Evgenia Roitman

A family- a unique primary society that gives the child a sense of psychological security, "emotional back", support, unconditional non-judgmental acceptance. This has an enduring meaning. family for a person in general and especially for preschoolers.

It is no coincidence that among specialists and scientists in the field families(T. A. Markova, O. L. Zvereva, E. P. Arnautova, V. P. Dubrova, I. V. Lapitskaya and others) it is considered recognized that the family institution is an institution of emotional relations. Every child today, as at all times, expects from his mother, father, grandmother, grandfather, sister, brother unconditional love: he is loved not for good behavior and grades, but simply for what he is.

A family… For a child, this is the source social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem "the whole world": Kindergarten, a family, public.

Our main goal is to professionally help family in raising children, while not replacing it, but supplementing and providing a more complete implementation of its educational functions:

Develop the interests and needs of the child;

Allocate duties and responsibilities between parents in constantly changing situations parenting;

Supporting openness in relationships between different generations in family;

family lifestyle development, formation family traditions ;

Understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.

This goal is achieved through the following tasks:

upbringing respect for childhood parenthood;

Interaction parents to explore their family microenvironment;

Raising and promoting common family culture and psychological and pedagogical competence parents;

Providing practical and theoretical assistance parents of pupils through the transmission of the fundamentals of theoretical knowledge and formation skills and abilities of practical work with children;

Use with parents various forms cooperation and joint creativity, based on an individually differentiated approach to families.

The main conditions necessary for the implementation and trust interaction between the DO and family:

Study of families pupils: accounting for differences in age parents, their education, general cultural level, personality traits parents, their views on upbringing, structure and character family relations and etc. ;

Openness of the kindergarten family;

Orientation of the teacher to work with children and parents.

Working with new parents we start with a personal acquaintance. We give them a questionnaire to clarify the social status, age, place of residence and employment parents; we clarify the interests and needs of the child, relationships with other children and ask you to indicate on what aspects education they need help and advice. (Questionnaire form)

Working with parents should be built as follows way:

o Thinking through content and ways of working with parents. We conduct an express survey to study their needs. The obtained data will be used in the future. work.

o Set between educators and parents friendly relations with the installation of future business cooperation. Need to interest parents with that job which is supposed to be carried out with them, form they have a positive image of the child.

o We form with parents a more complete image of your child and his correct perception through the communication of knowledge to them, information which cannot be obtained in family and which are unexpected and interesting for them. it information about some features communication child with peers, his attitude to work, achievements in productive activities.

o Getting to know the problems families in child rearing.

o Adult collaborative research and formation of the child's personality.

Specific content planned work and selected forms of cooperation.

Parental We hold meetings 3 times a year.

When preparing for a meeting, we use the following forms:

Questionnaire parents on the topic of the meeting.

Making memos with advice on the topic of the meeting.

Competitions, exhibitions, fairs, competitions are held in the kindergarten, where parents take an active part.

Conducts mini-meetings public parent organization, where various issues are resolved to improve the creation of favorable conditions for the stay of children in a preschool educational institution.

AT working with parents pedagogical councils are used.

The council consists of educator, head, deputy head for core activities, educational psychologist, speech therapist teacher, head nurse, members parental committee to determine measures of assistance parents in raising a child;

At present, there is growing interest in ways of working with parents, as research and design, role-playing, simulation and business games.

During these games, the participants not only "absorb" certain knowledge, but construct new model actions, relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution.

One of forms improving the pedagogical culture parents is a parent conference. The value of this species work in that not only parents, but also public. Teachers speak at conferences workers district department of education, representatives of the medical service, teachers, educational psychologists, etc.

One of the most important forms of family interaction and kindergarten is individual work with every parent. The advantage of such forms is that through the study of the specifics families, conversations with parents(with each individually, observation of communication between parents and children, both in the group and at home, we outline specific ways of joint interaction with the child.

Conversation teacher with parents used in everyday work during the hours of the morning reception of children. Identification of the state, well-being, mood of children, etc.

We make out advice on upbringing and development of children, I provide assistance in matters of interest, we give qualified advice, we also use visual propaganda, making a corner for parents.

Thematic consultations serve to reveal and informing parents in the disclosure of various aspects upbringing and development of children,

for the purpose of familiarization parents with tasks, content, methods education in kindergarten, providing practical assistance family.

We design information stands, various exhibitions of children's works: children's drawings, homemade toys, crafts, applications, children's books, albums, etc.

Folders-sliders allow you to open and discuss what you have read, answer questions that have arisen, listen to suggestions on topics of interest.

On the effectiveness of the activities carried out in a preschool institution work with parents shows:

Manifestation in parents interest in the content of the educational process with children;

The emergence of discussions, disputes on their initiative;

Answers on questions parents by themselves; giving examples from their own experience;

An increase in the number of questions to the teacher regarding the personality of the child, his inner peace;

The desire of adults for individual contacts with educator;

reflection parents about the correct use of certain methods education;

Increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues.

The relevance of the article is determined by the urgent need to create conditions for a meaningful and effective partnership of an educational organization with the families of students. The family should act as a consumer, customer and main partner in obtaining educational services. In this regard, the teacher needs to provide psychological and pedagogical support to the family, increase the competence of parents in matters of education, upbringing, development and strengthening of the physical and mental health of the child. The achievement of this goal is facilitated by the choice of optimal forms of work with the family, which can be implemented in the direction of studying the family, organizing joint parent-child activities, involving parents in managing the educational process, as well as organizing networking using special forms, methods and tools.

areas of work with families

ways of working with families

networking

forms and methods of network interaction with the family

1. Astrakhantseva S.V. Socio-cultural potential of the system of additional education for children in work with the family // Vestn. Moscow state University of culture and arts. - 2012. - No. 3. - P. 107-111.

2. Bolotova M.I. Family and the institution of additional education for children: facets of cooperation // School and Russian society. - 2008. - No. 2. – P.79-84

3. Emanova S.V., Kazantseva E.A., Shibaeva V.L. Interaction of teachers and parents in the institution of additional education for children // Vneshkolnik. - 2009. - No. 1. - P.28-32.

4. The concept of development of additional education [Electronic resource]. – Access mode: http://government.ru/media/files/41d502742007f56a8b2d.pdf (date of access: 1.09.14).

5. Levchenko E.E. DYUTS - family - society: fruitful cooperation // Education of schoolchildren. - 2012. - No. 8. - P.57-63.

6. Patarakin E.D. The concept of pedagogical design of joint network activity // Collection of scientific articles "Features and specifics of network interaction in the field of education." - St. Petersburg, 2013. - S. 30-48.

7. Pinsky A.A., Kasprzhak A.G., Mitrofanov K.G. Recommendations for the organization of network interaction of educational institutions (organizations) with the introduction of specialized education at the senior level of general education. Bulletin of Education. Thematic application. - 2004. - No. 4. - S. 39-55.

8. Ronami T.Yu. Forms and methods of work with parents in institutions of additional education // Education of schoolchildren. - 2011. - No. 5. - P.33-37.

The system of additional education, in accordance with the law on education in the Russian Federation, is a component of the entire education system, which determines the need for the teaching staff to create conditions for a meaningful partnership between the educational institution and the family, while the family acts not only as a consumer and customer of educational services, but also as the main partner.

