Tatyana Alkhovik
From the experience of working with parents "Modern forms and methods of working with parents"

« Modern forms, methods and techniques of working with parents».

All life on earth moves, flows, and sometimes just rushes. In our dynamic age, life resembles a high-speed train rushing from station to station and towards its final, cherished goal. Outside the window, half-stations, cities flash by, and involuntarily there is regret that you can’t just go out in any unfamiliar city, peer into its face, get in touch with its history, note its features.

So it is in our school life. We, teachers, are rushing, and behind us our students are rushing past facts to solutions and further without stopping - forward, to the next topic, to new conclusions. Make a stop, walk slowly from one argument to another. Where is parents? Why are they away?

As a class teacher, I set myself a task, not just work with children, a modern forms, ways to involve parents in extracurricular activities with children. How to organize the interaction between the family and the school so that the difficult task of education becomes the common task of the teacher and parents? How to attract to school such busy and far from pedagogical theory modern dads and moms? How to argue the need for their participation in the school life of the child? These issues of pedagogy can be classified as "eternal".

Therefore the question: "How to attract parents to school?» - it's eternal « headache» teachers.

Teachers are always in search of what conditions to create so that parents

wished to cooperate with the school, attended with pleasure parental

meetings; how to make it interesting for them at school, so that their visits bring only benefits both for the school and for the children?

In this regard, an important task has become for me - to make parents partners in the entire educational process. Only in close contact can arise formula:SCHOOL+FAMILY+CHILDREN=COOPERATION

Cooperation between teachers and the family is a joint definition of the goals of the activity, joint planning of the upcoming work, joint distribution of forces and means, the subject of activity in accordance with the capabilities of each participant, joint control and evaluation of results work and then forecasting new goals and objectives. Content of cooperation class teacher with parents and children includes three main directions: psychological and pedagogical education parents, involving them in the educational process and participation in the management of the school.

Engage parents in the educational process, you can use the following forms of activity:

Day of creativity of children and their parents;

Open lessons and extracurricular activities;

Assistance in organizing and conducting extra-curricular activities and in strengthening the material and technical base of the school and class;

Chef's help.

Interaction with the family is one of the urgent and complex problems in work schools and every teacher. Therefore, it is very important that the laws of the family where the child is brought up and the schools where he comes from this family for knowledge should be components of the general system of rules. Forms, methods and techniques of working with parents I aim at improving the pedagogical culture parents, to strengthen the interaction between the school and the family, to strengthen its educational potential.

We all know perfectly well that families are all different, each has its own problems and difficulties, and therefore it is impossible to give a ready-made and only correct answer to the question of how to interact with a family. Much depends on the intuition and skill of the teacher.

By the beginning of the school year, I already see average age their parents do they have common interests how much help each of them can provide. Often I conduct such a survey before the child enters the first grade, then I change the questions of the questionnaire or add new ones.

The first of September is coming, the children are together with parents come to school. On the first parental meeting, I try to get to know each other better parents. For this I use various methods and techniques. I have a toy in my hands - "the heart of our class". Now everyone parent calls his name and patronymic as he would like to be addressed. The toy is passed until it falls into the hands of the teacher. This is how we play with children in class.

The next meeting - "handshake". I ask you to shake hands friend friend:

Those who have a son in the class, a daughter is studying;

Those who have more than two children in the family;

Those who know how to knit.

There are many such questions that can be asked. For myself, I can already create initiative groups. For children, questions of another are selected plan: Who likes to play sports? who can make a beautiful toy? who can draw beautifully? etc. I make notes for myself that will be used to split the children into sectors: labor workers, flower growers, orderlies, etc.

At meetings or lectures handing out leaflets to parents. I ask you to write on the sheets of paper the event that they would like to hold or participate in, or just watch. So the extracurricular plan is ready work. Now I already know to which family and when I can turn for help. And of course I also take an active part.

The main pillar of planning work with parents are wishes and recommendations themselves parents and the situation developing during the training and educational process. Have a great influence methodological recommendations and literature, as well as pedagogical experience and work plan of the teacher. All this is clearly seen in the diagram. Parental meeting in a non-traditional form, which further contributes to the attraction and rallying and parents, and children.

parent meetings, consultations, trainings are held with us often. On them we discuss different issues. Every meeting with parents I try to start with some saying, fairy tale or parable, so that parents thought about their role in the upbringing of children. For example, L. N. Tolstoy said: "Happy is he who is happy at home". What follows is a discussion of this statement.

