Educational portal. What is the role of parents (legal representatives) in the implementation of the conditions of the federal state before? Should families be directly involved in educational activities? Methods of involving parents in kindergarten life

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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN № 32 "ROSINKA" OF THE GENERAL DEVELOPMENT VIEW OF THE SCHELKOVO MUNICIPAL DISTRICT OF THE MOSCOW REGION

"INTERACTION OF THE FAMILY AND DOE IN EDUCATION AND EDUCATION OF MODERN PRESCHOOL CHILDREN"

Compiled by the educator

Petrova Natalya Yurievna

Schelkovo

2015

In accordance with the new law "On Education in the Russian Federation", one of the main tasks facing a preschool institution is "interaction with the family to ensure the full development of the child's personality." A new federal state educational standard for preschool education (FSES DO) has been developed, which meets new social demands and in which much attention is paid to working with parents.

Object of study: interaction of the preschool educational institution with the families of pupils.

Subject of study: forms of cooperation between the preschool educational institution and the family in the upbringing and education of preschoolers.

Purpose of the study: to identify effective and new forms of work with parents on the upbringing and education of preschool children.

In accordance with the purpose, object and subject of the study, we have identified the main tasks:

1) Study the family, from the point of view of the closest environment of the pupil.

2) Disclose the tasks, content, methods of work of the preschool educational institution with parents.

3) Describe the role of the family in the upbringing and education of a preschooler.

4) Select the forms of potential opportunities for the family.

Relevance the topic under consideration at the present stage of pedagogical science is revealed by the definitions of research work: object, subject, purpose and tasks.

Research methods:

1) Analysis of scientific and pedagogical literature.

2) Conversation with parents

3) Observation

4) Analysis of interaction with families of preschoolers.

Preschool age is the period of the actual formation of personality and behavioral mechanisms. This is the age when preparation for adulthood is in full swing. When the desires of the child are overgrown with social experience, in other words, the realization comes that “it is possible” or “it is impossible”. And so it happened

that the leading roles in the tree of social education of children are played by two branches: the family and the kindergarten.

The family for a child is both the place of his birth and the main habitat. The garden is a special kind of collective that plays the main, long-term role in education.

There is no other such institution, except for the institution of the family, which so accurately predetermines the patterns of formation of the future person. Behind the behavioral problems, the peculiarities of children's relationships, adults are visible - their view of the world, their position, their behavioral stereotypes.

Family relationships play an important role in the mental and personal development of the child. More e V. A. Sukhomlinsky said:

“The main idea and goal of family life is the upbringing of children. The main school of education is the relationship between husband and wife, father and mother. The child learns by following the example of his parents. But do not forget about the older generation, because the child underlines the social experience of communicating with the elders by watching the communication of their mothers and fathers with older relatives, that is, with grandparents. If parents are aware of all the responsibility assigned to them for raising a child, they respect the opinion of older family members, parents of preschoolers take on the main concern for raising children, without shifting responsibility to grandparents or a preschool institution. But realizing that education in a preschool institution is also important for the comprehensive development of the child's personality, they are trying to establish uniform requirements in the family and public

upbringing. The task of the preschool educational institution is rather pedagogical - this is training, preparation for school, but one should not forget about education either. That is, both parents and educators-teachers become the closest environment of the child. But educators have their advantages, and parents have theirs. For example,

in emotional, sexual education, in introducing the child to sports, the possibilities of the family are much higher than the possibilities of the kindergarten. But the kindergarten is qualified to provide training, development of creative abilities and more. If they start raising and educating children

independently of each other, then positive results are unlikely to be achieved. Therefore, the family and the preschool educational institution must find common ground, must develop uniform requirements for the upbringing of the child. The initiative to establish cooperation should come from the teacher, since he

professionally prepared for educational work, and therefore, understands that its success depends on consistency, continuity in the upbringing of children.

Children is our future. Happy and smart children are the key to a happy and wise society in our country. Working with parents is a painstaking work in which it is necessary to establish contact with parents. First, having won their trust, study the family in which the child is brought up, involve them in cooperation with the preschool educational institution, while conducting pedagogical education of parents. Firstly, it is very important to win the trust of parents, because they must confidently guide their children to kindergarten. They must know for sure that the employees of the preschool educational institution have a positive attitude towards the child. To do this, parents should feel the competence of the teacher in matters of education, but the main thing is to appreciate him.

personal qualities (caring, attention to people, kindness, sensitivity).

Such trust does not happen by itself: the educator wins it with a kind, indifferent attitude towards the child, the ability to cultivate goodness, generosity and mercy in him. Also cultural communication, tact and

collective, individual and visual information.

Collective parent meetings can be both traditional and non-traditional, open days, holidays, training sessions, master classes, workshops, role-playing games, round tables, conferences, competitions, family pedagogical projects, competitions, questionnaires, testing, parental living rooms, parental meetings, oral journals, excursions, trips, joint leisure activities (visiting the theater, museum, etc.), etc.

