Computer presentation "Interaction of the preschool educational institution with parents." Presentation “Forms of work of a teacher with parents in a preschool educational institution Technology of working with parents in a preschool educational institution presentation
Topic (practice number 10): « Modern forms working with parents in a preschool
A family for the child it is a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem "with the whole world": kindergarten, family, community.
the main objective teachers of a preschool institution - to professionally help the family in raising children, while not replacing it, but supplementing and ensuring a more complete implementation of its educational functions. This goal is achieved through the following tasks: ♦ education of respect for childhood and parents; ♦ interacting with parents to explore their family microenvironment; ♦ raising and promoting the general culture of the family and the psychological and pedagogical competence of parents; ♦ providing practical and theoretical assistance to parents; ♦ use with parents various forms cooperation.
There are the following ways of working with parents : - questioning; - visits to families of pupils; - dating evenings; - visual propaganda; - parent meetings; - conversations and consultations; - conferences of parents; - oral journals; - round tables; - organization of clubs; - organization of business games.
Visual agitation and information for parents: thematic exhibitions; folders - movers; screens; family newspapers; photo showcases and photo montages; albums from the life of the group; review notebook; parent paper.
parent meetings is an effective form of work with parents, where the problems of the life of the group are discussed. When working with parents, you can and should use pedagogical councils. The council consists of an educator, head, deputy head for core activities, a teacher-psychologist, a speech therapist teacher, a head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. One of the forms of work with parents at the present stage is the holding of various competitions - Q&A evenings. This allows you to clarify your pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's development.
One of the most important forms of interaction between family and kindergarten is individual work with every parent. The advantage of this form is that through the study of the specifics of the family, conversations with parents (with each individually), monitoring the communication of parents with children both in the group and at home, teachers outline specific ways of joint interaction with the child. Teacher's conversation with parents - the most accessible form of establishing a connection between the teacher and the family, his systematic communication with his father, mother, and other family members.
One of the forms of differentiated work with parents is consultations . Consultations by their nature are close to conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice. Can also be used with parents individual notepads , where the teacher records the progress of the children in different types activities, parents can mark what they are interested in raising children.
The main task of visual propaganda - targeted systematic use of visual aids in order to familiarize parents with the tasks, content, methods of education in kindergarten, and provide practical assistance to the family.
An effective way of working with parents is various exhibitions . For example, exhibitions of children's work: children's drawings, homemade toys, children's books, albums, etc.
The effectiveness of work with parents carried out in a preschool institution is evidenced by:♦ manifestation of parents' interest in the content of the educational process with children; ♦ emergence of discussions, disputes on their initiative; ♦ answers to parents' questions by themselves; giving examples from their own experience; ♦ increase in the number of questions to the teacher regarding the personality of the child, his inner world; ♦ the desire of adults for individual contacts with the educator; ♦ reflection of parents on the correctness of the use of certain methods of education; ♦ increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues.
M.S. Arsenyeva senior educator of children's school 21 "Fairy tale" site
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The leading goals of interaction between the kindergarten and the family are the creation in the kindergarten of the necessary conditions for the development of responsible and interdependent relations with the families of pupils, ensuring the holistic development of the personality of a preschooler, and increasing the competence of parents in the field of education.
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The main forms of interaction with the family
Acquaintance with the family: meetings - acquaintances, visiting families, questioning families. Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organization of exhibitions children's creativity, inviting parents to children's concerts and holidays, creating memos, online magazines, e-mail correspondence. Education of parents: organizing a “mother/father school”, “school for parents” (lectures, seminars, workshops), conducting master classes, trainings, creating a library (media library). Joint activities: involving parents in organizing music and poetry evenings, drawing rooms, competitions, family Sunday subscription concerts, weekend routes (to the theater, museum, library, etc.), family associations (club, studio, section), family holidays, walks , excursions, family theater, to participate in children's research and project activities.
