Alieva Naida Dagirovna
Position: educator
Educational institution: MBDOU "Kindergarten "Herringbone"
Locality: YaNAO, Novy Urengoy
Material name: Methodical development
Subject: Modern problems of interaction between a preschool institution and a family
Publication date: 29.01.2016
Chapter: preschool education

Modern problems of interaction between preschool

institutions with family
The two most important institutions of the child's socialization are the family and preschool educational institutions. The educational functions of these institutions differ significantly from each other, but it is necessary that these functions complement each other, since only in this case can the comprehensive development of the child be achieved. At present, it is quite difficult to raise a child as a worthy member of society, since every family is subjected to the pressure of social, economic, political problems, etc. In an attempt to counter these problems, it is extremely difficult to maintain a favorable socio-psychological climate in the family, which is a necessary condition in order to raise a child as a full-fledged personality. This is especially true for the period preschool childhood, since preschool age is one of the most important in a person's life, and what it will be depends, first of all, on those adults who surround the child - his parents and educators in a preschool educational institution. The last decades are characterized by a number of extremely negative trends, the main of which are the following: - Parents often live in an unregistered marriage, which ends after a fairly short time and children have to live in an incomplete family; one
- extremely low educational level of parents (especially young parents aged 18-23). Such parents do not have the necessary knowledge about the characteristics of the development of preschool children, which leads to an increasing spread of cases of pedagogical neglect of children; - extreme employment of parents (with the conditions of the economic crisis, as a rule, both parents have to work, and often at more than one job), which leads to a lack of time to communicate with the child; - the quality of time spent by parents with a child falls catastrophically. Instead of playing with the child, participating in joint developmental activities, etc., parents often get rid of the child by buying expensive toys and allowing them to watch TV uncontrollably, which negatively affects the development of preschool children. Before any kindergarten teacher, the question always arises: what exactly needs to be done in order to strengthen the relationship between the family and the kindergarten in order to comprehensively and qualitatively develop the personality of a preschool child. The kindergarten teacher should build his work with the family in such a way as to: - try to prevent authoritarian behavior of parents in relationships with the child; - convey to parents the idea that all children are unique and you cannot compare your child with other children from any position; - identify the strengths and weaknesses of your child and take them into account in the process of education; - Provide maximum emotional support to your child. 2
The system of working with the families of children should be built based on the goals and objectives that are set for the employees of the preschool educational institution in order to interact with the family as efficiently as possible. In working with parents, we use various forms that help bring the educator and parents closer together, bring the family closer to the preschool educational institution, and help determine the most effective areas of educational influence on the child of preschool age. Among such forms are the following: - holding meetings with parents (both group and individual); - conducting pedagogical conversations with parents of children; - holding round tables with the parents of the children of the group; - organization of "parents' corners" with up-to-date information about what is happening in the kindergarten; - Work with the parent committee.
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in volvement of parents in the formation of the group. -participation of parents in the preparation and holding of holidays, leisure activities, morning greetings, participation in various competitions. In the event that parents refuse to make personal contact with the teacher, the following can be used: 1. Notice board where you can post information about: parent meetings, events planned in kindergarten, schedule of educational activities. Information presented on bulletin boards may be duplicated orally or supplement what has already been in conversations with parents. 2. Brochures and booklets that will help parents to become more familiar with information about the activities of the preschool educational institution. 3. Newsletters, which can be presented in both paper and electronic form (the latter is preferred in large 3
cities where families can live quite far from the kindergarten). Such bulletins can be sent out by parents 1-2 times a month in order to: - inform parents about various events taking place in the kindergarten (holidays, performances, excursions, etc.); - descriptions of the most significant events taking place in the kindergarten; - a more detailed description of the types of activities that are held in kindergarten, as well as possible ways to support such activities at home; - presentation of ideas that will help in a more understandable way to present the topic that is currently in the group (for example: “My Family”, “Rules of the road”, etc.); - expressing gratitude to parents actively participating in the life of the kindergarten; - a request to parents for something (for example: about preparing carnival costumes for children on New Year etc.). 4. Individual "pockets". Such pockets can be hung on the inside of lockers and put in them notes of the teacher about the achievements and failures of the child, recommendations to parents, etc. 5. Children's diaries that are passed from caregiver to parents and back, and which may contain information about: special events in the child's life, his health, personal growth, etc. 6. Suggestion boxes, in which parents can add notes, where they can anonymously express their attitude to what is happening in the group, give some advice to the teacher, state their thoughts on the upbringing process, etc. This method is especially suitable for those parents who, for whatever reason, cannot or do not want to voice their thoughts aloud. Another very effective form is the joint creative activities of parents with children aimed at completing tasks at home 4
conditions in order to bring results to kindergarten. From such works, then you can arrange an exhibition in a group. Such joint creative activity always unites parents, children and preschool teachers and serves as another means of building partnerships between kindergarten teachers and parents. Modern standards of preschool education involve the use of innovative technologies, but none of them, even the most adapted to the needs of the child, can be effective if the family is excluded from the process of interaction with the child. A child cannot exist apart from the family. If there is no interaction between the preschool educational institution and the family, then the child finds himself between two systems that do not communicate with each other, which most adversely affects his development and personal well-being. The preschool educational institution and the family must become open to the child. This does not mean at all that the conditions at home should repeat the conditions of the kindergarten, and the kindergarten will deal with solving problems in the family. The most important thing is the atmosphere of trust, mutual understanding and kindness between the parents of the child and the teachers of the preschool educational institution. Only in this case it will be possible to create conditions that will help the child to maximize his abilities and opportunities. The forms of work with the family listed above are not something settled and the only correct one, they can be adapted to a specific kindergarten and a specific family. If parents can be attracted to participate more in the dialogue with preschool teachers, then this will have the most positive impact on the development of children. 5

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INTRODUCTION

1.2 Types of interaction

2.3 Results of the analysis of the study of information requests of parents of students of different ages

2.4 Analysis of the results of the study of the interaction between parents and the school according to the data of all-Russian public opinion polls

2.5 Analysis of the results of the study of the interaction between parents and the school, conducted on the basis of educational organizations of the Kirovsky district of St. Petersburg

CONCLUSION

LIST OF USED SOURCES AND LITERATURE

APPS

INTRODUCTION

Currently, education is one of the most popular public services. The consumers of educational services are the family: students and their parents. The control and assessment of the quality of the provision of educational services, in addition to the state, is carried out by the parent community.

The relevance of the study is determined by the growing influence of the parent community on the educational process.

In the current conditions of the current legislation, the school is placed in the framework in which it is interested in determining part of the asset of the parent community. One of the subroutines state program Russian Federation"Development of education" for 2013 - 2020 is "Development of the system for assessing the quality of education and information transparency of the education system." In the process of implementing this subprogram, it is envisaged, among other things, the development of institutions for public participation in the management of education.

With the adoption of the Law on Education in 2012, a situation has developed in which parents, along with the principal, are recognized as the subject of school management. On the one hand, formal institutions (boards of trustees, parent committees, etc.) can be forms of parental management of an educational organization. On the other hand, parents can use a variety of informal tools to influence the educational organization. Most often, such tools relate to the areas of expressing the private opinion of parents about educational organization(participation of parents in ratings, surveys about the work of schools, etc.), as well as feedback from parents (including initiative appeals to the school). To build a competent marketing strategy, the school cannot but take into account the signals coming from the parents. Therefore, we can say that more and more often parents, along with the director, participate in the formation of the educational policy of the school.

To determine the attitude of external clients (parents) to the school, the administration should build not just feedback with parents, but a system of interaction with them.

In the current situation, according to the opinion of the deputy directors of schools, whose analysis of expert interviews is given in Chapter 2 of this work, school life needs the active participation of parents.

Any interaction is based on equal positions and coordination of the requests of parents and the school to each other.

On the part of parents, there is a request for the openness of the school, as well as for forms of interaction with the educational organization, involving communication on an equal footing of the subjects of interaction. Parents are ready to interact with the school. However, from the practice of the work of educational organizations, there is a discrepancy between the demand of parents and the proposals of the school.