Visual and informational: exhibitions of children's works, musical and poetic corner, library for parents, brief information corner, photo corner, oral magazine, "Window" - very short news, etc. Individual - consultations - "Mailbox". If parents do not have time to come up and talk with the teacher directly, he can calmly

in your free time, write a question on paper and put it in it; also in the modern world, e-mail can be used, where parents can send their questions and wishes around the clock, a helpline, analysis of pedagogical situations, conversations, consultations, visits

families, assignments for parents, parent clubs, a mini-library, the publication of the newspaper “ZhZD - the life of wonderful children”, etc. I would like to clarify that it is very important for children to see that their parents are interested in their achievements, holidays, and often participate in them themselves. It's just as important to see

that parents help the group, and not only because they instill a love of work through personal example, but also instill a sense of pride in their parents, how much love a child has for dad or mom when he says: “This is my dad hanging a shelf” or "Look my mom

painted this flower on the wall.

In accordance with the Federal State Educational Standard, a kindergarten is obliged to:

Inform parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested persons involved in educational activities;

Ensure the openness of preschool education;

Create conditions for the participation of parents (legal representatives) in educational activities;

Support parents (legal representatives) in raising children, protecting and strengthening their health;

Ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family;

Create conditions for adults to search for, use materials that ensure the implementation of the Program, including in the information environment, as well as to discuss issues related to implementation with parents (legal representatives) of children.

The search for new forms of work with parents is always relevant. Priority tasks in working with the family:

To solve the tasks set and involve parents in a single space for child development, preschool educational institutions are working in three areas:

Work with parents in kindergarten is planned in advance in order to know the parents of their pupils well. Therefore, it is necessary to start work with an analysis of the social composition of the parents, their mood and expectations from the child's stay in kindergarten. Questioning is carried out, personal conversations on this topic help to organize the work correctly, make it effective, and choose interesting forms of interaction with the family.

The search for new forms of work with parents is always relevant. Our kindergarten conducts systematic, purposeful work with parents, in which the following priority tasks are solved:

Establishing partnerships with the family of each pupil;

Combining efforts for the development and education of children;

Creation of an atmosphere of mutual understanding, common interests, emotional mutual support;

Activation and enrichment of educational skills of parents;

To solve the tasks set and involve parents in a single space of child development in the preschool educational institution, work is planned in three directions:

1. Work with the DOE team to organize interaction with the family, familiarize teachers with the system of new forms of work with parents.

2. Increasing the pedagogical culture of parents.

3. Involvement of parents in the activities of the preschool educational institution, joint work on the exchange of experience.

The kindergarten today should be in the mode of development, not functioning, be a mobile system, quickly respond to changes in the social composition of parents, their educational needs and educational needs. Depending on this, the forms and directions of work of the kindergarten with the family should change.

Work with parents in our kindergarten is planned in advance in order to know the parents of their pupils well. Therefore, we begin our work with an analysis of the social composition of parents, their mood and expectations from the child's stay in kindergarten. We conduct a survey, personal conversations on this topic help to organize the work correctly, make it effective, and choose interesting forms of interaction with the family.

In addition to the traditional forms of work of the preschool educational institution and the family, innovative forms and methods of work are actively used:

- "Round table" on any topic;

Thematic exhibitions;

Social examination, diagnostics, tests, survey on any topic;

Expert advice;

Family sports meetings;

Helpline, helpline;

Open classes for parents to view;

Family Talent Competition;

Open Day;

DOW website

The advantages of the new system of interaction between the preschool educational institution and the family are undeniable;

This is a positive emotional attitude of teachers and parents to work together to raise children.

This is an account of the individuality of the child.

This is the strengthening of intra-family ties,

This is an opportunity to implement a unified program for the upbringing and development of the child in the preschool educational institution and the family.

This is an opportunity to take into account the type of family and the style of family relations.

The teacher, having determined the type of the pupil's family, will be able to find the right approach for interaction and successfully work with parents.

When implementing a new system of interaction with the family, it is possible to avoid the shortcomings that are inherent in the old forms of work with the family.

Many different forms of work with parents have been tested. Now we can safely say that signs of renewal in the interaction of teachers with the family are clearly taking place. Involving parents in the life of the kindergarten until recently seemed like such a big problem. Now the situation is different.

On the part of the parents comes the initiative to conduct new forms of communication between the families of the group.

Teachers have become more proactive, bolder. They show creativity, imagination, fantasy in order to bring their new ideas to life.

Educators began to communicate more closely and more closely with all parents, and not just with activists, involving them in group activities.

So far, the initiative comes more from teachers, but it is already clear that parents are interested in preschool. Never before have parents been so often involved in the joint affairs of preschool and family.

With a conscientious attitude of the teacher to this work to involve parents in the educational process, the new philosophy of interaction with parents is being implemented successfully.

The communication between teachers and parents has changed: the relationship has become a partnership. Parents and educators consult with each other, offer, convince how best to organize an event, a holiday. Formal communication disappears.

The joint activity of parents, teachers and children has a positive effect on pupils. Children of active parents become more self-confident, ask more questions about the family, about the kindergarten, take the initiative in those issues where they see the interest and activity of their parents. The child feels closer, closer to the teacher, as he sees the close communication between the teacher and his parents, emotional uplift, the desire to be in the garden at the center of all games and activities.