In this regard, as one of the goals facing the teacher, is the need for "psychological and pedagogical support for the family and increasing the pedagogical competence of parents, psychological support for the development of the child in a family and educational institution" . Successful achievement of the designated goal is possible only if the optimal forms of interaction with parents on the issues of education and upbringing of the child are chosen. The solution to this problem is possible only if teachers have knowledge about the variety of forms of work with the family and the active participation of parents in the educational process, which is often limited by their employment and the inability to attend the events offered by the teacher.

In this way, right choice forms of work of the teacher with the families of students will contribute to the achievement of the designated goal and respond to the state family policy. Among the tasks, the implementation of which is possible through the system of additional education in the direction of work with parents, we can distinguish: the development of various forms of family recreation; regular organization of family festivals, competitions, holidays; support family clubs, parent associations of various orientations; improving the pedagogical culture of parents through the use of various forms of interaction.

The work of a teacher of additional education with the family should be implemented in the following areas: studying the family, psychological and pedagogical education of the family, organizing joint activities, involving parents in the management of the educational process.

These directions can be implemented through forms of work with the family that meet the specified requirements.

To study the characteristics of the family, the following forms of work can be distinguished: drawing up a socio-demographic portrait of the family, individual consultations for parents, conversations, visiting students at home.

Socio-demographic portrait of the family is compiled on the basis of a family survey on several parameters:

• The socio-cultural parameter is determined by the educational level of the parents and the degree of their participation in public life;
• The socio-economic parameter lies in the property characteristics and employment of parents at work;
• The technical and hygienic parameter depends on the living conditions of the child, the equipment of the housing, and the peculiarities of the family's lifestyle;
• The demographic parameter determines the composition and structure of the family.

The study of the indicated parameters occurs with the use of various methods, such as questionnaires, testing, interviews, conversation, observation. The information obtained allows us to find out the characteristics of the family and the quality of its psychological and pedagogical impact on the child, outline the forms of cooperation, as well as the content of educational work.

To collect information about the family and the psychological and pedagogical problems that it faces, it is possible to use individual consultations. Such consultations provide an opportunity not only to obtain information about the family, but also to establish friendly and partnership relations between the teacher and the parent. Using various methods during the consultation, the teacher has the opportunity to obtain information about the characteristics of the child's development, his interests and hobbies, character traits, goals, moral and moral values ​​of the family.

Complementing individual consultations are forms such as visiting the child at home and talking. The designated forms of work make it possible to create a trusting atmosphere in the process of solving or preventing conflict situations. While visiting a child at home, the teacher has the opportunity through a conversation to learn about traditions, customs, joint affairs in the family.

The main emphasis of the teacher in working with the family is on the psychological and pedagogical education of parents in matters of education, upbringing, development of the child, as well as the preservation and strengthening of his health. The main forms of work can be distinguished: parent meeting, parent lectures, thematic conferences, parent club, parent evenings, parent training, parent ring (dispute, discussion), parent readings, workshop, open classes.

One of the most common forms of interaction is Parent meeting, and it can take place in various forms, for example, a lecture, discussion, round table, etc. At the parent meeting, the problems faced by children, parents and teachers are discussed. Meetings should not be reduced to a teacher's monologue, but should provide an opportunity for creative and research search by parents. The teacher, recommending a program of work with the child, observing his activities, then creates conditions for the exchange of views and the development of the best solution to solve the identified problems and consolidate the positive result.

Education of parents on the upbringing, preservation and strengthening of the health of children, as well as other important problems, is most often carried out in the form of parent lecture hall or university of pedagogical knowledge. At the same time, the name "lecture hall" is rather conditional. As part of the lecture hall, various methods of work can be used, turning parents from passive listeners into active participants in the discussion. In addition to teachers, narrow specialists (doctors, lawyers), as well as the administration of an educational organization, can be involved in the lecture hall.

Often a well-deserved interest among the parent community is such a form of work as conferences on the exchange of experience in raising children. This form of work expands, deepens and consolidates knowledge about the upbringing of children. Within the framework of conferences of various levels, parents have the opportunity to deeply and in detail work out the problems of modern society. Psychologists, social educators and narrow specialists, whose task is to conduct psychological and sociological research on the problem, analyze the results, and broadcast them to the conference participants, must necessarily take part in the work of the conference. Parents, in turn, analyze the problem from the standpoint of their experience. A distinctive feature of the conference is that, based on its results, decisions are made or a number of events are planned on the stated problem.

For the purpose of regular participation of parents in the discussion and solution of issues of raising children, work can be organized on the basis of an educational organization. parent club. Club meetings are held regularly, most often at the time when the child is in the association. The main distinguishing feature of this form of work from others is voluntariness and mutual interest.

parent evenings- this is a form of work that contributes to the rallying of the parent team, this is a celebration of communication with the parents of the child's friends. Such holidays are held two or three times a year without the participation of children. The forms of work that can be used to organize such events should provide an opportunity to express their opinions on the topic of the evening, to hear new and useful things in the reasoning of other parents, to replenish their arsenal of educational techniques with something new.

A new and effective form of interaction with parents that allows you to radically change your attitude to the behavior of your own child and relationships with him, to make them more open and trusting is parent training. An important condition for obtaining a quick and high-quality result is the voluntary and regular participation of both parents in it. Based on the results of the work, parents begin to feel their responsibility for the problems in raising a child, realize their position in communicating with the child, learn to listen and understand their child, take into account the age and psychological characteristics of the child in the process of communicating with him.

As one of the forms of improving the pedagogical culture of parents, it is possible to use dispute. This form makes it possible to comprehensively analyze the available facts and phenomena, based on the accumulated experience of education. The discussion usually takes place in small groups, and then the opinion is submitted for collective discussion. The result of the dispute may be questions addressed to each other and the teacher, a program of action drawn up on the identified problem. At the end of the dispute, individual consultations and conversations can be held.

One of the varieties of dispute can be parent ring. This form of communication is built in the form of answers to questions on the problems of raising children. At the same time, parents are offered a list of questions from which they choose one, which is answered by two families with different opinions. The rest of the audience supports both and does not enter into controversy. The competent jury, after presenting the opinions of both teams, makes a verdict on who was closer to the truth.

It is always very important not only to listen to other people's opinions, but also to form your own on a number of difficult questions. This is possible only if the special literature is studied. In this regard, the form of work with parents seems to be very significant. parent readings. The teacher's job is to select literature on the problem that worries parents, analyze it and provide it to parents for reading. The peculiarity of this form of work is that parents are invited to reflect their understanding of the problem and how it has changed after reading the book.

In order to develop the acquired knowledge, it is proposed to conduct practical classes for parents - workshops. This form of work allows parents to develop the necessary skills for raising children, effectively resolving conflict situations, and also trains their pedagogical thinking. It is advisable to conduct such classes with both parents and the child.

Frequently occurring conflict situations between a teacher and a parent, a parent and a child are associated with ignorance or misunderstanding of the specifics of educational activities. In this regard, the teacher needs to plan several times a year to conduct open classes, where family members of the involved child will be invited. In the process of work, parents will get acquainted with the teaching methods, the requirements that the teacher makes, and see the significance of classes for the child.

In addition to outreach activities, the teacher can organize joint parent-child activities. Joint activities can be represented in various forms of joint cognitive, labor, cultural and leisure activities.