Thus, in building a system of interaction with parents as with subjects of management, one can single out the main managerial problem: the discrepancy between the demand for interaction between parents and the school (both on the part of parents and the school) and its implementation in practice with a constant change in the composition of the parent community.

With the advent of new forms of communication between the school and the parent community (including with the help of information and communication technologies), the palette of interaction opportunities has expanded.

In order to understand the degree of satisfaction of parents with the organization of the educational process, to determine the potential for parental initiative, to direct the activity of parents in a direction that is safe for the school, to reduce the consumer attitude of parents towards the school, the head of the educational organization should think about building a system of interaction with the parents of the school as with the clients of the educational organization. In this school, monitoring the stability of the situation on the interaction between parents and the school can help.

The theoretical foundations of the problem of organizing the interaction of an educational organization with parents as a subject of influence on the school, studied in the dissertation work, have been studied in the works of domestic and foreign scientists from various angles, such as:

definitions of the concept of social interaction (L.V. Mardakhaev, V. Dobrenkov, A. Kravchenko); parents school site educational

classification of forms of social interaction between family and school (Bayborodova L.V., Grebennikov I.V., Khomenko I.A.);

definitions of the concept of communication and its models (I. P. Yakovlev, D. P. Gavra, G. Lasswell, K. Shannon);

studying the main social characteristics of the family (I.A. Khomenko, E.A. Bagnetova, M.N. Nedvetskaya, O.A. Shchekina);

study of family requests to the school (E.S. Mulyar, E.Z. Bogdanova, I.N. Pronina, E.A. Bagnetova);

experience in building a system of interaction with parents of heads of educational organizations and teachers (Rakova T.S., Galina A.I., Golovneva N.A.).

These studies have both theoretical and practical value. However, the idea that the organization of the system of interaction between the school and parents can be a management tool has not gained popularity. This is the reason for the choice of the topic of this dissertation research.

The novelty of the dissertation research is determined by the fact that within its framework, based on the analysis of modern approaches, the problem of interaction between the school and parents is considered from the perspective of the subjects of the educational process.

When building a system of interaction between the subjects of the educational process, the need to search for and select the most effective communication channels was revealed. Only in this case will it be possible to create a continuous, well-structured and targeted information flow that will connect the school with the main consumer of educational services - the parents of students.

The purpose of the study is to determine the possibility of using various forms of interaction between the school and parents in the management of an educational organization

The following tasks will be solved during the study:

To identify the structure of the request of parents for the openness of the educational organization, including the degree of readiness of parents and the educational organization for interaction.

To identify the degree of activity and parents when interacting with an educational organization.

Determine the main behavioral strategies of parents in interaction with the school.

To identify the degree of satisfaction of parents with the organization of the educational process at school.

Develop elements of monitoring the interaction between parents and the school when making managerial decisions.

Objects of research: participants in the educational process of an educational organization: parents, school employees (teachers, administration).

Subject of research: interaction between school and parents.

The type of work is mixed. The main part is research. The project component includes recommendations on methods for monitoring the interaction between parents and the school.

Result - To test the methods of collecting and processing information to develop recommendations for organizing and monitoring the interaction of parents with the school.

The research methodology can be replicated and used by other institutions in the process of developing an educational institution.

Data collection methods:

Analysis of normative documents in the field of education management;

Comparative analysis of the websites of educational organizations of the Kirovsky district of St. Petersburg;

Analysis of the internal documentation of the GBOU Lyceum No. 387 named after N.V. Belousov of the Kirovsky district of St. Petersburg;

Questioning of parents of educational organizations of the Kirovsky district of St. Petersburg;

Expert interview of class teachers and deputy directors of schools in the Kirovsky district of St. Petersburg.

The information base of the study includes:

Research results of the Public Opinion Foundation in 2014-2015:

"Parents of schoolchildren about their child's school"

"On the quality of education and the tasks of the school"

Research results of the All-Russian Center for the Study of Public Opinion in 2014-2015:

What are our parents teaching us?

"How our school works: expectations and results"

"Teacher" - does that sound proud?

"Is the teacher a loving mentor or a strict teacher?"

"Hello, school! Parents - about school life their children"

3. Federal laws, legislative acts of the Russian Federation:

Federal Law "On Education" No. 273-FZ of December 29, 2012;

Federal State Educational Standard of General Education;

Strategy for the Development of the Information Society in the Russian Federation (approved by the President of the Russian Federation on February 7, 2008 No. Pr-212);

State program "Development of education" for 2013 - 2020.

Documentation of GBOU Lyceum No. 387 named after N.V. Belousov of the Kirovsky district of St. Petersburg:

Registration sheets for parents attending school-wide parent-teacher meetings during the 2014-2015 school year. of the year

Registration sheets for visiting open lessons by parents during the 2014-2015 school year. of the year.

Comparative analysis of the websites of educational organizations of the Kirovsky district of St. Petersburg.

Interviews with class teachers and representatives of the administration of Lyceum No. 387 named after N.V. Belousov of the Kirovsky district of St. Petersburg.

6. Questioning of parents of educational organizations of the Kirovsky district of St. Petersburg.

The specific elements of the increment of new scientific knowledge include the following results:

A system of typology of requests from the parent community for interaction with an educational organization is proposed.

Identified tasks in the management of the school, which require monitoring of the system of interaction between the subjects of the educational process;

The features of the subjective and object approaches to organizing the interaction of the school with the parents of students and their influence on the activity of the interaction between parents and the school are revealed.

The theoretical significance of the work lies in a detailed interpretation of the parents' behavioral strategy, as well as in structuring the parents' request for interaction with the educational organization.

The practical significance of the work is determined by the possibility of applying recommendations on methods for monitoring the interaction between parents and the school in the management of an educational organization.

The results of the dissertation research are focused on application in the field of education and can be used by heads of educational organizations:

When building a school development program;

When assessing parental satisfaction with the quality of educational services provided and the organization of the educational process;

When studying the demand of parents for forms of interaction with an educational organization.

Building the marketing policy of an educational organization.

The results of the study can also be used by researchers:

When studying the request of parents to an educational organization

When studying the school's readiness for dialogue with parents.

Research hypothesis:

Currently, there is a dissonance between the forms of interaction with parents offered by the school and the real request of the latter to use them.

Provisions for defense:

In modern conditions, there is a request from the parent community for a subject-subject type of interaction with an educational organization (school).

This request is satisfied by a wide range of forms of work with the parent community, corresponding to the breadth of the set of parents' requests.

Monitoring the request of parents to interact with the educational organization (to the forms, content, channels and addressees of communication) can be a tool in the management of the educational organization.

Chapter 1. INTERACTING SCHOOL

1.1 The concept of social and pedagogical interaction

The category of interaction occupies a fundamental place in the conceptual apparatus of modern theoretical thinking. The concept of "interaction" is considered both from the point of view of philosophical, procedural, and from the point of view of various social sciences. Interaction as a philosophical category is a process of direct or indirect influence of subjects on each other, generating their mutual conditioning and connection and acting as an integrating factor.

Interaction is the most general basic category of science in general and the education system in particular. Since the activities of the education system and the school as part of it are considered, first of all, as the activities of a social institution, the interaction of the school and the family in this work will be considered as a process of social interaction. The author in this paper will be interested in interaction as a social phenomenon.

In educational and reference literature, the concept of "social interaction" does not have a single definition. However, for all definitions, the key point is that any interaction is based on the organization of joint activities.

So, according to the theory of T. Parsons, based on social activities interpersonal interactions on which human activity is built.

Interaction, from the point of view of L.V. Baiborodova, is a universal form of development, a mutual change in interacting phenomena, both in nature and in society, leading each link to a qualitatively new state. Interaction displays a wide range of processes of the surrounding reality, through which causal relationships are realized, there is an exchange between the interacting parties, their mutual change. .

A.A. Bodalev believes that “the knowledge and mutual influence of people on each other is an indispensable element of any joint activity. The nature of their interaction and the results they get in joint activities largely depend on how people reflect and interpret the appearance and behavior and evaluate each other's capabilities. There are several more definitions of interaction. For example:

INTERACTION - the process of the impact of objects on each other, generating their mutual conditioning and connection. Interaction is a universal form of changing the states of objects.

