Private preschool educational institution Kindergarten No. 246 JSC Russian Railways performed by Deputy Head of Water Resources Management Kustova I.Yu.
Family is happiness, love and luck,
Family means trips to the country in the summer.
Family is work, caring for each other,
Family means a lot of housework.
Family is important! Family is difficult!
But it is impossible to live happily alone!
Always be together, take care of love,
Our interesting life with our parents!
- Even before the child arrives at the preschool educational institution, the first contacts appear between the kindergarten and parents, which allow parents to get to know our kindergarten better:
- - parents visit kindergarten groups, get acquainted with teachers, subject-development environment,
- - parents get acquainted with the regulatory documents of the preschool educational institution (Charter, license),
- - parents get acquainted with important adaptation points,
- - 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’s work.
An important form of interaction between kindergarten and family is the joint activity of teachers, parents and children, which not only develops the relationship between teachers and parents, parents and children, but also promotes the development of relationships between the families of pupils. We highlight the main tasks facing a preschool institution in working with parents:
Activate and enrich the educational skills of parents;
Involving parents in active participation in the activities of the institution;
Work closely with the families of your students.
In our work, we use both traditional forms (meetings, consultations, conversations) and new ones: round tables, game trainings, where parents, teachers and children come together.
Main forms of work with parents:
Joint holidays and leisure activities, activities with the participation of parents
Group and general parent meetings, work with the parent committee
Individual and group consultations, conversations with children and parents
Open days, communication days, good deeds days
Master classes, design of photomontages, collages
Parents' mail, parents' living rooms, family vernissage
Pedagogical council with the participation of parents
Target: involve parents in actively thinking about the problems of raising children in the family based on taking into account their individual needs.
Open classes with children in preschool educational institutions for parents
Target: introduce parents to the structure and specifics of conducting classes in preschool educational institutions.
When conducting a lesson, the teacher can include an element of conversation with parents. (the child can tell the guest something new, introduce him to his circle of interests) .
Parent meeting
This is the most accessible form of establishing communication between the teacher and the family.
Target: provide parents with timely assistance on this or that issue of education, and contribute to the achievement of a common point of view on these issues.
The leading role here is given to the teacher; he plans in advance the topic and structure of the meeting.
- Show mutual respect for each other.
- Encourage initiative, creativity and imagination of parents, help them.
- Involve parents in entertaining kindergarten and group activities.
- Use a variety of parental involvement and be sensitive and understanding.
- Remember!!! All people have different resources and lifestyles. What suits one person may not suit another.
- Allow parents to choose how much help they can provide to the kindergarten.
- Bring to the attention of parents that their participation in the life of the preschool educational institution and the group is valued, and any help from them is welcome.
- Talk to families about the expectations educators have for parents.
- Be patient with them.
- Emphasize the family's strengths and provide positive feedback.
- Maintain close contacts.
- Show your appreciation to them.
- Remind parents that you welcome any participation.
- Try to interest and involve the whole family.
- Encourage attendance at parent-teacher conferences.
- Keep any information confidential.
- Learn collaboration skills.
- Create joint educational activities with parents and children to strengthen their mutual understanding.
Thank you for your attention!
The presentation reveals areas of work with parents, provides recommendations and reminders for educators.
Everyone knows that childhood is a unique period in a person’s life, since it is during this time that health and personality formation occur. At the very beginning of life, next to a small and carefree baby there are very important people in his life - these are his parents. And only thanks to their love, care and support does he grow and develop, the baby develops a sense of trust in the people around him and in the world as a whole. At a certain stage in a child’s life, they are taken to kindergarten and there he is surrounded by new people whom he did not know before. Parents and educators must unite to provide the child with emotional comfort, to create an interesting and meaningful life, and the preschool educational institution, in turn, should contribute to his development, the ability to communicate with other children, and help prepare for school. And then we can say with firm confidence that the change that has occurred in the child’s life will benefit him. And the active participation of mothers and fathers, grandmothers and grandfathers in the life of the baby not only at home, but also in the preschool institution will help them look at the world through the eyes of a child, treat the baby as an individual, understand that one cannot compare him with other children, and enjoy his personal growth. In addition, parents need to know the positive and negative sides of the child and take them into account, show sincere interest and be ready for emotional support, and also be prepared to experience his victories and failures together. Everyone knows that the interaction between a teacher and parents is a rather complex process. The purpose of my work with parents is: to involve parents in a single educational space; providing assistance to a modern family in matters of raising and educating children, establishing trust and partnerships. I work to involve parents in the joint activities of a preschool educational institution in four areas:
1. Information and analytical direction (questioning, testing of parents, etc.);
2. Cognitive direction;
3. Visually - information direction (through parent corners, moving folders, etc.);
4. Leisure activities.
I will dwell in more detail on the latter direction. Having recruited a group of kids, having met the parents, she offered to organize photo exhibitions and exhibitions of family drawings on a certain topic together with them, and hold various meetings, holidays, and entertainment with the participation of parents. But some parents were wary of the innovation at first, but the results of the activities exceeded all expectations.
The first photo exhibition was called “Kindergarten - for preschool children!” (photo materials taken during the adaptation period of children to the conditions of a preschool educational institution). The second and subsequent photo exhibitions were designed for the holidays: “Mother’s Day”, “Defender of the Fatherland Day”, “International Women’s Day - March 8”, “Children’s Day”, “In Harmony with Nature”, etc. (see slide 10-24 )
To be honest, it was a little scary to spend a holiday with the participation of parents: at first glance, the children seemed very small, the parents barely knew each other. But, nevertheless, I took a risk, together with the parent committee we issued an invitation card for all parents, grandparents and guests. It was an autumn theatrical entertainment based on the Russian folk tale “SPIKA” with the participation of parents (for notes and photographs, see slides 25-33).
