary things”, “Mom's hands, dad's hands and my little hands”, “Nature and fantasy”. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for one's family.
Family vernissage, photo exhibitions "My dear mother", "The best father", "My friendly family", "Family - a healthy lifestyle". The lively interest and even surprise of parents is caused by the exhibition - stand "Family through the eyes of a child", where children share their dreams. From the point of view of adults, the dreams of children in the family were material: a new doll, a car, a robot. But the children express other wishes: “I dream of a brother and sister”, “I dream that everyone lives together”, “I dream that my parents do not quarrel”. This makes parents look at their family relationships from a different angle, try to strengthen them, and pay more attention to children.
Video films that are created on a specific topic, for example, “Labor education of a child in a family”, “Labor education of children in kindergarten”, etc.
An interesting form of cooperation is the publication of a newspaper. The parent newspaper is issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. For example, "Family day off", "My mom", "My dad", "I'm at home".
The administration of the kindergarten, teachers, specialists can participate in the creation of the newspaper.
They must find a place in working with parents: home teachers' councils, pedagogical drawing rooms, lecture halls, informal conversations, press conferences, clubs of fathers, grandparents.
Especially popular among both teachers and parents are non-traditional forms of communication with parents, built according to the type of television and entertainment programs, games and aimed at establishing informal contacts with parents, drawing their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. Games with pedagogical content are held, for example, "Pedagogical Field of Miracles", "Pedagogical Case", "KVN", "Talk Show", break-ring, where opposite points of view on the problem are discussed and much more. You can organize a pedagogical library for parents (books are given to them at home), an exhibition of joint works of parents and children “Dad's hands, mom's hands and my little hands”, leisure activities “Inseparable friends: adults and children”, “Family carnivals”.
Parents can also use:
Individual notebooks, where the teacher records the success of children in various activities, parents can mark what interests them in raising children.
Information leaflets that may contain the following information:
announcements about meetings, events, excursions;
requests for help;
thanks to volunteers, etc.
Notes for parents.
Brochures help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it.
Bulletin.
The newsletter can be issued once or twice a month to keep families updated on special events, program changes, and more.
Weekly notes.
A weekly note, addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information.
informal notes.
Caregivers can send short notes home with the child to inform the family about the child's new achievement or just
mastered skill, to thank the family for the assistance provided; there may be recordings of children's speech, interesting sayings of the child, etc. Families can also send notes to the kindergarten expressing gratitude or containing requests.
Bulletin board.
The bulletin board is a wall screen that informs parents about meetings for the day and more.
Suggestion box.
This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.
Written progress reports are a form of communication with families that can be helpful, provided they do not replace face-to-face contact.
There are techniques for creating roles for parents.
Parents can play different formal and informal roles in the program. Below are some of them.
Group guest.
Parents should be encouraged to come to the group to watch and play with their children.
Volunteer.
Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.
Paid position.
Some parents may take a paid position in the program as a member of the parenting team.
Thus, the creative use of traditional forms of work (conversations, consultations, questionnaires, visual agitation, etc.) and non-traditional ones ("Oral magazine", discussion club, question and answer evening, etc.) allows for more successful and effective cooperation with parents. The combination of all forms of work with parents helps to increase the theoretical knowledge of parents, encourages them to revise the methods and techniques of home education, and properly organize the diverse activities of the kindergarten.
Chapter 2. Practical use of non-traditional forms of work with parents in a preschool institution
Practical work on the introduction of non-traditional forms of work with parents was carried out on the basis of preschool educational institution No. 96 "Umnichka". The work was carried out throughout the year with the parents of the preparatory group. At the beginning of the year, the psychological and pedagogical literature on this issue was analyzed.
The work began with a study of the state of work with parents in the group. To do this, we analyzed the annual plan, a long-term plan for working with parents and found out that parent meetings are held in the group once every three months, questionnaires, entertainment, and workshops are also held.
We then conducted a survey of parents. Analysis of the responses to the questionnaire showed the following:
To the question "What problems of upbringing remain less studied for you?" the majority of parents (70%) of the group answered: "The relationship between children and parents." This suggests that parents of both groups are poorly informed about the education of preschool children. This fact is confirmed by the answers to the following two questions: “Do you read pedagogical literature?”, “Do you read newspapers and magazines devoted to the problems of educating preschoolers 40% do not read pedagogical and periodicals devoted to the problems of educating preschoolers.