Having considered the above and other definitions of the concept of "interaction", we can distinguish a number of signs of social interaction:

Interaction is a process.

In interaction there are always at least two subjects (individual and social group in any combination).

Interaction is always an exchange of actions.

In the interaction of subjects, each subsequent action is due to the previous action.

When the subject interacts, they influence each other and, as a result of this, they change.

An important characteristic of interaction is the presence of feedback.

Sometimes there is an identification of the concepts of interaction and communication.

Communication is the process of transferring information from one subject to another.

The concept of interaction is broader and includes not only the process of communication as a direct exchange of information between subjects, but also the mutual influence of subjects on each other, and is also characterized by the joint activity of subjects. Social interaction, unlike communication, is characterized by such an important feature as feedback. Feedback implies a reaction. However, this reaction may not follow, but it is always expected, admitted as probable, possible.

An educational organization interacts with a large number of agents (actors). These are educational authorities, and supervisory authorities, and other educational organizations, partner organizations, and, of course, parents. All of the above actors in the process of interaction with the school will act as subjects of interaction at various levels.

The interaction of the school and parents has a common goal: the creation of favorable conditions for the education and personal development of children in the general educational organization.

When building a system of interaction with parents, it is important to understand that social interaction has an objective and subjective side:

* Objective side - factors independent of interacting, but influencing them.

* The subjective side is the conscious attitude of individuals towards each other in the process of interaction, based on mutual expectations.

Pedagogical science operates with the concept of "pedagogical interaction", which is considered as the main category of pedagogy. Pedagogical science says that human interaction with other people is a special type of connection, relationship, which offers mutual influences of the parties, mutual influences and changes. After analyzing the literature on the issue of pedagogical interaction, one can schematically represent its two main directions: by the type of subject - subject and subject-object. Different actors of interaction (parents, school employees) can act as a subject and an object.

The difference between the positions of subject-object and subject-subject interaction is as follows:

1. Positions (status) of partners that determine the strategy of interaction. "Subject-object interaction" is characterized by equality, and "subject-object interaction" by inequality (asymmetry) of partners' positions. The position of the subject in the second case is dominant.

2. Style of pedagogical leadership (and communication in general).

Subject-object interaction suggests a more authoritarian style of communication. In turn, subject-subject interaction presupposes a democratic style of communication.

3. Levels of communication.

In this case, we can distinguish the opposition:

In subject-subject interaction, none of the participants in communication has the goal of using the other as a means or manipulating him for his own purposes.

In subject-object interaction, partners, in fact, are assigned the role of manipulators.

4. The activity of the subject - the passivity of the object.

Activity is an undoubted characteristic of the subject, but it can manifest itself in different ways - behavioral, emotional, mental, etc. For example, two people can actively (mentally) and at the same time passively (emotionally and/or behaviorally) discuss or think about a situation. When organizing various forms of communication and pedagogical situations - discussions, disputes, the nature of the activity of interaction may change.

Among the interaction, a special place belongs to communication (a specific form of subject-subject interaction) and joint activity (a specific form of subject-object-subject interaction).

The forms of interaction with parents discussed in this paper are listed based on the experience of schools and identified in the course of an expert interview with the administration of educational institutions. These forms of interaction are currently being used in schools.

Interaction as a social phenomenon has a number of features that distinguish it from similar concepts of "communication", "communication".

An important sign of interaction is the presence of feedback.

The interaction of an educational organization with parents can also be considered as a pedagogical interaction.

1.2 Types of interaction

When analyzing interaction types, there are several approaches. One of the descriptive approaches is the construction of classifications various kinds and forms of interaction.

After analyzing the reference and information literature on this issue - , , , , , , , the author identifies three main forms of interaction:

cooperation is the cooperation of subjects to solve a common problem. This is such an interaction in which its subjects reach a mutual agreement on the goals pursued and strive not to violate it as long as their interests coincide.

competition -- individual or group struggle for the possession of scarce values ​​(goods); this is an interaction characterized by the achievement of individual or group goals and interests in the conditions of confrontation between people.

conflict - a hidden or open clash of competing parties.

In social interaction, the most important for the dissertation research, the author identified the following types:

Cooperation. This is a type of interaction based primarily on the trust of both parties and a common desire to achieve jointly set goals. In the process of such interaction, joint goals of activity are developed. The stages of work are also jointly planned, forces and means are distributed, in accordance with the capabilities of each participant, the results of the work are jointly controlled and evaluated. Joint forecasting of new goals and objectives is possible. Sometimes, in cooperation, conflicts and contradictions are possible, but they are resolved on the basis of a common desire to achieve the goal, do not infringe on the interests of the interacting parties.

The main features of the collaborative type of interaction:

reliance on the best sides of subjects,

the adequacy of assessments and self-assessments;

friendly and trusting relationships;

activity on both sides

jointly conscious and accepted actions.

We can say that collaborative interaction is characterized by a high level of development of all its components.

Dialogue interaction. Assumes equality of partners' positions, respectful, positive attitude interacting parties to each other. Such interaction helps to better know and accept the position of the partner, to come to an agreement. The main characteristics of dialogue interaction:

acceptance of a partner for who he is,

respect and trust to the partner,

sincere exchange of views.

In the process of dialogue interaction, subjects develop similar attitudes, views, and beliefs on a particular situation.

Compromise or agreement. In a compromise (with initially contradictory positions of the parties), each of the parties is looking for grounds for concessions in order to avoid or overcome the contradiction. When searching for a compromise, each party finds out the intentions of the other party, clarifies mutual requirements and expectations, and also determines what results should be obtained. If the reliability of achieving the final result is confirmed, the agreement acquires a stable status and develops into cooperation. If not, the relationship is broken.

Conflict. Occurs when the conciliatory relationship is destroyed, and the parties are unable to reach an agreement or compromise. In a conflict that threatens to break the relationship, there is a confrontation between perceived differences, between the goals and requirements of both parties.

Distinguish between destructive and constructive conflicts. Destructive conflicts lead to destructive actions, cause a violation of the community structure, its qualitative deterioration, and other negative phenomena.

If the conflict is resolved constructively, disagreements affecting the fundamental interests of the parties are overcome, and the interacting parties embark on the path of cooperation. This means a transition to a qualitatively new, higher level of relations, which implies further development, creation.

Some researchers distinguish another type of interaction - constructive. This is a type of social interaction characterized, on the one hand, by the productivity and effectiveness of joint activities, and, on the other hand, by emotional satisfaction with the process and the result of the subjects of interaction.

The interaction between the family and the school has a common goal - the creation of favorable conditions for the education and personal development of children in the general educational organization. Therefore, for the fruitful work of an educational organization, it is important to build interaction between the school and parents according to constructive types - either in the form of cooperation or in the form of dialogue. If conflicts occur, then for the favorable further development of the educational organization it is important to resolve the conflict constructively. Destructive conflicts with parents can lead to the latter's persistent rejection of interaction with the school in any of its manifestations, to complaints about the educational organization, negative reviews and other negative consequences.

There are three main forms of social interaction - cooperation, competition, conflict.

The main types of social interaction applicable to an educational organization are cooperation, dialogue, agreement (compromise), conflict.

Forms of effective interaction between parents and educational organization as subjects are cooperation and dialogue. Conflict is an effective form of interaction if it is resolved constructively.

1.3 Parents and employees of an educational organization as subjects of interaction

The interaction between family and school is a complex structure. In the process of interaction, social ties between teachers and parents are formed. These social connections include:

Subjects of interaction;

Mutual influence on each other;

Mutual change of subjects of interaction.

The effectiveness of interaction between parents and employees of an educational organization depends on the characteristics of their behavior, on the strategy of behavior they choose as subjects of interaction.

The subjects of interaction between the school and the family are:

From the side of the school:

* Principal of the school, who manages the school and plans to organize effective interaction between the school and the family;

* Deputy director of the school, who organizes interaction with parents within the framework of his functional duties;

The class teacher is usually a key figure in the structure of interaction between the school and the family, since it is the class teacher who implements joint activities with parents. The effectiveness of the relationship between the school and the family depends on his personal qualities, communication skills.

