Semiran-workshop "Ways to improve the interaction of preschool teachers with parents." Coursework: Interaction of municipal preschool educational institutions with families Forms of cooperation with parents

Brazhnikova Linara Baryevna MADOU kindergarten "Joy" of a combined type structural unit - kindergarten No. 20 of a combined type City of Nizhny Tagil, Sverdlovsk region

Preschool age is the period of actual formation of personality and behavioral mechanisms. This is the age when preparation for adult life is in full swing, when the child’s desires are overgrown with social experience, in other words, the realization comes that "Can" or "it is forbidden" . And it so happened that the leading roles in the tree social education There are two branches of children playing - the family and the kindergarten.

For a child, a family is both his place of birth and his main habitat. The family is a special kind of collective that plays a major, long-term role in education. Family relationships play a vital role in mental and personal development child. V. A. Sukhomlinsky also said: "The main idea and purpose family life- parenting. The main school of education is the relationship between husband and wife, father and mother.” . The child learns by following the example of his parents. But we should not forget about the older generation, because children gain social experience in communicating with elders by watching their mothers and fathers communicate with older relatives, that is, with grandparents. If parents are aware of all the responsibility entrusted to them for raising a child, they respect the opinion of older family members, take on the main concern for raising children, without shifting responsibility to grandparents or a preschool institution. Also realizing that upbringing in preschool institution is also important for the comprehensive development of the child’s personality.

The task of kindergarten according to the Federal State Educational Standard (SCREEN – federal...) "turn around" facing the family, providing them with pedagogical assistance, bringing the family to their side in terms of common approaches to raising a child. That is, both parents and educators become the child’s closest circle. But every adult has certain advantages.

For example, in emotional and sex education, in introducing a child to sports, the possibilities of a family are much higher than those of a kindergarten. But the kindergarten provides qualified training, development of creative abilities, etc. If parents and teachers begin to raise and teach children independently of each other, they are unlikely to achieve positive results. Therefore, the family and kindergarten must find common ground and must develop common requirements for raising a child. The initiative to establish cooperation should come from the teacher, since he is professionally prepared for educational work, and therefore understands that its success depends on consistency and continuity in the upbringing of children.

The purpose of the preschool educational institution’s work with the family is to create conditions for a favorable climate of interaction with parents, to involve the family in a single educational space, to establish trusting, partnership relationships with parents.

Objectives of interaction with parents: work closely with the families of pupils, activate and enrich the educational skills of parents.

As already noted, the main point in the context "family - preschool" - personal interaction between the teacher and parents in the process of raising a child.

Unfortunately, most families now withdraw themselves from raising children for various reasons: some are concerned about the financial situation of the family, others, lacking pedagogical and psychological knowledge, shift this responsibility to preschool educational institutions, many do not consider it necessary to show interest in the life of the group, but there are also those who trying to participate in the lives of children, and not just looking after the hygiene and nutrition of the child, they try to gain some kind of pedagogical knowledge, they buy books and magazines. But the knowledge they receive in this way is often one-sided and fragmentary. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not give positive results, and often begins to harm the child’s developing personality and requires kindergarten teachers to carry out serious explanatory and practical work with such parents. A. S. Makarenko also said: “... you gave birth and are raising a son or daughter not only for parental joy. A future citizen, a future activist and a future fighter is growing in your family and under your leadership. If you mess up, educate bad person, grief from this will not only be for you, but also for many people and the whole country.” .

Working with parents is painstaking work in which it is necessary to establish contact with them. First, having won their trust, study the family in which the child is being raised, involve them in cooperation with the preschool educational institution and at the same time conduct pedagogical education of parents.

It is very important for us to gain the trust of parents, because they must confidently lead their children to kindergarten. They must know for sure that preschool employees have a positive attitude towards the child. To do this, parents must feel the teacher’s competence in matters of education, but most importantly value his personal qualities (caring, attention to people, kindness, sensitivity). Such trust does not happen by itself: the teacher wins it with a kind, caring attitude towards the child, the ability to cultivate goodness, generosity and mercy in him. Let's add to this a culture of communication, tact and mutual understanding - and the picture of psychology will be quite complete.

When involving parents in interaction with preschool educational institutions, as a rule, three forms of cooperation are used: collective, individual and visual information.

Collective – working with the parent committee, parent meetings, open days, holidays, holding various promotions, training sessions, master classes, workshops, role-playing games, round tables, conferences, competitions, family pedagogical projects, questionnaires, testing, parents' living rooms, oral journals, excursions, hikes, joint leisure activities (holidays, visiting the theater, museum, etc.) and etc.

Visual and informational - photo exhibitions and photomontages, kindergarten and group websites, exhibitions of children's works, music and poetry corner, library for parents, corner brief information, photo corner, oral journal (For example - "Window" - very short news"), also newspapers and posters can be family, brochures, leaflets and booklets (it’s best if they use photos of their babies), design of mobile folders and stands, exhibition of family heirlooms, etc.

Individual consultations – "Mailbox" (parents write their questions), helpline, analysis of pedagogical situations, conversations, consultations, family visits, instructions for parents, parent clubs, mini-library, newspaper publication “ZZD – the life of wonderful children” and etc.

I would like to clarify that it is very important for children to see that their parents are interested in their achievements, holidays, and often participate in them themselves. It is also important to see that parents help the group, and not only because they, through personal example, instill a love of work, but also instill a sense of pride in their parents, how much love a child has for his dad or mom when he says: “This is my dad hanging a shelf” or “Look, my mom painted this flower on the wall.” , or “This is my mother playing the Snow Maiden” .

Thus, at present, there are different approaches to the interaction of preschool teachers and parents. One of the main goals of implementing the Federal State Educational Standard for Education is to establish trusting relationships between children, parents and teachers, uniting into one team, developing the need to share their achievements with each other, and if they have problems, then solve them together.

Kindergarten and family must lead children hand in hand, raising and teaching. The family, with its love, gives the child a sense of security and family and everyday experience, and educators are parents’ assistants; in their hands, children become inquisitive, active, and creative.

Family is truly a lofty creation.
It is a reliable barrier and a pier.
She gives calling and birth.
She is the foundation of everything for us.
(E.A. Mukhacheva)
RELEVANCE

The problem of interaction between kindergarten and family has always been relevant and difficult. Relevant, because the participation of parents (legal representatives, hereinafter referred to as parents) in the lives of their children helps them see a lot, and difficult, because all parents are different; they, like children, need a special approach.

Organizing interaction with the family is a job that does not have ready-made technologies and recipes. Its success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant in the family.