The next theatrical entertainment was prepared for the New Year holiday based on the Russian folk tale “Kolobok”, but with the participation of dads. As the first time, together with the parent committee we issued invitation cards indicating the place and time of the holiday (for notes and photographs, see slides 34-43).
The leisure activity of involving parents in various events turned out to be very interesting, exciting, useful, and, of course, the most labor-intensive for the teacher in terms of organization and implementation. Any event organized and held jointly with parents allows them to see from the inside all the difficulties that the teacher has to face, requires high psychological preparation from him in matters of child-parent relations, and pedagogical competence in matters of interaction between the teacher and parents.
Now it is my tradition to constantly involve parents in active participation in the celebration, entertainment and leisure.
Moms and dads, grandfathers and grandmothers are proud of their children and grandchildren, and I am proud of the creativity, imagination and desire of parents to cooperate with preschool educational institutions in general and educators in particular. Currently, it is difficult for kindergartens and teachers to do without the support, understanding and help of parents. I would like to note one important point in my work with parents, I think many will agree with me. Every person who has done any work needs a positive assessment of his work. This is true always and everywhere, so you should not forget to constantly praise your parents. I do this at every opportunity, during individual conversations, during parent meetings, and present active parents with letters of gratitude from the preschool administration and gifts. Trusting relationships are established through the joint activities of educators, parents and children. In all events, an atmosphere of peace and warm relationships gradually developed between me, the students and their parents.
We all strive together to ensure that children in kindergarten feel good and comfortable, and that parents gradually become active participants in all matters, indispensable assistants for the teacher.
Today, I can say with firm confidence that after using various forms of work, certain results were achieved: parents from “observers” and “spectators” became active participants showing sincere and keen interest.
Organizing work with a family is a long process and very painstaking work that does not have ready-made technologies and recipes. Its success is determined by the teacher’s intuition, initiative, patience and his ability to steadily follow the chosen goal. And in conclusion, I would like to add that it is important for every educator to remember that direct, tactless interference in the internal affairs of the family, making adjustments to the educational influence of parents on the child, can cause a protest from parents. After all, every parent raises their children as they see fit, based on their knowledge, skills, feelings, beliefs and religion.
The joint efforts of the teacher and parents are aimed at ensuring that both interested parties study the baby, reveal and develop the best qualities and properties in him. The mutual work of parents and teachers for the benefit of the child can only be effective if they unite. The origins of such a union should be such principles as: a) trust and respect for each other; b) joint support and assistance; c) mutual patience and tolerance towards each other.
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Slide captions:
Work with parents in the preschool educational institution "Volshebnik" No. 67
For many years, our preschool educational institution has been carrying out systematic, targeted work with parents with a single goal: “Creating a unified educational and health 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. Involving parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. To solve the set tasks, at the beginning of each school year, a long-term plan for working with parents is drawn up, which outlines work in several directions: · as part of the implementation of the program for raising and educating a child in kindergarten; · within the framework of the implementation of the program for preserving and strengthening the health of children; · as part of the implementation of a targeted program of work with families. At the beginning of the school year, group meetings are held in each age group, at which parents are introduced to the tasks of raising and educating children for a given school year. Propaganda of pedagogical knowledge is carried out through a system of visual propaganda. The groups have set up “Parent Corners”, where consultations are held on all sections of the program, on issues of health improvement and education of children. In special folders there is a selection of methodological recommendations for parents compiled by teachers of the State Educational Institution
On issues of maintaining and strengthening the health of children, sanitary bulletins are issued by the head nurse and physical education instructor in accordance with the annual work plan. Special “Health Corners” have been set up, where parents can receive all the information they are interested in regarding the health of their children. Each group has notebooks for individual work with children, which are led by specialists from the preschool department: a physical education instructor, a visual arts teacher, a literacy and mathematics teacher. Every day, educators set up information boards for parents: “What we did,” “Attach at home,” “Learn with your children.” Throughout the year, the head, medical workers, speech therapist, and physical education instructor conduct individual consultations with parents. Teachers of preschool groups, when drawing up calendar planning, at the beginning of each month, prescribe work with parents, where they indicate the topics of individual and group consultations, the topics of visual information, and work with the parent committee. To ensure the greatest effectiveness of work with parents for the new school year, a survey is conducted in all groups in the month of May in order to identify the most acceptable and effective forms of work with the parent community.
The leisure area in working 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; see how others do it, that is, gain experience interacting 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”, “My Best Family”, joint projects “My Genealogy”, “Russian Izba”, exhibitions of family collections, relics “From Grandmother’s chest", "Folk doll", "New Year's toy". The participation of families in competitions for the best drawing, napkin, or craft made from natural materials not only enriches family leisure time, but also unites children and adults in common activities. They do not remain indifferent: they collect drawings, photographs, and prepare interesting crafts together with the children. This helps me get to know my students better. I would like to talk about one important point in the system of working with parents. Every person, having done some work, needs an assessment of his work. Our parents need this 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. In modern conditions of kindergarten it 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 make a magnetic board, manuals for literacy and math classes, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate a duty corner, a nature corner, and an 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”, a “hair salon”, a “shop”.
She developed holiday and entertainment scenarios together with her parents. To make these events educational for children and parents, we have developed a certain algorithm for preparing for family holidays: - highlighting the goals and objectives of the events for children, parents and teachers; - consultations for parents; - drawing up a plan for the event and the participation of parents in it; - distribution of adult roles; - production of invitation cards; - preparation of individual performances (learning poems, dances, songs); - drawing up a memo - assistant for parents and children; - individual meetings and consultations; - production of attributes, aids. The work being carried out allows us to increase the psychological and pedagogical competence of parents in matters of parent-child relationships. A holiday in kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They saw that the children were proud of them, they wanted to dance, sing songs, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. After all, we have one goal - to educate future creators of life. What a person is like is the world he creates around himself. I would like to believe that when our children grow up, they will love and protect their loved ones.