A subject teacher who, in order to build the educational process more effectively, needs feedback from parents within the framework of the subject being taught.

* School psychologist and social teacher, who are often the link in solving certain problems of both parents, children and class teachers, subject teachers.

Increasingly, a medical worker also acts as an independent subject of interaction in a modern school.

From the side of the family, the subjects of interaction are:

School students with their individual personality and age characteristics, living conditions in the family.

Parents of students, each of which belongs to the family, which in turn is characterized by social factors. Each parent has a certain level of education, and readiness for perception or readiness for action.

In the current situation in education, the legislative framework gives parents not only the authority to become equal participants in the educational process, but also provides some tools for managing the school.

Forms of parental management of an educational organization can be both formal and informal institutions. In both cases, parents act not just as external clients, but also as subjects of influence on the educational organization. The influence of parents on the school can manifest itself in various areas - from material assistance to the school to participation in the official forms of public administration that operate at the school. Examples of formal and informal institutions in which parents act as subjects of influence on the school are given in Table 1:

Table 1.

Examples and signs of formal and informal forms of parental influence on the school

It can be seen from the table that informal ways of participating in the life of the school are reduced mainly to an external assessment of the quality of the educational process. However, it is often the informal assessment of the school by parents that can significantly affect the work of an educational organization (for example, its competitiveness).

The list of formal organizations with the participation of the parent community, of course, is not exhaustive, and may depend on the specifics of the school. It is understood that the formal institutions of the parent community have more opportunities to make managerial decisions along with the school administration.

Depending on the choice of behavior strategy, communication style, several main types of parents can be conditionally distinguished:

1. Active parents positively disposed towards school. These parents usually form a parent committee or board of trustees. These are parents who willingly make active contact with the teacher or the administration, moreover, on their own initiative. Such parents understand that the family and the school have common goals in the education and upbringing of children, therefore they help the school, more often in organizing any events. The form of interaction with such parents can be defined as cooperation.

2. Passive parents who are positive about school. Such parents are usually the majority. They are responsible, but usually passive. They do not miss important events (for example, parent-teacher meetings), but they do not show initiative, explaining this by being busy at their main job, but they do not refuse to fulfill the requests of teachers and administration. Such parents are also not indifferent to the issues of education. Type of interaction - dialogue

3. Outwardly active, but essentially passive parents. Parents for whom the external side of helping a teacher is an end in itself and self-expression. They always take the side of teachers and administration, but they cannot always understand the overall goal in their interaction with the school. The type of interaction can be defined as a compromise.

4. Active, negative school parents. These are parents who constantly criticize, blame others, reduce the self-esteem of others. More often they try to manage the actions of the teacher or the administration themselves, insist on their point of view and do not hear reciprocal arguments. When interacting with such parents, school employees require greater stress resistance, calmness and the ability to convince. The type of interaction is from a hidden conflict, which, with some effort on the part of the teacher, can turn into a dialogue.

Such parents form a group that hinders the teacher and the administration in everything and in everything. Type of interaction - conflict.

5. Passive, negative school parents. Usually they do not accept anything that the school does, they ignore all the joint activities of the family and the school, they do not participate in any way in the school affairs of their children. As a rule, such parents choose the tactics of "silent sabotage": they outwardly agree with the actions of the school, but do everything in their own way. It is difficult to determine the type of interaction here (rather, a hidden conflict), since there is no interaction as such.

6. Deviant parents. This type includes parents of children belonging to the "risk group". These are parents suffering from various forms of addictions, including alcohol, with antisocial behavior. Interaction with such parents is impossible without the intervention of a psychologist: they need psychocorrectional and psychotherapeutic assistance from a specialist. The type of interaction in this case is also difficult to determine.

As can be seen from the last group, when building a system of interaction, one should also not lose sight of the influence of social factors on the family. These factors, according to the research of I.Z. Bogdanova, can be combined into several types:

a. “socio-demographic (family composition, health status of family members, etc.);

b. socio-economic (employment, standard of living, etc.);

c. intra-family (customs, traditions, rules and norms of a particular family) ".

When building a system of interaction with parents, in order to optimize the functioning of the interaction, one should study in detail both the main socio-demographic characteristics of a typical family of a particular educational organization, and the main type of parents according to the strategy of interaction with the school they choose.

The subjects of interaction between the educational organization and parents and their main characteristics are determined.

The consideration of parents as subjects of influence on the school is substantiated.

The main types of parents are identified according to the strategy they choose and the type of interaction with the school.

The most productive type of parent from the point of view of the educational organization was determined according to the interaction strategy - active and passive positively minded parents.

The most problematic type of parents from the point of view of the educational organization according to the strategy of interaction chosen by them is revealed - active and passive parents negatively disposed towards school.

To determine the strategy for building a system of interaction between an educational organization and parents, it is necessary to take into account the social factors of the family: socio-demographic, socio-economic and intra-family.

1.4 Forms of interaction with parents in a modern school. The concept of "communication channel"

The interaction of the school and the family is a systematic, consciously organized process that integrates the actions of teachers, students and parents directed to each other. This is the relationship between the school and the family in the process of their joint activities and communication.

In the work of L.V. Mardakhaev, interaction is seen as "establishing links between the activities of specialists of different profiles" . This formulation came from a time when parents as a subject of educational activity were not paid due attention. However, some forms of interaction remain unchanged even now.

Some scientists (Zhurbina A.T., Genvareva Yu.A. and others) divide the forms of interaction between the family and the school into individual and group, while other researchers (Grebennikov I.V., Khomenko I.A. and others) consider forms interaction in terms of their use in informing, educating, teaching, counseling parents.

Depending on the participation in the interaction of its subjects within the framework of the school and the family, four types of interaction can be carried out:

personal-group. This group includes parent meetings(classroom and general school). This is still the main form of work with parents today. At the parent meeting, there is an interaction between the subject ( class teacher, head teacher, subject teacher) and an object - a group of parents. The advantages of this form are traditionality and content understandable to parents. Cons - usually the parent meeting takes place in the form of a monologue of an educator, when the teacher acts as a translator, and the parents act as a party receiving information. When the interaction goes beyond the teacher's lecture, there is a need for an active dialogue, a joint solution of the questions raised - we can talk about the need to introduce other forms of interaction into practice.

intergroup interaction. These include meetings with the administration, master classes for parents on the issue of education and upbringing of children, round tables and conferences on the problems of upbringing and academic performance, parenting efficiency trainings, parenting evenings, practical seminars for parents. These forms of interaction are practical, which makes them interesting and useful for both parents and teachers and school administrations. In organizing this form of work, it is possible to provide for the exchange of experience between parents (in this case, of course, positive experience is taken into account). The disadvantage of these forms of organizing interaction is that for their high-quality preparation, school employees have to expend a lot of effort - to draw up action programs, invite specialists, conduct preliminary surveys of parents, have knowledge and technologies for organizing work in small groups, organizing disputes.

personal-mass interaction is lectures for parents (parental "comprehensive education"). This form of work with parents requires less preparation time than intergroup interaction.

interpersonal interaction. It includes individual thematic consultations of parents and teachers (administration). In modern conditions, such consultations can take place not only with the face-to-face presence of both subjects, but also remotely, using Internet technologies (communication via Skype, etc.).

Forms of interaction with parents from the standpoint of determining the subjects and objects of pedagogical influence can be considered as follows.

Subject-object interaction is carried out in personal-group forms. This is a format that does not involve activity on the part of parents: parent meetings, class and school-wide (including online), lectures for parents on various topics, round tables and trainings on education and upbringing. Subject - the subjective interaction of parents and school employees will be carried out in forms that imply the equality of the position of the parent and his activity. Such forms of interaction can be considered master classes and round tables for parents on various issues relevant to them, individual consultations of parents and teachers. An interesting form of interaction can be a parenting evening, where issues relevant to parents are discussed in an informal setting.

In the context of interaction with parents, the concept of a communication channel in this paper will be considered by the author as a way of transferring information from one subject of interaction to another, or as a way of communication.

