A single space for the development of a child of senior preschool age. Kindergarten and family as a single space for child development

“ Kindergarten and family -

Parents are the closest people who can always come to the rescue and we, teachers, need their help. The role of parents in organizing the educational activities of children, the importance of example in education, measures to improve the health of children, instilling conscious discipline, duty and responsibility, typical difficulties and shortcomings in family education and ways to eliminate them, the role of parents in the self-education of children.

In our institution, a plan for joint activities with parents of students is annually developed and then adjusted. The activities are designed in such a way that they meet the objectives of the preschool educational institution, the interests and needs of parents and the capabilities of teachers.

Our preschool educational institution for many years has been carrying out systematic, purposeful work with parents under a single target:“Creation of a unified educational space “kindergarten - family”. When working with parents, the following are resolved, which we have identified as priorities: , tasks:

Improving the pedagogical and psychological culture of parents. Studying and summarizing best practices family education. Involving parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work.

To solve the set tasks, at the beginning of each school year, a long-term plan for working with parents is drawn up, which outlines work in several directions:

As part of the implementation of the program for raising and educating a child in kindergarten;

As part of the implementation of the program to preserve and strengthen children's health;

At the beginning of the school year, group meetings are held in each age group, at which parents are introduced to the tasks of raising and educating children for this academic year.

Propaganda of pedagogical and psychological knowledge is carried out through a system of visual propaganda. The groups have set up “Parent Corners”, where consultations are held on all sections of the program, on issues of health improvement and education of children. In special folders there is a selection of methodological recommendations for parents compiled by teachers and a psychologist from the MBDOU.

On issues of preserving and strengthening the health of children, sanitary bulletins are issued by the head nurse and the health instructor. physical culture according to the annual work plan. Special “Health Corners” have been set up, where parents can receive all the information they are interested in regarding the health of their children.

Each group has notebooks individual work with children led by specialists from the preschool department: physical education instructor, psychologist, speech therapist, musical director. Every day, educators set up information boards for parents: “What we did,” “Attach at home,” “Learn with your children.”

During the year the manager medical workers, speech therapist, psychologist, and physical education instructor conduct individual consultations with parents.

To ensure the greatest effectiveness of work with parents for the new school year, a survey is conducted in all groups in the month of May in order to identify the most acceptable and effective forms of work with the parent community.

According to the data obtained, the most popular are: events with the participation of children and parents (90%) ; are common parent meetings (35%) ; parent clubs, conferences (30%) .

Purposeful work is carried out with parents of the school preparatory group. Individual conversations are held between all kindergarten specialists and each parent, meetings together with primary school teachers, visual information is systematically updated, and thematic exhibitions “How to prepare a child for school.”

By the teacher's efforts visual arts throughout the year, exhibitions of joint creativity between children and parents are organized: “Drawing with dads”, “Drawing with moms”, “Winter landscape”, crafts from natural material“Autumn Gift”, etc. Parents are happy to participate in such forms of work, which are already becoming traditional and arouse the great interest of children, and the desire of parents to engage in fine arts with their children.

Physical education and music holidays with parents have become traditional: “Mom and I are a sports family”, “Dad and I are a sports family”, friendly meetings between parents of different age groups, between parents and teachers of the preschool educational institution.

The best experience of family education is regularly presented in the form of photo newspapers, collective works, and photomontages.

There are organized ski trips on weekends. Parents actively participate in “Health Days”. The personal interest of parents in physical education with their children has increased, we have entire sports families - not only parents come to competitions and physical education events, but also grandmothers, grandfathers, aunts, uncles, nephews, etc. Everyone cheers not only for their teams, but also for the opposing teams, and then they drink tea together in the dining room and discuss the most interesting points competitions.

In order to morally stimulate the most active parents, wall newspapers are published in groups at the end of the year, and given at the general parent meeting. Thanksgiving letters from the administration of the MBDOU TsRR-DS “Krepysh”, the photo newspaper “The Most Sports”, “The Most Active” is published. Goals of working with parents:

Make the parent “feel like a human being.”

Increasing parents' sense of self-competence. Overcoming a state of crisis among parents. Integration of parents by discussing “ordinary” parent-child problems of upbringing, learning, and behavior. This gives parents of children with special needs the opportunity to feel like parents first and parents of a special child second.