M.S. Arsenyeva senior teacher kindergarten 21 “Fairy Tale” website
Slide 2
The leading goals of interaction between a kindergarten and a family are to create in the kindergarten the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the preschooler’s personality and increasing the competence of parents in the field of education.
Slide 3
Basic forms of interaction with family
Getting to know 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, designing information stands, organizing exhibitions of children's creativity, inviting parents to children's concerts and parties, creating reminders, online magazines, correspondence by e-mail. Education of parents: organization of “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, living rooms, competitions, family Sunday subscription concerts, weekend routes (to the theatre, museum, library, etc.), family associations (club, studio, section), family holidays, walks , excursions, family theater, participation in children's research and project activities.
Slide 4
Contents of areas of work with families by educational area
Educational area "Health" Educational area "Physical education" Educational area "Safety" Educational area "Socialization" Educational area "Artistic creativity" Educational area "Music"
Slide 5
Basic approaches to defining and implementing the role of parents as subjects of preschool education
The processes of democratization in the education system, its variability, and innovative programs have determined the need to find solutions to the problems of interaction between a preschool educational institution and the family, and to create 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 responsibilities 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 regulating nature of the institution’s activities; between the low level of 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 developing close connections and interaction of various social institutions (kindergarten, family, community) provide favorable living conditions and upbringing of the child, forming the foundations of a full-fledged, harmonious personality.
Slide 6
At the present stage, the basis for the joint activities of families and preschool institutions is the following principles:
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 from teachers and from parents; knowledge by teachers and parents of the educational capabilities of the team and family, maximum use of educational potential in joint work with children; constant analysis of the process of interaction between family and preschool institution, its intermediate and final results.
Slide 7
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 regulatory documents, incl. “The Concept of Preschool Education”, “Regulations on Preschool Educational Institutions”, the Law “On Education” and others. Thus, the Law “On Education” states that parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age. In accordance with this, the position of the preschool institution in working with families is changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children. In this regard, a preschool educational institution must 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 the needs of families. 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 qualities that reflect the degree of their maturity as educators and are manifested in the process of family and public education of children. The leading component of the pedagogical culture of parents is their pedagogical preparedness, which is characterized by a certain amount of psychological, pedagogical, physiological, hygienic and legal knowledge, as well as the skills of parents developed in the process of raising children.
Slide 8
In the field of preschool pedagogy, it is important for parents to:
know the basic patterns and features of raising and teaching children; get acquainted with the content and methods of education; master methods of organizing children's activities and communication aimed at developing socially valuable forms of behavior and relationships of the child with people around him. Pedagogical culture is considered in connection with the general socio-pedagogical conditions of education, which include the totality of the basic requirements of society for the personality of parents, the content of ideological, moral norms governing intra-family relations, the nature of interpersonal relations in the family.
Slide 9
In accordance with this, work with parents is based on the principles of cooperation. The signs of such cooperation are:
awareness of the purpose of the activity by each participant in the process; clear division and cooperation of labor between its participants; personal contact between participants in the process with the exchange of information, mutual assistance, self-control; positive interpersonal relationships. children; interaction between educators and parents in the process of children's development.
Slide 10
We can also highlight the main tasks facing a preschool institution in working with parents:
study of children's families; involving parents in active participation in the activities of the preschool institution; studying family experience in raising and educating children; education of parents in the field of pedagogy and child psychology.
Slide 11
unity in the work of the kindergarten and family in raising children; mutual trust in the relationship between teachers and parents, understanding of the needs and interests of the child and their responsibilities as educators; strengthening the authority of the teacher in the family and parents in kindergarten; establishing correct relationships based on friendly criticism and self-criticism; mutual assistance in joint work on educating preschool children. The kindergarten helps parents in raising 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 work between the kindergarten and the family in their interrelation: familiarization with parents and other family members; consultations; group and general parent meetings; conferences, lectures, parent universities, visual forms of propaganda; individual and group forms of work with parents that complement each other. Daily communication between the teacher and parents creates great opportunities for individual work, to strengthen the connection between the family and the kindergarten; systematic planned communication between the kindergarten and parents throughout the year, taking into account the tasks and content of educational work with children; involving parents and the public in the activities of the preschool institution and in working with families.
Slide 12
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 classes; 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 their children; informal conversations about children or scheduled meetings with parents to discuss progress, regardless of specific problems; familiarizing parents with written material about their children; recommendations to visit a doctor, etc.; visits to parents so that they can help see how their child is doing or get acquainted with the work of 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.
Slide 13
(continuation)
4. Parents can also participate in their children’s daily activities: stay in the preschool educational institution so that the child gets used to the institution; help and participate in various events, for example, tea parties with children, etc.; assist with daily activities; provide assistance during excursions and other events. 5. Parents continue to work with children at home according to programs or implement part of the home plan. 6. Parents can participate in decisions about their children; parent committees take part in resolving issues related to the work of the institution as a whole. 7. Social events for parents are effective; attending courses on educational issues or inviting lecturers on issues that interest them, running a club for parents, etc. 8. The preschool educational institution provides assistance to parents in specific problems related to child care and methods of raising the child; in accumulating information on family education and practical advice; in search of a way out of crisis situations.