EFFECTIVENESS OF WORKING WITH PARENTS

The performance criteria are:

high attendance by parents at all planned meetings,
parents’ use of the proposed materials when working with children,
positive assessment of the family and feedback on further cooperation with the preschool institution.

The results of TLZR activities are:

creative works, jointly performed by children and parents (visual, speech, theatrical);
creating “books” on certain topics.

- parents’ awareness of the need to interact at a new level of communication with the child through various types children's activities;

qualitative changes in the design of the group’s educational space:

- building trusting partnerships between child and parent;

Active position of parents in the life of the group, kindergarten;

Increasing the importance of the role of the teacher in organizing the life activities of children, increasing his authority in relationships with parents.

Working with parents good results gives organization of project activities in kindergarten. As a rule, any project, both small at the preschool level and large-scale, includes a block of work with families. This includes the creation of propaganda posters, exhibitions, writing mini-essays, competitions, excursions, parent meetings and clubs, stand design and much more. With such an integrated approach, parents become the most active helpers and faithful companions of teachers in any endeavor.

As a result of the work done, use various forms and methods of communication with parents, the psychological and pedagogical literacy of parents has increased; The culture of interpersonal interaction among children in the group has improved.

CONCLUSION

Family and kindergarten are two educational phenomena, each of which in its own way gives the child social experience, but only in combination with each other do they create optimal conditions for the little person to enter into Big world. Only in harmonious interaction between kindergarten and family can one compensate and soften each other. This will become possible for us only through joining forces and cooperation. We are convinced that “it’s fun to walk through the open spaces together,” which we go to with children is very cool. Misunderstanding and mistrust of parents will gradually go away.

In conclusion, I would like to emphasize once again that the family and preschool institution are two important social institutions for the socialization of a child. And although their educational functions are different, positive results are achieved only with a skillful combination different forms cooperation, with the active inclusion in this work of all members of the preschool team and family members 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 between 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.

MBDOU TsRR - kindergarten No. 5 “Sun”

Report

“Interaction with parents tasks and problems”

Prepared by:

Shatilina Vera Evgenievna

Rylsk

2015

The relationship between kindergarten and family is a necessary condition for the successful upbringing of a child. preschool age. The interaction of a preschool educational institution with the family is a socializing factor that combines the functions of the educational, cultural, and social spheres of organizing children's life.

Family and preschool are two important institutions for the socialization of children. Despite the fact that their educational functions are different, nevertheless, first of all, their interaction is necessary for the development of the child.

Preschool plays an important role in the development of a child. Here he receives his first knowledge, acquires communication skills with other children and adults, and learns to organize his own activities.

The foundations of upbringing are laid in the family, and it determines how a person will grow up and what character traits will shape his nature. In the family, the child receives primary skills in perceiving reality and learns to recognize himself as a full-fledged representative of society.

The family and the preschool institution, having their own special functions, cannot replace each other, and establishing contact between them is necessary.

The interaction between family and preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are designed to support and complement their educational activities. The policy of transforming education from family to public is becoming a thing of the past. Recognition of priority family education requires a completely different relationship between family and preschool. The novelty of these relationships is determined by the concepts of “cooperation” and “interaction”.

Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating.

The interactions between teachers and parents are undeniable and numerous.

Firstly, it is the positive emotional attitude of teachers and parents to work together to raise children.

Parents should be sure that the preschool institution will not do any harm, as the family’s opinions and suggestions for interaction with the child will be taken into account.

Teachers, in turn, are confident in the support of parents, who are sympathetic to the need to solve problems in the group (from educational to economic). And the biggest winners are the children for whose sake this interaction is carried out.

Secondly, it takes into account the child’s individuality. By maintaining contact with the family, the teacher learns the characteristics and habits of his pupil and takes them into account when working.

Thirdly, this is the strengthening of family ties, which is also a problematic issue in pedagogy today.

Fourthly, this is the opportunity to implement a unified program for the upbringing and development of a child in a preschool institution and in the family.

The main point in the context of “Family - preschool institution” is the personal interaction between the teacher and parents in the process of education. Recognizing the priority of family education, we tried to move to new forms of relations between parents and teachers within the framework of an open kindergarten. IN speech therapy group The interaction involves the teacher: speech therapist, educators, educational psychologist.

By realizing the openness of the preschool educational institution “inside”, teachers made the educational process freer and more flexible. Involved parents in the educational process of the kindergarten. First of all, not only introducing parents at parent-teacher meetings theoretically with the program objectives of education and training in this age group, but by demonstrating to them in open classes what the children were taught and what they learned.

In order for the kindergarten to become a real, and not a declared open system, we are trying to build relationships, first of all, on trust, providing parents with confidence in the good attitude of the teachers towards their child.

When communicating with parents, I try to avoid using expressions like: “your Danila”, “your child”, so as not to emphasize detachment from the problems of upbringing. More often I demonstrate specific positive ways of interacting with parents, for example: “Valentina Ivanovna, Artem came up with an interesting game today, come and tell mom what we played today.” Every day I demonstrate to every parent my work through the interests of their child. I explain to parents that they can come to the group at any time convenient for them and observe what the child is doing.

Unfortunately, when parents are busy, not everyone can afford this.

Therefore, when meeting with parents in the morning or evening, I try not to leave the parents outside the hallway door, I invite them to the group. For example: “Nastya, show dad the new corner “Our Beauty Salon.”

The line of interaction between teachers and parents of our group does not remain unchanged. It is constantly improving. First of all, the incentive for improvement is the interests and requests of parents. Already at the first parent meeting, I try to provoke parents into dialogue, giving each parent the opportunity to express their thoughts about education.

I am trying to find out in what areas of education parents need help from a kindergarten. When interacting with parents who have similar home education problems, I use a differentiated approach to my work. For example, having prepared a consultation on the topic: “Children’s fears and ways to overcome them,” I suggest that several parents take it home so that they can then jointly find ways to overcome this problem.

Questioning parents plays a big role in working with families. Therefore at the beginning school year Before starting relationships with parents, I conduct a detailed survey of families. I try to find out their relationship to this or that section of the program or type of activity. The questionnaire helps to learn a lot about children, types of upbringing in the family, and the interaction between children and adults. A detailed analysis of the questionnaires helps me in further cooperation with the family and in planning subsequent work. When working with parents, I try to take into account the type of family: single-parent, complete. When working with families, I try to understand the purpose of the interaction and stick to it.