The term "communication channel" is technologically understood as a system of technical means and a signal propagation medium for one-way transmission of data (information) from a sender (source) to a recipient (receiver).

Communication is the transmission of a message, a conscious, built, targeted and expedient influence on the views and values ​​of the interlocutor, built mainly on a rational basis.

The main task of communication is the effective transfer of the necessary information.

Communications include business correspondence, negotiations, interpersonal, intergroup, public, mass. Distinguish between verbal and non-verbal communication.

There are several ways of communication between the school and parents, which can be conditionally divided according to several criteria:

1. By physical presence (requiring/not requiring).

2. By the nature of the joint actions taken (synchronism / asynchrony).

A practice has developed in the work of the school, in which one of the main channels of communication between the parent and the school is a personal visit of the parent (both on his own initiative and on the initiative of a school employee). However, in the conditions of modern society, with the development of information and communication technologies and the spread of the Internet, the educational organization has new opportunities in organizing interaction with parents. Such forms no longer require the personal presence of parents at school, and are held remotely (online). There are both new forms of interaction with parents and new channels of communication.

Table 2.

Classification of communication channels according to the nature of the actions of both parties

This list of communication channels is not exhaustive and does not claim to be complete. The list can be updated, and also change depending on the specifics of the school.

Communication channels work to exchange information either only one-way (only parents - school, or only school-parents), or two-way. To organize an interaction system, it is necessary that the communication channel works in both directions (parent-school and school-parent).

One of the conditions for the effective operation of communication channels is targeting.

Communication will be carried out effectively if each of the parties is maximally informed about the addressee they intend to contact: personal data (name, patronymic, position), data on the time and place of possible communication (reception hours or convenient time for communication).

The interaction of the school and the family is a systematic, consciously organized process that integrates the actions of teachers, students and parents directed to each other.

A channel of communication or communication is a means of effectively transferring the necessary information.

There are several channels of communication with parents that are useful for organizing interaction between parents and the school.

To organize interaction with parents in modern working conditions, the school needs a two-way communication channel (parent-school or school-parent).

1.5 Interaction with parents using the website of the educational organization

The problem of organizing customer feedback is relevant not only for schools. First of all, this task has been developed to evaluate the work of commercial organizations, since one of the components of evaluating the effectiveness of a commercial organization is customer feedback. The idea to connect with customers through the content on the website came to public institutions (schools) from commerce.

Website content is traditionally understood as textual information - the content of an article, text, note published on the site. However, the content is not only text, the content of the website can include any content of multimedia, graphics, photo and video materials, any service (for example, electronic survey), training course, webinar, etc., including, interactive applications (feedback services).

Feedback services are designed to collect opinions, feedback from site visitors, to organize communicative interaction both between site authors and users, and directly between users.

The author of the work is primarily interested in feedback services for organizing communicative interaction between the site authors and users, which can be implemented on the site of an educational organization.

In commercial firms, several forms of customer feedback have been developed during the existence of websites. Some of them, technologically possible, according to the author, for implementation on school sites are given in Table 3:

Table 3

Customer feedback services that are technologically feasible for implementation on school websites

In the above services, participants in the dialogue can work both synchronously, at the same time (online consultations, webinars), and asynchronously, at different times convenient for both parties (electronic self-registration forms, electronic surveys, Internet forum, guest book, e-mail ).

Services such as downloading official documents from the site and downloading document templates from the site (in relation to the school site, these can be application templates, paid tuition contracts, receipts, etc.) can be combined into a separate group, since the electronic communication format is supported only in one direction (“parent site”), but at the same time, this type of information exchange is convenient for parents.

1. If the task of building effective interaction with the external environment is paramount for the head of an educational organization, then the forms of interaction with the external environment - the clients of the educational organization - come to the fore.

2. In order to use the school website as a tool for interacting with parents, one should understand the specific information requests of this target group and the most convenient feedback services for parents.

Chapter 2

2.1 Results of a comparative analysis of the websites of schools in the Kirovsky district of St. Petersburg

To find out whether schools are ready for a dialogue with parents using the school website, the author of the work conducted a study of the websites of 21 educational organizations offering specialized education (secondary schools with in-depth study of subjects, lyceums and gymnasiums of the Kirovsky district). The purpose of the study is to find out whether schools use the site as a means of interaction between parents, as well as to analyze the minimum ease of navigation on the site for the target group of clients - parents.

During the study, school websites were evaluated according to the following criteria:

The presence or absence of a general section for parents, which can be accessed from the main page of the site.

The presence or absence of interactive forms of communication with the administration (feedback form, forums, electronic surveys, etc.).

The results of the study showed that there is no section for parents on the websites of 12 (57%) schools in the Kirovsky district (Fig. 1):

Rice. 1. Results of the study of the sites of the OS of the Kirovsky district (in absolute terms)

The websites of 9 schools have a common section for parents, which can be accessed from the main page of the site. Interactive forms of communication with parents are present on the website of only 5 (23%) schools. There were no interactive forms of communication with parents on the websites of 16 (76%) schools.

From the results of the study, it can be concluded that so far the understanding of the role of the school website as a means of interaction with parents is poorly represented in the sample.

2.2 Analysis of the study of the address groups of the website of an educational organization

From March 4 to May 26, 2014, a study was conducted on the attendance of the website of an educational organization (GBOU Lyceum No. 387 named after N.V. Belousov, Kirovsky District) in order to determine the composition of the existing audience (site visitors).

The survey involved 569 people. This is 67% of the total number of visitors during this time (853 people). Visitors were asked to introduce themselves, i.e. when answering the question "Who are you?" choose from the proposed answers - “I am a student of a lyceum”, “I am a student of another school”, “I am a parent of a student of a lyceum”, “I am a parent of a student of another school”, “I am a teacher”, or choose the option “other”.

The following results were obtained (Fig. 2)

From March 4 to May 26, 2014, 569 people took part in the survey. This is 67% of the total number of visitors during this time (853 people).

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The article presents a description of the existing system of interdepartmental interaction in the social support of families at risk and the results of the implementation of a project in an educational organization based on a preventive approach in interdepartmental interaction when working with families at risk. The concept of "family at risk" and the system of interdepartmental interaction when working with problem families are considered. The main attention is paid to the study of the existing system of interdepartmental interaction and the study of its effectiveness. A model of organizing social support for families with children and the results of a survey of specialists working in the prevention system are presented, which made it possible to identify the specifics of interdepartmental interaction. The article substantiates the need to organize and coordinate work on the basis of an educational institution. A passport of the "Friendly Family" project is presented, aimed at working with families at risk on the basis of an educational institution. The results of the survey of project participants are described. The events most demanded by the participants of the project are called. Provides information about the dynamics of registered families.

family at risk

family at risk (sop)

interdepartmental interaction

preventive approach

educational organization

1. Alekseeva L.S. Russian family in conditions of social risks // Domestic journal of social work. - 2011. - No. 1. - P. 42-51.

2. Butaeva M.A. Causes and Threats of the Family Crisis in Modern Russia (Philosophical Aspects) // Social Policy and Sociology. - 2010. - No. 2. - S. 63-67.

3. Belicheva S.A. Socio-pedagogical support for children and families at risk: an interdepartmental approach (a manual for social workers and teachers): monograph. - M .: Publishing house Red.-ed. Center of the Consortium "Social Health of Russia", 2009. - 111 p.

4. Shirokalova G.S. Family at risk in everyday life // Family: phenomenology of everyday life: a collective monograph. - N. Novgorod, 2016. - S. 61-77.

5. Mamet'eva O.S., Kuzmenko N.I. The family of the "risk group" as an object of social work // Science today: a collection of scientific papers based on the materials of the international. scientific-practical. conf.: in 4 parts. - Scientific Center "Dispute", 2015. - S. 106-108.

6. Barsukova T.M. Prevention of family distress at the new frontier of social work // Social service. - 2011. - No. 9. - P. 37-39.

7. Mustaeva F.A. Social problems of the modern family // Sotsis. - 2009. - No. 7. - S. 109-113.

8. Akhlyustina E.V., Petushkova O.G. Algorithm for the implementation of case management in the activities of specialists in supporting families of the “risk group” // Scientific community of students. Interdisciplinary research: an electronic collection of articles based on the materials of the XIX student international. scientific-practical. conf. - 2017. - S. 216-224.