Slide 14
Organization of cooperation between teachers, parents and children
The formation of cooperation between children, parents and teachers depends primarily on how the interaction of adults develops 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 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 initiatives of teachers aimed at satisfying and developing the interests and needs of children. Parents are adults with extensive life experience, knowledge, and the ability to analyze situations, therefore, in solving a number of problems, the teacher can receive their necessary and useful advice. Cooperation between teachers and parents allows you to get to know the child better, look at him from different positions, see him in different situations, and therefore help in understanding his individual characteristics, developing the child’s abilities, overcoming his negative actions and manifestations in behavior, and forming valuable life orientations. At the same time, the majority of parents are not professional educators. They do not have special knowledge in the field of raising and educating children and often experience difficulties in establishing contacts with children. Teachers and parents must together look for the most effective ways to solve this problem, determine the content and forms of pedagogical education in this regard. The decisive role in establishing such interaction belongs to teachers. Union, mutual understanding between teachers and parents, and mutual trust are possible only if the teacher excludes didacticism when working with parents, does not receive, but advises, reflects with them, agrees on joint actions, and tactfully leads them to understand the need for pedagogical knowledge. The whole atmosphere of interaction and communication between the teacher and parents should indicate that 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 and show interest in joining efforts to raise and educate their child. The teacher needs patience and a focused search for ways to solve this problem. Work and interaction should begin with those who want to participate in the life of the group and support teachers, even if such parents are in the minority. Gradually, tactfully, the teacher 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 influences its functioning and development. To form cooperation between adults and children, it is important to imagine 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 helps to establish mutual understanding between parents and children and create comfortable conditions in the family. Thus, it is advisable to organize a significant part of the educational work with children and parents, and solve emerging problems and assigned tasks together in order to come to an agreement without infringing on each other’s interests, and to join forces to achieve effective results.
Slide 15
To attract parents to 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 is 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 humanizing relationships, the priority of universal human values with an emphasis on a personal-activity approach. The introduction of such a methodology makes it possible to create a sophisticated system of working with parents, represented by two blocks, each of which includes tasks, forms and types of activities.
Slide 16
Basic blocks for working with parents
Slide 17
Joint events between teachers and parents
Slide 18
Analysis of the theory and practice of working with families has 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 relationships 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 of cognitive activity are public reviews of knowledge, skills, creative reports on areas of activity, holidays of knowledge and creativity, tournaments of experts, Open Days, etc. The subject, topic, and methodology are determined jointly by parents and educators. The teacher draws up assignments, helps form groups, organize preparatory work, and parents participate in the design, preparation of incentive prizes, and evaluation of results.
Slide 19
Forms of labor activity - decorating the group premises, labor landing to improve and garden the yard, planting an alley in connection with a significant event in the lives of children and their parents, creating a library, etc. Forms of leisure - 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, method of game modeling, etc.
Slide 20
Visual forms: libraries and folders - transfers, 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. Among the relatively new forms of work with parents, we should note videos that are created on a specific topic, 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 kindergarten administration, teachers, specialists, parents and children participate in the creation of the newspaper.
Slide 21
In theory and practice, a number of general tasks for working with parents in preschool institutions have been identified:
studying 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 their mastery of various social roles; using the experience of other preschool institutions to build a model of interaction with parents; expanding the means and ways of working with parents; providing space for personal growth of the association’s participants, creating a special creative atmosphere.
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MODERN FORMS OF WORKING WITH PARENTS IN A PRESCHOOL INSTITUTION MODERN FORMS OF WORKING WITH PARENTS IN A PRESCHOOL INSTITUTION Prepared by: Abdulvalieva Natalya Aleksandrovna Educator of the preschool educational institution "Romashka" I qualification category Prepared by: Abdulvalieva Natalya Aleksandrovna Educator of the preschool educational institution "Romashka" I qualification category
The family is a unique primary society that gives the child a feeling of psychological security, “emotional support,” support, unconditional, non-judgmental acceptance. This is the enduring importance of family for a person in general, and for a preschooler in particular.
For a child, family is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem “with the whole world”: kindergarten, family, public.
The policy of transforming education from family to public, officially implemented for many years in our country, is becoming a thing of the past. In accordance with this, the position of the preschool institution in working with families is also changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.
The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.
FIRST, this is a positive emotional attitude of teachers and parents to work together to raise children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the family’s opinions and assumptions regarding interaction with the child will be taken into account. Teachers gain understanding from parents in solving problems. And the biggest winners are the children, for whose sake this interaction is carried out. FIRST, this is a positive emotional attitude of teachers and parents to work together to raise children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the family’s opinions and assumptions regarding interaction with the child will be taken into account. Teachers gain understanding from parents in solving problems. And the biggest winners are the children, for whose sake this interaction is carried out.
SECONDLY This is taking into account the child’s individuality. The teacher constantly maintains contact with the family, knows the characteristics and habits of his pupil and takes them into account when working. In turn, it leads to increased efficiency of the pedagogical process. SECONDLY This is taking into account the child’s individuality. The teacher constantly maintains contact with the family, knows the characteristics and habits of his pupil and takes them into account when working. In turn, it leads to increased efficiency of the pedagogical process.
THIRDLY Parents can independently choose, already at school age, the direction in the child’s development that they consider necessary. Thus, parents take responsibility for raising the child. FOURTH This is an opportunity to implement a unified program for the upbringing and development of a child in a preschool educational institution and in the family. THIRDLY Parents can independently choose, already at school age, the direction in the child’s development that they consider necessary. Thus, parents take responsibility for raising the child. FOURTH This is an opportunity to implement a unified program for the upbringing and development of a child in a preschool educational institution and in the family.
When organizing joint work of a preschool educational institution with families within the framework of the new philosophy, it is necessary to observe the basic principles: 1. Openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops). 2. Cooperation between teachers and parents in raising children. 3. Creation of an active developmental environment that provides unified approaches to personal development in the family and children's team. 4. Diagnosis of general and specific problems in the development and upbringing of a child. 1. Openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops). 2. Cooperation between teachers and parents in raising children. 3. Creation of an active developmental environment that provides unified approaches to personal development in the family and children's team. 4. Diagnosis of general and specific problems in the development and upbringing of a child.