Sometimes I ask you to listen to a story. A long time ago this fairy tale was invented by Leonardo da Vinci.

On a quiet sunny morning, fluffy chicks slept peacefully in the pelican's nest. The pelican went in search of food, leaving the offspring in a serene sleep. The viper sitting in ambush immediately crawled, stealthily, to his nest. The snake crawled close to the chicks, its eyes flashed with an ominous brilliance - and the massacre began. Having received a fatal bite, the peacefully sleeping chicks did not wake up. Satisfied with what she had done, the villainess crawled into hiding to enjoy the grief of the bird. Soon the pelican returned from hunting. At the sight of the brutal massacre perpetrated on his children, he burst into loud sobs: “Without you, there is no life for me now! Let me die with you!" And he began to tear his chest with his beak at the very heart. Hot blood gushed from the wound, sprinkling the lifeless chicks. Losing his last strength, the dying pelican cast a farewell glance at the nest with the dead chicks and suddenly, out of surprise. Startled. O miracle! His shed blood and parental love brought the chicks back to life, snatched from the clutches of death. And then, happy, he expired...

Many years have passed since then, and contemporary people in the world never cease to be amazed at the power parental love bow before her. Without the light of this love, without the warmth of their hearts, the weather in each family would be completely different ... Or maybe there would be no family at all ... But we have!

Today we will talk about the most precious thing for every person - about family love, attention to each other, etc.

At discussions and round tables, questions are often discussed, what should we be with children: kind or strict? how to find this "golden" middle? how often to say a word "it is forbidden" to my children?

Before the round table, I ask the children to answer question: "What are you not allowed to do? parents?» And I read the results parent meeting . I usually ask parents think about it and cross it off the list. They can consult with each other, discuss together, and only then answer. At the very end, we learn that it is still possible to allow our children. Trying to do conclusion: be moderately kind and demanding to your child if you want to achieve something. Keep all the good things in yourself and pass it on to your children.

During the hours of communication with children, on planned topics, we conduct workshops or dramatize scenes from the life of animals, friends, etc. Our children love this form of work. The class is divided into two groups: on the parents and children. Parents and children receive tasks that they need to beat. (everything is on video)

Tasks for children playing a role parents:

1) You asked the child to clean up the house and wash the dishes, and he played all this time on the computer and did nothing. What is your reaction?

2) You opened the diary and saw that your child had a deuce. How will you do it?

On the parental meeting I change so.

Tasks for parents playing the role children:

1) Mom asked you to clean the room and wash the dishes, and a friend came, you started playing and did nothing. How to explain to mom?

2) You got an F and you need to explain parents for what and why.

In dealing with these situations, each parents looked at himself from the outside and, perhaps, recognized his actions, his words, maybe even his behavior. And everyone probably made certain conclusions for themselves.

Having worked many years at school and watching children and parents, I came to the conclusion that they are interested in non-traditional forms of work: joint holidays, trips, excursions, hikes. And so in our class we hold joint holidays: Day of the Elderly, Mother's Day, March 8, Day of Slavic Writing, Mother Language Day, etc.

Sl. 8,9,10,11,12,13

Currently, joint activities have gone beyond the classroom and have become schoolwide. Such Events: "Maslenitsa", "Christmas get-togethers", "Sports Holidays","Meetings of different generations".

Sly14,15,16,17

Together with parents the second year we carry out the project Donate your book to the library.We continue to replenish the library fund with our books. In that academic year joined our ranks and parents.

They donated subscription editions of A. Akhmatova, M. Tsvetaeva, M. Bulgakov, L. Tolstoy, E. Yevtushenko, A. Tolstoy, dictionaries, etc. to the library.

Charity events "Mercy" are held in our class for the second year, on the initiative of parents. It unites not only children, but also parents to each other. “Do and give what you like, then a thin thread will stretch between you and your dear person, for a long time, maybe for a lifetime.”