The overwhelming majority of the parents of the group take a passive position in the issue of interaction with the preschool educational institution. Thus, 30% of parents would like to receive information about the upbringing of their children only at parent meetings. 70% of the parents of the group did not want to participate in working with children in kindergarten, citing the lack of free time and the fact that only employees of preschool educational institutions should deal with this issue. No one announced to lead a circle in kindergarten.
Based on the results of the survey, we set the following tasks for working with parents
Establish partnerships with the family of each pupil, join forces for the development and upbringing of children.
To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems.
Activate and enrich the educational skills of parents.
Maintain their confidence in their own teaching abilities
Together with my parents, we decided to create the "Happy Family" club. We build its work under the motto "My family is my joy". Our common goal is to raise kind, helpful children who love and respect mom and dad, sisters and brothers, grandparents, all friends and relatives, to be merciful to people. We made a joint plan for the work of the club. unconventional intercourse parents preschool
The first meeting of the club was dedicated to getting to know the children's families. “Let's get to know each other” (Appendix), where family hobbies were described in a playful or serious form, in poetry or prose. The meeting of the club turned into a wonderful holiday in which every family took part.
The second meeting of the club was held in the form of a round table "Who is on the captain's bridge of the family ship" (Appendix). Parents really liked it. Many learned a lot of interesting and useful things. Interesting posters "Tree of Life" were made by families. Interesting posters in content and design. Many dads thought about personal data. It turns out that they devote little time to the family and especially to communication with children.
The holiday "Dad can do everything" was interesting (Appendix). Gone in the form of a musical lounge. Dads sang, made crafts. Find out what their children think about them.
Together with the children, a holiday “My mother is the best” was prepared. Children sang, recited poems, showed a fairy tale. Mothers prepared pastries for tea. An exhibition of children's drawings "My mother" was held. Many mothers did not even suspect that their child could perform, they believed that the child was shy, timid. The children opened up, tried to make their mother really like that he was the best child of his mother.
A little later we held a marathon "My Friendly Family". In poems, songs, playful form, children expressed their attitude to grandparents, parents, brothers and sisters.
The children expressed their opinion on how they understand what "the world of the family" is. As a result, it turned out that the "world of the family" is:
Home, comfort, warmth;
Mutual understanding, love, respect;
Holidays, traditions.
The adults tried to explain to the children that in order for peace and friendship to reign in the family, three important rules must be remembered:
Respect elders and love them;
Take care of the little ones;
Remember that you are the helper in the family.
And the questions, what qualities should be cultivated in oneself, with what mood one should perform household duties, how family members should treat each other so that everyone is happy, were answered not only by children, but also by parents.
Together with the children, they held a parent-teacher meeting “The ability to work”. At this meeting, parents were shown that the ability to work is not an unimportant factor in order to succeed in school. The information received for many parents was just a godsend, as they complained that it was impossible to teach a child to work.
The result of this painstaking, but at the same time interesting work was the family holiday "The Warmth of the Hearth", which was held under the motto:
Keep the fire of the native hearth
And do not covet the fires of strangers.
Our ancestors lived by this law
And bequeathed to us through the centuries:
Keep the fire of the native hearth!
O. Fokina
The holiday was held on a great emotional upsurge. Every moment of this holiday brought up not only children, but also adults, forcing them to remember the past, reconsider the present, and think about the future.
At the festival, the children told about their distant ancestors, who were wonderful farmers, blacksmiths, weavers, who baked amazing bread. And how many interesting and useful things the children learned about their surnames, names that came to us from ancient times. Many interesting relics were presented at the exhibition: old vases, towels, candlesticks, old money.
It turned out that some families have their own symbols of happiness that bring good luck. In one family, it is a fisherman's hat, which always brings the owner a big catch.
The effectiveness of the educational work of the educator largely depends on his ability to find a common language with parents, relying on help and support.
Each of our meetings with parents gives rise to reflection, causes a desire to analyze and reason. Recently, we have come to the conclusion that parent-teacher conferences need to be conducted in a new way. Our parent meetings are pedagogical education, consultation, discussion, and family holidays.