The main goal of preschool teachers is to professionally help the family in raising children, without replacing it, but complementing it and ensuring a more complete implementation of its educational functions: 1. Development of the interests and needs of the child. 2. Distribution of duties and responsibilities between parents in constantly changing situations of raising children. 3. Support for openness in relationships by different generations in the family. 4. Developing a family lifestyle, forming family traditions. 5. Understanding and acceptance of the child’s individuality, trust and respect for him as a unique person. 1. Development of the child’s interests and needs. 2. Distribution of duties and responsibilities between parents in constantly changing situations of raising children. 3. Support for openness in relationships by different generations in the family. 4. Developing a family lifestyle, forming family traditions. 5. Understanding and acceptance of the child’s individuality, trust and respect for him as a unique person.
This goal is achieved through the following tasks: 1. Fostering respect for childhood and parenthood. 2. Interaction with parents to study their family microenvironment. 3. Increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents. 4. Providing practical and theoretical assistance to parents of pupils through the transmission of the fundamentals of theoretical knowledge and the formation of skills in practical work with children. 5. Using various forms of cooperation and joint creativity with parents, based on an individually differentiated approach to families. 1. Fostering respect for childhood and parenthood. 2. Interaction with parents to study their family microenvironment. 3. Increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents. 4. Providing practical and theoretical assistance to parents of pupils through the transmission of the fundamentals of theoretical knowledge and the formation of skills in practical work with children. 5. Using various forms of cooperation and joint creativity with parents, based on an individually differentiated approach to families.
The main conditions necessary for the implementation of trusting interaction between the preschool educational institution and the family are the following: 1. Study of families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, structures and characteristics of family relationships and etc. 2. Openness of the kindergarten to the family. 3. The teacher’s orientation towards working with children and parents. 1. Study of families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, structure and characteristics of family relationships, etc. 2. Openness of the kindergarten to the family. 3. The teacher’s orientation towards working with children and parents.
Work with parents should be based on the following steps: Thinking through the content and forms of work with parents. Conducting a quick survey to study their needs. It is important not only to inform the parent about what the preschool educational institution wants to do with his child, but also to know what he expects from the preschool educational institution. The obtained data should be used for further work. STAGE 1 Establishment of friendly relations between teachers and parents with an eye toward future business cooperation. It is necessary to interest parents in the work that is supposed to be carried out with them. STAGE 2
Work with parents should be based on the following steps: Forming in parents a more complete image of their child and his correct perception by providing them with knowledge and information that cannot be obtained in the family and which turns out to be unexpected and interesting for them. This may be information about some features of the child’s communication with peers, his attitude to work, and achievements in productive activities. Forming in parents a more complete image of their child and his correct perception by providing them with knowledge, information that cannot be obtained in the family and which turns out to be unexpected and interesting for them. This may be information about some features of the child’s communication with peers, his attitude to work, and achievements in productive activities. STAGE 3 Introducing the teacher to family problems in raising a child. At this stage, educators enter into dialogue with parents, who play an active role here, talking during the teacher’s visit to the family not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child. STAGE 4
Work with parents should be based on the following steps: Joint research with adults and the formation of the child’s personality. At this stage, the specific content of the work is planned and forms of cooperation are selected. STAGE 5
Form (lat. - forma) - device, structure of something, system of organizing something. Collective (mass) Individual Visual and informational Collective (mass) Individual Visual and informational All forms of work with parents are divided into: Traditional Non-traditional Traditional Non-traditional
Collective (mass) forms involve working with all or a large number of parents of a preschool educational institution (group). These are joint events between teachers and parents. Some of them involve the participation of children. Individual forms are designed for differentiated work with parents of pupils. Visual information forms play the role of indirect communication between teachers and parents.
Currently, stable forms of work between preschool educational institutions and families have emerged, which in preschool pedagogy are considered traditional. These are time-tested forms of work. Their classification, structure, content, and effectiveness are described in many scientific and methodological sources. These forms include pedagogical education of parents. It is carried out in two directions: Inside the kindergarten, work is carried out with the parents of the pupils of this preschool educational institution. Working with parents outside the preschool. Its goal is to reach the vast majority of parents of preschoolers, regardless of whether their children attend kindergarten or not.
Non-traditional forms of communication are especially popular among both teachers and parents. They are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to the teachers.
T. V. Korotkova offers the following classification of non-traditional forms of interaction with parents Information and analytical Purpose of use: Identification of the interests, needs, requests of parents, the level of their pedagogical literacy. Purpose of use: Identifying the interests, needs, requests of parents, and the level of their pedagogical literacy. Forms of communication: 1. Conducting sociological cross-sections, “Mailbox” surveys. 3. Individual conversations, etc. Forms of communication: 1. Conducting sociological cross-sections, “Mailbox” surveys. 3. Individual conversations, etc.
Information and analytical forms of interaction with parents The main task of information and analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, whether they have the necessary pedagogical knowledge, the family’s attitude towards the child, requests, interests , the needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, person-oriented approach to a child in a preschool setting, increase the effectiveness of educational work with children and build competent communication with their parents.
Information and analytical forms of interaction with parents Questioning One of the most common diagnostic methods used by preschool employees to study the family, clarify the educational needs of parents, establish contact with its members, and coordinate educational influences on the child. Having received the real picture, based on the collected data, the teacher determines and develops communication tactics with each parent and child. This helps to better navigate the pedagogical needs of each family and take into account its individual characteristics.