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The content of the areas of work with the family in educational areas
Educational area"Health" Educational area "Physical culture" Educational area "Safety" Educational area "Socialization" Educational area "Artistic creativity" Educational area "Music"
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The main approaches to the definition and implementation of the role of parents as subjects preschool education
The processes of democratization in the education system, its variability, innovative programs have necessitated finding solutions to the problems of interaction between a preschool educational institution and the family, creating conditions for improving the pedagogical culture of parents. Practitioners and researchers have identified and formulated the following contradictions in this regard: between the rights and obligations of parents and the inability to use them; between the need of parents for educational services and the lack of conditions for their provision; between the desire of parents to be active in a preschool institution and the strictly regulatory nature of the institution's activities; between low level pedagogical culture and insufficient knowledge of the basics of psychology by parents and the lack of systems for teaching them in preschool institutions. Strengthening and development of close connection and interaction of various social institutions (kindergarten, family, community) provide favorable conditions for the life and upbringing of the child, the formation of the foundations of a full-fledged, harmonious personality.
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At the present stage, the following principles are laid down in the basis of the joint activities of the family and the preschool institution:
parents and teachers are partners in the upbringing and education of children; this is a common understanding by teachers and parents of the goals and objectives of raising and educating children; help, respect and trust in the child, both on the part of teachers and parents; knowledge by teachers and parents of the educational opportunities of the team and the family, the maximum use of the educational potential in joint work with children; constant analysis of the process of interaction between the family and the preschool institution, its intermediate and final results.
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The idea of the relationship between public and family education, as well as the mutual responsibility of teachers, parents and the public is reflected in a number of legal documents, incl. "Concepts preschool education”, “Regulations on a preschool educational institution”, the Law “On Education” and others. So, in the Law "On Education" it is written that parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality at an early age. In accordance with this, the position of the preschool institution in working with the family is also changing. Each preschool educational institution not only brings up a child, but also advises parents on the issues of raising children. In this regard, preschool educational institution should determine the conditions for working with parents, improve the content, forms and methods of cooperation between the preschool educational institution and the family in raising children, taking into account changing conditions, variable educational programs and families' requests. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing. The pedagogical culture of parents is understood as their sufficient preparedness, the development of those personality traits that reflect the degree of their maturity as educators and are manifested in the process of family and social education of children. The leading component of the pedagogical culture of parents is their pedagogical readiness, which is characterized by a certain amount of psychological, pedagogical, physiological, hygienic and legal knowledge, as well as the skills and abilities of parents developed in the process of raising children.
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In the field of preschool pedagogy, it is important for parents to:
know the basic patterns and features of the upbringing and education of children; get acquainted with the content and methods of education; master the methods of organizing children's activities, communication, aimed at the formation of socially valuable forms of behavior and relations of the child with other people. Pedagogical culture is considered in connection with the general socio-pedagogical conditions of education, which include a set of basic requirements of society for the personality of parents, the content of ideological, moral norms that regulate intra-family relations, the nature interpersonal relationships in family.
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In accordance with this, work with parents is based on the principles of cooperation. Signs of such cooperation are:
awareness of the purpose of the activity by each participant in the process; a clear division and cooperation of labor between its participants; personal contact between the participants in the process with the exchange of information, mutual assistance, self-control; positive interpersonal relationships. children; interaction between educators and parents in the development of children.
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It is possible to single out the main tasks facing the preschool institution in working with parents:
study of families of children; involvement of parents in active participation in the activities of a preschool institution; study of family experience in raising and educating children; education of parents in the field of pedagogy and child psychology.
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unity in the work of the kindergarten and the family in raising children; mutual trust in the relationship between teachers and parents, understanding the needs and interests of the child and their duties as educators; strengthening the authority of the teacher in the family and parents in kindergarten; establishing right relationship on the basis of benevolent criticism and self-criticism; mutual assistance in joint work on the education of preschoolers. The kindergarten helps parents in the upbringing of their children on a daily basis. In turn, parents help the kindergarten in a variety of educational and economic work; studying the best experience of family education, promoting it among a wide range of parents, using positive methods of family education in the work of the kindergarten; the use of various forms of kindergarten work with the family in their relationship: familiarization with parents and other family members; consultations; group and general parent meetings; conferences, lecture halls, parent universities, visual forms of propaganda; individual and group forms of work with parents that complement each other. The daily communication of the educator with the parents creates great opportunities for individual work, to strengthen the connection between the family and the kindergarten; systematic planned communication of the kindergarten with parents throughout the year, taking into account the tasks and content educational work with kids; involvement of an asset of parents, the public in the activities of a preschool institution, in working with families.