During the time that the "Happy Family" has been operating, many holidays, parent meetings, and round tables have been held. I consider this form of cooperation between the educator, parents and children to be very effective; during preparation for various events, there are many opportunities for communication between children and parents. Preparatory work creates an atmosphere for creativity and activity. Common causes and interests unite children and parents, have a positive effect on the formation of the child's personality. Parents become heroes in front of their children. The receptive souls of children are gracious soil capable of nurturing the seeds of goodness and morality.
At the end of the year, we again conducted a second survey.
After analyzing the answers of the parents, we came to the following conclusions.
Most parents began to purposefully deal with the problems of educating preschool children. Now they are interested in problems that they had not thought about before: patriotic, moral and aesthetic education of children, their culture of behavior, introducing children to cultural values. According to the results of the survey, these problems are of interest to 70% of parents.
All parents read pedagogical literature 40% - regularly and periodicals devoted to the problems of educating preschoolers 60% - regularly.
Many parents (80%) would like to take part in the life of the kindergarten with great interest.
40% of parents want to receive information about the upbringing of their children in a playful way, at parent conferences - 30%.
Parents expressed their desire to hold circles: "Origami", "Salt Dough Modeling", "Crochet", "Young Technician", "Skillful Hands", "Young Athlete" - 60% (Appendix Table 2).
Thus, the relationship of a preschool institution with a family should be based on cooperation and interaction, subject to the openness of the kindergarten inward (involving parents in the educational process of the kindergarten) and outward (cooperation of preschool educational institutions with social institutions located on its territory: general education, music, sports schools, libraries, etc.).
The main goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, to educate the need to share their problems with each other and solve them together. This is facilitated by non-traditional forms of interaction with the family.
Various methods of developing parents' reflection of their own educational techniques are very effective.
The experience of working with parents has shown that as a result of the use of non-traditional forms of work, the position of both parents and educators has become more flexible. Now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children.
CONCLUSION
The main value of pedagogical culture is the child - his development, education, upbringing, social protection and support for his dignity and human rights. In order for parents to competently raise their children, it is necessary to improve their pedagogical culture. In order to achieve a high level of upbringing of children, cooperation between the kindergarten and the family, the complementary, mutually enriching influence of family and social education, is necessary.
Each form of communication between the teacher and parents has specific goals and objectives. The systematic use of non-traditional forms in work with parents leads to attracting the attention of parents to the problems of raising children, obtaining the necessary minimum of knowledge and, thus, improving pedagogical culture.
The activities carried out showed how interesting it was for parents to communicate with the teacher, with the children. They received a lot of useful information on psychology and pedagogy, learned a lot about their children.
Thus, the use of non-traditional forms of work of a teacher with parents in a preschool educational institution allows you to enrich the knowledge of parents and apply them in practice in raising their children.
BIBLIOGRAPHY
1. Azarov, Yu. P., Pedagogy of love and freedom / Yu.P. Azarov - M.: Topikal, 1994. - 608s.
Amonashvili, Sh. A., To school from the age of six / Sh. A Amonashvili - M .: Education, 1986.- 176p.
Arnautova, E.P., We plan the work of a preschool educational institution with a family // Management of a preschool educational institution. - , 2002. No. 4 - from 33-38
Gippenreiter, Yu. B., Communicating with a child. How? / Yu.B. Gippenreiter - M.: Sfera, 2005.-240s.
Davydova, O.I., Working with parents in a preschool educational institution. Ethnopedagogical approach / O.I. Davydova, L.G. Bogoslavets, A.A. Mayer - M.: Creative Center, 2005 - 144s
Dergacheva, O.M., The problem of interaction between kindergarten and family / O.M. Dergacheva, G.I. Khozyainov // Anniversary collection of scientific works of young scientists and students of RGAFK. - M.: 1998. - from 26-30.
Doronova, T.N., Preschool and family - a single space for child development: a methodological guide for preschool workers / T.N. Doronova, E.V. Solovyova, A.E. Zhichkina - M.: Linka - Press, 2001. - 224s
Law of the Russian Federation "On Education". - #"652424.files/image001.gif">
Poster: "Tree of Life"
Practical part.
Educator: I propose to take part in the round table and discuss situations. Practice has shown that the father's detached attitude to raising his own child is fraught with negative consequences.
Situation 1. Think and name what the son will be like if dad is not involved in education? (group work and discussion)
Educator's comments: Childhood will pass quickly and you, dads, should already be thinking about how successful your child will be in life when he has his own family.