Joint cognitive activity can be represented by knowledge forums, children's creative reports, tournaments of experts, olympiads, newspaper issues, meetings, conferences, project defenses, business games, etc. At the same time, parents are members of the teams and are directly involved in the event, or help in organizing it: arrange the premises, prepare prizes, act as a jury.

Most often, the teacher involves parents in the design of classrooms, landscaping and gardening of the adjacent territory, participation in environmental campaigns, labor landings, the creation of memorials, libraries, museums, holding fairs and sales of children's and family crafts, organizing exhibitions, which are forms joint labor activity.

The most interesting, immersing parents in the world of childhood, are the forms cultural and leisure activities. Among the variety of various forms of leisure, one can single out family holidays and festivals, joint viewing and subsequent discussion of films and performances, participation in competitions, contests, concerts, KVNs, tourist sets and trips, excursions, presentations of one's family. An important condition for the organization of such forms of work is the involvement of parents and children in collective creative activities. Such joint activity unites the family, instills confidence in children, and expands the circle of communication.

The teacher's involvement of parents in the management of the educational process is carried out through intermediaries - parental committee or parent asset. At meetings of the parent committee, ways are developed to solve the problems identified by individual parents. This organization is designed to attract, interest parents and children in the life of an educational organization and group, to stimulate joint solving of emerging problems.

Thus, at present, the teacher of additional education is offered a wide choice of forms of interaction with the family of the student. But, despite this, the teacher's proposals do not always resonate with parents, often this is due to the lack of opportunity, employment at work. Given this limitation, the teacher must take into account the possibility of using network forms of interaction.

Networking is an interaction of equals, which has great advantages over other methods, since in this case the participants use the experience of all those who are included in the network. A quite logical question arises about the forms, methods and tools for organizing network interaction between participants in the educational process. With the network organization of interaction, indirect connections are observed: the circle of interaction increases, and, consequently, the results of the work become more productive and of high quality. Participants in joint activities are not required to be simultaneously present in the same place, at the same time, everyone has the opportunity to work with network resources at a convenient time for themselves.

The following methods are used to organize network interaction: file sharing, video conferencing, access to a remote file system, remote desktop access, etc.

Of particular importance in the organization of network interaction is a complex of specific software called social services. Social services is network software that supports group interactions. These group activities include personal activities of participants: writing down thoughts, notes and annotating other people's texts, posting multimedia files; communication between participants: instant messengers, mail, chat, forum.

Let us consider in more detail the types of network services and their possibilities in the educational process.

Bookmarking tools - tools for storing links to web pages that you visit regularly. Such a tool can be used as a repository of links to educational materials, as a source teaching materials as a means of developing competence to notice and classify everything.

Social network services for storing multimedia resources - Internet tools that allow you to store, classify, exchange digital photographs, audio and video recordings, text files, presentations for free, as well as organize a discussion of resources. This service can be used as a means of solving classification problems, a means of organizing joint educational activities, as a source of various types of educational materials, etc.

Network diaries (blogs) - an Internet service that allows any user to keep records of any texts. By analogy with personal diaries, blogs are called network diaries. The diary (blogger) can control access to his entries: make them open to everyone, a certain circle of users, or completely private. Bloggers can form communities and organize joint posts and discussions. A blog can act as a platform for organizing a distance learning course, a tool for organizing consultations for subjects of educational activity, a means of creating an online portfolio, etc.

WikiWiki (WikiWiki) is a social service that allows any user to edit the text of the site (write, make changes, delete, create links to new articles). Various options Wiki software (wiki engines) allows you to upload images, files containing text information, video clips, sound files, etc. to sites. This service is easily applicable in the organization of project activities of the subjects of the educational process, as well as local or network seminars.

Social geoservices are Internet services that allow you to find, mark, comment, provide photographs of various objects anywhere on the image of the globe with a sufficiently high accuracy, using real data obtained using near-Earth satellites. This service can be used as a platform for creative activities in modeling a new look of areas with drawing your own images of buildings, landscape objects.

Social services that allow you to organize joint work with various types documents - integrated Internet services focused on organizing joint work with text, spreadsheet documents, planners, and other corporate tasks. So, for example, it is possible to organize joint editing of a document posted on the Internet by several users at the same time. In this case, all changes will be recorded by the time they were made and by the content of the changes.

Knowledge maps (Eng. Mindmap) - a way of depicting the process of general systems thinking using diagrams. It can also be considered as a convenient alternative notation technique. In Russian translations, the term may sound differently - mind maps, mind maps, memory cards, mind maps, mind maps. Among the knowledge mapping services that have recently appeared on the web, the Bubbl.us service seems to be the simplest and most friendly.

Social search engines are systems that allow users to decide which direction to search, which sites to look at first, which words to prioritize, and how to present the results. On the basis of new generation search engines, we can build our own individual or collective search engines. Search can be tailored to specific topics and specific communities.

Thus, in the conditions of modern society, Internet technology becomes a full-fledged alternative participant in the pedagogical process - a specially organized purposeful interaction of subjects of educational activity aimed at solving developing educational problems.

Concluding, we note that the forms of work with the family used by the teacher will contribute to:

• increasing the importance of the system of additional education. Additional education will appear as an important condition for the full development of the child, his professional orientation and socialization;
• expanding access to information about the educational services offered, in accordance with the territory of residence, age and characteristics of the child. Thus, the request of parents in educational services will be reflected in the proposal coming from the educational organization;
• planning by parents of an individual trajectory of the child's development in conditions of additional education with the support of qualified teachers.

Reviewers:

Ganaeva E.A., Doctor of Pedagogical Sciences, Professor of the Department of Education Management IPKiPPRO OGPU, Orenburg.

Matvievskaya E.G., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology, IPKiPPRO OGPU, Orenburg.

Bibliographic link

Grebenkina Irina Nikolaevna
Modern forms of work of a preschool institution with a family.

Family is happiness, love and luck,

A family- This is a summer trip to the country.

Family is a holiday, family dates,

Gifts, purchases, pleasant spending.

The birth of children, the first step, the first babble,

Dreams of good, excitement and awe.

Family is work, caring for each other,

A family- it's a lot of home work.

Family is important!

Family is hard!

But it is impossible to live happily alone!

Always be together, take care of love,

I want to be talked about friends:

How good is your a family!

A family, as the main element of society, has been and remains the guardian of human values, culture and historical continuity of generations, a factor of stability and development. Thanks to family the state grows stronger and develops, the well-being of the people grows. At all times, the development of the country was judged by the position families in society and in relation to it the state. FROM families . Family is the source of love, respect, solidarity and affection, something on which any civilized society is built, without which a person cannot exist. well-being families- this is the measure of the development and progress of the country.

International Day of Families (in other official languages UN: English International Day of Families, fr. Journe internationale des familles has been celebrated annually on May 15 since 1993. Proclaimed by the UN General Assembly in the resolution on the International Year families(Resolution No. A/REC/47/237 of 20 September 1993).

The establishment of this day is intended to draw the attention of the public of different countries to numerous problems families. Being one of the main institutions of society, the first stage of human socialization, a family develops and changes along with the surrounding world, responding in its own way to the demands of the time, responding to social needs and itself shaping them. A family as the main element of society, it has been and remains the guardian of human values, culture and historical continuity of generations, a factor of stability and development. Thanks to family the state is growing stronger and developing, the well-being of the people is growing! At all times, in relation to the state, as well as according to the position families society judged the development of the country. This is because a happy union families and states - a necessary guarantee of the prosperity and well-being of its citizens. FROM families human life begins, here it happens shaping him as a citizen. It is a source of love, respect, solidarity and affection, something on which any civilized society is built, without which a person cannot exist. Every child today, as at all times, expects from his mother, his father, grandmother, grandfather, sister, brother unconditional love: he is loved not for good behavior and grades, but just the way he is, and for the fact that he just is.