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The range of actions to involve parents in the activities of preschool educational institutions.
1. First contacts between families and the preschool educational institution, inviting parents with or without children to visit the institution before the start of the lesson; home visits by employees; providing parents with written information about the institution; a meeting to clarify the conditions for the child to visit the institution; preparation of contract. 2. Further relationship between parents and staff is realized in the process of: daily direct contacts, when parents bring and pick up children; informal conversations about children or scheduled meetings with parents to discuss progress, regardless of specific problems; familiarization of parents with written material about their children; recommendations to visit a doctor, etc.; visits to parents to help them see how their child is doing or get to know the institution. 3. Parents are invited to assist the preschool educational institution as organizers or sponsors; they can help develop the contents of the toy library, collect materials for children's needs, etc.
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4. Parents can also participate in the daily activities of children: stay in preschool so that the child gets used to the institution; help and participate in various activities, such as tea parties with children, etc.; help with daily activities; assist with excursions and other events. 5. Parents continue to work with children at home on programs or implement part of a home plan. 6. Parents can participate in making decisions about their children; parent committees take part in resolving issues related to the work of the institution as a whole. 7. Effective social events for parents; attending courses on the problems of education or inviting lecturers on issues of interest to them, the work of a club for parents, etc. 8. Preschool provides assistance to parents in specific problems of caring for a child, methods of raising him; in the accumulation of information on family education and practical advice; in search of a way out of crisis situations.
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Organization of cooperation between teachers, parents and children
The formation of cooperation between children, parents and teachers depends primarily on how adults interact in this process. The result of education can be successful only if teachers and parents become equal partners, since they are raising the same children. This union should be based on the unity of aspirations, views on the educational process, jointly developed common goals and educational objectives, as well as ways to achieve the intended results. Both teachers and parents want to see their children healthy and happy. Parents are ready to support the undertakings of teachers aimed at meeting and developing the interests and needs of children. Parents are adults with extensive life experience, knowledge, able to analyze situations, therefore, in solving a number of problems, the teacher can get their necessary and useful advice. The cooperation of teachers and parents allows you to get to know the child better, look at him from different perspectives, see him in different situations, and therefore help in understanding his individual characteristics, developing the child's abilities, in overcoming his negative actions and manifestations in behavior, forming valuable life orientations. At the same time, the majority of parents are not professional educators. They do not have special knowledge in the field of upbringing and education of children, and often experience difficulties in establishing contacts with children. Educators and parents should work together to find the best effective ways solutions to this problem, to determine the content and forms of pedagogical education in this regard. The decisive role in establishing such interaction belongs to teachers. The union, mutual understanding of teachers and parents, and mutual trust are possible only if the teacher excludes didacticism in working with parents, does not receive, but advises, reflects with them, agrees on joint actions, tactfully leads them to an understanding of the need for pedagogical knowledge. The whole atmosphere of interaction, communication between the teacher and parents should indicate that the parents are his allies and he cannot do without advice and help. Not all parents respond to the teacher's desire to cooperate with them, show interest in joining efforts to educate and educate their child. The educator needs patience and a focused search for ways to solve this problem. Work and interaction should begin with those who wish to participate in the life of the group, support teachers, even if such parents are in the minority. Gradually, tactfully, the educator involves other parents in cooperation, relying on like-minded parents, taking into account the interests of each child and his family. At the present stage, in working with parents, the concept of “inclusion of parents” in the activities of a preschool institution appears, i.e. their active participation in the work of the preschool educational institution which affects its functioning and development. For the formation of cooperation between adults and children, it is important to represent the team as a single whole, as a large close-knit family, whose life is interesting if the joint activities of teachers, parents, and children are organized. This contributes to the establishment of mutual understanding between parents and children, the creation of comfortable conditions in family. Thus, it is advisable to organize a significant part of the educational work with children and parents, and to solve the problems that arise, the tasks set together, in order to come to an agreement without prejudice to each other's interests, and to combine efforts to achieve effective results.