When working with parents, I implement the following tasks:

educating parents to improve their teacher education(through individual conversations, consultations in the parent corner, conversations with parents at parent-teacher meetings);

studying the family and establishing contacts with its members in order to coordinate educational influences on the child (through questionnaires, individual conversations.);

informational tasks (through familiarizing parents with the age characteristics of children, the operating hours of preschool educational institutions at organizational parent meetings);

educational tasks (to teach parents how to manage children’s activities, games, manual labor in the process of demonstrating various types of activities during the “open day”, in open classes, in joint activities with parents.

One of the areas of my work with parents is the use of the “psychology of trust.” I always try to keep parents confident that I have a good attitude towards their children.

Therefore, I develop a “kind look” at each child. I try to see, first of all, positive traits in the development of all children, create conditions for their manifestation and attract the attention of parents to them. I strive to earn the trust of parents by organizing my interaction through “broadcasting a positive image of the child to the parents” (i.e., I never complain about the child even if he has done something wrong). I try to conduct the conversation under the motto: “Your child is the best.” I report on the successes and features of the child’s development in the preschool educational institution, features of communication with other children, results educational activities etc.

I present each craft to my parents as exceptional, even if they don’t think so. I constantly tell parents that they should be proud of even the smallest results of their child.

When getting to know family problems in raising a child, parents play an active role. I only support the dialogue without making value judgments. I use the information received from parents only to organize positive interactions.

A mandatory element of any developmental program is multidimensional cooperation with the family. Collaboration with the family in the speech therapy group is especially important. Effective correction of speech and related disorders is possible only as a result of an integrated approach, that is, with the active, united work of a speech therapist, teacher, educational psychologist and parents of a preschooler.

I believe that the work of a teacher with parents in a speech therapy group is carried out to a much greater extent than other specialists. The teacher meets with parents every day, morning and evening, and knows what the child is doing throughout the day. Having worked for many years in a speech therapy group, I came to the conclusion that parents should be given a decisive role.

For example, a speech therapist and teachers work with the child every day with great diligence and patience, trying to correct all the disorders he has, and at this time the parents are not interested in the successes and difficulties of the child, do not ask either him or us about the results of learning, relationships with peers, homework, etc. At home, they also do not consolidate the knowledge and skills acquired in kindergarten.

With this attitude of parents, all our efforts turn out to be “empty”.

The main thing is that the child will immediately feel that his parents are not interested in his successes, which means there is no point in him straining himself. In this case, parents are not only passive observers of our work in teaching and raising a child, but they also greatly inhibit the cognitive activity of their own child. It is unacceptable. And if parents themselves cannot assess the situation and understand the importance of their role in raising a child, then we try to help them become the most interested, active participants in the correction process.

Forms of working with families.

Conversations with parents.

Parent meetings. (Striving for a new form of communication with parents, I hold parent meetings. Visual information - stands: “For you parents”, “Health window”, “What we did in kindergarten”.
The group has set up a stand “Recommendations for Parents”.
For the holidays ( New Year, February 23, March 8) I publish holiday newspapers with congratulations to parents and an invitation to a joint event.

Conference with parents.

Leisure and entertainment.

The main task of interaction between teachers and parents is to restore partnerships, create an atmosphere of community, interests and educational efforts.

Solving this problem requires both sides high level trust and awareness. The most effective form of bringing information to parents about the child’s life in a preschool educational institution is a conversation at the end of the day. At the same time, parental support in the upbringing and development of a child is largely determined by how the teacher reports on the events of the child’s life in a preschool institution.

By regularly informing parents about even minor achievements of the child, showing his crafts, paying attention to their merits, the teacher teaches parents to monitor the child’s successes and respond correctly to them.

By regularly providing information about the content of classes and children's achievements, the teacher helps parents be attentive to the intellectual development of their children and understand their role in this process.

Basic principles when organizing work with families:

openness of the kindergarten to the family (each parent is given the opportunity to know and see how their child lives and develops);

cooperation between teachers and parents in raising children;

creation of an active – developing environment.

A teacher in a preschool educational institution must work in such a way that the parent can:

Achieve an understanding that a child cannot be compared with other children;

Find out the strengths and weak sides child development and take them into account;

Provide emotional support to the child.

Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. There has long been a debate about what is more important in the development of personality: family or public education? Some great teachers leaned in favor of the family, others gave the palm to public institutions.

Meanwhile, modern science has numerous data indicating that without harming the development of the child’s personality, it is impossible to abandon family education, since its strength and effectiveness are incomparable with any, even very qualified education in a kindergarten or school.

To ensure favorable living conditions and upbringing of a child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close connections and interaction between the kindergarten and the family.

The idea of the relationship between public and family education is reflected in a number of regulatory documents, including in the “Concept of Preschool Education”, “Regulations on Preschool Educational Institutions”, Law “On Education”, etc.

Thus, the law “On Education” states that “parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age.”

In accordance with this, the position of the preschool institution in working with families is also changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.

Even N.K. Krupskaya wrote in her “Pedagogical Works”: “The question of working with parents is a big and important issue. Here we need to take care of the level of knowledge of the parents themselves, about helping them in self-education, equipping them with a certain pedagogical minimum, attracting them to the work of the kindergarten." An essential aspect of the interaction between kindergarten and family, N.K. Krupskaya repeatedly emphasized, is that the kindergarten serves as an “organizing center” and “influences ... on home education", therefore, it is necessary to organize the interaction between the kindergarten and the family in raising children as best as possible. “... There is great strength in their community, in mutual care and responsibility.” At the same time, she believed that parents who do not know how to educate need to be helped.

The main areas of interaction with the family are:

Studying the needs of parents for educational services.

Educating parents in order to improve their legal and pedagogical culture.

Based on these directions, work is carried out to interact with the families of preschool children.

To determine the prospects for the development of the institution, the content of work and forms of organization, surveys of parents and surveys are carried out.

Parents were offered a questionnaire, after analyzing which we saw the following results.

Parents’ attitude towards the sources of information from which they get it:

60% of parents use their intuition

46% use pedagogical literature and literature on psychology

40% take information from educators.

The advice of a teacher (this is explained by the fact that the psychologist has been working in kindergarten for the first month), advice of other parents and friends enjoy little trust.

From kindergarten parents would like to receive:

86% maximum complete information from the child

48% tips for communicating with a child

22% advice from a psychologist.

Parents are little interested in participating in amateur activities of the kindergarten, the opportunity for greater communication with the parents of other children.

31% - the child eats poorly

20% - does not obey parents

13% - parents show self-doubt and experience fears.