Working methods with parents may be different in form, but aimed at solving the same problems. These methods include:

Discussion of current problems in the development and upbringing of children. Playing out situations. Teaching parents basic psychological concepts (small lecture course). Children's games with parents.

There are methods that allow you to build relationships with parents.

The first one is “Let’s get to know each other!” At this stage, parents’ acquaintance with the kindergarten, with educational programs, with the teaching staff opens up opportunities for them collaboration.

The second stage is “Let's make friends!” At this stage, parents are offered active methods of interaction: trainings, round tables, game seminars.

The third stage is called “Let's find out together.” At this stage, we can talk about the functioning of the parent-teaching community, directing its activities towards the development of the child.

Techniques ininteractions with parents are:

Friendly style of communication between teachers and parents.

Positive attitude communication is the very solid foundation on which all the work of the group’s teachers with parents is built. In communication between a teacher and parents, categoricality and a demanding tone are inappropriate. After all, any model of interaction with the family perfectly built by the kindergarten administration will remain a “model on paper” if the teacher does not develop for himself specific forms of correct treatment with parents. The teacher communicates with parents every day, and it depends on him what the family’s attitude towards the kindergarten as a whole will be. Daily friendly interaction between teachers and parents means much more than a single well-executed event.

Individual approach.

It is necessary not only when working with children, but also when working with parents. The teacher, when communicating with parents, must feel the situation, the mood of mom or dad. This is where the teacher’s human and pedagogical ability to reassure the parent, sympathize and think together about how to help the child in a given situation comes in handy.

Collaboration, not mentoring.

Modern mothers and fathers, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.

We are preparing seriously.

Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is the quality, and not the quantity of individual, unrelated events. A weak, poorly prepared parent meeting or seminar can negatively impact the positive image of the institution as a whole.

Dynamism.

A kindergarten today should be in a development mode, not a functioning one, be a mobile system, and quickly respond to changes in the social composition of parents, their educational needs and educational requests. Depending on this, the forms and directions of work of the kindergarten with the family should change.

Results.

Parent communication groups are small - from 3 to 10 people. The concrete results for parents of special children are that they no longer feel special and isolated. The activity of all group members increases. They realize themselves socially: they sew costumes for children's parties, make decorations, participate in writing scripts and holding holidays, and actively participate in the life of the kindergarten. The topics of group conversations change over time. From discussing the specific problems of children attending kindergarten, we move on to discussing the problems of older or younger children, and then to discussing the parents’ own problems and characteristics that interfere with their communication with the child. Thus, the parent communication groups in our kindergarten were transformed into personal growth groups. An interesting sequence has been established: “before I become happy mom, I want to be happy man, happy woman" A happy person is one who “stands on his own two feet” and is responsible for himself. In our opinion, this change is very symbolic and significant. We can say that by changing in this way, the mother changes her personal status.

So using various forms working with the families of our kindergarten students gave positive results results: The nature of interaction between teachers and parents has changed, many of them have become active participants in all activities of the kindergarten and indispensable assistants to teachers. With all my work preschool employees prove to parents that their involvement in pedagogical activity, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. The kindergarten and the family should strive to create a unified space for the child’s development.

“Kindergarten and school are a single space for the development of a child”

“Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.”
Doctor of Psychology
Leonid Abramovich Wenger

Distinctive feature The new standard is its activity-based nature, with the main goal being the development of the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of primary education.

Kindergarten plays an extremely important role in the overall education system.This is the link that should ensure the holistic development of the child’s personality, his socialization, the formation of an elementary culture of activity and behavior, the formation of intelligence and general culture.

From September 1, 2013, taking into account the entry into force of the new law “On Education,” kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2016, all preschool educational institutions in Russia will switch to the new Federal State Educational Standard preschool education(FSES DO).

Preparation for school is often considered as an earlier study of the first grade program and is reduced to the formation of a narrowsubject knowledge and skills. In this case, continuity between preschool and primary school age is determined not by whether the future schoolchild has developed the qualities necessary to implement a new educational activities, whether its prerequisites are formed, but by the presence or absence of certain knowledge in academic subjects. However, numerous studies by psychologists and teachers show that the presence of knowledge in itself does not determine the success of learning; it is much more important that the child be able to independently obtain and apply it.