A family… For a child, this is a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem "the whole world": Kindergarten, a family, public.

At the heart of the new concept of interaction family and preschool lies the idea of that parents are responsible for the upbringing of children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.

The main goal of teachers preschool- professional help family in raising children, while not replacing it, but supplementing and providing a more complete implementation of its educational functions.

Priority recognition family education needs a new relationship family and preschool. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".

Along with traditional forms exist modern work with the family.

First visits to kindergarten.

Before the child begins to attend kindergarten, parents should come to classes and introduce them to teachers, other children and the kindergarten in general.

Introductory meetings.

After the child is enrolled in kindergarten, introductory meetings for parents help them meet with caregivers and other parents, get to know both the child and his family in a home environment.

Phone calls.

Phone calls are made on special occasions or once a month by all parents to keep informal communication with them

Brochures help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give a general information about him.

Bulletin.

The newsletter can be issued once or twice a month to provide consistent family information about special events, changes in the program, etc.

Weekly notes.

A weekly note addressed directly to parents informs family about health, mood, behavior of the child in kindergarten, about his favorite activities and other information.

Personal notepads.

Such notebooks can run every day between kindergarten and family to share information about what happens at home and in kindergarten. Families can notify caregivers of special family events such as birthdays, new Work, travel, guests.

Suggestion box.

This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.

Written progress reports are one of the forms of communication with families, which can be useful provided that it does not replace personal contact.

Group guest.

Parents should be encouraged to come to the group to watch and play with their children.

Volunteer.

Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.

The cooperation of parents with each other.

This is the help of more experienced parents to beginners. Group activities may include gatherings to socialize or provide support.

Information for parents and their education.

Kindergarten provides parents information on a topic of interest to them about child development.

informal parent-caregiver meetings.

These are thematic meetings, evenings, etc.

Use of communication resources.

Communication with parents on issues related to employment, health, housing, childcare, education and other needs of families.

Literature exchange.

The kindergarten can create a library of interesting books, articles, booklets, video and audio cassettes that parents could use.

What can parents do in the nursery garden: read stories, fairy tales, stories to children;

bring various toys for general games, collect natural materials for activities children: pebbles, seeds, shells, etc.; participate in the preparation of holidays (for example, for the holiday "my day families» bring albums, family heirlooms, tell children about yourself, your family, etc. etc., joint projects "Mothers Day", "Father's Day", "A week Families» .

Approximate plan for conducting theme week "My a family» (preparatory group)

Tasks: Continue form children's ideas about family, its composition, close relatives, ways of maintaining family ties. Expand your knowledge of genealogy. To form an interest in the history of the family and home. To cultivate respect for the work of close relatives, love for home and attitude to it as a value, love and respect for loved ones, all members families.

Joint activities of the educator with children in regime moments.

Conversations "Secrets of family happiness", "My a family» , "My mom is the best", "Men and women in family» .

Solving the rebus "7 I".

Consideration of thematic albums: "Motherhood", "Paternity", "Childhood";

looking at pictures: A. Deineka "Mother", I. Kinchev "Me and my mom".

Examination of plot pictures and photographs on the topic, compiling stories about relatives, their fates, interesting cases from life.

Making up a story How do we celebrate family holidays?.

Dialogue conversations: "Make Mom Happy", "Honor your parents", "Take care of mom".

Writing descriptive stories "My parents are working", "I want to be like...".

Role-playing games on family themes and their variants ( « A family» , "Going to the store family» , "Grandma came to visit", acting out poems about family, and its members.

Pedagogical game situations(care for mom - give a hand; open the door if hands are busy; give or bring an object; help with household chores; care during illness, etc.) moral choice in an imaginary plan, and real (for example, to give up something pleasant or beneficial in favor of the interests and needs of a loved one, friend, etc.).

Didactic games: "Pedigree", "Who needs what", "Household duties", "Who's busy with what", "Housewarming", "Alone at home", "Home Alone", "To whom".

Didactic game with baby doll "Baby bath".

Interview, ethical conversations with a purpose formation in preschoolers ideas about the characteristics of human behavior depending on gender: interview What are moms and dads for?; ethical conversations “My dad and I are caring men in the house”, “My mother and I are caring women in the house”; storytelling (including by type of unfinished sentences): "How men and women are similar and how they differ from each other".

Visual activity of children and adults in kindergarten and at home.

Construction from lego - designer "My house".

Making a collage, album "My a family» .

looking at pictures: D. Zhilinsky « A family» , "Young a family. Expectation"; E. Romanova "Portrait writer's family. Shukshin; T. Yablonskaya "Wedding".

Drawing portraits of mom, dad, grandma, grandpa;

Application "Portrait families»

Didactic exercise "Create a portrait of a member of your families» . Target: continue to acquaint people with the age characteristics.

Creative task "Create a menu for your families for lunch» . Target: expand ideas about rational nutrition (food volume, sequence of intake, variety, drinking regimen).

Role-playing game "If there was a fire in the house".

Game - training "I'm calling 911", "Dangerous situation: contact with strangers at home".

Conversation "Hazard at Home"(balcony, open window, glass jar, electric cord, knife, boiling kettle, etc.).

Work with a diagram of a safe approach to kindergarten, with maps of the microdistrict.

Preparing delicious salad families(under the guidance of an adult, children learn how to make a salad).

Fiction. Poetry: V. Oseeva "Why?", B. Zakhoder "Nobody", V. Berestov "Reader", Yu. Yakovlev "Mother", W. Rajab "How to get to your father", J. Segel "How I Was a Mom". Learn to match what you read (heard) with the facts of life.

stories: L. Voronkova "What would mom say?" Collection of short stories by B. Emelyanov "Mama's Stories".

Reading works of fiction literature: V. Dragunsky "My sister Xenia", A. Pleshcheev "Mother's Song", "Granddaughter".

M Lermontov "Sleep, my beautiful baby"; learning proverbs and sayings about family.

singing songs "It's good to be with mom"(music. A Filippenko, "Mom's Song" (music by M. Parikhaladze).

listening to music: "Grandfather's story" (N Lyubarsky).

Working with parents.

Project "My Pedigree" (genealogical tree).

Folder - mover How to educate kindness and responsiveness in children.

Joint activities with parents and children - competition “We are creators, masters, dreamers!”

Partner exhibition of children's - adult creativity "Dad can..."

Involving parents in replenishing the corners.

Building collections

Production of family albums.

Exhibition of domestic toys: "What mothers and fathers, grandparents played in childhood and what children play today" accompanied by adults' stories about their games and toys and games together with children.

honoring mothers and fathers: Presentation of diplomas, letters of thanks to fathers and mothers who show parental responsibility and social activity; handing over to parents "awards" for paternal and maternal love for children, made by teachers and children

With the help of musical, poetic and theatrical art, children were brought up with love and respect for close people, all members of the families.

Bibliography of book publications.