And as a result, a new positive attitude of parents towards the preschool educational institution, a positive assessment of its activities.

Thus, the use of various forms of work with the families of kindergarten students gives positive results. With all their work, the employees of the preschool educational institution prove to parents that their involvement in pedagogical activities, their interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child.

The introduction of new federal state educational standards makes it possible to organize the joint activities of the kindergarten and the family more efficiently.

Valentina Babak
"The role of the family in the upbringing of a preschooler"

prepared educator

MBDOU Vysokogorsky for children

garden "Sunflower"

Valentina Petrovna Babak.

Happy family can be called in which morally purposeful relationships have been created between adults, adults and children, where the life of a family team is so organized that everyone can help each other to the best of their ability, skills and abilities. In many families of preschool children age are actively involved in participation in family life: help around the house and perform feasible duties, prepare together for family and national holidays, participate in the discussion of some aspects of the budget families, etc.. n. Children know where and how their father, mother, grandmother, grandfather, older brother work; share their joys and sorrows. So gradually the child becomes a member of the family team, an active participant in life. families.

Family for a preschool child the first and main link that connects his life with the social environment. And this is very important! Modern a family cannot exist out of touch with the environment, live only in its inner solitary life. The public interests of adults, love of work, kind attitude towards people are a guarantee that a child at an early age begins to join the goals, principles and norms of modern life. societies: seeks, both at home and in kindergarten, to follow the norms of behavior, the rules of relationships that he learns from adults; think not only about yourself, but also about others, be friends with other children, help parents to the best of your ability, be able to sympathize and empathize with others.

Talking to children especially older preschool age Watching them, you are convinced how noticeably the family situation affects the personality of the child, his mental, moral, patriotic and aesthetic development. Preschoolers are very receptive to all kinds of influences, very emotional, prone to imitation. At the same time, he cannot always figure out what is good and what is bad - his experience is still very small, consciousness often obeys emotions.

The psyche and behavior of the child can be influenced by various phenomena of the surrounding life, including negative ones, and therefore it is very important that during this period conversations, explanations and a personal example of parents and teachers be held with the child. Objective conditions for this there is: the opportunity to work, at the same time, to arrange a child in preschool an educational institution where qualified specialists will deal with the child.

From the first years of the formation of the Soviet state to help family working woman develops social preschool education. It was carried out in children's "foci", nurseries, kindergartens. There were heated discussions about what should be the public raising kids. There were misconceptions about the role families and kindergarten in the implementation of the tasks of the communist parenting. Representatives of this trend argued that children should raise away from family in specially created towns. N. K. Krupskaya categorically objected to the separation of children from their parents. She argued that the communication of father and mother with children is necessary for both children and parents; a mother who does not take care of her child loses a very important part of her life. Raising your own children, according to N. K. Krupskaya, is a process for parents self-education. Public and family education takes place in unity, since the goal and tasks facing the kindergarten and family: the formation of the personality of a person in a socialist society. Forms of organization of public preschool education take into account the need for commonwealth families and kindergarten - and therefore preschool institutions are built near residential buildings.

Kindergarten helps parents parenting which is carried out on the basis of a scientifically developed program that is important for the comprehensive development of the child at every age stage - from infancy to entering school. Classes, games and work are organized by teachers who have special secondary and higher education.

Parents constantly educate their children: on weekends and holidays, when preparing for kindergarten and in the evenings. The richer and more meaningful the communication between adults and children, the more positive is the pedagogical influence of adults. Mother and father use knowledge and skills based on the experience of the older generation; use different media (Internet, print, television, radio, etc.); consult with caregivers. But each of the parents undoubtedly realizes that this is not enough, that it is necessary to acquire knowledge about the psychological and physiological characteristics of children. preschool age, about the content and main methods of their education and training. Each family additional knowledge about the psychology and ethics of family relations is required. In accordance with the requirements of the reform of the preschool educational institution, programs of pedagogical general education for parents have now been developed, guided by which preschool institutions create specific programs, according to which they work in the future.

Some fathers and mothers tend to think that opportunities education is limited: some children are naturally hardworking, disciplined, smart and quick-witted - there are no special worries with them, while others are prone to laziness, naughty, they have a bad memory, etc. Such reasoning is erroneous. Studies by Russian and foreign psychologists and educators have convincingly shown that purposeful and systematic upbringing and education are a decisive condition for the overall development of the child.

Innate features (for example, musical, artistic abilities, as well as individual typological peculiarities of the nervous system (some children are energetic, others are passive, others are slow, although quite active) are of certain importance. One cannot demand from a child with somewhat slowed down nervous processes a quick reaction to instructions from an adult, give him time to readjust, prepare him for this.For example, your daughter is playing, and you say that you need to go to bed.Fulfilling this instruction is not easy even for a child with more mobile nervous processes.In such a situation, you can point to the hands of the clock - they "they say" that soon it's time for bed. Invite her to put her bears, doll - it's time for them to rest too.

The health status of the child is also important.

In each family who wants the best raise your children, there are those common features, those conditions that are extremely important for the moral and labor preschool education.