Sons are deprived of the chance to be courageous. The thought is not laid in the mind of the child: a man is the one who should protect the woman, who is responsible for the well-being of the family.
Children are like a sponge: they absorb everything, they understand everything. It is we who consider them small, therefore, where the father is removed from the upbringing in the family, the child is deprived of the opportunity to see how an adult man and woman communicate, discussing family problems.
Situation 2. Discuss what to do with the disobedience of the child, with bad behavior at breaks, in the lessons he is harmful, he expresses himself with swear words at the school in the yard (there is work in groups, and then a discussion).
Educator's comments: Parents usually blame the school, kindergarten for everything, but the child has just joined the children's team, but even without a family, the kindergarten cannot cope with these problems.
First, the cause of bad behavior should be sought in the family. The father, at the request of the educator to take up the upbringing of the child, replies: “I don’t have time to play “spikers” with my son, I have a responsible job, but the time will come, I will need male influence - then I’ll do it.
Problematic question: “When it is necessary to start the “male education of a son” (everyone finds the answer on his own).
Dad did not notice that the deadline had long passed. Apparently, a certain role is played by the widespread opinion that messing around with kids is not a man's business, that this occupation is intended for a woman by nature itself. However, the best teachers have always been men: Ya.A. Komensky, A.S. Makarenko, V.A. Sukhomlinsky, J. Korchak.
Creative task.
Educator: Since a common cause unites children and parents, I propose work on the "First Book". Perhaps the children will appreciate and remember the "First Book" all their lives, and they will be able to pass on the bright images, wise thoughts and main conclusions from this Book to the next generation.
Educator: I draw your attention to the "Tree of Life". Dads, before you are the laws of upbringing that must be followed in order for the child to take place as a person, as a person.
Exercise. Design the cover and 1 page of the Book according to the model.
The final stage.
The teacher lights the “Revelation” candle and asks to continue the phrase: “A good father is the one who ... ..” (sayings of dads).
Educator: I will be glad if I awakened in you the idea that the main mission of a father and husband is to take hard care of each member of his family, which means to protect, console, delight, love. For complete well-being in the family, a husband and father must stand on the captain's bridge.
Additional material
Proverbs and sayings:
“Being a good father is a true talent”
“What the father does, the son tries to do”
“One good example is better than a hundred words”,
“The vices of a child are not born, but brought up”,
“Child that the dough - as kneaded, so it will grow”,
“The severity of a father is a wonderful medicine: it has more sweet than bitter”,
“The greatest thing a father can do for his children is to love their mother.”
Practice has shown that the father's detached attitude to raising his own child is fraught with negative consequences.
Sons are deprived of the chance to be courageous. In the eyes of the child, the whole world rests on the mother: she solves all the main problems associated with the life of the family.
The thought is not laid in the mind of the child: a man is the one who should protect a woman.
It is very difficult to involve a son in household chores - before my eyes is an example of a man in “white gloves”.
The mother herself - torn, tired - does not always become the source of warmth and spiritual comfort, which should be for children and her husband.
It has long been customary that the father is the earner, and the mother is the keeper of the hearth and the educator of children. And how, dear dads, do you look at the role of the father in the family in modern society? (Answers of parents). And now we will partially try to answer the question: “What kind of father are you?”
Do you help your own parents?
Are you attentive to your wife and her relatives?
Does your family know how to allocate funds so that children have the most necessary things?
Do you try to avoid family quarrels with your spouse in the presence of children?
Do you take care of your own child, developing him physically and intellectually?
Do you always keep your promise?
Does your child have household chores?
Do you know who your children are friends with?
Does your child trust you with their secrets?
Do you consider yourself a good father?
If you answered yes to all the questions, then you are a good father.
If you answered “yes” to 4-6 questions, you need to seriously take care of your family and completely reconsider your attitude towards children.
If you have 1-3 points - you understood everything perfectly, and reconsider your attitude towards family and children.
"Music Lounge"
Preparing for the meeting. Write a poster: "Humanity needs good men even more than great ones" (J. Rodari). Announce a competition for the best homemade toy made together with the child. . Issue an invitation to fathers and grandfathers to the parent meeting. . Conduct a survey of fathers.