The work of the preschool educational institution with the family: Guidelines. -M.: TC Sphere, 2008.- 112s. (Series "Library of the head of the preschool educational institution")

Doronova, T. N. Preschool and family- single space development: a methodological guide for employees of preschool educational institutions / T. N. Doronova, E. V. Solovieva, A. E. Zhichkina, S. I. Musienko. - M.: LINKA - PRESS, 2001

Kozlova S. A., Kulikova T. A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - S. 351-361.

Dobrynina N. Raise a man // preschool education, 1995, № 6.

Internet resources [email protected] or [email protected]

MODERN FORMS OF WORK WITH PARENTS IN A PRESCHOOL INSTITUTION MODERN FORMS OF WORK WITH PARENTS IN A PRESCHOOL INSTITUTION Prepared by: Abdulvalieva Natalia Alexandrovna Educator of the MDOU "Romashka" I qualification category Prepared by: Abdulvalieva Natalya Alexandrovna Educator of the MDOU "Romashka" I qualification category

The family is a unique primary society that gives the child a sense of psychological security, "emotional support", support, unconditional, non-judgmental acceptance. This is the enduring significance of the family for a person in general, and for a preschooler in particular.

The family for the child is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem "with the whole world": kindergarten, family, community.

The policy of transforming education from the family into the public, which has been officially implemented for many years in our country, is becoming a thing of the past. In accordance with this, the position of the preschool institution in working with the family is also changing. Each preschool educational institution not only educates the child, but also advises parents on the issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.

The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.

FIRST, this is a positive emotional attitude of teachers and parents to work together in raising children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the opinions of the family and assumptions about interaction with the child will be taken into account. Educators enlist the understanding of parents in solving problems. And the biggest winners are the children, for the sake of which this interaction is carried out. FIRST, this is a positive emotional attitude of teachers and parents to work together in raising children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the opinions of the family and assumptions about interaction with the child will be taken into account. Educators enlist the understanding of parents in solving problems. And the biggest winners are the children, for the sake of which this interaction is carried out.

SECONDLY This is an account of the individuality of the child. The teacher, constantly maintaining contact with the family, knows the characteristics, habits of his pupil and takes them into account when working. In turn, it leads to an increase in the efficiency of the pedagogical process. SECONDLY This is an account of the individuality of the child. The teacher, constantly maintaining contact with the family, knows the characteristics, habits of his pupil and takes them into account when working. In turn, it leads to an increase in the efficiency of the pedagogical process.

THIRDLY, Parents themselves can choose already at school age the direction in the development of the child that they consider necessary. Thus, parents take responsibility for the upbringing of the child. FOURTH This is an opportunity to implement a unified program for the upbringing and development of the child in the preschool educational institution and the family. THIRDLY, Parents themselves can choose already at school age the direction in the development of the child that they consider necessary. Thus, parents take responsibility for the upbringing of the child. FOURTH This is an opportunity to implement a unified program for the upbringing and development of the child in the preschool educational institution and the family.

When organizing joint work of a preschool educational institution with families within the framework of the new philosophy, it is necessary to observe the basic principles: 1. Openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops). 2. Cooperation between teachers and parents in raising children. 3. Creation of an active developing environment that provides unified approaches to the development of the individual in the family and the children's team. 4. Diagnosis of general and particular problems in the development and upbringing of the child. 1. Openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops). 2. Cooperation between teachers and parents in raising children. 3. Creation of an active developing environment that provides unified approaches to the development of the individual in the family and the children's team. 4. Diagnosis of general and particular problems in the development and upbringing of the child.

The main goal of preschool teachers is to professionally help the family in raising children, while not replacing it, but supplementing and ensuring a more complete implementation of its educational functions: 1. Development of the interests and needs of the child. 2. The distribution of duties and responsibilities between parents in the ever-changing situations of raising children. 3. Support for openness in relationships between different generations in the family. 4. Development of a family lifestyle, the formation of family traditions. 5. Understanding and acceptance of the individuality of the child, trust and respect for him as a unique person. 1. Development of the interests and needs of the child. 2. The distribution of duties and responsibilities between parents in the ever-changing situations of raising children. 3. Support for openness in relationships between different generations in the family. 4. Development of a family lifestyle, the formation of family traditions. 5. Understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.

This goal is realized through the following tasks: 1. Raising respect for childhood and parenthood. 2. Interaction with parents to explore their family microenvironment. 3. Increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents. 4. Providing practical and theoretical assistance to the parents of pupils through the transmission of the basics of theoretical knowledge and the formation of skills and abilities of practical work with children. 5. Use with parents of various forms of cooperation and joint creativity, based on an individually differentiated approach to families. 1. Raising respect for childhood and parenthood. 2. Interaction with parents to explore their family microenvironment. 3. Increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents. 4. Providing practical and theoretical assistance to the parents of pupils through the transmission of the basics of theoretical knowledge and the formation of skills and abilities of practical work with children. 5. Use with parents of various forms of cooperation and joint creativity, based on an individually differentiated approach to families.

The main conditions necessary for the implementation of trusting interaction between the preschool educational institution and the family are the following: 1. Studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, structures and characteristics of family relations and etc. 2. Openness of the kindergarten to the family. 3. Orientation of the teacher to work with children and parents. 1. Studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, structures and characteristics of family relations, etc. 2. Openness of the kindergarten to the family. 3. Orientation of the teacher to work with children and parents.

Work with parents should be built, adhering to the following stages: Thinking through the content and forms of work with parents. Conducting a rapid survey to study their needs. It is important not only to inform the parent about what the preschool wants to do with his child, but also to know what he expects from the preschool. The obtained data should be used for further work. STAGE 1 Establishment of friendly relations between educators and parents with a focus on future business cooperation. It is necessary to interest parents in the work that is supposed to be done with them. STAGE 2

Work with parents should be built following the following steps: Formation of a more complete image of their child and its correct perception by parents by providing them with knowledge, information that cannot be obtained in the family and which turn out to be unexpected and interesting for them. This may be information about some features of the child's communication with peers, his attitude to work, achievements in productive activities. Formation in parents of a more complete image of their child and its correct perception by giving them knowledge, information that cannot be obtained in the family and which turn out to be unexpected and interesting for them. This may be information about some features of the child's communication with peers, his attitude to work, achievements in productive activities. STAGE 3 Familiarization of the teacher with the problems of the family in the upbringing of the child. At this stage, educators enter into a dialogue with parents, who play an active role here, telling the educator not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child during the visit to the family. STAGE 4

Work with parents should be built, adhering to the following stages: Joint research with adults and the formation of the child's personality. At this stage, the specific content of the work is planned, forms of cooperation are selected. STAGE 5

Form (lat. - forma) - a device, a structure of something, a system for organizing something. Collective (mass) Individual Visual-informational Collective (mass) Individual Visual-informative All forms of work with parents are divided into: Traditional Non-traditional Traditional Non-traditional

Collective (mass) forms involve working with all or a large composition preschool parents(groups). This is a collaborative effort between teachers and parents. Some of them involve the participation of children. Individual forms are designed for differentiated work with the parents of pupils. Visual-informational forms play the role of mediated communication between teachers and parents.

At present, stable forms of work of a preschool educational institution with a family have developed, which are considered traditional in preschool pedagogy. These are forms of work that have stood the test of time. Their classification, structure, content, effectiveness are described in many scientific and methodological sources. Such forms include pedagogical education of parents. It is carried out in two directions: Inside the kindergarten, work is carried out with the parents of the pupils of this preschool educational institution. Working with parents outside the preschool. Its goal is to reach the vast majority of parents of preschoolers, whether their children attend kindergarten or not.