What are these features and conditions? Firstly, the especially emotional, intimate nature of the family education based on kindred feelings, deep blood love of parents for children and children for parents. Child- preschoolers feel every day that care, affection, family warmth, joy and pleasure come from relatives: mom and dad, grandma and grandpa. If in family has no father, takes on double care, as a rule, the mother is usually found loving the baby, other relatives, close family people. It is not for nothing that both adults and children forgive each other a lot because of love, which they would not forgive an outsider. In this regard, I would like to wish parents to talk more often with their children, with kindergarten teachers. Be interested in what your children are like in a peer society, how they do, what they talk about, whether they want to go to school (elder preschoolers) ; tell educator about their observations of the child. Don't miss parent meetings and parent consultations. And thanks to the joint efforts of parents and teachers, our children will be comprehensively developed personalities who will rule our country in the future.

Today we will talk about what forms of interaction between the kindergarten and the parents of pupils are being implemented most actively in modern educational organizations, and how parents themselves can participate in organizing the full and harmonious development and upbringing of their baby.

The crazy rhythm of modern life, as well as the difficult economic situation that has developed in recent years, makes many parents limit their participation in kindergarten life but only by the fact that they bring and pick up their children from preschool, make contributions to various funds and pay for additional classes and educational activities. As a result, experts began to note the emergence of serious problems in the relationship between children and their parents, which have a negative impact on the emotional, somatic and intellectual development of the younger generation.

From this we can draw an unambiguous conclusion: the management and teaching staff of preschool institutions need to make as much effort as possible in order to establish a dialogue between the family and the kindergarten. And parents, in turn, need to stop playing the passive role of observers of the work of the educator and become active participants in the kindergarten life of their children.

And today we will talk about what forms of interaction between the kindergarten and the parents of pupils are being introduced in modern educational organizations most actively, and how parents themselves can participate in organizing the full and harmonious development and upbringing of their baby.

Methods of involving parents in kindergarten life

Recent studies have shown that to draw the attention of parents to the problems of emotional well-being, full and timely psycho-emotional development and preparation of children for school within the framework of activities in kindergarten is possible only through the use of innovative forms of work designed to ensure the most effective interaction with families, as well as the formation of systems of psychological, pedagogical, spiritual and moral support. These forms of work include:

• establishing partnerships between parents and employees of the educational organization;
• creating an atmosphere of unity of interests among children, parents and the teaching staff of a preschool institution;
• enrichment of educational and pedagogical skills and abilities of parents;
• optimization of relations between children and their parents;
• openness and transparency educational and pedagogical process in kindergarten.

The main condition for the successful creation of a unified system "kindergarten - family", where all participants in the educational process will be interesting, comfortable and useful, of course, is a thorough study of not only the abilities of each child, but also the characteristics of relationships in his family. For this, as a rule, methods such as:

• questioning when entering a preschool institution;
• monitoring the behavior of the child in the group, as well as the relationship between parents and their children;
• family visits by caregivers;
• entering the received information into the database of the kindergarten.

Based on the information received, the management and teaching staff of the educational organization develops an individual direction and forms of work with families.

Advising and educating parents on issues related to upbringing and education of the child, can be carried out both in the form of private conversations, and in the form of such innovative methods as:

• family interest clubs focused on improving the pedagogical qualifications of parents, strengthening relations between parents and their children, sharing experience in education, etc.;
• open days aimed at familiarizing parents with the material and technical equipment of the kindergarten, the internal routine of the group and the methods of work of educators;
• meetings at the "round table", in which not only parents and educators participate, but also such specialists as a psychologist, methodologist or doctor. Such meetings allow a comprehensive discussion of various situations or problems, as well as developing new strategies for working with children or finding the most effective solution to a problem.

How can parents be involved in the life of the kindergarten?

If the kindergarten is an "old school" preschool institution (that is, the management and teachers do not seek to involve parents in the work of the kindergarten), and you want to actively participate in the child's life, then you can:

• help in the improvement of the group, cleaning the playground, decorating the kindergarten for the holiday or building a snow castle;
• make a proposal to hold a "parents' day" when parents can play with children in a group or tell them about their profession;
• describe the games played in the family and invite the teacher to use them in working with children;
• be regularly interested in the success of your child, do not miss children's matinees and parent meetings;
• find out about educators, whether they need help and, if possible, provide it.

In addition, parents can conduct a tour for children about their work (naturally, if the kindergarten management approves this idea), accompany children on walks that take place outside the preschool institution, organize an interest group or section (again, if the kindergarten management allows and the parent has the appropriate skills and qualifications). Many educational organizations don't hesitate to help set up a fund, so you can bring toys, books, or craft supplies that you and your child no longer need but may be of interest to other children.

Whoever wants can...

Most parents justify their unwillingness to take part in the life of the kindergarten with the banal “I don’t have time”, “I don’t know how”, “I can’t”. However, this cannot serve as a serious reason to refuse the opportunity to spend more time with your child, learn about his inner world, relationships in the team and academic success.