But only 35% of parents turn to kindergarten teachers for help; 58% do not turn to them because:

33% believe they can handle it themselves

17% do not attach much importance to these difficulties

13% consider this inconvenient, since this kind of consultation is not the responsibility of the teacher.

Carried out in the following areas

II. " Business game"

Target: developing the skills to take a differentiated approach to organizing work with parents; optimal ways to resolve conflicts; searching for new ways of behavior in contacts with parents; gaining experience in joint work of the teaching staff.

Form: two working groups, one expert group.

Progress of the game.

Part 1. Theoretical.

Questions for the first group:

How do you understand what working with parents is?

List the forms of work with parents.

Home visit. When is it appropriate to visit family?

Working with difficult families. Which family do you consider difficult? Do you have such families? What kind of work needs to be done with difficult families?

Questions for the second group:

What are the main tasks facing a preschool institution in working with parents?

Questioning. What it is? Name the positive and negative sides surveys.

Do you consider such forms of work with parents as Open Day, open lesson, Newspaper issue? What does this give to teachers and parents?

In which case bad behavior child is discussed:

In his presence

Without him

In the presence of all family members

Part 2.

If we turn to your pedagogical dictations, we will see that 75% of teachers believe that in order for the family to understand the daily life of the kindergarten and actively participate in it, it is necessary to “include parents” in the activities of the preschool institution as often as possible, i.e. so that they take an active part in the work of the preschool educational institution. And from the parents’ questionnaires we see that they lack special pedagogical knowledge (pedominimum).

Therefore, we will divide the work with parents into two blocks: pedagogical education of parents and inclusion of parents in the activities of preschool educational institutions.

The task of teachers is to determine what forms of work need to be used when solving the main problems in the first and second blocks. Write them down.

Part 3. Game exercise "Modern family - what is it like?"

Target: to conduct a cross-section of the teaching staff’s ideas about the modern family, to analyze the ideal attitudes towards the pupils’ family and the real conditions.

Progress.

Each group is given a set of magazines, paper for the base, glue, and scissors. The task of teachers: to depict modern family in the form of a collage using any illustrations.

The expert group should depict a family that is ideal in their opinion.

After 20-25 minutes of collaboration, each group of teachers talks about their idea of a family.

(The leader of the pedagogical council sums up the work done, emphasizing the valuable and unique vision in each microgroup)

Part 4 Solving pedagogical situations.

Target: game modeling of teacher behavior in situations of resolving contradictions between the teacher and parents.

While getting ready for a walk, one of the students suddenly took out a note from his coat pocket addressed to the group teacher, asking the mother not to harden her child after a nap. No reason was given.Would you comply with a parent's request? What will be your actions in the future?

The teacher decided to talk to his mother five year old child about the boy's pugnacity.How will you start a conversation?

The teacher invited all parents to the cleanup event, posting information about this on the group stand. Two people came. The teacher is unhappy. The cleanup had to be postponed.How can you explain what happened? What to do next?

In the afternoon to kindergarten A car arrived with sand for children's sandboxes. The sand was dumped onto the asphalt not far from the entrance. “In the evening, ask your parents to move the sand,” the head suggested to the teachers.How will you ask your parents for help? And if they refuse, what will your actions be?

Part 5. Game exercise "Define the logical sequence."

Learning task: determine the optimal sequence of actions of the teacher when preparing and conducting a meeting with a group of parents.

Progress of the exercise.

Each group receives cards on which fragments of conducting or preparing a meeting with parents are formulated. After consulting for a set period of time, the players present the sequence of actions when organizing and conducting the meeting, commenting on their choice.

Contents of the text on the cards.

For the first group.

The topic is determined and the forms of meetings with parents are selected based on their applications and requests, as well as taking into account data about the families of the pupils.

The teachers responsible for preparing and conducting each meeting are identified. This could be group teachers, speech therapist, music. worker, medical worker and etc.

Meeting days that are convenient for them are agreed upon with parents.

The structure and content of each regular meeting is thought through: a plan is drawn up or detailed script using parent activation methods.

Parents are notified in advance about the topic of the meeting and are prepared to participate in it.

The opinion of parents about the benefits of the meeting is clarified through an oral survey, through questionnaires, etc.

For the second group.

1. Broadcast to parents a positive image of the child.

Target: establishing trusting relationships with parents

2. Transmission to parents of knowledge that could not be obtained by them in the family.

Target: familiarization with family problems in raising a child, formation and reinforcement of an attitude towards cooperation.

3. Familiarization with family problems in raising a child.

Target: give parents the opportunity to show their willingness to cooperate.

4. Joint research and formation of the child’s personality.

Target: fostering trust between parents and teachers

Part 6 Summarizing.

“A child should be happy to go to kindergarten and happy to return home. It is necessary for a child in kindergarten to have fun, good, interesting, to be friends with the children, to know that loving adults are waiting for him at home.”

Solving the problems of cooperation requires that teachers participate in the psychological and pedagogical education of parents; studied families and their educational capabilities; involving parents in educational work kindergarten.

1. What is working with parents?

Working with parents is a complex and important part of a teacher’s activity, including increasing the level of pedagogical knowledge, skills and abilities of parents; teacher assistance to parents in family education to create the necessary conditions proper education children; interaction between educators and parents in the process of children's development.

2. What are the main tasks facing a preschool institution in working with parents?

Study of children's families

Involving parents in active participation in the activities of the preschool institution

Studying family experience in raising and educating children

Education of parents in the field of pedagogy and child psychology

3. Forms of work with parents.

I.Bulk: - joint events between teachers and parents

parent meetings

conferences

consultations

evenings for parents

mugs for parents

school for parents

interest clubs

Joint event for teachers, parents and children

Open days

mugs

KVN. quizzes

Collaborative creativity

holidays

genus. meetings

Newspaper issue

concerts

competitions

2. Individual

conversations

home visits

execution of individual orders

3. Visual and informational

informational and educational (familiarizing parents with the peculiarities of preschool educational institutions)

information and analytical (surveys, cross-sections, questionnaires)

4. Questionnaire. What it is? Name the positive and negative aspects of the survey.

The word "questionnaire" translated from French means "list of questions". This method came to pedagogy from sociology; questioning involves a strictly fixed order, content and form of questions, and a clear indication of the method of answering.

There are open questions (no answer options are provided) and closed questions (answer options are provided in advance).

Using a questionnaire, you can find out the composition of the family, the characteristics of family upbringing, the positive experiences of parents, their difficulties, mistakes. By answering the questions of the questionnaire, parents begin to think about the problems of upbringing, about the characteristics of raising a child.

Reachability large quantities parents, ease of processing.