What do you think is the function of a father in the family?
How much time do you spend with your child? What do you do with him in your free time?
Does your child ask you to play with him, read, tell about something? What do you do when you can't fulfill his request?
Do you scold your child in front of strangers, friends?
Do you smoke in the room where the child is?
What difficulties do you have in communicating with children?
Kindness or severity are your assistants in education?
Do you have common interests and favorite activities with your child?
Who wakes up his son (daughter) in the morning, collects for kindergarten?
Do you like to spend holidays with or without children? . Record video responses of children to the following questions:
Do you love your dad? For what?
Who is more involved with you in your free time, dad or mom? What do you do in your free time with your dad? What does dad do in the evenings?
If you were a dad, what would you do to help your mom at home?
If you and dad go together, what do you talk about? What questions does dad ask, what do you ask him?
What is the father's job? What are you doing at work?
Have you ever heard swear words?
What is your father: kind or strict? . Teach children poems with gratitude for the most active dads. . Design an exhibition of crafts "It's made by the hands of our dads." . Draw a picture for the contest "What would it mean?" . Design an exhibition of children's drawings on the theme "My dad". . Organize meetings of children with dads - workers of different professions and excursions to work with dads.
Proceedings of the meeting
The song "Dad can do everything" sounds.
Teacher: Let's get to know each other first. Please shake hands, get to know each other.
The recording of children's answers to the question: "Why do you love your dad?"
Questions for fathers
What is your role in the family?
What do you think is the most important thing in raising a child?
Whose participation in upbringing should be more: mother or father?
(The teacher reads 2-3 answers from the questionnaires.)
Educator: A child in a family needs both female and male attention. The mother, as a rule, acts on the child with affection, kindness. It plays a big role in the education of humanistic character traits. But the formation of purposefulness, perseverance, courage in children is the concern of the father. Indeed, a man's attitude to the world, to his duty, a correct understanding of his place in life, and finally, it is the father who can form a knighthood in a boy by his example, by his deed. "Son, you and I are men," the father says softly as a woman enters the bus. The boy, following the example of his father, instantly gets up from the seat.
The role of the father in preparing children for family life is great. His reliability, his sensitivity towards his mother, grandmother, children, the desire to share household chores with them, to make family life more interesting, happy - all this passes on to children: boys are taught to be real men and subsequently good husbands and fathers, and encourages daughters compare his friends with his father, make high demands on young people.
Musical pause
Questions for fathers
What interests do you have in common with children?
How much time do you think you spend with your child?
What do you like to do in your free time, in the evenings, on weekends?
Have you ever wanted to play with your kids, but put it off because you found something else to do?
Tape recording of children's answers to questions.
What does your dad do in the evenings?
Who spends more time with you in your free time: mom or dad?
What do you like to do with your dad?
What did dad teach you?
The teacher summarizes the answers of the children.
Educator: A small child frankly appeals to his father: look, I'm weak, I need you so much.
The main thing here is not to be late! The main thing is literally from the first days to educate both in yourself and in the child the need to spend as much time as possible together.
You build a house out of cubes, build a fortress out of sand, repair a broken toy, assemble a crane from designer plates, connect tricky wires of a radio circuit, play the battle of Borodino on the floor, drive a soccer ball around the yard, read aloud in turn, discuss the latest news. During these games, without realizing it, you inspire your child with a sense of self-confidence and security. The child goes with these feelings through childhood, through the difficult time of adolescence, enters youth. And at all life turns he is supported by consciousness: my father can do everything, he can do everything.
As long as the upbringing of children proceeds calmly, when you come home from work, you fence yourself off with a newspaper from those little oddities and troubles that happen in the behavior of a son or daughter. The problem of fathers and children pops up when children grow up. The transitional period passes painlessly in families where the father and child have friendly relations from early childhood, where the child is sure that everything in his life is interesting to his father.
Musical pause
Educator: Imagine a situation: a father takes a child from a kindergarten. "Well how are you?" he asks with warmth in his voice. "Good," the son replies in monosyllables. "What was for dinner?" asks the father. "What did you do? How did you behave?" How do you rate this conversation? Did the father speak to the child correctly? Do you have difficulty communicating with your child? Which?
Video recording of children's answers to questions.
What is the job of the father?
What does he do at work?
What do you talk about with your father, going to kindergarten, returning home?