Whoever wants to raise a self-sufficient and harmoniously developed personality, an active and full-fledged person, a loving and understanding son or daughter, will always find an opportunity to participate in a very important stage of his life for every child - kindergarten period. Don't know how to repair children's furniture or hammer nails into walls? Draw a poster about kindergarten life. Can't find time to participate in group games? Invite a kindergarten group to work with you and tell us about the features of your professional activity. Just do not remain indifferent and remember whoever seeks will always find.

Introduction

Experience in organizing the conditions for interaction between preschool educational institutions and families for the upbringing and education of children

3. Final part

List of sources used

Applications

Introduction

Relevance of the topic. The modern child develops in a vast space of interaction between various social institutions: the family, the kindergarten, cultural and educational institutions, the society of peers, etc. The influence of each of them is of direct importance to the development of the emerging personality. In a preschool institution, a child receives an education, acquires the ability to interact with other children and adults, and organize their own activities. However, how effectively a child will master these skills depends on the active participation of his parents in the upbringing and educational process. Parents are the first educators and teachers of the child. Modern psychological and pedagogical research suggests that the family is not just an important, but a highly effective component of raising children, since everything that a child acquires in a family, he retains throughout his subsequent life:

it is in the family that the foundations of the child's personality are laid, the main character traits and habits are formed; moral principles and life principles;

it is in the family that the child receives the first ideas about the world around him, goodness and justice, responsibility and duty;

it is in the family that the child receives the first life experience, builds relationships with others, learns to behave correctly in various situations;

it depends on parental upbringing how a child looks at the world: positively or negatively.

At the same time, modern pedagogy believes that the most favorable results of education are achieved in the conditions of the commonwealth of a preschool institution (DOE) and family education. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. The main effect of their successful influence is not in duplication, not in replacing the functions of one institution of education with another, but in harmoniously complementing each other.

The problem of family education at different times was paid attention to by such scientists as Ya.A. Comenius, P.F. Lesgaft, A.S. Makarenko, I.G. Pestalozzi, K.D. Ushinsky, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, L.I. Bozhovich, V.V. Davydov, L.S. Slavina and others. Research conducted by T.A Danilina revealed the problems that exist in the interaction of the preschool educational institution with the family. E.P. Arnautova developed directions for interaction between the kindergarten and the family. T.N. Doronova, G.V. Glushakova, T.I. Grizik et al. developed guidelines for preschool workers in organizing work with parents on the basis of cooperation and interaction. Various forms and methods of cooperation between the preschool educational institution and the family regarding the upbringing and education of children in their works are also offered by N.V. Dodokina, O.L. Zvereva, V.G. Nechaev and others.

Objective.Creation of conditions for interaction between the preschool educational institution and the family in the upbringing and education of preschoolers.

Tasks:

) Analyze the psychological and pedagogical literature on this topic.

) Describe the role of the family in the upbringing and education of children.

) To study the features of the work of the preschool educational institution on interaction with the family.

) To reveal the directions and forms of work with parents, in order to involve them in the educational process of the preschool educational institution.

Location:

Expected results:

establishing friendly relations between teachers of preschool educational institutions and parents;

creation of a single space for the preschool educational institution and the family for the upbringing and education of children;

saturation of the joint activities of teachers, parents and children with various forms of work;

activation of the involvement of parents in the educational process; transition from passive observers to active participation in the work of the preschool educational institution;

increasing the psychological and pedagogical knowledge of parents, parental competence.

The role of the family in the upbringing and education of children

upbringing family education children

A child's development is influenced by many different factors, both biological and social. However, the main social factor influencing the formation of personality is the family. V.A. Sukhomlinsky said: "The main idea and goal of the family is the upbringing of children ...". Studies also show that 75.5% of parents of preschoolers list “child-rearing” among their preferred life values.

The defining role of the family is due to its profound influence on the entire complex of the physical and spiritual life of a person growing in it. The family for the child is both a habitat and an educational environment. The family feeds and physically develops the child, creates a unique atmosphere of love, emotional saturation and warmth of individual relationships, thereby providing the most important conditions for a harmonious, full-fledged emotional and mental maturation of the individual.

In preschool years, the child almost completely identifies himself with the family. The family for the child is the place of his birth and the main habitat. For a child of preschool age, the world does not exist, but there is only an environment that determines his behavior. At the same time, the true essence of educational work in the family lies not so much in conversations with children and direct direct influence on them, but in the way of the family, the personal and social life of parents, in the organization of the child's activities. It is by imitating adults that a child learns to know the world, gains life experience, and learns the norms of behavior.

The most important factor in the influence of the family on the personality of the child is the atmosphere of family emotional ties, emotional closeness between family members. A small child especially needs parental love, he has a huge need for communication with adults, which is most fully satisfied in the family: love for parents, boundless trust in them make him especially susceptible to the moral attitudes of his parents. The family is called the "school of feelings." In the family, in communication with parents, with brothers and sisters, the child develops a socially valuable ability to empathize. The love of relatives for the child, their concern for him evoke a response from him. An emotional foundation is being laid on which more complex social feelings will be built in the future.