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To involve parents in the activities of a preschool institution, a special methodology has been developed, which includes three stages:
the first is the actualization of the needs of parents in the education of their own child; the second - pedagogical education of parents as customers for educational services in a preschool institution; the third is the partnership of teachers and parents in the activities of a preschool institution, which is based on the ideas of humanization of relations, the priority of universal values with an emphasis on a personal-activity approach. The introduction of such a technique makes it possible to create a complicated system of work with parents, represented by two blocks, each of which includes tasks, forms and activities.
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Basic blocks for working with parents
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Joint activities of teachers and parents
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The analysis of the theory and practice of working with the family revealed another problem at the present stage - the organization of joint activities of parents and children. One of the main tasks of teachers is to create conditions for the development of normal relations in the family, and this can only be achieved through the activities of parents and children, which can be implemented in various forms. For example, forms cognitive activity- these are public reviews of knowledge, skills, creative reports on areas of activity, holidays of knowledge and creativity, tournaments of connoisseurs, open days, etc. The subject, topic, method of conducting, parents and educators determine jointly. The teacher composes tasks, helps to form groups, organize preparatory work, and parents participate in the design, preparation of incentive prizes, evaluation of results.
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Forms labor activity- decoration of the group's premises, labor landing for the improvement and gardening of the yard, planting an alley in connection with a significant event in the life of children and their parents, the creation of a library, etc. Leisure forms - preparation, holding and discussion of performances, holidays, competitions, competitions, KVN; various clubs, etc. Forms of activation - discussions, dialogues, discussion of situations, solutions to crossword puzzles, analysis of children's statements or children's creativity, trainings, game modeling method, etc.
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Visual forms: libraries and folders - slides, videos, memos - recommendations for parents and children, postcards - invitations, business cards, exhibitions of books, equipment, board games, children's or joint drawings, crafts with parents, photo exhibitions, newspapers, Corners for parents and etc. Of the relatively new forms of work with parents, one should note video films that are created on specific topics, for example, “Labor education of a child in the family”, “Labor education of children in kindergarten”, etc. An interesting form of cooperation is the publication of a newspaper. The administration of the kindergarten, teachers, specialists, parents and children participate in the creation of the newspaper.
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In theory and practice, a number of general tasks for working with parents in preschool institutions are defined:
study of the interests, opinions and requests of parents that are not implemented in other social institutions (family, etc.); providing optimal conditions for self-development and self-realization of parents in the development of various social roles; using the experience of other preschool institutions to build a model of interaction with parents; expanding the means and methods of working with parents; providing space for the personal growth of the members of the association, creating a special creative atmosphere.
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A presentation on the topic "Working with parents in a preschool educational institution" can be downloaded absolutely free of charge on our website. Subject of the project: Pedagogy. Colorful slides and illustrations will help you keep your classmates or audience interested. To view the content, use the player, or if you want to download the report, click on the appropriate text under the player. The presentation contains 12 slide(s).
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For many years, our preschool educational institution has been carrying out systematic, purposeful work with parents for a single goal: “Creating a single educational and recreational space“ kindergarten - family ”. In working with parents, the following tasks, identified by us as priorities, are solved: 1. Improving the pedagogical culture of parents. 2. Study and generalization of the best experience of family education. 3. Inviting parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. To solve the tasks set at the beginning of each academic year, a long-term plan of work with parents is drawn up, which prescribes work in several directions: within the framework of the implementation of the program for the upbringing and education of the child in kindergarten; within the framework of the program for the preservation and promotion of children's health; within the framework of the targeted program of work with the family. At the beginning of the school year in each age group group meetings are held at which parents are introduced to the tasks of raising and educating children for this academic year. Pedagogical knowledge is promoted through a system of visual agitation. The groups have "Corners for Parents", where consultations are placed on all sections of the program, on issues of health improvement and upbringing of children. In special folders there is a selection of methodological recommendations for parents compiled by teachers of the State Educational Institution
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On the issues of preserving and strengthening the health of children, sanitary bulletins are issued by the head nurse and an instructor in physical culture according to the annual work plan. Special “Health Corners” have been arranged, where parents can get all the information they are interested in regarding the health of their children. Each group has notebooks for individual work with children, which are maintained by specialists from the preschool department: a physical education instructor, a visual arts teacher, and a literacy and mathematics teacher. Educators daily draw up information stands for parents: “What did we do”, “Fix at home”, “Learn with the children”. During the year, the manager medical workers, speech therapist, physical education instructor conduct individual consultations with parents. educators preschool groups when compiling scheduling at the beginning of each month, work with parents is prescribed, where they indicate the topics of individual and group consultations, the topics of visual information, and work with the parent committee. To ensure the most effective work with parents for the new academic year, a survey is conducted in all groups in the month of May in order to identify the most appropriate and effective forms of work with parents. parent community.