This is the activity approach that underlies state educational standards.

Teaching activities in an educational sense means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it, helping the child develop the skills of control and self-control, assessment and self-esteem.

Therefore, the leading goal of preparation for school should be the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc.

Meanwhile, we must remember that continuity between the preschool and school levels of education should not be understood only as preparing children for learning. It is important to ensure that self-worth is maintained until school age when the most important features of the future personality are laid. It is necessary to develop the social skills of the future student, necessary for successful adaptation to school. It is necessary to strive for the organization of a unified developing world - preschool and primary education. We see a solution to the problem of succession in creating a cooperation plan primary school and kindergarten, which would reflect this connection, consistency and perspective.

Target: to implement a single line of child development at the stages of preschool and primary school education, giving the pedagogical process a holistic, consistent and promising character.

Tasks:

Develop curiosity; to form the basics of learning skills in older preschoolers

Develop the ability to independently solve creative problems;

To form a creative imagination aimed at intellectual and personal development child;

Develop communication skills (the ability to communicate with adults and peers).

The most important condition for the effectiveness of work to establish continuity between kindergarten and school is a clear understanding of the goals, objectives and content of succession.

We have identified the general goals of education for children of preschool and primary school age:

education of a moral person;

protection and strengthening of the physical and mental health of children;

preserving and supporting the child’s individuality, physical, mental development children.

Continuity of preschool and primary education involves solving the following priority tasks:

On preschool level:

introducing children to values healthy image life;

ensuring the emotional well-being of each child, developing his positive sense of self;

development of initiative, curiosity, arbitrariness, and the ability for creative self-expression;

formation of various knowledge about the world around us, stimulation of communicative, cognitive, play activity of children in various types activities;

development of competence in the sphere of relationships to the world, to people, to oneself; inclusion of children in various shapes cooperation (with adults and children of different ages).

The implementation of common goals is also facilitated by psychological and pedagogical conditions:

At the preschool level:

Personality-oriented interaction between adults and children;

Formation of prerequisites for educational activities as the most important factor in a child’s development

Construction of the educational process using age-appropriate forms of work with children, relying on play in the formation of educational activities.

At the primary school level:

Reliance on the current level of achievements preschool childhood;

The focus of the learning process on the formation of the ability to learn as the most important achievement of this age period of development

Balance of reproductive (reproducing a finished sample) and research, creative activity, collective and individual forms activity.

The mechanism for implementing succession, its components function using certain forms and methods, implemented in the process of specially organized activities of the administration, teachers of preschool educational institutions, teachers primary classes to create conditions for an effective and painless transition of children to primary school.

The forms of succession can be varied, and their choice is determined by the degree of relationship, style, and content of the relationship between educational institutions.

Our kindergarten has been working closely with the Tatar gymnasium No. 14 named after Hadi Atlasi for many years on the basis of an agreement and an approved work plan.

Forms of succession:

Work with children:

• school excursions;

  visiting the school library;

  acquaintance and interaction of preschoolers with teachers and primary school students;

  participation in joint educational activities, game programs, project activities;

  exhibitions of drawings and crafts;

  meetings and conversations with former kindergarten students (primary school students);

  Every year, on September 1, students from the preparatory group go to the gymnasium to congratulate first-graders and kindergarten graduates.

  joint holding of the action “Min Tatarcha withөйләшәм»

Interaction between teachers:

joint pedagogical meetings (preschool and school);

seminars, master classes

round tables of preschool teachers and school teachers;

conducting diagnostics to determine children's readiness for school;

open demonstrations of educational activities in preschool educational institutions and open lessons at school;

pedagogical and psychological observations.

Cooperation with parents plays an important role in the continuity of preschool and primary education:

Cooperation with parents:

We do:

joint parent meetings with preschool teachers and school teachers;

round tables, discussion meetings, pedagogical “living rooms”;

parent conferences, question and answer evenings;

consultations with preschool and school teachers;

meetings of parents with future teachers;

open days;

questionnaires, testing of parents to study the well-being of the family in anticipation of school life child and during the period of adaptation to school;

visual means of communication (poster material, exhibitions, question and answer mailbox, etc.);

The coordinated and friendly work of the school and kindergarten allows us to assess the adaptation of our graduates, talk about each child, try to help him, based on observation data carried out on him in kindergarten. I think that such cooperation for the sake of the children allowed us to achieve positive results in our work.