The importance of the family is also great in the formation of moral qualities in a child of preschool age. The concern of each member of the family for its other members, the willingness to sacrifice their interests for the good of their relatives are characteristic features of truly family relations that have a strong impact on the moral development of the child's personality. And if the baby is systematically involved in domestic work in the family with the right guidance from adults, then the child is brought up with such qualities as responsibility, caring, and thrift. After all, this work for a preschool child is essentially the only kind of activity available to him for others, in which the baby can really feel his involvement in family life and even some dependence of family members on his labor efforts.

In the family, the child also acquires the first social experience. Special scientific studies (V.P. Arnautova, A.V. Dobrovich, V.K. Kotyrlo, S.A. Ladyvir and others) confirm that it is the family that provides the child with primary socialization and helps him become a socially competent person. In this regard, preschool pedagogy introduces the term "family - socio-cultural environment", that is, an environment that forms in the child self-confidence, emotional stability, trust in others, a humane attitude towards the world, and generally promotes socialization. And, if parents have an active life position, showing in the breadth of interests, in an effective attitude to everything that happens in the country, then the child, sharing their mood, joining their affairs and concerns, learns the appropriate moral standards.

An important aspect of family life is family leisure, and the organization of which is one of the functions of the family, associated with its educational function. By what the leisure of parents and children in the family is filled with, to what extent parents are its organizers, one can judge the effectiveness of family education. Joint meaningful leisure activities, when parents and children relax together, engage in creative activities, contribute to the strengthening and deepening of spiritual ties between them. Collaborative relationships develop in collaboration.

Thus, the analysis of psychological and pedagogical literature has shown that the role of parents in the upbringing of preschoolers can hardly be overestimated. It is the family that plays the leading role in the upbringing and education of children, which manifests itself in a variety of forms of influence, in the range of values ​​that a child masters. As Pestalozzi noted, the power of family education is that it happens in the process of life - in relationships, in deeds and actions that a child performs. From his relationship with his father, mother, he learns the first duties to society. In the family, the child is early accustomed to work. Under the influence of family principles and the whole family way of life, firmness of character, humanism, and a concentrated mind are brought up. It is in the family that the child observes and experiences a feeling of love for his parents and himself receives this love and affection from them.

However, not all families fully implement the entire complex of interaction with the child. The reasons are different: some families do not want to raise a child, others do not know how to do this, others do not understand why they need it. Therefore, one of the conditions for positive results in education is the interaction of the preschool educational institution with the families of pupils, which can be achieved only if the interest of parents in the issues of education and training develops. . This is also stated in the Law of the Russian Federation "On Education in the Russian Federation" and GEF DO. So, in Art. 18 of the law says that "parents are the first teachers, they are obliged to lay the foundations for the physical, moral, intellectual, personal development of the child." The Standard states that one of the main tasks facing the preschool educational institution is "interaction with the family to ensure the full development of the child." Consequently, the successful implementation of this responsible work is impossible in isolation from the family. The task of the kindergarten is to “turn around” to face the family, to provide it with pedagogical assistance, to attract the family to its side in terms of uniform approaches to raising a child. It is necessary that the kindergarten and the family become open to each other and help to reveal the abilities and capabilities of the child. At the same time, work with parents should have a differentiated approach, take into account the social status, family microclimate, parental requests and the degree of interest of parents in the activities of preschool educational institutions, increasing the culture of pedagogical literacy of the family. This puts the pedagogical staff of the preschool educational institution in front of the need to create a single space for the development of the child. And the most important sign of a single developing subject-spatial environment, and at the same time a condition for its creation, is the definition and acceptance by them of common goals and objectives of the upbringing, education and development of children.

However, parents who are customers of educational services often do not have deep knowledge in this area. Therefore, the goal and objectives of public education should be the subject of a detailed discussion by teachers and parents, during which the teacher needs to convey to the family his vision of the result of raising a child and coordinate it with the pedagogical attitudes of the parents. The next sign and condition for the creation of a single educational space should be the development and adoption of uniform requirements for the child at home and in the preschool educational institution. An equally important sign and condition for the creation of a single educational space is the development of a common approach to solving the problems of education, the identification, generalization and coordination of pedagogical methods and techniques based on the study of the educational experience of the family and the transfer of information to parents about the technologies of the educational process.

Thus, we can conclude that the family is a system with a certain moral and psychological climate, which is for the child a school of relations between people. It is in the family that his ideas about good and evil, respect for moral and spiritual values ​​are formed. With close people in the family, the child experiences feelings of love, friendship, duty, responsibility. At the same time, the successful upbringing of children largely depends on the consistency of interaction between the preschool educational institution and the family. They develop most optimally if both parties are aware of the need for a targeted impact on the child and trust each other.

2. Experience in organizing the conditions for interaction between preschool educational institutions and families for the upbringing and education of children

According to clause 3 of the Federal State Educational Standard for Education "Requirements for the conditions for the implementation of the main educational program of preschool education":

it is necessary to create conditions for the participation of parents in educational activities;

provide support to parents in the upbringing of children;

establish interaction with parents on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

Recognition of the priority of family education also determines the importance of interaction between the family and the preschool institution, requiring other relationships, namely cooperation, interaction and trust. The kindergarten and the family should strive to create a single space for the development of the child.