(Christmas gifts for the children of the orphanage)

Slide 17. Joint work with parents class led me to the idea that children need to express their thoughts aloud, without being shy. So

Slide 18, 19.20

These forms of work bring together children and parents, and the cool team becomes a single whole, big family, which unites and lives interestingly only if the joint activities of the teacher, children and parents. I would like to end my speech with the words of I. Belyaeva about what the recipe is happiness:

Take a cup of patience

Pour a full heart of love into her,

Add two handfuls of generosity

Sprinkle with kindness

Splash some humor

And add as much faith as possible.

Mix it all well.

Spread on a piece of your life

And offer everyone

Whom will you meet on your way.

And in conclusion, I want to show our dance parents 2b class"Rainbow of Unity and Friendship".

The forms of work of socio-cultural institutions with the family are varied. Family holidays, family clubs, individual forms that have become traditional are enriched with new content and are based on the interests of the family. The organization of traditional forms of family leisure in Russian has become widespread. folk style: youthful games, fairs, gatherings, arts and crafts circles for children and adults "Skillful Hands", fine arts, folklore ensembles and orchestras of folk instruments. Family communication clubs, teenage clubs, theatres, libraries and other centers contribute to solving the problem of lack of communication between parents and children.

The following methods are at the heart of the organization of leisure with the family at the place of residence:

The combination of recreation with various educational and educational tasks (games, contests, quizzes, etc.);

Variety of forms and methods of organization and voluntariness in their choice (circles, amateur associations, interest clubs, evenings of rest, mass family holidays, etc.);

Scientific and scientific-practical conferences;

disputes;

Talk show.

The listed forms of work contribute to the solution of family problems, allow you to comprehend family relationships, both for children and adults. They are especially effective when specialists are involved in their implementation.

Game leisure programs are a way for "adults" to feel like children for a while and plunge into the world of child psychology. By participating in games and competitions together, children and parents begin to feel like one team. These types are popular competitive programs like “Mom, dad, I am a friendly (sports, music, dance - there are many options) family”, “Come on, grandmothers (grandfathers)”, etc.; recreational family vacation - tourism, hiking; sports family recreation (relay races, mass races, beach tournaments, etc.); family screenings in cinemas.

Excursion work - family visits to museums, exhibitions, monuments of art and architecture, memorable places; joint visits to concerts and public holidays;

Family amateur art groups are a rare, but very popular form of cultural activity among spectators.

One of the forms of leisure is festive events designed both for a mass audience (New Year, seeing off winter, balls, carnivals, dance evenings) and for a more chamber audience (evenings of rest, etc.) Entertainment and educational forms of leisure are also popular (competitions , intellectual games, quizzes, as well as excursions), as they allow the audience to increase their intellectual level in a playful way.

I would like to dwell in more detail on such a form as a family theater. It is just beginning to gain popularity, but already the first experiences in this direction show that there are a lot of development prospects.

What is a family theatre? This is an amateur theater group in which teachers choose to stage plays and dramatizations in which all family members could take part. During classes in the family theater, not only rehearsals are held, but also game trainings that help to establish interaction between children and parents through creative, mobile, communicative games, games from their parents' childhood. This brings children and parents, families together and prepares for creative interaction on the stage. In the same place, families are also engaged in the joint production of dolls, costume elements, and props.

Now in Russia there are several working programs for organizing the activities of the family theater, the main purpose of which is: strengthening, development and harmonization family relations in the process of creative creation and communication. Based on this goal, the tasks of the family theater were formulated:

Strengthening parent-child and family relations in the process of co-creation;

Development of communication skills;

Formation of cooperation skills and the ability to work in a team to achieve a common goal;

Development of creative activity and emotionality of adults and children;

Development of active speech, acquaintance with the basics of acting;

Realization of personal needs of children in creative self-expression;

Acquaintance with the basics of dramaturgy and with various forms of theater (shadow, puppet, puppet and live play);

Creation of scenery, props, dolls, work with various materials;

Search for your own image, work with makeup, costumes, plastic.

Despite the short history of this form of work, festivals of similar theaters have already been held in our country. Here is a description of one of such events that took place in the capital: “In a very family-like cozy hall, the atmosphere of a holiday and general enthusiasm spread! Something incredible happened on the stage for several hours: dads, mothers, their numerous children, and with them their other close relatives miraculously turned into fairy tale characters, making the hearts of the audience flutter with delight.