Educators have the opportunity to monitor their children’s studies and make adjustments to their activities in preparing students for school; teachers become more familiar with future first-graders, the teacher’s work system, and parents.

The result of the educational process is the high-quality preparation of children for school, which contributes to the successful adaptation of children to school.

The problem of continuity can be successfully solved through close cooperation between kindergarten and school. Everyone will benefit from this, especially children. For the sake of children, you can find time, energy and means to solve the problems of succession.

Safiullina Aigel Fidaisovna

teacher, MBDOU kindergarten

general developmental type No. 2 “Batyr”

Bugulma municipal district

Republic of Tatarstan

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1 Model for organizing the interaction of preschool teachers within the framework of a single space for child development N.D. Epanchintseva, T.V. Lazareva At the present stage of modernization of preschool education Special attention is paid to ensuring the quality of the educational process in preschool educational institutions, which necessitates the search for ways and means of management to form and regulate new relationships with the teaching staff, children, parents, school and others social institutions. The significance of new approaches to the organization of the educational process implies a transition to a qualitatively new level of activity of the methodological service of a preschool institution, providing a unified dynamic socio-pedagogical system. Due to the fact that a preschool educational institution is a holistic, open system that interacts with the external environment, it was developed new model integration and coordination of interaction between teachers, ensuring the unity of understanding of the tasks of all participants in the pedagogical process, the unity of their actions on the basis of cooperation. The main transformations of the pedagogical process will consist in changing: the relationship between adults and children, i.e. in the style of pedagogical communication and providing the child with a wide and varied circle of communication; the content of forms and methods of education, since integration involves the solution of a single pedagogical task of training and development by several teachers working with one group of children; organization of the pedagogical process (drawing up a schedule of classes, work schedule and interaction of specialists, provision of additional educational and health services); subject-development environment, which implies the creation of conditions for the development and self-realization of the child’s personality. We began our work with the integration and coordination of interaction between specialists from Preschool Educational Institution No. 88 in Belgorod (additional education teachers). There are 32 teachers working at the preschool educational institution: 22 of them are educators, 2 music directors, a choreographer, an arts activities director, a physical education and swimming instructor, an ecologist, a speech therapist and an educational psychologist. Any activity must begin with analysis. In this regard, a survey of teachers and diagnostics of children were conducted, which made it possible to evaluate the work, communication style of adults and children, as well as convincingly prove the need to improve the educational process. The survey allowed us to conclude that the level of integrated interaction between teachers is high, but there is often duplication of content, forms and methods of teaching children (choreographer, physical education instructor, choreographer, music director, arts activities teacher, environmental educator). The solution to this problem requires the manager to take a systemic and activity-based approach to the process of managing educational work. The task of the leader is to ensure interaction between the subjects of the pedagogical process and to create comfortable emotional and psychological conditions for work, as well as to provide support to each