Flaws: formalism, dishonest performance of tasks by parents.

5. Home visit. When is it appropriate to visit family?

Special attention require:

children who have unstable behavior, accompanied by a significant weakening of psychosomatic health and the presence of disturbances in the sphere of interpersonal relationships

children with antisocial behavior (rudeness, aggressiveness)

children with various types of personal problems: increased anxiety, depression, low self-esteem

shy children

A visit to a child’s family gives a lot for studying it, establishing contact with the child, his parents, and clarifying the conditions of upbringing.

Effective implementation of this event requires delicacy, tact, a high level of observation, and professionalism from the teacher.

Without asking direct questions to adults, the teacher can find out:

microclimate family relations, communication culture, atmosphere

family life (are there any traditions, what)

organization of the child’s routine, his games, work, activities.

6. Working with difficult families. Which family do you consider difficult? Do you have such families? What kind of work needs to be done with difficult families?

Dysfunctional families are very different in their way of life. Particularly noticeable are families where there are drinking parents who lead an immoral lifestyle (children in such families, if they are not neglected pedagogically, are influenced)

Another type of family is outwardly prosperous, where the parents are wealthy. Children of such parents early begin to realize their special position among others. It is extremely difficult to influence such children and parents.

These families need assistance in raising children from teachers, psychologists, head of preschool educational institution. Most effective customized forms communication, confidential conversations; involve such parents in monitoring their children.

7. Do you consider such forms of work with parents as Open Day, open lesson, newspaper publication to be effective? What does this give to teachers and parents?

An open day is a fairly common form of work. On this day, parents actively attend classes and other events with the participation of children, fill out questionnaires based on the results of the visit. They write reviews and wishes to teachers.

This form of work allows you to see the real achievements of each child.

Cooperation between 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, overcoming his negative actions and manifestations in behavior, and forming valuable life orientations.

An interesting form of cooperation could be the publication of a Newspaper. Children's administration, teachers, specialists, parents and children participate in the creation of the newspaper.

I see the main tasks of my work as follows:

1) Establish partnerships with the family of each student;

2) Join efforts for the development and education of children;

3) Create an atmosphere of mutual understanding, community of interests, emotional mutual support;

4) Activate and enrich the educational skills of parents;

5) Support their confidence in their own teaching capabilities.

The principles of interaction with parents are:

1) 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. 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.

2) 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. Here, both the human and pedagogical ability of the teacher to calm the parent, sympathize and think together about how to help the child in a given situation will be useful.

3) Collaboration, not mentoring.

Modern fathers and mothers, for the most part, are literate people, and, of course, know well how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge is unlikely to bring positive results today. It will be much more effective to create an atmosphere of mutual assistance and family support in difficult pedagogical situations.

4) 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 quality, not quantity. A weak, poorly prepared parent meeting or workshop can negatively affect the positive image of the institution as a whole.

5) Dynamism.

A kindergarten today should be in development mode, not functioning, be a mobile system, and quickly respond to changes in the social composition of parents, their educational needs and educational requests.

In order to plan work with parents, you need to know your students’ parents well. Therefore, it is necessary to start with an analysis of the social composition of parents, their mood and expectations of their child’s stay in kindergarten. Conducting surveys and personal conversations on this topic will help to properly organize work with parents, make it effective, and choose interesting forms of interaction with the family. Every year in September, group teachers conduct a survey among parents of students on the topic: “Social portrait of the family.” Based on the results of studying the questionnaires, the following emerged: if before parents were divided into a group of employees and workers, then with the change in social conditions, entrepreneurs appeared, unemployed, many single-parent families, there are large families. Analysis of pupils’ drawings on the topic: “My family”, “My home” also helps to understand how the child is treated at home.

Parents of children attending preschool educational institutions today can be divided into three groups.

First group - these are parents who are very busy at work, for whom kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, organization interesting leisure. Due to their busy schedule, this parent group is unlikely to be able to actively attend consultations, seminars, and trainings. But with the correct organization of interaction, they will be happy to prepare family work at home together with the child for a competition, exhibition, and at a convenient time for them will take part in pre-announced events.

Second group - these are parents with a convenient work schedule, non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of a full-fledged children's communication, games with peers, development and learning. The task of teachers is to prevent this parent group from remaining in the position of a passive observer; they must be involved in the work of the kindergarten.

Third group - These are families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills in behavior in a team, compliance correct mode day, training and development. The teacher’s task is to select energetic mothers from this parent group who will become members of parent committees and active assistants to educators. The teacher must rely on this parent group in preparing parent meetings, holding holidays, competitions, exhibitions, etc.

The content of work with parents is implemented through various forms. The main thing is to convey knowledge to parents. There are traditional and non-traditional forms of communication between teachers and parents of preschool children.

Traditional forms are divided into collective (parent meetings, conferences, round tables) and individual (conversations, consultations, home visits), as well as visual and informational (exhibitions, stands, screens, moving folders).

Non-traditional forms organizing communication between teachers and parents.

1) Information and analytical. This includes identifying

interests, needs, requests of parents, level of their pedagogical literacy. Conducted with the help of socialist cross-sections and surveys.

2) Cognitive. Familiarization of parents with age and

psychological characteristics preschool children. Formation of practical skills in raising children in parents. Conducted seminars and workshops, pedagogical living room, holding meetings in a non-traditional form, pedagogical library for parents.

3) Visual and informational. Introducing parents to work

Preschool educational institution, peculiarities of raising children. These are information projects for parents, organizing days (weeks) of open doors, open viewings of classes and other activities for children, and publishing newspapers.

4) Leisure. Establishing emotional contact between

teachers, children. These include joint leisure activities, holidays, participation of parents and children in exhibitions, etc.

Working with everyone parent groups We actively use a variety of forms, both traditional and non-traditional.

Experience has shown that the position of parents as educators has become more flexible. They now feel more competent in raising children. Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world. For me, this became possible only through joining forces and cooperation. Gradually, misunderstanding and mistrust of parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal. I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Relevance

The relationship between kindergarten staff and parents at the present stage is one of the most difficult problems. There are different views of parents on the cooperation of the preschool educational institution with the family. Many people believe that kindergarten should educate their children. There is a category of parents who neglect the advice of teachers. Some parents believe that their only task is to ensure that the child is fed, clothed, and that his only activity at home is watching cartoons and going for a walk.

The interaction of educators with the families of pupils is one of the most important conditions for the formation of a child’s personality, positive results in education, which can be achieved with coordination of actions and subject to the development of parents’ interest in issues of upbringing and education.