It was clearly seen how the theater unites families, making them one single, integral organism, how it helps people open up to themselves in a new way, pay more attention to each other. In such conditions, children are given an incredible opportunity to look at their parents differently, and parents - to better understand their children.

The lack of professional acting skills becomes invisible when you realize how much love for the theater strengthens family ties and helps to communicate on stage, endowing the performance with life, sensuality, making it real!

But similar festivals are already taking place in regional cities. In Vladimir, within the framework of the city competition family of the year, the participants were offered to try themselves as actors and directors, and two weeks before the performance they began work on their own production based on various biblical stories. The result really exceeded expectations. The trust and mutual understanding of partners on the stage helped to hide any flaws in these mini-performances.

Thanks to this type of leisure, family relations are strengthened and harmonized, relations between parents and children become closer and more trusting; the communication skills of children and adults develop; the child’s personality develops through theatrical performances and applied art, his self-confidence and self-confidence increase.

The family theater is a positive alternative to consumer family leisure (going to entertainment and shopping centers), since here the family is strengthened not at the expense of finances and “purchasing” children's love, but through a long joint engagement in an exciting business. Of course, now it is very difficult for parents to find time to go with their children to the house of culture and at the same time not wait until the child returns from classes, but take an active part in them themselves, but without joint creative activity it is very difficult to achieve family unity.

If the employees of club-type cultural institutions manage to attract parents to this form of leisure, and properly organize the work of such associations throughout Russia, then this will be a huge step towards overcoming the crisis of the modern family in our country.

MBDOU kindergarten "Sun"

Modern forms of work with parents in a preschool institution

prepared

Antonova Natalya Vladimirovna,

educator

Monastery, 2016

The best way to help children is to help their parents.

T.Harris

Introduction

The family is a unique primary society that gives the child a sense of psychological security, “emotional support”, support, and 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 a source of social experience. Here he finds role models, here his social birth takes place, therefore, in last years a new philosophy of interaction between the family and the preschool institution began to develop and be introduced. It is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to support and supplement their educational activities.

The position of the preschool institution in working with the family is gradually 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.

Firstly, it is a positive emotional attitude of teachers and parents to work together to raise 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 proposals for interaction with the child will be taken into account. And the biggest winners are the children, for the sake of which this interaction is carried out.

Secondly, it takes into account 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, which, in turn, leads to an increase in the effectiveness of the pedagogical process.

Thirdly, parents can independently choose and form already in school age the direction in the development and upbringing of the child, which they consider necessary. Thus, parents take responsibility for the upbringing of the child.

Fourthly, this is the possibility of implementing a unified program for the upbringing and development of the child in the preschool educational institution and the family.

I . Organization Features interactions with families of pupils

When organizing joint work of a preschool educational institution with families within the framework of a new philosophy, it is necessary to observe the basicprinciples:

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

cooperation between teachers and parents in the upbringing of 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;

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

The main goal of preschool teachers - 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;

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

development of a family lifestyle, 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 followingtasks:

fostering respect for childhood and parenthood;

interacting with parents to explore their family microenvironment;

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

providing practical and theoretical assistance to parents of pupils through the translation of the basics of theoretical knowledge and the formation of skills and abilities practical work with kids;

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

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

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, the structure and nature of family relations, etc.;

openness of the kindergarten to the family;

orientation of the teacher to work with children and parents.

Work with parents should be built, adhering to the followingstages.

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 find out what he expects from the preschool. The obtained data should be used for further work.

Establishing friendly relations between educators and parents with a focus on future business cooperation.

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.

Familiarization of the teacher with the problems of the family in the upbringing of the child.

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.

All forms of work with parents are divided into

collective (mass), individual and visual information;

traditional and non-traditional.

Collective (mass) forms imply work 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 designed for differentiated work with parents of pupils.

Visual information - play the role of mediated communication between teachers and parents.

At present, stable forms of work of a kindergarten with a family have developed, which in preschool pedagogy are considered to betraditional. 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 pupils of this preschool educational institution;

work with parentsoutside the preschool . Its goal is to reach the vast majority of parents of preschoolers, whether their children attend kindergarten or not.