Non-traditional forms of communication are especially popular among both teachers and parents. They are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers.

TV Korotkova offers the following classification of non-traditional forms of interaction with parents. Purpose of use: Identification of interests, needs, requests of parents, their level of pedagogical literacy. Forms of communication: 1. Conducting sociological sections, polls "Mailbox". 3. Individual conversations, etc. Forms of communication: 1. Conducting sociological sections, surveys "Mailbox". 3. Individual conversations, etc.

Information-analytical forms of interaction with parents , the needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, personality-oriented approach to a child in a preschool educational institution, increase the effectiveness of educational work with children and build competent communication with their parents.

Information and analytical forms of interaction with parents Questioning One of the most common diagnostic methods used by employees of preschool educational institutions to study the family, find out the educational needs of parents, establish contact with its members, and coordinate the educational impact on the child. Having received a real picture, on the basis of the collected data, the teacher determines and develops tactics for communicating with each parent and child. This helps to better navigate the pedagogical needs of each family, take into account its individual characteristics.

Written forms of interaction with parents Brochures Help the parent to learn about the kindergarten. Brochures can describe the concept of the kindergarten and give general information about it. Brochures Help the parent learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it. Benefits Provide detailed information about the kindergarten. Families can apply for benefits throughout the year. Benefits Provide detailed information about the kindergarten. Families can apply for benefits throughout the year. Daily notes Addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information. Daily notes Addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information. Bulletin May be issued once or twice a month to keep families informed about special events, program changes, and more. Bulletin May be issued once or twice a month to keep families informed of special events, program changes, and more.

Written forms of communication with parents Personal notebooks These notebooks can be circulated between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Personal notebooks These notebooks can be circulated between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Bulletin Board This is a wallboard that informs parents of the day's meetings, etc. Bulletin Board This is a wallboard that informs parents of the day's meetings, etc Reports This is a form of communication with families that can be helpful provided it is did not replace personal contacts. Reports This is a form of communication with families that can be helpful, provided it does not replace face-to-face contact. Suggestion box This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group. Suggestion box This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.

TV Korotkova offers the following classification of non-traditional forms of interaction with parents Cognitive Purpose of use: Familiarization of parents with the age and psychological and pedagogical characteristics of preschool children. Formation in parents of practical skills in raising children. Purpose of use: Familiarization of parents with the age and psychological and pedagogical characteristics of preschool children. Formation in parents of practical skills in raising children. Forms of communication: 1. Workshops. 2. Trainings 3. Holding meetings, consultations in a non-traditional form. 4. Mini-meetings 5. Pedagogical briefing 6. Pedagogical lounge 7. Oral pedagogical magazines 8. Games with pedagogical content 9. Pedagogical library for parents 10. Research and projective, role-playing, imitative, business games, etc. Forms of communication: 1 .Workshops. 2. Trainings 3. Holding meetings, consultations in a non-traditional form. 4. Mini-meetings 5. Pedagogical briefing 6. Pedagogical lounge 7. Oral pedagogical journals 8. Games with pedagogical content 9. Pedagogical library for parents 10. Research and projective, role-playing, imitating, business games, etc.

Cognitive Forms of Interaction with Parents Cognitive forms of organizing their relationship play a dominant role among the forms of communication between teachers and parents. They are designed to improve the psychological and pedagogical culture of parents, and, therefore, to help change the views of parents on raising a child in a family environment, to develop reflection. In addition, these forms of interaction make it possible to acquaint parents with the peculiarities of the age-related psychological development of children, rational methods and techniques of education for the formation of their practical skills. Parents see the child in an environment different from home, and also observe the process of his communication with other children and adults.

Cognitive forms of interaction with parents General parent meeting of the preschool educational institution. The goal is to coordinate the actions of the parent community and the teaching staff on issues of education and upbringing. Improvement and development of pupils. At the general parents' meetings, the problems of education are discussed. General parent meeting of the preschool educational institution. The goal is to coordinate the actions of the parent community and the teaching staff on issues of education and upbringing. Improvement and development of pupils. At the general parents' meetings, the problems of education are discussed. The pedagogical council with the participation of parents. The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in the family based on individual needs. The pedagogical council with the participation of parents. The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in the family based on individual needs. Parent conference One of the forms of improving the pedagogical culture of parents. The value of this type of work is that not only parents, but also the public participate in it. Parent conference One of the forms of improving the pedagogical culture of parents. The value of this type of work is that not only parents, but also the public participate in it.

Cognitive forms of interaction with parents Thematic consultations are organized to answer all questions of interest to parents. They can also be carried out by specialists in general special issues. Consultations are close to conversations. Thematic consultations are organized to answer all questions of interest to parents. They can also be carried out by specialists in general special issues. Consultations are close to conversations. Pedagogical Council Helps to better and deeper understand the state of relations in a particular family, to provide effective practical assistance in time. Pedagogical Council Helps to better and deeper understand the state of relations in a particular family, to provide effective practical assistance in time. Group meetings of parents This is a form of familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family. Group meetings of parents This is a form of familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family.

Cognitive forms of interaction with parents Round table» In an unconventional environment with the obligatory participation of specialists, topical issues of education are discussed with parents. "Round table" In an unconventional setting with the obligatory participation of specialists, urgent problems of education are discussed with parents. Parent Council (committee) of the group. This is a group of people that meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils; participate in the organization and conduct of joint events. Parent Council (committee) of the group. This is a group of people that meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils; participate in the organization and conduct of joint events. Trainings Help to evaluate various ways of interacting with a child, choose more successful forms of addressing him and communicating with him, replacing unwanted ones with constructive ones. The parent, involved in game training, begins communication with the child, comprehends new truths. Trainings Help to evaluate various ways of interacting with a child, choose more successful forms of addressing him and communicating with him, replacing unwanted ones with constructive ones. The parent, involved in game training, begins communication with the child, comprehends new truths.

Cognitive forms of interaction with parents "Open Days" Give parents the opportunity to see the style of communication between the teacher and children, to "get involved" in the communication and activities of children and teachers. "Open Days" Give parents the opportunity to see the style of communication between the teacher and the children, to "get involved" in the communication and activities of children and teachers. Clubs for parents This form of communication involves the establishment of trusting relationships between teachers and parents, teachers' awareness of the importance of the family in raising a child, and parents and - that teachers have the opportunity to assist them in solving the emerging difficulties of education. Clubs for parents This form of communication involves the establishment of trusting relationships between teachers and parents, teachers' awareness of the importance of the family in raising a child, and parents and - that teachers have the opportunity to assist them in solving the emerging difficulties of education. Presentations of a preschool institution This is timely in accordance with the opened computer capabilities of the form of advertising for a preschool educational institution. As a result of such work, parents get acquainted with the Charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of work with children. Presentations of a preschool institution This is timely in accordance with the opened computer capabilities of the form of advertising for a preschool educational institution. As a result of such work, parents get acquainted with the Charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of work with children.