The relevance of the study is justified by the fact that Russia is currently undergoing serious socio-economic changes that affect the formation of a family. According to the studies of Russian sociologists (L. S. Alekseeva, L. V. Kartseva, etc.), for the beginning of the 21st century, a characteristic trend in social development is a significant increase in family distress. The moral problems of society complicate the system of value relations in the family, and the pedagogical failure of parents reduces the educational potential of the family. Experts are increasingly talking about families at risk. Domestic scientists were engaged in the study of this problem: Belicheva S.A. , Shirokalova G.S. , Mametyeva O.S. and Kuzmenko N.I. and etc.

A “risk group” is a category of families that, due to certain conditions of their lives, is more susceptible to negative influences from society than others. The main reason for classifying families as a “risk group” is difficult life circumstances and family problems. Scientists (Barsukova T.M., Belicheva S.A., Mustaeva F.A. and others) consider the situation of family trouble as a situation of difficulty or impossibility for the family to fully fulfill its main functions and meet the necessary needs of family members. Depending on the depth of violations in the performance of intra-family functions, we can talk about the risk of the family moving into a socially dangerous situation (SOP). A feature of such families is a negative, destructive influence on the formation of the child's personality.

Research methods. The article presents an analysis of pedagogical and specialized literature, the results of a survey (specialists in the field of social support for families) and project participants.

The purpose of the article is to describe the existing system of work of interdepartmental interaction in the social support of families at risk and the results of the implementation of a project in an educational organization based on a preventive approach in interdepartmental interaction when working with families at risk.

With all the efforts of the state and various departments aimed at preserving family well-being, the number of families that are not well-being is growing from year to year. The table shows the statistics of family distress and its dynamics in Magnitogorsk from 2013 to 2016, confirming the theoretical conclusions of scientists (Table 1).

Table 1

Statistical data on families registered in Magnitogorsk

According to statistics, in 2013-2015 there was an increase in families in a socially dangerous situation, but there is a trend of a significant decrease in families and children of the "risk group" category in the period 2014-2016. In 2016, on the contrary, for the first time there was a significant decrease in SOS, but there is an increase in the number of children living in them. This statistics shows that the category of families in a socially dangerous situation is more often large families as the number of families decreased and the number of children increased.

Researchers are unanimous in their opinion that early prevention measures are effective measures in the activities of subjects when working with families of the “risk group”. The sooner family trouble is identified, the more successfully social support will be organized for families at risk and the risk of transition to the group of families of the SOP will be minimized. If the causes of family troubles are identified, the solution to the problem is possible in the close cooperation of all specialists, including specialists from the bodies and institutions of the system for the prevention of neglect and delinquency. In this case, the primary task is to organize effective interdepartmental interaction.

Focusing on the task of increasing the effectiveness of social support for families at risk, a model program for the introduction of social support for families was developed in accordance with Federal Law No. with kids. On its basis, a model for organizing social support for families was developed (figure).

Model of organization of social support for families with children

It follows from the model that the work carried out with families is multifaceted. Its basis is the compilation of an individual program of social support for the family (IP SSS). At the same time, the model of work is focused on formal indicators, and a minor “drops out” of it, often suffering from unfavorable intra-family relationships. To study the opinions of specialists from bodies and institutions of the system of prevention and neglect of offenses working with minors and their families, a questionnaire was developed. In this questionnaire, attention was paid to questions on the problem of social disadvantage of children living in a family; the essence and specifics of interdepartmental interaction in the social support of families of the “risk group”, the legal framework used by specialists, as well as issues affecting state family policy.

The survey was conducted among specialists from the organs and institutions of the prevention system in the city of Magnitogorsk. 100 people took part in the survey: 46% of them were social teachers working in secondary general education schools, 30% were specialists in social protection of the population, 14% were specialists from the juvenile department of the internal affairs bodies of the Leninsky and Pravoberezhny districts, 6% were specialists from district commissions for minors and the protection of their rights in the Leninsky and Pravoberezhny districts, 4% are specialists from a healthcare institution.

The results of the study showed that the main problems modern families with children are material difficulties, the lack of separate housing, the problem of raising children, the deterioration of parent-child relations, unemployment and others.

The main factors that form family troubles are: lack of control by parents, their alcoholism, the destruction of family values, cruel treatment with children, infringement of the rights of children, legal incompetence of families and insufficient psychological and pedagogical literacy of parents, low efficiency of the regulatory framework. As the results of the study showed, interdepartmental interaction in the social support of families of the "risk group" is not effective enough and needs to be improved. The center of such work, according to our plan, is an educational institution, and the key figure is a social teacher.

Based on this, the “Friendly Family” project was developed and implemented in 2016-2017, aimed at improving the social support of families at risk (Table 2). The aim of the project was to reduce the number of "risk" families, their transition to the category of conditionally adapted and, possibly, prosperous families. The main idea of ​​the project was to organize work with the family on the basis of an educational institution and involve specialists from different departments in accordance with the individual request of the families participating in the project based on case management technology.

table 2

Passport of the project "Friendly family"

The project involved families of the "risk group", registered in the MU "TsSPSD" of Magnitogorsk, studying in the MOU "Secondary School No. in a difficult life situation.

During the implementation of the project, the expected result is to increase the responsibility of parents for the upbringing of children, parents' awareness of the importance of preserving family values ​​and traditions; involvement of parents to spend joint leisure time with children, improvement of housing and living conditions for children in the family; normalization psychological climate in the family, harmonization of parent-child relations, etc.

Interdepartmental interaction in the social support of families with children during the implementation of the project was aimed at early identification and solution of family problems, prevention of family problems, assistance in overcoming difficult life situations. The subjects of the prevention system of the Leninsky district of Magnitogorsk took part in the project: PDN OP "Leninsky", MU "Center social assistance family and children" in Magnitogorsk", MU "Comprehensive center for social services to the population", the Commission for minors and the protection of their rights of the Leninsky district, department of guardianship and guardianship. These institutions provided social support to families of the "risk group" in the form of social, psychological, pedagogical, legal types of assistance, assistance in finding employment for adolescents and parents, as well as the provision of urgent social services.

After the implementation of the project on social support for families at risk in the MOU "Secondary School No. 34" in Magnitogorsk, a survey was conducted of parents who took part in the project. The survey was conducted among the parents of families of the "risk group" registered in the MU "CSPSD" and registered in the intraschool in the MOU "Secondary School No. 34" in Magnitogorsk. 30 people took part in the survey, of which: 80% were women and 20% were men. The age structure of the respondents is as follows: 27-30 years old - 20%; 31-40 years old - 50%; 41 and older - 30%.

The vast majority (50%) of the surveyed families belong to single-parent families. By type of family, they were distributed as follows: 20% - complete families and families with a non-native parent; 10% - guardianship. The project was also attended by families with many children and low-income families who received preventive assistance during the project implementation.

The answer to the question “Which activities implemented during the project did you like the most?” revealed that 40% of respondents liked psychological and pedagogical workshops, namely trainings for parents and relaxation techniques; joint activities of parents and children, especially the New Year tree and a trip to the pre-school educational institution "Uralskie Zori" - 25%; psychological and pedagogical consultations - 20%; pedagogical assignments - 10%. This suggests that parents are interested in activities that increase their psychological and pedagogical literacy, aimed at harmonizing parent-child relationships.

When answering the question “In your opinion, were all the activities of the project useful, interesting and meaningful for you?” 80% of parents answered positively; 15% found it difficult to answer, and only 5% answered in the negative. This shows that a larger number of project participants positively assess their participation in it and their readiness to solve the accumulated problems.

To the question “Do you intend to contact the social and pedagogical service of the school in the future to solve family problems?” 100% of parents answered positively.

As a result of the implementation of the project on social support, the number of families at risk who took part in the project and are registered with the MOU "Secondary School No. 34" decreased from 21 to 5. , also decreased from 10 to 6.