Popular with both teachers and parentsunconventional forms communication. They are aimed at establishing informal contacts with parents, drawing their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers.

T.V. Krotova offers the following classification of non-traditional forms of interaction with parents:

Purpose of use

Forms of communication

Information and analytical

Identification of interests, needs, requests of parents, their level of pedagogical literacy

Conducting sociological sections, surveys

"Mailbox"

Individual notebooks

cognitive

Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills for raising children in parents

Workshops

Trainings

Holding meetings, consultations in a non-traditional form

mini meetings

Pedagogical briefing

Pedagogical living room

Oral pedagogical journals

Games with pedagogical content

Pedagogical library for parents

Leisure

Establishing emotional contact between teachers, parents, children

Joint leisure, holidays

Exhibitions of works of parents and children

Mugs and sections

Clubs of fathers, grandmothers, grandfathers, seminars, workshops

Visual and informational: informational and familiarization; information and educational

Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children

Information pamphlets for parents

Almanacs

Magazines and newspapers published by preschool for parents

Days (weeks) of open doors

Open views of classes and other activities of children

Issue of wall newspapers

Organization of mini-libraries

Let us consider the groups of forms of interaction between teachers and parents described above in more detail.

II . Cognitive forms of interaction with parents

The teacher-parents continue to play the dominant role among the forms of communication to this day.cognitive forms organization of their relationship. 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 characteristics of the age and 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.

Still leading in this group are the followingtraditional collective forms of communication :

General parent meeting of the preschool educational institution. Its purpose iscoordination of actions parent community and teaching staff on education, upbringing, health improvement and development of pupils. Discussed at parent-teacher meetingschild-rearing problems. For parents of children newly admitted to the preschool educational institution, it is advisable to conduct a tour of the kindergarten with an explanation of the profile and tasks of the institution, to acquaint with specialists; you can publish a booklet, advertising about a particular institution or show a presentation; organize an exhibition of children's work, etc.

Pedagogical Council with the participation of parents . The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in the family based on individual needs.

Parent conference - one of the forms of improving the pedagogical culture of parents. The value of this type of work is that not only parents, but also the public participate in it. Pedagogues, employees of the district department of education, representatives of the medical service, teachers, educational psychologists, etc. speak at the conferences.

Thematic consultations are organized to answer all the questions of interest to parents. The teacher seeks to give parents qualified advice, to teach something. This form helps to get to know the life of the family more closely and provide assistance where it is most needed, encourages parents to seriously look at their children, to think about how best to educate them. The main purpose of the consultation is to make sure that parents can get support and advice in the kindergarten. There are also "absentee" consultations. A box (envelope) is being prepared for parents' questions. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question.

Pedagogical Council helps to better and deeper understand the state of relations in a particular family, to provide effective practical assistance in time (unless, of course, the parents have a desire to change something in the current situation).

The composition of the council can include an educator, head, deputy head for core activities, a psychologist, a speech therapist, a head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The result of the work of the council can be:

availability of information about the characteristics of a particular family;

determination of measures to help parents in raising a child;

development of a program for the individual correction of the behavior of parents.

parent group meetings - this is a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family (discusses the problems of the life of the group).

When preparing for the parent meeting, the following rules should be followed:

the meeting must be purposeful;

meet the needs and interests of parents;

have a clearly defined practical character;

carried out in the form of a dialogue;

at the meeting, one should not publicize the failures of children, miscalculations of parents in education.

The agenda of the meetings can be varied, taking into account the wishes of the parents. The meeting is prepared in advance, the announcement is posted 3-5 days in advance.

Now meetings are being replaced by new non-traditional forms. It is advisable to combine different forms of work, for example, after recreational activities You can organize conversations and meetings 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. The Parents' Council is a group of parents that meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils, and free development of the individual; participate inorganizing and holding joint events.

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.