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The leisure direction in work with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. This is explained by the fact that any joint event allows parents to: see from the inside the problems of their child, difficulties in relationships; test different approaches; to see how others do it, that is, to gain experience of interaction not only with your child, but also with the parent community as a whole. The group held: - holidays "Mother's Day", "Come on grandmothers", "Birthday", " best family mine”, joint projects “My Genealogy”, “Russian Hut”, exhibitions of family collections, relics “From Grandma’s Chest”, “ folk doll», « Christmas toy". The participation of families in competitions for the best drawing, napkin, handicraft made from natural materials not only enriches family leisure, but also unites children and adults in common activities. They do not remain indifferent: they collect drawings, photographs, cook with their children interesting crafts. It helps me get to know my students better. I would like to say one thing important point in the system of work with parents. Each person, having done some work, needs to evaluate his work. Our parents need it too. “Praise is useful, if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. AT modern conditions Kindergarten is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us to make a magnetic board, textbooks for teaching literacy and mathematics, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate the corner of duty, the corner of nature, the emotional corner. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a "hospital", "barber shop", "shop".
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She developed scenarios for holidays and entertainment together with her parents. To make these events educational for children and parents, we have developed a specific algorithm for preparing for family holidays: - highlighting the purpose and objectives of activities for children, parents and teachers; - consultations for parents; - drawing up a plan for the event and the participation of parents in it; - distribution of roles of adults; - production of invitation cards; - preparation of individual numbers (learning poems, dances, songs); - compiling a memo - an assistant for parents and children; - individual meetings and consultations; - production of attributes, manuals. The ongoing work allows to increase the psychological and pedagogical competence of parents in matters of parent-child relationship. A holiday in kindergarten is joy, fun, a celebration that is shared by both adults and children. Parents are the dearest and closest people! They saw that the children are proud of them, they want to dance with them, sing songs, play. Years will pass, children will forget the songs that sounded at the holiday, but in their memory they will forever keep the warmth of communication, the joy of empathy. After all, we have one goal - to educate future creators of life. What a person is, such is the world that he creates around himself. I would like to believe that when our children grow up, they will love and protect their loved ones.
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STATE BUDGET EDUCATIONAL INSTITUTION OF THE CITY OF MOSCOW COMPENSATED KINDERGARTEN No. 320
Our interesting life with parents! 04/08/2012 2 Family is happiness, love and luck, Family is a summer trip to the country. Family is work, caring for each other, Family is a lot of homework. Family is important! Family is hard! But it is impossible to live happily alone! Always be together, take care of love, Drive insults and quarrels away!
04/08/2012 3 Even before the child enters preschool, the first contacts appear between the kindergarten and parents, which allow parents to get to know our kindergarten better: - parents attend kindergarten groups, get acquainted with teachers, subject-developing environment, - parents get acquainted with normative documents of the DOE (Charter, license),
Parents get acquainted with important adaptation moments - a parental agreement is drawn up. Working with parents is based on the principle of cooperation and interaction. Parents are the first assistants and active participants in the pedagogical process, they are constantly in charge of all areas of the kindergarten. 04/08/2012 4
An important form of interaction between the kindergarten and the family is the joint activity of teachers, parents and children, which not only develops relations between teachers and parents, parents and children, but also contributes to the development of relations between families of pupils. We highlight the main tasks facing the preschool institution in working with parents: -studying the families of children; - involvement of parents in active participation in the activities of the institution; -education of parents in the field of pedagogy and child psychology. In our work, we use both traditional forms (meetings, consultations, conversations) and new ones: "round tables", game trainings, where parents, teachers and children come closer.