2nd member of the team in self-realization and self-development. Work with the teaching staff was aimed at integrating and coordinating the interaction of specialists and preschool teachers within a single space of child development. Integration of the activities of preschool teachers was considered as a method aimed at creating a holistic picture of the world in children. The process of achieving this goal is defined as the comprehensive upbringing and development of children, ensuring the interpenetration and interconnection of the components of educational work. Coordination of interaction between preschool teachers is carried out in the following areas: 1) analysis of the professional training of preschool specialists and educators based on studying the results of their activities and involving them in various forms of professional improvement; 2) creation of own professional development programs and long-term work plans that take into account the tasks of education and upbringing of children, ways of their implementation, taking into account modernization and improving the quality of the educational process; 3) integration and coordination of teachers’ actions on an interdisciplinary and inter-activity basis when mastering the implementation of program material at all stages of activity in the innovative mode of operation of preschool educational institutions; 4) ensuring an organic connection between the content and methods of teaching and the practical activities of teachers in the conditions of social partnership. The main form of work was seminars at which programs were presented that determined the directions activities of preschool educational institutions. The system of trainings conducted with specialists allowed them to analyze their own communication abilities and at the same time armed them with specific psychological tools for working on improving the nature of interaction with children. The development of priority areas of activity of preschool educational institutions is carried out by the following centers: “Inspiration” (artistic and aesthetic direction), “Krepysh” (physical education and recreation). The centers have their own goals and objectives, models for organizing their activities have been developed (see Appendices 1 and 2) and specific step-by-step work plans for 1–3 years (in accordance with the timing of the unified program development of preschool educational institutions). Meetings of the centers are held 4 times a year. They discuss problematic issues of implementing planned plans and tasks, hear reports from specialists, and discuss materials from current teaching experience. The activities of the centers are controlled by the coordinating council of the preschool educational institution under the leadership of the head. Planning the educational process of a preschool educational institution in conditions of integration is represented by a holistic system, the elements of which are a general long-term plan for working with children, teachers, parents, individual perspective and calendar plans teachers. The long-term plan integrates the goals and objectives applied in Preschool educational programs: comprehensive “Childhood”, ed. T.I. Babaeva, partial “Hello!” M. Lazareva, “Play for your health” L.N. Voloshina, “Fundamentals of child safety preschool age» I.N. Avdeeva, “Introducing Children to the Origins of Russian Folk Culture” by O. Knyazeva, “Musical Masterpieces” by O. Radynova, “Ladushki” by I. Kaplunova, “Sa-Fi-Dance” by Zh. Firilyova, “Aesthetic Education Program” by T. Komarova. One of the conditions for improving the quality of education is the creation of a developmental environment. The presence of mobile transformable and stationary means and objects of activity in the conditions of our preschool educational institution gives every child the opportunity to 2 8/06

3 the ability to independently choose one or another type of activity and the conditions for its implementation. The preschool educational institution has a physical education and health center, which includes a swimming pool, a physiotherapy room, a herbal bar, a gym, mini-stadiums for groups, playground in the kindergarten area. The developing artistic and aesthetic environment includes music hall, art studio, music and theater studio, library, “Russian Izba”, environmental room. In our preschool educational institution, children have access to all functional space, including even that part of it that is intended for adults. The work of an adult is always interesting to children, and the “secrets of professions” become an additional source of child development. As a result, all preschool premises began to be used more rationally. It is this flexible multifunctional use of space that makes it possible to create conditions for a more complete and comprehensive development of the child and his emotional well-being, gives him the opportunity to move freely around the kindergarten, communicate with children of other age groups, with different adults, and makes him the true owner of the preschool educational institution. Integration of the educational process will be even more effective if interaction between preschool educational institutions with various social institutions of the city. First of all, this improves the quality of educational services and the level of implementation of preschool education standards. Our preschool educational institution interacts with secondary schools No. 43, 46 in Belgorod, the Belgorod Regional Institute for Advanced Training and Retraining of Specialists, Belgorod University, the Museum of History and Local Lore, the family reading library, the Belgorod Drama Theater named after. M.S. Shchepkin, Regional Puppet Theatre, children's music school 4, additional education center "Nadezhda" (youth station), children's clinic 4. A certain system for organizing joint activities of the preschool educational institution with various social institutions of childhood has already been established: concluding an agreement or drawing up a plan for joint work between the preschool educational institution and specific institution; purchasing a preschool subscription for the right to visit the desired institution; holding meetings throughout the year aimed at identifying problems in joint activities; bringing information in this direction to the families of pupils who actively participate in the events we conduct; summing up results at the end of the year (meetings, conferences, round tables). We see the result of our activities in the creation of an educational and methodological set for the integration of education and upbringing of children, including: 1) guidelines on planning and conducting integrated events; 2) development of thematic events in priority areas of work of the preschool educational institution; 3) well-coordinated coordination of the work of specialists and teachers of preschool educational institutions within the framework of integrated education; 4) generalization of current pedagogical experience in priority areas of work of preschool educational institutions. N.D. Epanchintseva Associate Professor of the Department of Preschool and Primary Education of the Belgorod Regional IPKiPPS; T.V. Lazareva st. teacher at MDOU TsRR-d/s 88 “Smile”, Belgorod. 3