Based on the studied domestic experience of interdepartmental interaction and on the basis of the results of the study, we developed an improved “Regulations for interdepartmental interaction in the social support of families at risk”, aimed at improving the work on identifying the need for families with children to provide them with assistance through social support. This provision has been approved by the State Committee for Health and Safety of the Administration of Magnitogorsk (an act of implementation has been signed).

1. The study made it possible to establish that quite a lot of attention is paid to interdepartmental interaction when accompanying families at risk, both on the part of theoretical scientists and on the part of the state, which is manifested in a variety of scientific articles and special publications on the topic, on the one hand, and in improving the regulatory framework, on the other. However, at the same time, the number of families of the "risk group" does not decrease, and there is a danger of their transition to the category of families of a socially dangerous position.

2. The article presents a model that reflects the specifics of interdepartmental interaction in the complex solution of family problems. At the same time, the “educational institution” link was excluded from the overall coherent system of interdepartmental interaction. This fact affects the effectiveness of work with families at risk, which confirms the opinion of specialists working in the prevention system.

3. To improve the system of interdepartmental interaction in the social support of families of the "risk group", it is necessary to organize work in educational institutions, which makes it possible to implement the main ideas of the preventive approach.

4. The article shows that the creation of targeted projects implemented on the basis of an educational institution, integrating the efforts of various departments, is effective tool improving interdepartmental interaction when working with a family at risk in an educational institution.

Bibliographic link

Natalia Leonova
Modern problems of interaction between a teacher and parents, ways to solve them (from work experience)

« Modern problems of interaction between a teacher and parents, ways to solve them»

One of the trends contemporary early childhood education advocates organization interaction between teachers and families.

Unfortunately, the socio-economic situation has exacerbated the position of detachment and alienation parents from an educational organization. More often than not, there are two extremes. Situation one, when to kindergarten parents excessive demands are placed on the upbringing and education of the child, parents in such a situation they act as critics evaluating the work of the educator. The second situation is when the family is completely indifferent to the development of a preschooler. And it turns out that parents often act as observers. Full day in the kindergarten, mugs, additional education and then TV or computer, walk 'on way"- this is such a day, unfortunately, most often for a child before entering school. The most important problems of interaction between the teacher and parents can be grouped into three main groups. The first group should include Problems associated with understanding the goals and content of educational the work of the teacher and the family. It is necessary that parents were aware, what contemporary education aims to be comprehensive and harmonious development personality. To the second group collaboration problems we attribute the skillful stimulation of the child's activity, aimed at his personal development and formation. To the third group problems- Accounting for the age and individual characteristics of preschoolers belongs. Children are weighed down by excessive guardianship from outside parents who want to attend various non-educational institutions, and it is the educator who often initiates the development of those creative inclinations and abilities that parents pay no attention. In addition, setting up interactions between teachers and parents makes it difficult to understand the process of raising a child in different ways. The educator acts in accordance with the tasks of the institution of preschool education, the content of the annual, perspective, calendar plans, and the like. Parents in the upbringing of children guided by their own experience and ideas about the future development of their child. They put forward the corresponding requirements and teacher. Not every one of parents prepared to critically evaluate pedagogical potential and level of awareness in the issues of raising children.

What are the main Problems, braking interaction between teachers and parents. I can highlight the following:

Low competence educator in dealing with parents and legal representatives;

Sometimes reluctance teacher to establish contact with the family;

Underestimation of the potential of the family;

Detachment from wishes parents; - lack of understanding parents values ​​of the preschool period of childhood;

Low socio-cultural level of the family;

Low level of psychological pedagogical competence in parents. In order to solve these Problems, I tried to arrange the right interaction with parents based on the principles of partnership. The main goal of my interactions with parents pupils is their psychological pedagogical support, establishing close contacts with families, disclosing parents age-related psychological, physiological characteristics of preschool children, to indicate the significance of their role in the life of a preschooler. Working with parents I work mainly in two directions: pedagogical education of parents and involving them in educational working with children.

Where did I start interaction work. First of all, I am constantly engaged in improving my own competence. parent teacher should always be ready to provide advice. On my part, there is always a sensitive and attentive attitude to everything that happens to the child, not only within the walls of the kindergarten, but also to what happens in his family. Live communication is very important. Parents they see my interest in the development of a preschooler, they feel that an individual approach is shown to the child. Usually, I start a conversation with the phrase ". I'm worried about your child", "it would be nice if you did this and that. ". In no case do I act as an accuser or "teacher", constantly evaluating actions parents. The role of the educator is to help, suggest, direct. Any interaction should aim to create a "success situation". If I'm talking about child problems, then I will not forget to mark even the smallest achievement and tell about it parents. Praise and parents if they listened to your advice and you saw their efforts in the development of their own child. Sometimes a "success situation" works wonders.

Another one problem- this is the lack of uniform requirements for the child. In the group - some requirements, at home - others. And in this case, the general installation on a joint decision tasks for the upbringing and education of preschoolers.

I organize events with parents I organize joint activities of the child with parents; I carry out activities to improve the psychological pedagogical knowledge of the family.

Joint events with parents. Most often it happens that on all holidays parents act as spectators. Yes, solemn events, clearly organized, should take place in a children's educational institution, but the role of "free" communication, the creation of an environment close to "home" should not be underestimated. Various entertainment and leisure activities in which they actively participate parents. Organization of joint activities of the child with parents. Our group hosts seasonal exhibitions of joint family art "Gifts of Autumn", "Instead of a Christmas tree, a bouquet"; exhibitions dedicated to significant dates “My mother has golden hands”, "Together with dad"; thematic exhibitions on the topics of integrated thematic planning "Bird Dining". Parents prepare joint reports for classes, conversations, photo reports (older preschoolers). Measures to improve the psychological pedagogical competence of parents. Pedagogical enlightenment I realize through: organization of common parent meetings, conferences; performance experience family education on the parent meetings(where parents prepare in advance on the subject of the meeting and have the opportunity to present their parenting experience); arrange folders family upbringing experience. I spend parental meetings in non-traditional form: round tables, trainings, discussion pedagogical situations and problems characteristic for different age periods of development of a preschooler. I also regularly conduct surveys for parents, to clarify problems and definitions of wishes parents. For a successful interactions important is the use of visual information. I am planning to set up a group website. It will help parents exchange interesting information, share experience upbringing and development of children. Parents will be able to independently prepare materials and post them on the website in parent's corner . This will improve relations between parents. The beginning of information and reference headings in the corner for parents will attract their attention and will encourage cooperation. What can offer teacher in this form of work? All parents will be able to visit the personal page teacher, in the news, follow the announcements of both the group and the kindergarten; privately will be able to ask questions and receive answers in the form of pedagogical consultations or personal recommendations. Such cooperation helps: rally parent team relieve psychological stress, lead to dialogue and interaction with each other to form a common opinion pedagogical skills and abilities to encourage exchange parenting experience.

I also attract parents to the creation of a developing environment for the group (making didactic games, building furniture, updating theater corners, puppets, etc.).

It is important to visit parents reporting meetings with a concert of pupils, participation parents in preparation and performance at city festivals of preschool creativity. I track parent council work, He must work systematically. Efficiency work with parents should be tracked in two directions: attendance and inclusion. I think the model interaction between teacher and family must, first of all, realize the interests of the child. The child and his interests should be in the center of attention. These forms work were highly rated parents who, according to the survey, find them informative, interesting and innovative. I think that if we build working with parents, then you can raise them pedagogical knowledge and also include parents in a developing pedagogical space, as equal subjects (along with the teacher).

Annotation. This article presents the problem of interaction between a modern preschool educational organization and families of pupils in the process of educating and developing a preschool child. The relevance and necessity of support for educating adults by the educational organization in accordance with the provisions of the Federal State Educational Standard of DO are substantiated.
Keywords: preschool educational organization, family, interaction, cooperation, support, educational activity, preschooler, psychological and pedagogical conditions, methods, study.

In recent decades, interest in the issues of family education has increased on the part of sociological, psychological and pedagogical sciences. In accordance with the Federal State Educational Standard for Preschool Education (Federal State Educational Standard for Preschool Education), a modern preschool educational organization is designed to create all the necessary psychological and pedagogical conditions associated with the successful interaction of teachers with parents, one of which is: “... support for parents (legal representatives) in raising children , protection and promotion of their health, involvement of families directly in educational activities» .