The main forms of work with parents: 1. Joint holidays and leisure. 2. Group and general parent meetings 3. Individual and group consultations 4. Doors open days 5. Visual agitation 6. Questioning
Pedagogical council with the participation of parents Purpose: to involve parents in an active understanding of the problems of raising children in the family based on their individual needs. Open classes with children in a preschool educational institution for parents Purpose: to acquaint parents with the structure and specifics of conducting classes in a preschool educational institution. The teacher during the lesson can include in it an element of conversation with parents (the child can tell something new to the guest, introduce him to his circle of interests).
Pedagogical conversations with parents This is the most accessible form of establishing a connection between a teacher and a family; it can be used both independently and in combination with other forms: a conversation when visiting families, at a parent meeting, consultations. Purpose: to provide parents with timely assistance on a particular issue of education, to contribute to the achievement of a common point of view on these issues. The leading role here is assigned to the educator, he plans in advance the topic and structure of the conversation. It is recommended that when conducting a conversation, choose the most suitable conditions and start it with neutral questions, then go directly to the main topics.
Thematic consultations Consultations are close to conversations, their main difference is that the teacher, when conducting a consultation, seeks to give qualified advice to parents. Consultations can be planned and unscheduled, individual and group. "Round table" with parents Purpose: in an unconventional setting with the obligatory participation of specialists, to discuss with parents the current problems of education. Parents are invited to the "round table" meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists.
The interaction of the kindergarten with the families of pupils is systematically planned. Preschool seeks to instill in children love for their parents, loved ones.
Game trainings with parents and even our lovely grandmothers come to the aid of their grandchildren!
Open classes with parents! 04/08/2012 14
The influence of the family on the development of the child. The family for a child is the place of his birth and the main habitat. It determines a lot in a child's life. The bond between parents and children is one of the strongest human bonds.
The well-being of the child is promoted by a friendly atmosphere and such a system family relations, which gives a sense of security, love and acceptance, stimulates and directs its development.
The love of parents is the greatest and irreplaceable source of spiritual and emotional development child, his moral qualities, self-confidence, positive perception of the world.
What parents can do in kindergarten: - read stories, fairy tales, stories to children; - bring various toys for general games; - gather natural materials for children's activities: pebbles, seeds, shells, etc.; - participate in holidays (for example, bring albums, family heirlooms to the holiday "Family Day", tell children about yourself, your family, etc.)
TEACHER'S REFERENCE Guidelines for Parent Engagement It is important to create and use opportunities for confiding communication. Need to use different kinds activities and share information with each other. Make time for joint discussions with families. Create different clubs (according to interests). Try to listen carefully. It is important to contribute a large number of interesting roles for parents.
Tips to help increase parent involvement: Show mutual respect for each other. Encourage the initiative, creativity and imagination of parents, help them. Involve parents in entertaining kindergarten and group activities. Use a variety of forms of parental involvement, be sensitive and understanding. Remember!!! All people have different resources and lifestyles. What suits one person does not suit another. Let parents choose how they can help kindergarten. Let parents know that their participation in the life of the preschool educational institution and the group is appreciated, and any help from them is welcome. Talk to families about the hopes caregivers have for parents. Be patient with them.
Emphasize the family's strengths and give positive feedback. Maintain close contact. Express your gratitude to them. Remind your parents that you welcome all their input. Try to interest and involve the whole family. Encourage attendance at parent-teacher meetings. Keep any information confidential. Learn the skills of cooperation. Create joint developmental activities with parents and children to strengthen their mutual understanding.
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Interaction with parents in group No. 9 MDOAU kindergarten No. 5 Educators Alekseeva S.L., Sharafieva N.N.