Cognitive forms of interaction with parents Question and answer evenings This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, and discuss some problems of child development. Question and answer evenings This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, enrich each other's knowledge, discuss some problems of child development. Mini Meetings Tapped interesting family, her experience of upbringing is studied. Then she invites two or three families who share her positions in family education. Thus, in a narrow circle, a topic of interest to everyone is discussed. Mini-meetings An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education. Thus, in a narrow circle, a topic of interest to everyone is discussed. Investigative-projective, role-playing, imitating games During these games, participants do not just "absorb" certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Investigative-projective, role-playing, imitating games During these games, participants do not just "absorb" certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution.

Cognitive forms of interaction with parents Individual forms of interaction with parents The advantage is that through studying the specifics of the family, talking with parents, observing the communication of parents with children, the teacher outlines specific ways of joint interaction with the child. Individual forms of interaction with parents The advantage is that through studying the specifics of the family, talking with parents, observing the communication of parents with children, the teacher outlines specific ways of joint interaction with the child. Days of good deeds Days of voluntary assistance of parents to a group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in a group. This form allows you to establish an atmosphere of warm, friendly relationships between educators and parents. Days of good deeds Days of voluntary assistance of parents to a group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in a group. This form allows you to establish an atmosphere of warm, friendly relationships between educators and parents. Open classes with children in preschool for parents. Parents are introduced to the structure and specifics of conducting classes in a preschool educational institution. You can include elements of a conversation with parents in the lesson. Open classes with children in preschool for parents. Parents are introduced to the structure and specifics of conducting classes in a preschool educational institution. You can include elements of a conversation with parents in the lesson.

Cognitive forms of interaction with parents Individual consultations Close in nature to the conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice. Individual consultations are similar in nature to the conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice. Visiting the family The main purpose of the visit is to get to know the child and his relatives in his usual environment. Visiting the family The main purpose of the visit is to get to know the child and his relatives in a familiar environment. Pedagogical conversations with parents Providing parents with timely assistance on a particular issue of education. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family. Pedagogical conversations with parents Providing parents with timely assistance on a particular issue of education. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family.

TV Korotkova offers the following classification of non-traditional forms of interaction with parents Leisure Purpose of use: Establishment of emotional contact between teachers, parents and children. Purpose of use: Establishing emotional contact between teachers, parents and children. Forms of communication: 1. Joint leisure, holidays 2. Exhibitions of works of parents and children 3. Circles and sections 4. Clubs of fathers, grandmothers, grandfathers. Seminars, workshops, etc. Forms of communication: 1. Joint leisure activities, holidays 2. Exhibitions of works by parents and children 3. Circles and sections 4. Clubs of fathers, grandmothers, grandfathers. Seminars, workshops, etc.

Leisure forms of interaction with parents Leisure forms of organization of communication are designed to establish warm informal relations between the teacher and parents, as well as more trusting relationships between parents and children. Such forms of cooperation with the family can be effective only if the educator pays sufficient attention to the pedagogical content of the event, and the establishment of informal trusting relationships with parents is not the main goal of communication.

Leisure forms of interaction with parents Exhibitions of works by parents and children Demonstrate the results of joint activities of parents and children. This is an important moment in building relationships between the child and the parent and significant for the educator. (increased activity of parents in the life of the group, one of the indicators of the comfort of intra-family relations). Exhibitions of works of parents and children Demonstrate the results of joint activities of parents and children. This is an important moment in building relationships between the child and the parent and significant for the educator. (increased activity of parents in the life of the group, one of the indicators of the comfort of intra-family relations). Holidays, matinees, events (concerts, competitions) Help to create emotional comfort in the group, bring together the participants in the pedagogical process. Parents can show ingenuity and imagination in various competitions. They can act as direct participants: participate in writing a script, read poetry, sing songs, etc. Holidays, matinees, events (concerts, competitions) Help create emotional comfort in a group, bring together participants in the pedagogical process. Parents can show ingenuity and imagination in various competitions. They can act as direct participants: participate in writing a script, read poetry, sing songs, etc.

Leisure forms of interaction with parents Charity events This form of joint activity is of great educational importance not only for children who learn not only to accept gifts, but also to do. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a long-abandoned game at home, and their favorite book has become even more interesting and sounds new among friends. Charitable actions This form of joint activity is of great educational value not only for children who learn not only to accept gifts, but also to do. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a long-abandoned game at home, and their favorite book has become even more interesting and sounds new among friends. Joint trips and excursions The main goal is to strengthen parent-child relationships. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity. Joint trips and excursions The main goal is to strengthen parent-child relationships. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity.

T.V. Korotkova offers the following classification of non-traditional forms of interaction with parents the work of the preschool educational institution, characteristics of the upbringing of children. Formation of parents' knowledge about the upbringing and development of children. Purpose of use: Familiarization of parents with the work of the preschool educational institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children. Forms of communication: 1. Information projects for parents 2. Magazines and newspapers published by preschool educational institutions for parents 3. Days (weeks) of open doors 4. Open views classes and other activities 5. Issue of wall newspapers 6. Organization of mini-newspapers Forms of communication: 1. Information projects for parents 2. Magazines and newspapers published by preschool educational institutions for parents 3. Days (weeks) of open doors 4. Open views of classes and others activities 5. Issue of wall newspapers 6. Organization of mini-newspapers

Visual-informational forms of interaction with parents These forms of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow you to more correctly assess the activities of a teacher, revise the methods and techniques of home education, and more objectively see the activities of the educator.

Visual and informational forms of interaction with parents Informational and familiarization The goal is to familiarize parents with the preschool institution itself, the features of its work with teachers involved in raising children, and to overcome superficial opinions about the work of a preschool institution. Information and familiarization The goal is to familiarize parents with the preschool institution itself, the features of its work with teachers involved in raising children, and to overcome superficial opinions about the work of a preschool institution. Information and educational specificity lies in the fact that the communication of teachers with parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc. Therefore, they are singled out as an independent subgroup, and not combined with cognitive forms. Information and educational specificity lies in the fact that the communication of teachers with parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc. Therefore, they are singled out as an independent subgroup, and not combined with cognitive forms.

Visual and informational forms of interaction with parents Information sheets Information about additional activities with children; announcements about meetings, excursions, events; requests for help; gratitude to volunteers, etc. Information sheets Information about additional activities with children; announcements about meetings, excursions, events; requests for help; gratitude to voluntary assistants, etc. Exhibitions, vernissages of children's work Purpose - to demonstrate to parents important sections of the program or the success of children in mastering the program Exhibitions, vernissages of children's works Purpose - to demonstrate to parents important sections of the program or children's success in mastering the program Corners for parents It hosts useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents. Corners for Parents It contains useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents.

Visual-informational forms of interaction with parents Memos for parents A small description (instruction) of the correct performance of any actions Memos for parents A small description (instruction) of the correct performance of any actions Parents' newspaper Issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. Parents' newspaper Issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. Folders-sliders Formed according to the thematic principle. The folder is given for temporary use to parents. Folders-sliders Formed according to the thematic principle. The folder is given for temporary use to parents. Video films are created on a specific topic. Video films are created on a specific topic.

The effectiveness of the ongoing work with parents is evidenced by: 1. Parents showing interest in the content of the educational process with children. 2. The emergence of discussions, disputes on their initiative. 3. Answers to parents' questions by themselves; giving examples from their own experience. 4. An increase in the number of questions to the teacher regarding the personality of the child, his inner world. 5. The desire of adults for individual contacts with the educator. 6. Reflection of parents on the correctness of the use of certain methods of education. 7. Increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues. 1. The manifestation of parents' interest in the content of the educational process with children. 2. The emergence of discussions, disputes on their initiative. 3. Answers to parents' questions by themselves; giving examples from their own experience. 4. An increase in the number of questions to the teacher regarding the personality of the child, his inner world. 5. The desire of adults for individual contacts with the educator. 6. Reflection of parents on the correctness of the use of certain methods of education. 7. Increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues.