Written forms of interaction with parents Brochures Help the parent learn about the kindergarten. Brochures can describe the concept of the kindergarten and give general information about it. Brochures Help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it. Allowances Contain detailed information about the kindergarten. Families can access benefits throughout the year. Allowances Contain detailed information about the kindergarten. Families can access benefits throughout the year. Daily notes Addressed directly to parents, informs the family about the child’s health, mood, behavior in kindergarten, his favorite activities and other information. Daily notes Addressed directly to parents, informs the family about the child’s health, mood, behavior in kindergarten, his favorite activities and other information. A newsletter can be issued once or twice a month to continually provide families with information about special events, program changes, etc. A newsletter can be issued once or twice a month to provide families with ongoing information about special events, program changes, etc.
Written forms of interaction with parents Personal notebooks These notebooks can travel between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Personal Notebooks These notebooks can be circulated between the daycare center and family every day to share information about what is happening at home and in the daycare center. Bulletin Board This is a wall display that informs parents about daily meetings, etc. Bulletin Board This is a wall display that informs parents about daily meetings, etc. Reports This is a form of communication with families that can be useful, provided that it did not replace personal contacts. Reports This is a form of communication with families that can be useful as long as it does not replace face-to-face contact. Suggestion Box This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with a group of educators. Suggestion Box This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with a group of educators.
T. V. Korotkova offers the following classification of non-traditional forms of interaction with parents Cognitive Purpose of use: To familiarize parents with the age and psychological and pedagogical characteristics of preschool children. Formation of practical skills in raising children in parents. Purpose of use: To familiarize parents with the age and psychological and pedagogical characteristics of preschool children. Formation of practical skills in raising children in parents. Forms of communication: 1. Seminars and workshops. 2. Trainings 3. Conducting meetings and consultations in a non-traditional form. 4. Mini-meetings 5. Pedagogical briefing 6. Pedagogical living room 7. Oral pedagogical journals 8. Games with pedagogical content 9. Pedagogical library for parents 10. Research-projective, role-playing, imitation, business games, etc. Forms of communication: 1 .Workshops. 2. Trainings 3. Conducting meetings and consultations in a non-traditional form. 4. Mini-meetings 5. Pedagogical briefing 6. Pedagogical living room 7. Oral pedagogical journals 8. Games with pedagogical content 9. Pedagogical library for parents 10. Research-projective, role-playing, imitation, business games, etc.
Cognitive forms of interaction with parents The dominant role among the forms of communication between teachers and parents is played by cognitive forms of organizing their relationships. They are designed to improve the psychological and pedagogical culture of parents, and, therefore, to contribute to changing the views of parents on raising a child in a family environment, and to develop reflection. In addition, these forms of interaction make it possible to acquaint parents with the characteristics of the age-related psychological development of children, rational methods and techniques of education for the formation of their practical skills. Parents see the child in an environment different from home, and also observe the process of his communication with other children and adults.
Cognitive forms of interaction with parents General parents' meeting of the preschool educational institution. The goal is to coordinate the actions of the parent community and the teaching staff on issues of education and upbringing. Health improvement and development of pupils. At general parent meetings, problems of education are discussed. General parents' meeting of the preschool educational institution. The goal is to coordinate the actions of the parent community and the teaching staff on issues of education and upbringing. Health improvement and development of pupils. At general parent meetings, problems of education are discussed. Pedagogical council with the participation of parents. The purpose of this form of work with families is to involve parents in actively understanding the problems of raising children in the family based on taking into account individual needs. Pedagogical council with the participation of parents. The purpose of this form of work with families is to involve parents in actively understanding the problems of raising children in the family based on taking into account individual needs. Parent conference One of the forms of improving the pedagogical culture of parents. The value of this type of work is that it involves not only parents, but also the public. Parent conference One of the forms of improving the pedagogical culture of parents. The value of this type of work is that it involves not only parents, but also the public.
Cognitive forms of interaction with parents Thematic consultations Organized to answer all questions of interest to parents. They can also be carried out by specialists in general special issues. Consultations are close to conversations. Thematic consultations are organized to answer all questions that interest parents. They can also be carried out by specialists in general special issues. Consultations are close to conversations. Pedagogical consultation Helps to better and more deeply understand the state of relationships in a particular family, and provide timely and effective practical assistance. Pedagogical consultation Helps to better and more deeply understand the state of relationships in a particular family, and provide timely and effective practical assistance. Group meetings of parents This is a form of familiarizing parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family. Group meetings of parents This is a form of familiarizing parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family.
Cognitive forms of interaction with parents “Round table” In a non-traditional setting with the obligatory participation of specialists, current problems of education are discussed with parents. “Round table” In a non-traditional setting with the obligatory participation of specialists, current problems of education are discussed with parents. Parent council (committee) of the group. This is a group of people that regularly meets in order to assist the administration of the preschool educational institution, the teachers of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils; participate in organizing and conducting joint events. Parent council (committee) of the group. This is a group of people that regularly meets in order to assist the administration of the preschool educational institution, the teachers of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils; participate in organizing and conducting joint events. Trainings Help to evaluate different ways of interacting with a child, choose more successful forms of addressing and communicating with him, and replacing undesirable ones with constructive ones. A parent involved in game training begins to communicate with the child and learns new truths. Trainings Help to evaluate different ways of interacting with a child, choose more successful forms of addressing and communicating with him, and replacing undesirable ones with constructive ones. A parent involved in game training begins to communicate with the child and learns new truths.