4 FROM FIRST HANDS Appendix 1 Model of work of the artistic and aesthetic center “Inspiration” “Ladushki” (I. Kaplunova) “Musical masterpieces” (O. Radynova) “Childhood” (edited by T. Babaeva) Center for additional education “Nadezhda” “ Sa-Fi-Dance" (Zh. Firilyova) "Program of aesthetic education of children 2-7 years old" (T.S. Komarova) "Introducing children to the origins of Russian culture" (O. Knyazeva) Department of Education of the Administration of Belgorod Branch Children's Music School 4 Programmatic -methodological support Belgorod regional IPKiPPS Choreographic group “Duet” (school 46) Creative cooperation Belgorod State Academic Theater named after. M.S. Shchepkina high school 43, 46 Creative cooperation Development of the creative personality of preschool children in conditions of integrated influence different types arts Belgorod Regional Puppet Theater Family Reading Library, branch 20 Belgorod State Museum of History and Local Lore City Council of Great Veterans Patriotic War Cooperative activity Art Museum Teachers Children Parents Report concerts Conferences Meetings Recreation evenings Open events (testoplasty) "Kolobok" circle Theater and music studio "Skazka" Learning to play the musical instruments"Domisolka" Choreographic group "Fidgets" Folklore group "Ryabinushka" Circle "Magic thread" (embroidery) Art studio "Rainbow" Circle "Pinocchio" (burning) Theatrical games Center meetings Seminars Disputes, KVN Teacher councils Conferences Consultations 4 8/06

5 Appendix 2 Model of work of the physical education and health center "Krepysh" Musical and rhythmic lesson Corrective gymnastics Classes in the pool Health holidays Individual health program Hardening Lifestyle classes Hiking Moral and labor education Children's clinic 4 Secondary school 46, 43 Children and youth sport school Olympic reserve 1 Scientific and methodological center under the education department of the Belgorod administration Organization of health-preserving space MDOU TsRR d/s 88 “Smile” Program “Childhood” (T. Babaeva) Program “Games with elements of sports for children 3-4 years old” (L. Voloshin) Program “Hello!” (M. Lazarev) Program “Play for your health!” (L. Voloshina) Program “Developmental pedagogy of health improvement” (V. Kudryavtsev) Program “Teaching swimming in kindergartens” (E. Voronova) Teachers Children Parents Teacher-psychologist Medical staff Sport games Leisure, entertainment Integrated physical education and health classes Wellness minutes in all classes Conversations on valeology Health status monitoring Creative cooperation Software and methodological support Aromatherapy Herbal medicine Immunoprophylaxis Advisory work with families, teachers Physiotherapeutic activities Massage Spring tests Health holidays Individual consultations, conversations Seminars-workshops Advanced training Teachers' councils Disputes, KVN Work in the physical culture and health center "Krepysh" Psychoprophylaxis of teachers, parents Training in relaxation techniques Corrective developmental work using psychomuscular gymnastics Monitoring adaptation to new conditions social conditions Business games, “round table” on healthy lifestyle Health holidays Individual, group conversations, consultations Opening of the event Meetings 5

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Irina Vlasova
Creation of a unified educational space for child development “Kindergarten - family”

« Creation of a unified educational space

child development« Kindergarten - family» .

Relevance and novelty:

Federal educational preschool standard education aimed at solving the problem of providing psychological and pedagogical support families and increasing the competence of parents (legal representatives) V development and education issues, protection and promotion of children's health. In the content section educational preschool programs education the features of interaction between the teaching staff and families of pupils. IN educational environment of the kindergarten should be created conditions for parental participation in educational activities.

In the new century children's the garden is gradually turning into an open garden educational system: On the one side, pedagogical process preschool institution becomes more free, flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers are focused on cooperation and interaction with parents and nearby social institutions. So way, it turns out that social partnership is a mutually beneficial interaction between various sectors of society, aimed at solving social problems, ensuring sustainable development social relations and improving the quality of life, carried out within the framework of current legislation.

Social partnership includes development of project culture shared by partners as a medium for dividing tasks (responsibility). It includes the process of finding new (alternative) decisions related to specific groups of vulnerable people, where partners involve each other. It contains contractual obligations and a quality (service) improvement system that all partners must study and develop.