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Nowadays, it is becoming more and more obvious that the improvement of efficiency and quality activities of the preschool educational institution is impossible without effective cooperation with the main social customers - the parents of pupils. Throughout the entire period of a preschooler's stay in kindergarten, it is important for teachers and parents to be partners, allies in education and upbringing, to understand each other, to speak the same language, to go in the same direction. Otherwise it is impossible harmonious development child, his full socialization. It is extremely important to create a single space for interaction between teachers and parents for the exchange of experience, knowledge, ideas, discussion and solution of specific educational tasks. In our group No. 9, the work on interaction is aimed at solving the following tasks: - familiarizing parents with the life and work of a preschool institution; - pedagogical education of parents; - establishing unity in the upbringing of children; - study and dissemination of best practices in family education. Organized cooperation can give impetus to building interaction with the family on a qualitatively new basis, involving not just joint participation in the upbringing of the child, but awareness of common goals, the formation trusting relationship and the desire for understanding. Based on this, the main thing in our work is the creation of a system of personality-oriented interaction between adults and children by organizing a single educational space in preschool and family.
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Directions for involving parents in joint activities Informational and analytical - (questionnaires, testing, survey, "mailbox" Cognitive - (parents' living rooms, non-traditional meetings, excursions) Visual - informational - (through parental corners, folders - shifters, mini - library, newspaper issue) Leisure - (holidays, promotions)
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Forms of interaction with parents Traditional forms Non-traditional forms Parent meetings Consultations Questionnaires Matinees Design of information stands Visiting the child's family Presentation of the group Concerts Themed leisure activities
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The implementation of interaction with parents in group No. 9 takes place in four areas:
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Direction - information - analytical. Purpose: to identify positive experience and shortcomings in matters of education and training
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2. Direction - visual and informational The visual and informational direction makes it possible to convey to parents any information in an accessible form, to remind tactfully about parental duties and responsibilities. Kindergarten begins with a dressing room, it is very important that it be cozy and beautiful, so our parent corner arranged seasonally.
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3. Direction - cognitive Main goal: improving the pedagogical culture, pedagogical competence of parents in raising a healthy child; orientation of the family to the upbringing of a healthy child; ensuring close cooperation and uniform requirements of the kindergarten and the family. One of the main forms of work on pedagogical education of the family is Parent meeting. We have moved away from the obsolete lecture method of holding meetings. We use such techniques that activate the attention of parents, make it easier to remember the essence of conversations, and create a special mood for a friendly conversation. We use moments from the life of the group, include staging fragments from the practice of raising children, include practical tasks, games, relay races, musical arrangement. At each joint event, we express gratitude to parents who pay much attention to their children and help in joint work. We talk with parents at meetings not only about raising children, but also about relationships in the family. For the event, we are preparing an exhibition of children's works or a photo booth, where we use photos from family albums, the life of the group.
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MOTHER'S DAY 4. Direction - leisure - (holidays, promotions) Joint events. This direction turned out to be the most attractive, in demand, useful, but also the most difficult. This is explained by the fact that any joint event allows parents to see the problems of their child from the inside, compare it with other children, see difficulties in relationships, see how others do it, that is, gain experience of interaction not only with their child, but also with the parent community as a whole.
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Meetings with parents at festive events always mobilize, make our everyday life brighter, this increases our self-esteem as a teacher, parents get satisfaction from working together and, accordingly, the authority of the kindergarten.
14 slide
Description of the slide:
In today's kindergarten, it is difficult to do without the support of parents. That is why a lot of things in our group, in the area, are made by the hands of the fathers and mothers of our children. They helped us to make manuals, helped us arrange the corner of duty, the corner of nature, the theater corner and much more. With the help of parents, the group is designed in such a way that every corner is used for the development of children.
15 slide
Description of the slide:
For creative communication, such a form of work with the family as thematic exhibitions is used. These exhibitions provide parents and children to organize joint activities. Parents note that in the process of joint preparation of materials for the exhibition, adults and children get to know each other even better; in the family there is another opportunity to talk about the child, about his life in the group and at home.