These forms have been used before. Today, however, the principles on the basis of which communication between teachers and parents is built have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. Therefore, these forms can be considered as non-traditional. For example, it can be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When?". These old forms include:

"Days of open doors". Currently, they are becoming widespread. However, today we can talk about this form of communication between teachers and parents as non-traditional, due to the changeprinciples of interaction between teachers and parents.According to the researchers, a preschool institution is able to fully satisfy the needs of parents only if it is an open system. "Open Days" give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers. If earlier it was not assumed that a parent can be an active participant in the life of children when visiting a group, now preschool institutions are striving not only to demonstrate the pedagogical process to parents, but also to involve them in it. Parents, watching the activities of the teacher and children, can themselves participate in games, classes, etc.

Preschool presentation . This is a form of advertising for preschool educational institutions, modernized in accordance with the computer capabilities that have opened up. As a result of this form of work, parents get acquainted with the charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of working with children, paid and free services.

Clubs for parents. This form of communication involves the establishment of trusting relationships between teachers and parents, teachers' awareness of the importance of the family in raising a child, and parents - that teachers have the opportunity to assist them in solving the emerging difficulties of education. The choice of a topic for discussion is determined by the interests and requests of the parents. Teachers strive not only to prepare useful and interesting information on a problem that concerns parents, but also invite various specialists.

Oral Pedagogical Journal . The magazine consists of 3-6 pages, each takes from 5 to 10 minutes in duration. The total duration is no more than 40 minutes. The short duration of time is of no small importance, since often parents are limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information posted in a relatively short period of time be of significant interest to parents. It is important that the topics are relevant to parents, meet their needs and help solve the most important issues in raising children.

Evenings questions and answers . This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's development.

mini meetings . An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education. Thus, in a narrow circle, a topic of interest to everyone is discussed.

Research and design, role-playing, simulation and business games. In the process of these games, participants do not just “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. Approximate themes of games can be: “Morning in your house”, “Walk in your family”.

Trainings help to evaluate different ways interaction with the child, choose more successful forms of addressing him and communicating with him, replacing unwanted constructive ones. The parent involved in the game training begins communication with the child, comprehends new truths.

Board of Trustees - one of the new forms of work with parents, which is a collegial body of self-government, permanently acting on a voluntary basis at a preschool educational institution.

Days of good deeds. Days of voluntary all possible assistance of parents to the group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group. Depending on the work plan, it is necessary to draw up a schedule for parental assistance, discuss each visit, the type of assistance that a parent can provide, etc.

The cognitive group includescustomized molds interactions with parents. The advantage of this form of work with parents is that through studying the specifics of the family, talking with parents, observing the communication of parents with children, both in a group and at home, teachers outline specific ways of joint interaction with the child.

Educational conversations with parents . Providing parents with timely assistance on a particular issue of education. This is one of the most accessible forms of establishing a connection with the family. The conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family.

The purpose of the pedagogical conversation is the exchange of views on a particular issue; its feature is the active participation of the educator and parents. The conversation can arise spontaneously at the initiative of both parents and the teacher. The latter thinks about what questions he will ask the parents, informs the topic and asks them to prepare questions that they would like to receive an answer to. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler.

Family visit. The main purpose of the visit is to get to know the child and his relatives in a familiar environment. In playing with a child, in a conversation with his relatives, you can learn a lot of necessary information about the baby, his passions and interests, etc. The visit benefits both parents and the teacher: parents get an idea of ​​how the teacher communicates with the child, they have the opportunity to ask questions that concern them regarding the upbringing of their child in their usual environment, and the teacher allows them to get acquainted with the conditions in which the child lives, with the general atmosphere in the house, the traditions and customs of the family.

When organizing a home visit, you must comply with the following conditions:

be tactful when visiting family;

do not start a conversation in the family about the shortcomings of the child;

do not ask parents a lot of questions about raising children;

Individual consultations close in nature to conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice.

Individual notebooks where the teacher records the progress of the children in different types activities, parents can mark what they are interested in raising children.

III . Leisure forms of interaction with parents

Leisure forms communication organizations are designed to establish warm informal relations between teachers and parents, as well as more trusting relationship between parents and children. In the future, it is easier for teachers to establish contacts with them and provide pedagogical information.

Holidays, matinees, events (concerts, competitions). This group of forms includes the holding by teachers of preschool institutions of such traditional joint holidays and leisure activities as "New Year's Eve", "Christmas Fun", "Shrovetide", "Harvest Festival", etc.. Such events 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 poems, sing songs, play musical instruments and tell stories. interesting stories etc.