A sustainable positive image of a preschool institution can be considered an important modern component and resource educational institution.

Social partnership creates favorable conditions for creativity self-development of participants in the educational process.

The state begins with families. So, at the center of the sphere education should be the answer to question"Who am i?" and theme "My family» . And the main ones should be not only for children, but for all members families so that, first of all, parents understand why they brought them into this world baby, felt with all facets of the soul and realized what depended on them. Will the baby in the future become the master of his destiny, his dreams, his families.

Of all types of interaction kindergarten and family in our opinion, today the most relevant is a socio-pedagogical partnership, which presupposes equal rights of both subjects, who are equally responsible for the quality of the results.

Target:

Creation of a unified educational space for child development« kindergarten-family» .

Achieving the goal is decided through:

1. establishing partnerships with families of pupils, inclusion of all subjects educational process, including parents of preschoolers, to continuous self-development, as a result of which they become active participants transformation the surrounding macrosociety;

2. experience productive activity and constructive interaction with various government entities on issues of education of preschool children, including Creation a socially significant product - a bright event in the life of the pupil and his environment;

3. creation of a subject-development environment for the development of the child’s personality.

Educational The process in our institution is open, and the participation of family members of pupils is strongly encouraged in it. Social-pedagogical partnership has a beneficial effect on educational process of kindergarten.

In our children's The kindergarten has developed its own system of interaction with the parents of pupils. In accordance with the results of the study of the parent contingent, work is carried out according to the following directions:

analysis of the level of psychological and pedagogical culture of parents (questioning, sociometry method, observations and interaction analysis child with parents).

popularization of modern psychological and pedagogical ideas, providing parents with the necessary theoretical and practical information (open days, parent meetings(group, general, conference at the end of the school year, various forms of visual information in the corner for parents: booklets, recommendations, consultations, mailbox for questions, "repeat with child» , "cook to kid» , "make with child» etc.) For children who do not attend preschool institutions, group organized short stay children 2-3 years old. Classes are held 3 times a week for two hours throughout the academic year. Narrow people work with children and parents specialists: educational psychologist, music director, physical education instructor, speech therapist.

use of non-traditional forms of working with families pupils - family meetings: master classes on making a product of artistic and aesthetic activity, training games "When you were little", Creation joint projects "Space", « Appliances» , "Cook", "Salesman", "Pets", "Computer", "How to build a house" and others, holidays “Russian song – Russian soul”, "Day families» , "Olympics", "Defenders of the Fatherland", "Health Day", "Tasting of dishes".

conveying interesting and useful information related to the life activities of children in kindergarten: expert advice, music and poetry corner; corner "Slightly", exhibition "Make it with your kids", photo exhibition "The world around me", Rainbow of success, “Today we worked out...”, "We sincerely thank you", "In a circle families» , Children's creativity corner, “We live and live”.

individual focus in working with parents (differentiated consideration of educational influences in families, inclusion of parents in the pedagogical process, taking into account their individual interests and abilities);

involving parents in leadership children's kindergarten through participation in the work of the Conference, the parent committee, and the Council of Teachers.

Every year parents become more actively involved in educational process. Parents participate in updating the subject matter development environment of the group: in 1 younger group made a game marker space - car, in preparatory - marker "Ship", "House", "Fences" for playing role-playing game. Together with teachers they participate in the acquisition didactic games, toys, equipment. The parents of the middle group painted the wall of the veranda. Parents are systematically involved in preparing their children for holidays: sew costumes, make attributes, decorate a group room, participate in matinees and entertainment. The parents' efforts and resources were renovated: group and middle group dormitory "Fish", hallways in the 2nd junior group "Bees", V middle group "Squirrels", in the preparatory group "Bear Cubs". Parents of the senior speech therapy group "Ants" They gave a computer and a printer to the teachers of the group. IN winter time parents participate in creating a slide for skiing, ice buildings for development of basic movements. IN speech therapy groups parents willingly carry out instructions from educators and speech therapists to correct the speech of a preschooler.

Analyzing the results of work over the past three years, we noted positive dynamics in development social and pedagogical relations. Family and children's garden – two educational phenomena, each of which gives child social experience, but only together they create optimal conditions for a little person to enter the big world