In our preschool educational institution, all conditions have been created for organizing a single space for the development and upbringing of a child. The upbringing and educational process is provided by 27 pedagogical workers (educators, senior educator, music director, physical education instructor, teacher-psychologist, speech therapist), whose joint work provides pedagogical support for the family at all stages of preschool childhood, makes parents equally responsible participants in the educational process .

As part of the work with parents, the kindergarten is:

an open system, the main "tool" of which is social partnership, the commonwealth of the kindergarten team with parents, acting on democratic and humanistic principles;

a mobile system that quickly responds to changes in the social composition of parents, their educational needs and educational requests. Depending on this, the forms and directions of work with the family are changing.

In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Watching the life of the kindergarten “from the inside”, parents have a desire to help, take part in improving conditions group education. In addition, having become acquainted with the real pedagogical process in the group, parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him; there is an involuntary comparison: does my child lag behind others in development, why does he behave differently in kindergarten than at home? At the same time, reflexive activity “starts up”: am I doing everything right, why do I get different results of education, what should I learn.

In the work to involve parents in the educational process in our preschool, as in any other preschool institution, traditional and non-traditional forms, various types of visual propaganda, various cultural and leisure activities are used in one form or another. The program of interaction with families of children for the implementation of the main general educational program of our preschool educational institution is presented in Appendix 1.

The main areas of interaction with parents (according to E.P. Arnautova):

) Information and analytical - allows you to study the families of pupils, find out the educational needs of parents, their level of pedagogical literacy (questionnaires, data collection, etc.), establish emotional contact between teachers, parents and children.

) Cognitive - aimed at familiarizing parents with age and psychological characteristics, the formation of parents' practical skills in raising children.

) Visual and informational - makes it possible to convey to parents any information in an accessible form, to remind tactfully about parental duties and responsibilities.

) Leisure - designed to establish informal relationships between teachers and parents, trusting relationships between parents and children.

Our study was conducted in a preschool educational institution, among parents of children attending the senior group "Fidgets" in the amount of 25 people.

The work consists of 3 stages: preparatory, main and final.

Preparatory stageincludes setting the goal and objectives of the study, as well as determining the main areas of work.

The purpose of the interaction of the preschool educational institution with the families of pupils is to involve the family in a single educational space and establish partnerships with parents on the upbringing, education and development of children.

Building a model of interaction between parents and teachers in the educational process involves solving the following tasks:

establish partnerships with the family of each pupil, in order to implement a unified approach to the upbringing and education of children in the family and preschool educational institutions;

create conditions for the participation of parents in the educational process and social life of the preschool educational institution;

create conditions that motivate parents to join forces with teachers to achieve positive results in raising children;

create conditions for enriching the educational and educational opportunities of parents;

use the experience of family education for the implementation of educational programs of preschool educational institutions.

Main task information and analytical directionwork with parents, which is carried out at this stage, are the collection and processing of family data. In order to properly organize the work, make it effective, select interesting forms of interaction in our preschool educational institution, surveys, questionnaires, personal interviews, family visitetc., after analyzing which, we draw conclusions: about the views of parents on the issues of raising children in the family; about the style of communication between adults and children; about the requests and needs of parents for psychological and pedagogical information; about how families spend their leisure time, what books they read to children, what games they play with children, etc.

At the beginning of the school year, based on individual conversations and a survey of 25 parents of children in the older group, we studied the composition of families, age, educational level, the level of their participation in the educational process of preschool educational institutions and pedagogical competence (Appendices 2, 3 and 4).

Based on the survey, it was revealed that only 40% of parents are happy to participate in the educational process of preschool educational institutions, another 40% are parents-performers who take part, if necessary, to solve their problems with the help of specialists; and 20% of parents are completely indifferent, they observe the life of children in a preschool educational institution from the outside.

At the same time, there are 32% of prosperous families with a high level of educational potential (these families have positive emotional and moral relationships between parents and children, and the goals and objectives of preschool educational institutions are taken into account in education); families with an average level - 48% (parents are aware of the need for education, but in order to achieve the goals of education, they do not always take into account the age and individual characteristics of the child); the number of families with a low level of educational opportunities - 20% (pedagogically weak families, with a low level of pedagogical culture.

The main stage is practical,aimed at creation of conditions for establishing a positive relationship "preschool educational institution - child - family" and includes forms, methods and ways of cooperation with the family.

Visual and informational formsorganizations 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 assess the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the educator. Here the traditional form is - parental corners. At the same time, work with the family begins with the group's reception room, where information about the life of the group, the success of children is placed on special information stands “What interesting things happened to us”; messages about upcoming events, competitions; information about the educational process, which makes it possible to understand what the child is doing in kindergarten, specific games that you can play, tips, tasks; photographs, products of collective children's creativity are placed. The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand.

Cognitive directionis intended to enrich parents with knowledge in matters of raising children, rational methods and techniques of education.