Sources of information 1. Doronova T. V. "Interaction of a preschool institution with parents" 2. Zvereva O. L., Korotkova T. V. "Communication of a teacher with parents in a preschool educational institution." 3. Solodyankina O. V. “Cooperation of a preschool institution with a family” 4. Krylova N. “What should be the communication of a kindergarten with a family?”. 5. Bogomolova Z. A. "Formation of partnerships between teachers and parents in terms of cooperation in preschool educational institutions." 1. Doronova T. V. "Interaction of a preschool institution with parents" 2. Zvereva O. L., Korotkova T. V. "Communication of a teacher with parents in a preschool educational institution." 3. Solodyankina O. V. “Cooperation of a preschool institution with a family” 4. Krylova N. “What should be the communication of a kindergarten with a family?”. 5. Bogomolova Z. A. "Formation of partnerships between teachers and parents in terms of cooperation in preschool educational institutions."

Svetlana Khokhryakova
Modern forms of work with parents in a preschool institution

System update preschool education, the processes of humanization and democratization in it necessitated the intensification of interaction preschool with family.

The family is a unique primary society that gives the child a sense of psychological security, "emotional back", support, unconditional without evaluative acceptance. This is the enduring significance of the family for a person in general, and for preschooler in particular.

They also talk about the same modern specialists, and scientists in the field of family (T. A. Markova, O. L. Zvereva, E. P. Arnautova, V. P. Dubrova, I. V. Lapitskaya, etc.). They believe that the family institution is an institution of emotional relations.

The family for the child is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem "the whole world" Keywords: kindergarten, family, community.

The idea of ​​the relationship between public and family education is reflected in a number of legal documents, including "Concepts preschool education » , "Regulations on preschool educational institution» , Law "On Education", "FGOS DO" etc. So, in law "On Education" in Art. 44 it is written that " parents(legal representatives) minor students have a preferential right to the education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality. AT "FGOS DO" outlined the main principles work with family and society:

Creation of a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;

Assistance and cooperation of children and adults in the process of children's development and their interaction with people, culture and the world around them;

Introducing children to socio-cultural norms, traditions of the family, society and state

But in recent years, teachers are increasingly faced with low competence. parental behavior. If the child has parents do not understand his needs, are focused on how it should be, then the child has problems, primarily because they are deaf to his age and specific needs. between child and parents unproductive types of attachments develop (over-dependent relationships, emotionally rejecting, rigidly aggressive, which a qualified educator is able to resolve. It is very important that the specialist conducts work with parents, avoiding such situations, increased the pedagogical literacy of mothers and fathers of their pupils.

Problem solving parents and children is an important topic. Therefore it is necessary to help parents to realize their parental duty to children, overcome parental laziness; insecurity, see your parenting options. Traditional forms of work as parent-teacher meetings, did not fully justify themselves. Therefore, it is necessary to look for new forms fill them with pedagogically effective content. Building genuine trust and partnership with the family based on a dialogic strategy of cooperation between educators and parents, increasing the effectiveness of the positive educational impact of kindergarten on the family, improving the legal and psychological and pedagogical culture parents - the main goal of working with parents.

It is necessary to apply a new system of interaction with parents of pupils. When organizing a joint work of a preschool educational institution with families within the framework of the new philosophy, it is necessary to observe the basic principles:

Openness of the kindergarten for the family (everyone parent the opportunity to know and see how his child lives and develops is provided);

Cooperation between teachers and parents in raising children;

Creation of an active developing environment that provides unified approaches to the development of the individual in the family and the children's team;

Diagnosis of general and particular problems in the development and upbringing of the child.

The main goal of teachers preschool- professionally help the family in raising children, while not replacing it, but supplementing and ensuring a more complete implementation of its educational functions:

Development of the interests and needs of the child;

Distribution of duties and responsibilities between parents in the ever-changing situations of raising children;

Support for openness in relationships between different generations in the family;

family lifestyle development, the formation of family traditions;

Understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.

This goal is achieved through the following tasks:

Raising respect for children parenthood;

Interaction parents to explore their family microenvironment;

Increasing and promoting the general culture of the family and psychological and pedagogical competence parents;

Providing practical and theoretical assistance parents pupils through broadcasting the basics of theoretical knowledge and formation skills and abilities of practical work with children;

Use with parents of various forms cooperation and joint creativity, based on an individually differentiated approach to families.

The main conditions necessary for the implementation of trusting interaction between the preschool educational institution and the family are the following:

study of families of pupils: accounting for differences in age parents, their education, general cultural level, personal characteristics parents, their views on education, the structure and nature of family relationships, etc.;

Openness of the kindergarten to the family;

Orientation of the teacher to work with children and parents.

Popular with both teachers and parents enjoy non-traditional forms of communication. They aim to establish informal contacts with parents, drawing their attention to the kindergarten. Parents they get to know their child better, because they see him in a different, new environment for themselves, they get closer to teachers.

Practice has already accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. However, today the principles on the basis of which communication between teachers and parents. It is built on the basis of dialogue, openness, sincerity, rejection of criticism and evaluation of a communication partner. Therefore, the data forms considered as non-traditional.

I want to bring to your attention non-traditional methods work that we use in a joint working with family:

parent conference is one of forms improving the pedagogical culture parents. The value of this species work in that not only parents but also the public. Teachers speak at conferences workers district department of education, representatives of the medical service, teachers, educational psychologists, etc. In addition, this uniform allows teachers, professionals and parents simulate life situations, playing them. This makes it possible parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.

"Round table". In an unconventional setting with the obligatory participation of specialists, they are discussed with parents actual problems of education

parent advice(Committee) groups. Parent Council is a group of parents which meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, the protection of the life and health of pupils, the free development of the individual; participate in the organization and conduct of joint events. As a rule, members parent council choose parents with an active lifestyle, who are interested in improving the stay of children in preschool.

Open classes with children in a preschool educational institution for parents. parents introduce the structure and specifics of conducting classes in a preschool educational institution. You can include elements of a conversation with parents.

"Mailbox" Questions and answers. it uniform allows parents clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's development.

Data forms have been used before. However, today the principles on the basis of which communication between teachers and parents. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner.

For example, it could be holding parental collections based on famous television games: "KVN", "Field of Dreams", "What? Where? When?", "Through the mouth of a baby" and others. Informal approach to organizing and conducting these forms communication puts educators before the need to use a variety of methods of activating parents.

« Parent University» . To Work« parent university» was more productive preschool activities with parents can be organized in different levels: general garden, intragroup, individual-family.

It can work different departments according to needs parents:

"Department of Competent Motherhood" (Being a mom is my new profession).

"Department of Effective parenting» (Mom and dad are the first and main teachers).

"Department of family traditions" (Grandmothers and grandfathers are the keepers of family traditions).

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

Meanwhile, contemporary science has numerous data showing that without prejudice to 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 conditions for the life and upbringing of the child, formation of the foundations of a full-fledged For a harmonious personality, it is necessary to strengthen and develop the close connection and interaction between the kindergarten and the family.