Exhibitions of works of parents and children. Such exhibitions, as a rule, demonstrate the results of joint activities of parents and children.

Joint trips and excursions . The main purpose of these events is to strengthen parent-child relationship. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning patriotic education, love for the Motherland is born from a feeling of love for one's family. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity.

I V . Visual and informational forms of interaction with parents.

Form DataCommunication between teachers and parents solves the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allows them to more correctly assess the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the educator.

Visual and informational forms are conditionally divided into two subgroups:

The tasks of one of them areinformation and awareness - is to familiarize parents with the preschool institution itself, the features of its work, with the teachers involved in raising children, and overcoming superficial opinions about the work of the preschool institution.

Tasks of the other group -outreach - are close to the tasks of cognitive forms and are aimed at enriching the knowledge of parents about the features of the development and upbringing of children preschool age. Their specificity lies in the fact that communication between teachers and parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc., therefore they were singled out as an independent subgroup, and not combined with cognitive forms.

In their use, it is necessary to observe the principle of purposefulness and the principle of systematicity. The main task of these forms of work is to acquaint parents with the conditions, tasks, content and methods of raising children in a preschool educational institution (group) and to help overcome superficial judgments about the role of a kindergarten, to provide practical assistance to the family. These include:

video fragments of the organization of various types of activities, sensitive moments, classes;

Photo,

exhibitions of children's works,

stands, screens, sliding folders.

In pedagogical practice, various types of visualization are used and combined:

natural,

pictorial,

verbal figurative,

informational.

But it should be noted that the attitude of teachers to traditional methods of visual propaganda at the present stage of development of the relationship between the teacher and parents is ambiguous. A number of educators are convinced that visual forms of communication with parents are ineffective in modern conditions. They explain this by the fact that parents are not interested in the materials placed on the stands, folders, sliders. And teachers often seek to replace direct communication with parents with informational announcements, articles from newspapers and magazines. According to other educators, visual forms of communication are able to fulfill the tasks of familiarizing parents with the methods and techniques of education, assisting them in solving emerging problems. At the same time, the teacher needs to act as a qualified adviser who can suggest desired material Discuss the problem with parents.

A group of traditional information and familiarization forms.

Corner for parents . It is impossible to imagine a kindergarten without a beautifully and originally designed parent corner. It contains useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents.

The main thing is that the content of the parental corner should be short, clear, legible, so that parents would have a desire to refer to its content.

Exhibitions, vernissages of children's works.

Information sheets. They may contain the following information:

announcements about meetings, events, excursions;

requests for help;

thanks to volunteers, etc.

Notes for parents. A small description (instruction) of the correct (competent) to perform any action.

Moveable folders. They are formed according to the thematic principle.

parent newspaper issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues.

Video films . Created on a specific topic.

V . Information and analytical forms of organizing interaction with parents

Main taskinformation and analytical forms organization of communication with parents are the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, their availability of the necessary pedagogical knowledge, family attitudes towards the child, requests, interests, needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, student-centered approach to the child in a preschool institution, increase the effectiveness of educational work with children and build competent communication with their parents.

Questioning. One of the most common diagnostic methods that is used by employees of preschool educational institutions to study the family, find out the educational needs of parents, establish contact with its members, and harmonize 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.

VI . Written forms of interaction with parents

When lack of time or difficulties with the parents' work schedule prevent you from meeting with them in person; If you don't have a phone or want to discuss something in person, there are some forms of written communication that can help you keep in touch with your parents. But you should not abuse such forms of communication. Since they do not contribute to the cohesion of the parent-child team of the group. And some (brochure, manual, bulletin, report) are more suitable for organizing work with parents within the entire kindergarten.

Brochures. Brochures help parents learn about kindergarten.

Benefits. The manuals contain detailed information about the kindergarten.

Bulletin. The newsletter can be issued once or twice a month to keep families updated on special events, program changes, and more.

Weekly notes. A weekly note, addressed directly to parents, informs the family about the child's health, mood, kindergarten behavior, favorite activities and other information.

informal notes. Educators can send short notes home with the child to inform the family about the new achievement of the child or about the skill that has just been mastered, to thank the family for the help provided; there may be recordings of children's speech, interesting statements child, etc.