Educator: You need to win the trust of the child. He must talk about himself, reveal his innermost thoughts and secrets, ask questions that disturb him. But this is only possible if you yourself go to meet him: on the way from the kindergarten, tell the child what worried you at work, what you managed to do during the day, remember the people you met, share your worries and thoughts, tell What touched you in the newspaper you read.
Talk to your child about everything: about family problems, plans for the day off, about the last hockey game. Do not think that your child is small and will not understand anything. The main thing is that he will feel that you are frank, addressing him as an adult.
Ask your child more often: what's new today? What did they play? Who did win? Do you think you have a good friend? Why? Tell me what this book is about? What would you do in my place? Do not cut off your shoulder: what a stupid song that you sing it endlessly! Think about your favorite songs.
Musical pause
Teacher: Imagine the situation. The father shouts at his son: "Where are you going all covered in snow? Mother has just washed the floor ... Come back, I say!" The son was offended. He himself now saw puddles on the clean floor, but he was in such a hurry to his parents, he wanted to tell what kind of snow hill the children had built in the yard. Was it necessary to yell at the child so rudely? One child will understand his mistake if you take him by the hand, silently lead him out of the kitchen to shake the drops of street moisture from his feet. To another, you will make a remark in a calm tone. The third you teach in a playful way. Fourth ... However, for each case, taking into account the individuality of the child, you must choose the appropriate technique, but you need to exclude rudeness, harsh gestures, and commanding tone. Otherwise, all this will cause protest and reciprocal rudeness.
Musical pause
Are your children listening? By what means do you achieve this?
Video recording of children's answers to questions.
Is your dad kind or strict?
Why do you think so?
Educator: A.S. Makarenko wrote that it was not tyranny, not anger, not screaming, not begging, but calm, serious and business-like orders - that's what should be in the family.
In the family, every step of the child is sometimes monitored. The father does not give him any descent: he forbids playing noisy games, requires strict observance of the daily routine. God forbid if the boy throws toys or makes a mess on the study table!
In education, a measure is needed. In order for the child to be calm at school, it is necessary to give him the opportunity to discharge energy at home.
The father must punish for disobedience, otherwise irresponsibility will be born in the child. But punishment without repentance does not educate. If the child does not understand his guilt and does not want to atone for it, the punishment will not teach anything, but it can embitter.
Musical pause
Educator: Warmth, peace, comfort in the house largely depend on the mother, and her state of mind - on her husband, father. Are your family responsibilities expanding?
Pope awards.
Educator:
Dear dads! Let's educate our children not so much with words and gifts, but with an example worthy of every kind of imitation.
I know that in many families children feel more and more the lack of fatherly care, spiritual communication with their father. Dad is busy at work, he comes back late, and the child is waiting: "Daddy will come soon." And falls asleep without seeing his father. Weeks, months, years pass, and a paradox arises: although the whole family lives in the same apartment, under the same roof, nevertheless, the father and children do not know each other. Dad did not even notice how the children grew up.
Know that pride in one's parents is the moral foundation for a child's personality to take off. Shame for one's parents is a heaviness in the heart that does not allow a child to gain altitude.
Educator: And now we will all drink tea together and participate in competitions.
Parent meeting (together with children)
"The ability to work"
Preliminary work. Questionnaire for parents
What, in your opinion, is the readiness of the child for school (underline as appropriate):
Ability to think logically
Psychological readiness
Responsibility and independence
Ability to communicate with peers and adults
How can kindergarten help your child?
What is your role in preparing children for school?
Tell your child about your work: yes, no, sometimes (underline as appropriate)
What kind of work does your child participate in with adults?
Systematically____________________
From time to time__________________
Does the child have any permanent small responsibilities, if so, what.
What do you see as the greatest difficulties: the child does not want to fulfill labor assignments; forgets the tasks of an adult; does not finish what he started; does not manifest itself when performing work; ready to quit the case in case of difficulty; doubts (underline, fill in the missing)
Do you think the following is difficult for the child (underline as appropriate)
Wash up
Making paper craft
Water plants
wash socks
put away toys
Build a house out of cubes
Embroidery
Table setting
Your questions and suggestions for educators and administration. Questions for children
Do you like working or not? Why?
Tell me, please, how do you work at home? What are you doing?