Cooperation between 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 his development.

Strengthening and developing close connections and interaction between kindergarten and family provide favorable living conditions and upbringing of the child, forming the foundations of a full-fledged, harmonious personality.

V.A. Sukhomlinsky emphasized that the tasks of education and development can be successfully solved only if the kindergarten maintains contact with the family and involves them in its work.

Target:

1. Establish partnership relations with parents for interaction.

2. Intensify parental participation in various activities.

Controversies

1. Cooperation between parents and kindergarten ensures complete mental, intellectual development child.

Using only traditional methods and forms of working with families, while a different solution to the problems of cooperation between educators and parents is necessary.

2. Parent meetings, conversations, and consultations are systematically held.

Not all parents respond to the teacher’s desire to cooperate with them (low level of attendance at meetings, passivity)

Self-education

Target

1. Increasing theoretical knowledge on the topic.

2. Continue to search for effective forms of cooperation with the family.

Great value in enhancing my professional qualities, theoretical knowledge had self-education. The study of the laws of the Ministry of Education of the Russian Federation: “Law on Education”, “Convention on the Rights of the Child”, meeting materials became fundamental documents in working with parents.

Analysis of methodological literature, periodicals (magazines " Preschool education", "Hoop", "Senior Educator", "Bulletin of Education") contributed to the systematization of already known methods and the selection of the most effective methods of working with parents. I consider the most relevant of them: seminars - workshops, meetings - discussions, meetings - debates, oral journals.

Mutual visits and interviews with senior educators and experienced teachers helped us acquire the necessary skills to create pedagogical conditions interaction with parents.

Trying to convince parents that the kindergarten provides comprehensive training for children not only in special classes, but also in Everyday life held open days.

I believe that the system of continuous self-education has made it possible to increase my level of professional preparedness to interact with the families of students at the present stage.

System of interaction with parents

Establishing cooperation and partnership between the kindergarten and the family is of great importance. Only by joining their efforts can parents and educators provide their child with double protection, emotional comfort, an interesting, meaningful life at home and in kindergarten, help develop his basic abilities, the ability to communicate with peers and ensure preparation for school.

Having extensive experience working with children (31 years), I am increasingly convinced that only through the joint efforts of the family and kindergarten can a child be helped. Therefore, I build my relationship with my parents on the basis of cooperation and mutual respect. I always remember that a child is a unique individual. He cannot be compared with other children.

To effectively interact with your family, the desire to cooperate is not enough.

The fundamental point in the interaction between group teachers and parents is the study of the family through questionnaires, interviewing parents in order to determine their social status. Analysis of socio-demographic map data showed: 90% of our pupils live in two-parent families, 10% in single-parent families. The contingent of parents is heterogeneous in education and professional affiliation (doctors, office workers, teachers, workers). The overwhelming majority of parents are young, have secondary education professional education. 60% of families are families with one child, 40% - with two children. 50% of parents are not sufficiently informed about the activities of preschool educational institutions, 50% are ready to cooperate.

Not only personal conversations and questionnaires, but also their independent selection of topics for discussion from an approximate list of questions for each section of the program proposed by the teacher help to identify parents’ requests, their problems and difficulties in matters of raising and educating children. Taking into account their wishes and suggestions, I plan work with the family.

It is important to involve parents in the process of raising and developing children so that they become active participants rather than passive listeners. For this purpose, I use various forms of working with them.

At different age stages of development of children in our group, the most effective forms of cooperation with parents were parent meetings: “So we have become a year older,” where they revealed age characteristics development of children, ways to develop their communicative qualities.

At the thematic meeting “Young Mathematicians”, parents were able to evaluate the role of the development of mathematical abilities in children of senior preschool age. We got acquainted with the forms and methods of development logical thinking, memory, attention; learned how to properly teach a child to solve mathematical and logical problems.

During the round table discussion “The health of the child is in our hands,” together with parents we discussed issues of introducing children to healthy image life, organization sports leisure, sports mug in kindergarten. Equipment recommendations were given sports corner Houses. The children's performance (rhythmic gymnastics) was presented to the parents' attention.

Questioning parents “Do you know your child?”, “What kind of parents are you?”, “The influence of the family atmosphere on the development of the child” made it possible to obtain information about those problems. Which parents encounter in everyday life, to identify their desires and hopes for the future child.

During the consultation “How to answer children's questions?” used listening to a recording of children’s questions and their judgments. I tried to reveal their meaning, understanding the need for the correct answer on the part of the parents. From the consultation “Developing a Child’s Speech Together,” parents were convinced of the need to develop and improve their children’s speech; met with speech games- assistants.

Exhibitions are an interesting form of building trust and mutual understanding between preschool educational institutions and families. joint creativity children, parents and teachers at various topics. Carrying out such exhibitions as: “Autumn Fantasies”, “Zimushka - Winter”, “Hello Spring!”, “Ah, Summer, Summer!” became a stimulus for the development of aesthetic feelings of our pupils, an incentive for joint activities of children and parents. I practice awarding exhibition participants.

The regular organization of photo exhibitions “It’s good in our garden” introduced parents to the life of a preschool educational institution and the activities of their children.

An important link in the system of joint work between the kindergarten and the family is the involvement of parents in direct participation in the work of the kindergarten; organizing holidays and entertainment: “Housewarming”, “Mother’s Day”, “March 8”, “Dad, Mom, I - a sports family.”

Parents receive the necessary information on the issues of raising and educating children through visual information materials: screens, stands, folders - slides.

From the “Growing Up While Playing” folder, parents learned how to properly organize children’s games and what toys older children need. And the section “Home Toy Library” introduced simple, but very interesting, and most importantly useful games for children, which parents can play with their child at any time convenient for them. This is how “Games in the Kitchen”, “In a Free Moment”, “On the Way to Kindergarten” appeared.

One of the forms of ensuring the unity of public and family education at the preschool level of education is the creation of information publications for parents. The wall newspaper “Fantasers” is especially popular. Parents have the opportunity to receive the necessary methodological assistance on the issues of raising and educating children, their health, and about the events taking place in kindergarten. Parents are directly involved in the preparation of the newspaper, because In one of the sections, parents share their family experiences in raising and developing children.

Usage various forms working with families made it possible to awaken a sense of disposition and trust among parents in the kindergarten.

Efficiency

The interaction between teachers and parents has become a necessary condition comprehensive development of the child, allowed us to gain deeper insight into his individual abilities and capabilities.

Many of the parents realized the importance of cooperation with educators. If earlier the degree of parental involvement in the organization educational process was as follows: passive observers - 85%, active participants - 15%, then at this moment Only 20% of parents remain passive.