Personal notepads. Such notebooks can be circulated between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Families can notify caregivers of special family events such as birthdays, new job, travel, guests.

Bulletin board. The bulletin board is a wall screen that informs parents about meetings for the day, etc.

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

Reports. Written progress reports are a form of communication with families that can be helpful, provided they do not replace face-to-face contact.

Conclusion

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

Meanwhile, modern science has numerous data showing that without prejudice to the development of the child's personality, it is impossible to refuse 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, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop a close connection and interaction between the kindergarten and the family.

In the practice of a modern kindergarten, standard forms of work are often used: parent meetings, parent committees, exhibitions, less often conferences, open days, which are held irregularly, and the topic does not always coincide with the content. Few parents take part in Open Days. Events such as the tournament of connoisseurs, KVN, quizzes are not actually held.

This happens for several reasons:

not wanting to change;

stable stamps in work;

a large expenditure of time for preparation, etc.

not the ability to set specific tasks, fill them with appropriate content, choose methods;

when choosing methods and forms of cooperation, they do not take into account the opportunities and living conditions of specific families;

quite often, especially young educators use only collective forms of work with the family;

insufficient knowledge of the specifics of family education;

inability to analyze the level of pedagogical culture of parents and the peculiarities of raising children;

inability to plan joint work with children and parents;

some, especially young, educators have insufficiently developed communication skills.

The above practical material from work experience is necessary for the two systems (kindergarten and family) to become open to each other and help to reveal the abilities and capabilities of the child.

And if the work with parents described above and its analysis are carried out in the system and not “on paper”, then it will gradually give certain results: parents from “spectators” and “observers” will become active participants in meetings and assistants to the educator and administration of the preschool educational institution, since those an atmosphere of mutual respect will be created. And the position of parents as educators will become more flexible, as they have become direct participants in the upbringing and educational process of their children, feeling themselves more competent in raising children.

Information sources

Doronova T.N. Interaction of preschool institution with parents. [Text]// T.N. Doronova, M.: "Sphere", 2012, p. 114

Zvereva O.L., Krotova T.V. Communication of the teacher with parents in the preschool educational institution. methodological aspect. [Text]// O.L. Zvereva, T.V. Krotova, M.: Creative center "Sphere", 2009, p. 89.

Solodyankina O.V. Collaboration between the preschool institution and the family. Allowance for employees of preschool educational institutions. [Text]// O.V. Solodyankina, Moscow: "Arkti", 2005, p. 221.

The relevance of the article is determined by the urgent need to create conditions for a meaningful and effective partnership educational organization with 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

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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 collaborative network activity // Collection 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 organizing networking 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.

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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.

Thus, 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 single out: 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 modern society. Psychologists, social educators and narrow specialists, whose task is to conduct psychological and sociological research on the problem, analyze the results obtained, 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 problems in raising a child, realize their position in communicating with a child, learn to listen and understand their child, take into account age and psychological features child in the process of communication 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 a 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 actions, labor landing, 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, competitions, concerts, KVNakh, 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 solution 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.

The following methods are used to organize network interaction: file sharing, videoconferencing, 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 in organizing counseling for subjects educational activities, online portfolio tool, 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 project activities 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 organizing joint work with various types of 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 in 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,

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,

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 family!

Family, as the main element of society, has been and remains the guardian 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. With 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 a resolution on International Year families(Resolution No. A/REC/47/237 of 20 September 1993).

The establishment of this day is intended to draw public attention different countries to numerous problems families. Being one of the main institutions of society, the first stage of human socialization, 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. 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. With 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.

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, 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.

Recognition of the priority of family education requires new relationships 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 Job, 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 contacts.

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 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 the home and attitude towards it as a value, love and respect for close people, all members families.

Joint activities of the educator with children in regime moments.

Conversations "Secrets of family happiness", "My 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...".

Plot- role-playing games on family topics and their options ( « 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 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 family» .

looking at pictures: D. Zhilinsky « Family» , "Young 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 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 neighborhood.

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

Fiction. Poems: V. Oseeva "Why?", B. Zakhoder "None", V. Berestov "Reader", Yu. Yakovlev "Mum", 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" (family 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, thank you letters 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.

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