If a friend comes to your house who can't do anything, what job would you teach him? Why exactly this one?
"You did a very good job!" - what does that mean, what do you think?
If you do not get any work, or you are tired, what will you do, what will you do? . Reminder for parents
Give children assignments that are part of the daily routine of the family.
Make uniform and constant demands on the work of the child.
Clearly explain to children the meaning of work and its significance for family members.
Help your child only if he really needs help.
Work together with children, organize the joint work of children.
Treat child labor as a serious matter, don't turn it into a game. At the same time, use playful forms of work organization to keep the child interested in him.
Never use labor as a means of punishment.
Sample text of the speech.
Pyramid test.
Soon our children will go to school. And each of you would like his child to be as well prepared as possible for school. What does it mean for a child to be ready for school?
We offer you a small test where you will determine the main indicators of your child's readiness for school. This is something that should be formed, developed in the child, something that will help him to study well at school.
Parents are divided into several working groups of 5-7 people
They are offered the following task: You are offered cards where various indicators are written. On the first (top) line, you must put the indicator that you consider the most important. On the second, lay out the 2 most important of the remaining indicators. On the third - three. On the fourth - two. On the fifth - one indicator.
It should look like this pyramid:
For parents, the following indicators of readiness of children for school are offered:
Independence
persistence
Health status
Ability to think logically
Ability to organize the workplace
The development of speech and memory.
The result of the test is summed up (what parents put in first, second, etc. place)
We can conditionally identify several indicators of a child's readiness for school:
Psychological readiness: the ability to communicate with adults and peers; the ability to control one's behavior; the ability to organize the workplace and maintain order; desire to overcome difficulties; striving to achieve the result of their activities; orientation in the surrounding world; stock of knowledge learned in the system; desire to learn new things; development of speech and thinking.
Physical readiness: state of health; physical development; development of basic movements.
We saw this from your profiles and pyramids. It is equally important to educate the child and strong-willed qualities: independence, responsibility, perseverance. Agree, without them, successful schooling is impossible. These qualities are brought up not only in the classroom, but also in other activities.
Today we will dwell a little more on the development of strong-willed qualities: independence, perseverance, the desire to bring what has been started to the end.
An effective means of educating volitional qualities is labor education.
Work, hard, work - have one root. For every work involves some difficulty; you have to overcome something in order to achieve a result.
After all, it is in labor that a child can be brought up the ability to bring the work begun to the end, to bring up in the child responsibility, independence, perseverance.
Let's go back to your profiles.
It is gratifying that all parents in preparing children for school assign themselves a big role:
Reading books, with the subsequent extraction of the idea of what was read
Development of creativity through singing, dancing, fiction
Instilling a desire to learn
Development of independence and responsibility
Ability to communicate with adults and peers
Expanding horizons
Teach to listen
Teach perseverance and attention
And, of course, a significant role is assigned to the kindergarten:
To give children knowledge in a system with gradual complication
Development of fine motor skills of the hand
Awaken your child's interest in learning
Physical development of the child
Development of logical thinking
Teach your child to communicate with peers
Specially prepare the child: counting, writing, reading.
From your questionnaires, we learned that all children participate in work with adults, that is, they work. But this does not always happen systematically. And more often it happens when he wants it himself, when it is interesting to him, he likes it. But everyday work is rather monotonous, the same actions are repeated every day. And the child loses interest in him.
But if the child remembers his duties, he diligently brings the work he has begun to the end. Then we can say that he has a sense of responsibility, he can overcome difficulties in order to achieve the desired result.
In order to cultivate volitional qualities in a child, it is necessary that labor should not be occasional, but systematic. It is important that the child has his own responsibilities at home.
In your questionnaires there was a question: is the following work for the child (list). Almost all of you noted: washing dishes, cleaning toys, washing socks, watering plants.
Of course, it seems to us adults that, for example, embroidery, table setting, paper crafts are very simple.
Let's figure it out. What do you think is the difference between play and work? Labor always implies a result that is significant for others. Types of labor:
Self service
Artistic and domestic work
Manual labor
labor in nature
The next question of the questionnaire tried to identify difficulties in organizing the work of the child. Let's try to find a way out of your difficulties together:
The child does not want to fulfill labor assignments, assignments from adults (to make it clear the significance of his work for others; distance encouragement: I know that you can; be close to the child, not above, explain to him on an equal footing)
Does not complete the work he has begun (maybe it is not feasible for him; you can divide the work into stages: it looks more concrete and affordable; verbal incentive)
Invite parents to familiarize themselves with the answers of children to the questions: “Read, it will be interesting to you. Maybe take into account their wishes in the organization of work at home.