Individual interviews with parents show. That many of them were able to improve the level of pedagogical knowledge, skills and abilities.

Constant contact with the family made it possible to awaken a sense of affection and trust among parents in the kindergarten, to create an atmosphere of common interests, emotional mutual support and mutual insight into each other’s problems.

Interaction between preschool educational institutions and parents

Lashkova Oksana Evgenievna, teacher of the private educational institution “kindergarten No. 4” of JSC “Russian Railways”, Bologoe
Description of material: I offer you a methodological development on the topic “Interaction between kindergarten and parents.” This material will be useful in the work of educators with parents of preschool children. The development is aimed at studying parents’ requests for the conditions for teaching and raising children in a preschool educational institution, and at strengthening the relationship between parents and teachers.

Interaction between kindergarten and parents.

Target: Eliminate the psychological barrier in the relationship between parents and teachers in a preschool institution, enrich parents with pedagogical knowledge in raising and educating children, establish partnerships between teachers and parents to create optimal conditions for a child’s stay in kindergarten.
IN Lately There has been an increased interest of parents whose children have just entered kindergarten, both in the education system in a preschool institution and in methods of education in the family. The instability and contradictory social situation in our country has led to a sharp increase in the number of families (especially among young parents) who find themselves in difficult situation on issues of raising their own children. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. As a rule, all this does not bring positive results. Kindergarten like social institution in support of the family, helps raise the child. My task as a teacher is to help parents acquire the necessary pedagogical information and knowledge. For this purpose, pedagogical and psychological methods for studying the competence of parents in matters of raising children are selected, as well as the range of issues that most concern parents.
Achieving a high quality of education for our students, fully satisfying the needs of parents and the interests of children, creating a unified educational space for the child is only possible if a system is developed preschool interactions and families. Relationships with children and parents today have become more diverse, more interesting and require more erudition, flexibility, and understanding of the tasks facing us from teachers.
My system of working with parents is based on studying families (observations, questionnaires, testing, individual conversations, etc.), training, consulting, informing and educating parents in the psychological and pedagogical direction. From the first days of the baby’s stay in the group, I try to win over the parents and make them active participants. educational process. I get to know the children’s families, their traditions, interests, how the child behaves at home, I study him individual characteristics. Analyzing the data received, I plan methodological and advisory work.
In order to study the family, clarify the educational needs of parents in order to coordinate the educational impact on the child, I offer parents a small questionnaire - the purpose of which is to identify requests, problems (if any) and wishes of parents for the educational process in a preschool educational institution.
Dear parents!
To identify your requests, interests, wishes when organizing educational and educational services in our preschool educational institution, we ask you to answer the following questions:
1. Is your child willing to go to kindergarten?
- Yes
- No
- not always
2.What, in your opinion, should the upbringing and education of your child in kindergarten be aimed at?
- for general development
- to prepare for school
- for the development of artistic and aesthetic taste (musical, art activities, theatrical activities)
- to become familiar with Russian national culture
- for environmental education
- Your suggestion……
3.Please mark the topics that you would like to discuss with teachers and specialists:
How to educate healthy child
Raising independence in a child
How to prepare your child for school
How to develop Creative skills children
How to communicate with a child correctly
Child speech development and impairment
Hyperactivity in children
Nurturing a culture of behavior in a child
What should a child of a certain age know and be able to do?
How to protect your child from accidents
Your option…………..
4.What would you like to change in the life of a preschool educational institution?
- in the educational process
- in the educational process
- working with parents
5.What would you like to know about the education, upbringing and development of a child?
- All
- Nothing
- Don't know
6. Would you like to receive advice on raising a child?
- psychologist
- medical worker
- speech therapist
- another specialist
7. Your wishes for the work of our preschool educational institution………
We ask you to indicate the last name, first name, and age of the child.
Thank you!
Studying the requests of parents, systematizing the questions they most often asked, allows us to more differentiated the selection of forms and methods of interaction with them.
To identify the level of pedagogical culture of parents at the beginning of the school year, I developed and proposed a questionnaire, collected the necessary data, on the basis of which a system of work was built:

Dear parents!
We ask you to take part in the study in order to identify the pedagogical awareness of parents and the relevance of problems associated with raising children in a modern family. The content of your answers will not be known to anyone and will be used only for research purposes. Please answer the questions and choose one of the answer options.
1.What difficulties do you encounter in raising your child:
- disobedience of a child
- you lack pedagogical knowledge
- the child grows up nervous
- no difficulties
2.On the basis of what knowledge do you raise your child:
- listen to radio and television programs
-attend lectures for parents
- based on expert recommendations
- use life experience
- read pedagogical literature
3.What methods of education do you consider the most effective:
- encouragement
- punishment
- deprivation of entertainment
- your display of resentment
-requirement
-training
4.What types of incentives do you use most often:
-verbal praise
-present
-flattery
5.What types of punishment are most effective in your education?
-physical punishment
-verbal threat
Thank you!
Most parents note that they lack pedagogical knowledge on issues of upbringing, they are confused about the methods of influencing the child.
In practice, I have found that the most difficult thing for parents is the practical application of one or another method of education. If parents raise a child only with kindness, constantly fulfilling his desires, demands, requests, whims, then a weak-willed child will grow up in the family, he will show disrespect for other people and pride. He will be characterized by selfishness. If a child is brought up only with strictness, they constantly demand that he do something, control every step and at the same time show displeasure, in such a family the child grows up, as a rule, with traits of rudeness, hypocrisy, lies, cruelty, etc. P. Most domestic and foreign teachers, as well as parents, agree that in raising children, both love and exactingness are simultaneously necessary; their organic connection and interaction is the golden mean to which they should strive. That is why it is so important to enrich and expand pedagogical knowledge among parents.
In my work, I rely on the fact that parents, teachers and the entire staff of our preschool educational institution are partners with a common understanding of goals and objectives pedagogical process, and make the most of the educational potential of the team and family in joint work. Unified educational environment. These are not only uniform requirements for the child in kindergarten and at home, but also the active participation of parents in the life of the group. I use various active forms and methods of working with parents to help establish emotional contact, such as:
- conversations with parents;
- visiting families of pupils;
- group parent meetings;
- individual and group consultations;
- classes with the participation of parents;
- exhibitions of children's works made together with parents;
- joint excursions;
- days of communication;
- participation of parents in the preparation and holding of holidays;
- joint creation of a subject-development environment;
- design of photomontages;
- work with the parent committee of the group;
- trainings;
- workshops;
- round tables;
- parent conferences;
- mobile library with psychological and pedagogical literature for parents, etc.
Throughout the school year, I conduct questionnaires and surveys of parents. The issues that matter most to them become topics of discussion at our meetings and Family Living Rooms. Every parent is interested. How the baby adapted, how he behaves in the group, did he make any friends. How the child lives in the group, parents learn from personal conversations with the teacher, from the work plan for the day, from productive activity, from observation sheets. By talking about the child, what positive aspects of personality the child shows, what achievements or difficulties he experienced during the day, we improved our relationship with each parent.
Based on the work done, we got along well with the parents of the group a good relationship. There are no main ones in our communication - we are partners. If pedagogical assistance in terms of education is needed, I respond with pleasure. But our parents often offer their help in arranging a developmental environment for our children and express their opinions on this or that issue. We jointly organize cleanup days and set up a group site. We often hold holidays together with our parents for our kids. Together with parents, we organize children's birthday parties in a group. Parents prepare small concerts for their children, they are fun and the children, of course, are delighted. Together with parents, photo exhibitions were prepared: “Different mothers are needed, all kinds of mothers are important!”, “Where my dad works,” “Our beloved grandmothers and grandfathers!”
Only partnerships focused on the family and its needs, forms and methods of work will give positive results and help build a system for psychological and pedagogical education of parents, the goal of which is comprehensive and complete mental and physical development child. Analysis of activities on the issue of interaction with families allows us to conclude: optimizing cooperation between teachers and parents establishes feedback. The creation of a unified educational space makes it possible to improve the quality of provision of health and educational services. In the current social conditions interaction with the family is an important area of activity of a children's educational institution. Both the family and the kindergarten convey their experience in their own way. But only in combination with each other do they create optimal conditions for a little person to enter the big world.