The family plays the primary and most important role in the process of personality formation. Relationships between educators, the nature of the relationship of adults to the child, and in general the family microclimate have either a positive or negative impact for a preschooler.

Thanks to the family, the child develops his own self, ideas about others and the world around him as a whole. A cordial and positive atmosphere in the family, where each of its members is significant and loved, contributes to the emergence of a humane worldview in the child, the desire to give their warmth to other people. In turn, a negative, negative atmosphere gives rise in the child to manifestations of rejection and hostility to everything that surrounds him.

The kindergarten, also realizing the educational function, provides widespread support in this process and complements family education. A distinctive characteristic of these processes in the family and preschool educational organization (preschool educational organization) is the purposefulness of educational influences in the latter.

Along with this, the kindergarten contributes to the accumulation of a certain experience by the preschooler, a system of knowledge that differs from those that he received in the first years of his life in the family. The circle of his communication is expanding significantly, due to the involvement of new significant adults and peers with whom it is necessary to establish and maintain relationships. In the preschool, the child has new opportunities to experience communication with people. In kindergarten, the child must learn to take care of himself and develop his autonomy within the team. Admission to kindergarten forces him to change his views on the "other".

All this naturally affects the relationships that have developed in the child in the family, enriching them and bringing new colors to them.

Thus, it can be noted that both the family and preschool play a significant role in the life of a child - a preschooler. It is impossible to talk about these most important institutions of education separately, since only mutual influence and interaction between them can provide optimal results in the process of personality development.

The relationship between the family and the kindergarten cannot but change. Economic and social factors have not the last influence on their character. Also of great importance in their construction is personal interaction with all specialists of a preschool educational organization (management, educators, speech therapist, psychologist, etc.).

Performing an intermediary function in the "family - kindergarten - society" system, an educational organization should not only be a carrier of socio-cultural and human values, but also the initiator of the involvement of the families of pupils in this process.

Mutual interest in the process of child development allows us to jointly realize, identify and mutually overcome the problems of raising children, and also helps to establish a much-needed connection between the family and preschool educational institutions between educating adults in the process of becoming a child's personality.

Despite this, very often educators, both from the family and from the kindergarten, cannot establish positive contacts with each other.

The reasons for mutual alienation can lie in the following directions:

1)by the management of the preschool

Orientation to a limited relationship with the family;

Limited use of the whole variety of approaches and forms to building developing interaction;

Lack of awareness of the need for cooperation and understanding of the value of quality management of this process.

2) from the specialists of the DOO

Lack of understanding of the relationship between the level of development of a preschool child and the state of the family microclimate;

The predominance of monologic and directive forms of communication with family representatives, an insufficiently high level of development of dialogic communication;

The use by teachers in the process of communicating with parents of verbal forms over practical ones.

3) by family members

Stereotypes associated with considering the kindergarten as an institution that has taken on the responsibility of raising a child;

Lack of experience in implementing interaction and cooperation with kindergarten specialists;

Protecting your family from abuse.

Practice shows that the need for dialogue is experienced by both parties, both teachers and parents. However, this need is very often little realized, and its reasons for the kindergarten and the family do not always coincide.

Parents' appeals to teachers with suggestions, advice, requests, most often refer to some current events. For teachers, the family is attractive, first of all, from the point of view of information about the child: the features of the daily routine at home, the degree to which the child is accustomed to independence, self-service, etc.

Experiencing a lack of knowledge about the peculiarities of raising a child, the conditions of his development beyond their direct influence, teachers and parents, sometimes very one-sidedly and ineptly, seek to fill this gap.

All problems of interaction between a teacher and parents should concern the educational organization, which needs to set itself the solution of the following goal - the creation of a certain system of cooperation between teachers and families of pupils.

This, in turn, will allow you to implement the following tasks:

1. To implement the unity of values, approaches, requirements and interests necessary for the holistic development of a preschooler in the lives of children and adults in the home and in the group.

2. The solution of the first task allows you to really influence the family upbringing of children.

Working with a family, involving it in the life of children's groups, growing a community that arises in the first days of a child's stay in an institution between parents and teachers is one of the priority and relevant areas today .

And until this interaction has developed, both teachers and family representatives feel not so much partners as opponents, sometimes even opponents.

In the meantime, they remain opponents, no recommendations will help the child to understand the inconsistency surrounding reality. Children early begin to understand that it is possible to “play” an acceptable “role” for “aunt”, and another for mom and dad, which in the first case can be afforded, but is completely unacceptable in the second.

In order to find mutual language, systematic and purposeful work is needed, the basis of which will be the most diverse forms of communication.

This work should be built thoughtfully, taking into account specific circumstances and conditions, such as:

1. The nature of the parent-child relationship.
2. Family structure.
3. The nature of intra-family relations (between educating adults).
4. The nature of the family microclimate.
5. The material wealth of the family.
6. Housing conditions in which the family lives.

On the other hand, both individual and professional characteristics of specialists building a dialogue with the family should also be taken into account.

The efforts of modern researchers are aimed at mobilizing the social activity of parents, by means of which positive ideas are developed about various areas of the family lifestyle, upbringing methods, and housekeeping technologies.

Such cooperation with parents predetermines not only the solution of the set tasks, but also the study of the family, which is so necessary in organizing successful interaction.

In the studies of O. L. Zvereva and T.V. Krotova notes that teacher support in establishing contact with parents includes several successive stages, such as: initial diagnosis, planning for subsequent work, counseling and control.

T.A. Kulikova considers the methods of studying the family as "... tools with the help of which data that characterize the family are collected, adapted, generalized, many relationships and patterns of home education are revealed" .

Thus, we can say that when studying the family, there is a tendency to turn the methods of science into methods of practical activity of specialists.

The plan for studying the experience of family education is implemented using various methods, among which the most common are the methods of conversation, observation, and questioning. Along with this, a very popular method is the analysis of the products of the child's activity.

According to T.A. Kulikova “The child develops early emotional attitude to relatives, which "colors" his ideas about his parents, other family members, about his home, etc. These ideas in all their originality can shed light on those aspects of the family, home education, which are almost impossible to study through other channels. How, for example, to find out which of the family members is especially significant for the child, to whom he feels affection, how he sees his place in the family.

Naturally, one could learn about the nature of relationships in the family, for example, from parents or other adult representatives, but will this information help us build a complete picture of the state of the family microclimate, the atmosphere prevailing in the house. Indeed, in this case, the position of the child, his point of view on the question of interest to us, will not be taken into account.

In this regard, in our opinion, priority should be given to those methods and techniques that will allow, first of all, to hear the opinion of the child himself, to see the situation “through his eyes”, such as:

1. How to complete a sentence or story.
2. Projective methods.
3. Variety of games and activities.
4. Drawing tests.
5. Image annotation technique.

All of the above allows us to conclude that a complex of various methods and techniques helps to increase the responsibility of parents for raising children, enriching them with relevant knowledge and skills. Thus, a competent approach to the issue of cooperation between the two main institutions in the life of a preschool child can lead to an increase in "... the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health" .

Along with this, the indicators of the effectiveness of the work implemented by the teacher with family members include the manifestation of interest, the need for advisory support, the emergence of conversations at the initiative of the parents themselves.

Transformations in the "kindergarten - family" system, which entail changes in the relationship between two social institutions: preschool educational institutions and the families of pupils, require efforts not only from the educational institution, but also from the educating adults from the family.

According to this, the priority task of both teachers and the family is to help the child adapt painlessly to kindergarten life, develop a unified approach to raising a child, coordinate the actions of family members and the educational organization.

1. Federal State Educational Standard for Preschool Education (10/17/2013 No. 1155).
2. Zvereva O. L., Krotova T.V. Communication with parents in a preschool educational institution: Methodical aspect. - M .: TC Sphere, 2005. - 80s.
3. Kulikova T.A. Family Pedagogy and Home Education: A Textbook for Students. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 232 p.