Solving pedagogical situations.
Mom came to the kindergarten for Dima. He happily tells her: “Mom, today we glued the bird!”
Mom: Why are all your clothes wet?
Dima: The teacher said that she tried very hard.
Mom: How many times do I have to tell you - put your pants and mittens on the battery!
Dima: I'll try to make such a bird at home.
Mom: Now you will go in wet.
The boy fell silent and began reluctantly to dress.
Questions: What is the mother's mistake? (interest goes out, desire to share). What would you do in her place?
To make it easier for you to organize the work of children at home, we give you reminders. Get to know them. If you have any questions, we will answer them.
Children are invited to the group. They recite verses:
We all need to know guys.
Everything must be learned:
After all, adults need to help
And work hard
We need to know about rural labor:
Know how bread is born
How it is sown and how it is reaped
Where is the rye, and where is the wheat.
You wish that we
You weren't upset
To T-shirts and socks
We erased ourselves.
So as not to whine, not to fight,
We weren't rude to you.
It is only necessary that you
We were an example.
In order for the son to work,
Need to learn
Help mom, dad
And not just to play.
We help as much as we can
Moms, dads in their work.
We don't forget anything
They have helpers everywhere.
Creative workshop.
Children are encouraged to join their parents. They are given the task:
to name proverbs, sayings about work, together with parents to make crafts at the discretion of teachers.
So, the activities carried out showed that when using non-traditional forms, parents become liberated, gain knowledge on how to properly raise a child. What techniques to use in a given situation. Such forms helped to rally the parents of the group. Parents have become more attentive to group teachers. Listen to their advice. They are interested in their children, ask various questions on the problems of interest to them that have arisen between them and the child.
Non-traditional forms of work are an effective way to enrich and replenish the knowledge of parents in raising children.
REMINDER FOR EDUCATORS
Non-traditional forms of work with parents.
Presentation of the preschool educational institution
Display of open classes
Mini meetings
family clubs
Evening of questions and answers
Correspondence consultation
School for Young Parents
oral journal
Contests for parents
Hiking, excursions, picnics
Debating clubs
Pedagogical living room
Master classes
Piggy banks of ideas
parent conference
Teachers' council with the participation of parents
Pedagogical Council
business game
Round table
Reminder for parents.
Seminar - workshop
Parent University
Conducting game trainings
Tea drinking, joint holidays, leisure
Parent mail
informal conversations
Creative workshops
Helpline
Joint activities of teachers and parents
parent meetings
Conferences
Evenings for parents
Thematic exhibitions
Board of Trustees
Meeting with the administration
School for parents
Parental committee
Consultations
Mugs for parents
Pedagogical advice
Joint activities of teachers, parents and children
Open days
Connoisseur Tournaments
KVN, quizzes
Holidays
Family competitions
Newspaper release
Movie screenings
Concerts
Group design
Competition
Improvement of the preschool educational institution and the territory
Forms of cognitive activity are public reviews of knowledge, skills and abilities, creative reports on areas of activity, holidays of knowledge and creativity, tournaments of experts, open days, etc. The subject, topic, method of conducting, parents and educators determine jointly. The educator composes tasks, helps to form groups, organize preparatory work, and parents participate in the design, preparation of incentive prizes, and evaluation of results.
Forms of labor activity - the design of the premises of the group, the labor landing for the improvement and gardening of the yard, the planting of an alley in connection with a significant event in the life of children and their parents, the creation of a library, etc.
Leisure forms - preparation, holding and discussion of performances, holidays, competitions, competitions, KVN; various clubs, etc.
Forms of activation - discussions, dialogues, discussion of situations, solving crossword puzzles, analysis of children's statements or children's creativity, trainings, game modeling method, etc.
Visual forms: libraries and sliding folders, videos, memos-recommendations for parents and children, invitation cards, business cards, exhibitions of books, equipment, board games, children's or joint drawings, crafts with parents, photo exhibitions, newspapers, corners for parents and others