Relevance

Cooperation between 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 his development.

V.A. Sukhomlinsky emphasized that the tasks of education and development can be successfully solved only if the kindergarten maintains contact with the family and involves them in its work.

Target:

1. Establish partnership relations with parents for interaction.

2. Intensify parental participation in various activities.

Controversies

1. Cooperation between parents and kindergarten ensures the full mental and intellectual development of the child.	Using only traditional methods and forms of working with families, while a different solution to the problems of cooperation between educators and parents is necessary.
2. Parent meetings, conversations, and consultations are systematically held.	Not all parents respond to the teacher’s desire to cooperate with them (low level of attendance at meetings, passivity)

Self-education

Target

1. Increasing theoretical knowledge on the topic.

2. Continue to search for effective forms of cooperation with the family.

Self-education was of great importance in improving my professional qualities and theoretical knowledge. The study of the laws of the Ministry of Education of the Russian Federation: “Law on Education”, “Convention on the Rights of the Child”, meeting materials became fundamental documents in working with parents.

Analysis of methodological literature and periodicals (magazines “Preschool Education”, “Hoop”, “Senior Teacher”, “Bulletin of Education”) contributed to the systematization of already known methods and the selection of the most effective methods of working with parents. I consider the most relevant of them: seminars - workshops, meetings - discussions, meetings - debates, oral journals.

Mutual visits and interviews with senior educators and experienced teachers helped to acquire the necessary skills to create pedagogical conditions for interaction with parents.

Trying to convince parents that the kindergarten provides comprehensive training for children not only in special classes, but also in everyday life, “open days” were held.

I believe that the system of continuous self-education has made it possible to increase my level of professional preparedness to interact with the families of students at the present stage.

System of interaction with parents

To effectively interact with your family, the desire to cooperate is not enough.

The fundamental point in the interaction between group teachers and parents is the study of the family through questionnaires and interviews with parents in order to determine their social status. Analysis of socio-demographic map data showed: 90% of our pupils live in two-parent families, 10% in single-parent families. The contingent of parents is heterogeneous in education and professional affiliation (doctors, office workers, teachers, workers). The overwhelming majority of parents are young and have secondary vocational education. 60% of families are families with one child, 40% - with two children. 50% of parents are not sufficiently informed about the activities of preschool educational institutions, 50% are ready to cooperate.

At different age stages of development of children in our group, the most effective forms of cooperation with parents were parent meetings: “So we have become a year older,” where the age-related characteristics of children’s development and ways of developing their communicative qualities were revealed.

At the thematic meeting “Young Mathematicians”, parents were able to evaluate the role of the development of mathematical abilities in children of senior preschool age. We got acquainted with the forms and methods of developing logical thinking, memory, and attention; learned how to properly teach a child to solve mathematical and logical problems.

During the round table discussion “The health of the child is in our hands,” together with parents we discussed issues of introducing children to a healthy lifestyle, organizing sports leisure, and a sports club in kindergarten. Recommendations were given for equipping a sports corner at home. The children's performance (rhythmic gymnastics) was presented to the parents' attention.

An interesting form of establishing trust and mutual understanding between preschool educational institutions and families are exhibitions of joint creativity of children, parents and educators on various topics. Carrying out such exhibitions as: “Autumn Fantasies”, “Zimushka - Winter”, “Hello Spring!”, “Ah, Summer, Summer!” became a stimulus for the development of aesthetic feelings of our pupils, an incentive for joint activities of children and parents. I practice awarding exhibition participants.

The regular organization of photo exhibitions “It’s good in our garden” introduced parents to the life of a preschool educational institution and the activities of their children.

Parents receive the necessary information on the issues of raising and educating children through visual information materials: screens, stands, folders - slides.

From the “Growing Up While Playing” folder, parents learned how to properly organize children’s games and what toys older children need. And the “Home Toy Library” section introduced simple, but very interesting, and most importantly useful games for children, which parents can play with their child at any time convenient for them. This is how “Games in the Kitchen”, “In a Free Moment”, “On the Way to Kindergarten” appeared.

The use of various forms of work with families made it possible to awaken a sense of affection and trust among parents in the kindergarten.

Efficiency

The interaction between educators and parents has become a necessary condition for the comprehensive development of the child, allowing for a deeper understanding of his individual abilities and capabilities.

Many of the parents realized the importance of cooperation with educators. If previously the degree of involvement of parents in the organization of the educational process was as follows: passive observers - 85%, active participants - 15%, then at the moment only 20% of parents remain passive.

Individual interviews with parents show. That many of them were able to improve the level of pedagogical knowledge, skills and abilities.

The full version of working with applications is available.

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Semiran-workshop "Ways to improve the interaction of preschool teachers with parents." Coursework: Interaction of municipal preschool educational institutions with families Forms of cooperation with parents

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