Cognitive forms of interaction with parents “Open Days” Give parents the opportunity to see the teacher’s style of communication with children, and to “get involved” in the communication and activities of children and teachers. “Open Days” give parents the opportunity to see the teacher’s communication style with children, and to “get involved” in the communication and activities of children and teachers. Clubs for parents This form of communication presupposes the establishment of a trusting relationship between teachers and parents, awareness by teachers of the importance of the family in raising a child, and for parents that teachers have the opportunity to help them in solving emerging difficulties in upbringing. Clubs for parents This form of communication presupposes the establishment of a trusting relationship between teachers and parents, awareness by teachers of the importance of the family in raising a child, and for parents that teachers have the opportunity to help them in solving emerging difficulties in upbringing. Presentations of a preschool institution This is a timely form of advertising for a preschool educational institution in accordance with the newly opened computer capabilities. As a result of this work, parents get acquainted with the Charter of the preschool educational institution, the development program and the team of teachers, and receive useful information about the content of work with children. Presentations of a preschool institution This is a timely form of advertising for a preschool educational institution in accordance with the newly opened computer capabilities. As a result of this work, parents get acquainted with the Charter of the preschool educational institution, the development program and the team of teachers, and receive useful information about the content of work with children.
Cognitive forms of interaction with parents Question and answer evenings This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, expand each other’s knowledge, and discuss some problems of children’s development. Questions and Answers Evenings This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, expand each other’s knowledge, and discuss some problems of children’s development. Mini-meetings An interesting family is identified and its experience of upbringing is studied. Next, she invites two or three families who share her position in family education. Thus, a topic of interest to everyone is discussed in a narrow circle. Mini-meetings An interesting family is identified and its experience of upbringing is studied. Next, she invites two or three families who share her position in family education. Thus, a topic of interest to everyone is discussed in a narrow circle. Research-projective, role-playing, imitation games During these games, participants do not simply “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the game participants, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Research-projective, role-playing, imitation games During these games, participants do not simply “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the game participants, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution.
Cognitive forms of interaction with parents Individual forms of interaction with parents The advantage is that through studying the specifics of the family, conversations with parents, and observing the communication of parents with children, the teacher outlines specific ways of joint interaction with the child. Individual forms of interaction with parents The advantage is that through studying the specifics of the family, conversations with parents, and observing the communication of parents with children, the teacher outlines specific ways of joint interaction with the child. Days of good deeds Days of voluntary assistance from parents to the group, preschool educational institution - repair of toys, furniture, group, assistance in creating a subject-development environment in the group. This form allows you to establish an atmosphere of warm, friendly relationships between teachers and parents. Days of good deeds Days of voluntary assistance from parents to the group, preschool educational institution - repair of toys, furniture, group, assistance in creating a subject-development environment in the group. This form allows you to establish an atmosphere of warm, friendly relationships between teachers and parents. Open classes with children in preschool educational institutions for parents. Parents are introduced to the structure and specifics of conducting classes in preschool educational institutions. You can include elements of a conversation with parents in the lesson. Open classes with children in preschool educational institutions for parents. Parents are introduced to the structure and specifics of conducting classes in preschool educational institutions. You can include elements of a conversation with parents in the lesson.
Cognitive forms of interaction with parents Individual consultations Close in nature to a conversation. The difference is that a conversation is a dialogue between a teacher and a parent, and when conducting a consultation, answering parents’ questions, the teacher seeks to give qualified advice. Individual consultations are similar in nature to a conversation. The difference is that a conversation is a dialogue between a teacher and a parent, and by conducting a consultation and answering parents’ questions, the teacher seeks to give qualified advice. Family visit The main purpose of the visit is to get to know the child and his loved ones in a familiar environment. Family visit The main purpose of the visit is to get to know the child and his loved ones in a familiar environment. Pedagogical conversations with parents Providing timely assistance to parents on one or another issue of education. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit. Pedagogical conversations with parents Providing timely assistance to parents on one or another issue of education. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit.
T. V. Korotkova offers the following classification of non-traditional forms of interaction with parents: Leisure Purpose of use: Establishing emotional contact between teachers, parents and children. Purpose of use: Establishing emotional contact between teachers, parents and children. Forms of communication: 1. Joint leisure activities, holidays 2. Exhibitions of works of parents and children 3. Clubs and sections 4. Clubs of fathers, grandparents. Seminars, workshops, etc. Forms of communication: 1. Joint leisure activities, holidays 2. Exhibitions of works of parents and children 3. Clubs and sections 4. Clubs of fathers, grandparents. Seminars, workshops, etc.
Leisure forms of interaction with parents Leisure forms of organizing communication are designed to establish warm informal relationships between the teacher and parents, as well as more trusting relationships between parents and children. Such forms of cooperation with the family can be effective only if the teacher pays sufficient attention to the pedagogical content of the event, and the establishment of informal trusting relationships with parents is not the main goal of communication.
Leisure forms of interaction with parents Exhibitions of work by parents and children Demonstrate the results of joint activities of parents and children. This is an important moment in building the relationship between a child and a parent and is significant for the teacher. (increased activity of parents in the life of the group, one of the indicators of comfort in family relationships). Exhibitions of works by parents and children Demonstrate the results of joint activities of parents and children. This is an important moment in building the relationship between a child and a parent and is significant for the teacher. (increased activity of parents in the life of the group, one of the indicators of comfort in family relationships). Holidays, matinees, events (concerts, competitions) Help create emotional comfort in the group and bring together the participants in the pedagogical process. Parents can show their ingenuity and imagination in various competitions. They can act as direct participants: participate in drawing up a script, read poetry, sing songs, etc. Holidays, matinees, events (concerts, competitions) Help create emotional comfort in the group, bring together participants in the pedagogical process. Parents can show their ingenuity and imagination in various competitions. They can act as direct participants: participate in drafting the script, read poetry, sing songs, etc.
Leisure forms of interaction with parents Charity events This form of joint activity has great educational significance not only for children who learn not only to accept gifts, but also to give. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a long-abandoned game at home, and the favorite book has become even more interesting and sounds new in the circle of friends. Charity events This form of joint activity has great educational significance not only for children who learn not only to accept gifts, but also to give. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a long-abandoned game at home, and the favorite book has become even more interesting and sounds new in the circle of friends. Joint hikes and excursions The main goal is to strengthen parent-child relationships. As a result, children develop hard work, accuracy, attention to loved ones, and respect for work. Children return from these trips enriched with new impressions about nature, insects, and their region. Then they enthusiastically draw, make crafts from natural materials, and design exhibitions of joint creativity. Joint hikes and excursions The main goal is to strengthen parent-child relationships. As a result, children develop hard work, accuracy, attention to loved ones, and respect for work. Children return from these trips enriched with new impressions about nature, insects, and their region. Then they enthusiastically draw, make crafts from natural materials, and design exhibitions of joint creativity.
T.V. Korotkova offers the following classification of non-traditional forms of interaction with parents. Visual and informational Purpose of use: To familiarize parents with the work of preschool educational institutions, the features of raising children. Formation of knowledge among parents about the upbringing and development of children. Purpose of use: To familiarize parents with the work of preschool educational institutions and the features of raising children. Formation of knowledge among parents about the upbringing and development of children. Forms of communication: 1. Information projects for parents 2. Magazines and newspapers published by preschool educational institutions for parents 3. Days (weeks) of open doors 4. Open viewings of classes and other activities 5. Publishing wall newspapers 6. Organization of mini-newspapers Forms of communication : 1. Information projects for parents 2. Magazines and newspapers published by preschool educational institutions for parents 3. Days (weeks) of open doors 4. Open viewings of classes and other activities 5. Publication of wall newspapers 6. Organization of mini-newspapers Information and educational Information and educational
Visual and informational forms of interaction with parents These forms of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly evaluate the activities of the teacher, revise the methods and techniques of home education, and more objectively see the activities of the teacher.
Visual and informational forms of interaction with parents Informational and educational The goal is to familiarize parents with the preschool institution itself, the features of its work with teachers involved in raising children, and to overcome superficial opinions about the work of the preschool institution. Information and awareness-raising The goal is to familiarize parents with the preschool institution itself, the features of its work with teachers involved in raising children, and to overcome superficial opinions about the work of the preschool institution. Information and educational The specificity is that the communication of teachers with parents here is not direct, but indirect - through newspapers, the organization of exhibitions, etc. Therefore, they are separated into an independent subgroup, and are not combined with educational forms. Information and educational The specificity is that the communication of teachers with parents here is not direct, but indirect - through newspapers, the organization of exhibitions, etc. Therefore, they are separated into an independent subgroup, and are not combined with educational forms.
Visual and informational forms of interaction with parents Information sheets Information about additional activities with children; announcements about meetings, excursions, events; requests for help; thanks to volunteer helpers, etc. Information sheets Information about additional activities with children; announcements about meetings, excursions, events; requests for help; gratitude to volunteer helpers, etc. Exhibitions, vernissages of children's works The purpose is to demonstrate to parents important sections of the program or the successes of children in mastering the program Exhibitions, vernissages of children's works The purpose is to demonstrate to parents important sections of the program or the successes of children in mastering the program Corners for parents It contains useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents. Corners for parents It contains information useful for parents and children: the group’s daily routine, class schedule, daily menu, useful articles and reference materials for parents.
Visual and informational forms of interaction with parents Memos for parents A short description (instructions) of the correct execution of any actions Memos for parents A short description (instructions) of the correct execution of any actions Parent newspaper Prepared by the parents themselves. In it, they note interesting incidents from the life of the family and share their experiences of education on certain issues. Parent newspaper Prepared by the parents themselves. In it, they note interesting incidents from the life of the family and share their experiences of education on certain issues. Movable folders are formed according to a thematic principle. The folder is given for temporary use to parents. Movable folders are formed according to a thematic principle. The folder is given for temporary use to parents. Videos are created on a specific topic. Videos are created on a specific topic.
The effectiveness of the work with parents is evidenced by: 1. Parents showing interest in the content of the educational process with their children. 2. The emergence of discussions and disputes on their initiative. 3. Answers to parents’ questions by themselves; giving examples from your own experience. 4. An increase in the number of questions to the teacher regarding the child’s personality and his inner world. 5. The desire of adults for individual contacts with the teacher. 6. Reflection by parents on the correctness of using certain methods of education. 7. Increasing their activity in analyzing pedagogical situations, solving problems and discussing controversial issues. 1. Showing parents’ interest in the content of the educational process with their children. 2. The emergence of discussions and disputes on their initiative. 3. Answers to parents’ questions by themselves; giving examples from your own experience. 4. An increase in the number of questions to the teacher regarding the child’s personality and his inner world. 5. The desire of adults for individual contacts with the teacher. 6. Reflection by parents on the correctness of using certain methods of education. 7. Increasing their activity in analyzing pedagogical situations, solving problems and discussing controversial issues.
Sources of information 1. Doronova T. V. “Interaction of a preschool institution with parents” 2. Zvereva O. L., Korotkova T. V. “Communication of a teacher with parents in a preschool educational institution.” 3. Solodyankina O. V. “Cooperation of a preschool institution with a family” 4. Krylova N. “What should be the communication between a kindergarten and a family?” 5. Bogomolova Z. A. “Formation of partnerships between teachers and parents in conditions of cooperation in preschool educational institutions.” 1. Doronova T. V. “Interaction of a preschool institution with parents” 2. Zvereva O. L., Korotkova T. V. “Communication of a teacher with parents in a preschool educational institution.” 3. Solodyankina O. V. “Cooperation of a preschool institution with a family” 4. Krylova N. “What should be the communication between a kindergarten and a family?” 5. Bogomolova Z. A. “Formation of partnerships between teachers and parents in conditions of cooperation in preschool educational institutions.”