One of the forms is mailbox,in which parents can put notes with their ideas and suggestions, ask questions to specialists, the head or the methodologist. The questions asked are covered at parent meetings or given by specialists in writing. This form of work allows parents to share their thoughts with the teacher when time constraints prevent the teacher from meeting the parents in person.

The most common form of work is Open Daywhich give parents the opportunity to see the style of communication between teachers and children, to “get involved” in the communication and activities of children and teachers.

Work with families also runs through all educational areas. Activities with parentsquizzes, olympiads, creative workshops are always held in an entertaining form, where not only children, but also adults are included in the process with interest. This form of work allows you to involve each parent in the educational work of the group.

The main role continues to belong to such collective forms of communication as meetings, conferences, group consultationsand others. We know from experience that parents are reluctant to directly hold meetings in the form of reports and instructive conversations. Therefore, we practice holding parent meetings based on famous television games: KVN, Field of Miracles, What? Where? When?”, “Own game”. An informal approach to organizing and conducting these forms of communication makes it necessary to use a variety of methods for activating parents. For meetings, we are preparing an exhibition of children's work or a stand where we use photographs from the life of the group. We also use multimedia presentations from project activities to give an opportunity to see the results and results of the joint creative work of teachers and parents.

In our work, we also use such forms as workshops, master classes and trainingswhere parents receive not only theoretical, but practical skills, the opportunity to further apply them in practice. Of particular interest to parents are trainings on the formation of skills of communicative communication, interaction, establishing emotional contact with children, held monthly. During the training, parents work in pairs with their children.

In addition, our group has created a family club "Parent Academy".The main goal of the club is to increase the level of pedagogical literacy and competence of parents. The main forms of the club's work are: a round table, psychological training, solving pedagogical situations, discussing the experience of family education, problem situations (brainstorming), exhibitions of joint works, photo reports on organizing the lives of children, a large number of games are necessarily included. Depending on the subject, work in the club is carried out either only with parents, or together with parents and children. The thematic plan of activities of the family club is presented in Appendix 5. The highest attendance at club meetings was recorded at joint meetings of parents and children, such as “We are together”, “Mom, dad, I - together we are a family”, “Family values”, “I am a parent, and that means….

The most popular and beloved by both educators and parents form of work - leisure, since joint activities allow parents to see from the inside the problems of their child; to see how other parents solve them, that is, to gain experience of interaction not only with their child, but also with educators and the parent community. Here the opportunities for cooperation are most fully revealed.

For creative communication, there is such a form of work with the family as thematic exhibitions and photo exhibitions (themes: “We are collectors”, “From my grandmother's chest”, “My favorite toys”, “Our family's favorite”, “Our yard”, etc.).

Theatrical events are very loved by everyone, where both children and parents act as artists (“The Best Dad in the World”, “Visiting Aunt Barbara”, “Journey to the Garden Country”, “Musical Family”, “Journey to the Multi- Pulti”, “The Crystal Slipper”, the performance “Turnip”) and sports events (“Mom, Dad, I am a sports family”, “We are friends with physical education”, “The Almighty Dads Show”). And joint excursions to the park, the zoo, hikes (trips) of the day off, which are often initiated by the parents themselves, enrich the children with new impressions about the world around them, about their land, and knowledge about history.

Such a form of joint activity of educating adults and children as projects.One of the interesting ones was the project “I am a teacher today”. Its main goal is the pedagogical education of parents with their involvement in the educational process in preschool educational institutions. Parents alternately come to the group and perform the duties of an educator. And parents, observing the life of the kindergarten "from the inside", begin to understand the objectivity of many difficulties, and then there is a desire to help, to take part in improving the conditions of education in the group.

Assistance in replenishing the funds of the kindergarten (toys, books, magazines and materials that are no longer needed at home, but may well be useful in organizing the educational process in preschool educational institutions) is organized in the "From the Heart" project. Assistance in the production of didactic materials for classes and free play activities of children (selection of tasks, photocopying of cards) reveals the creative potential of parents.

The joint creation of a subject-developing environment is practiced. Many teaching aids, and colorful panels that decorate the centers of art, entertaining mathematics, patriotism, and colorful theatrical puppets and attributes for creativity are made by the hands of parents.

3. The final stageinvolves summing up, analyzing the results.

At the end of the school year, a final survey and questionnaire was conducted, which revealed the effectiveness of the selected forms of interaction with parents. We have seen that the position of parents as educators has become more flexible. Now they feel more competent in raising their child. Pedagogical interest has also increased - the number of requests to the educator and specialists of the preschool educational institution on issues of interest has increased significantly (by 36%).

The level of prosperous families with a high educational potential increased to 52% (initially it was 32%); families with an average level became 40% (during the initial survey it was 48%); the number of families with a low level of educational opportunities has significantly decreased - from 20% to 8%.

An analysis of joint events and a survey of parents shows: 88% of families began to take an active part in the organization of educational activities; 92% of parents began to regularly attend parent meetings, actively participate in events, entertainment, project activities (initial average attendance - 12 people, after - 23 people).

According to the results of the repeated diagnostics, there are no more parent-observers in the group; the number of parent-leaders increased by 40% and reached 80%; the number of parents-performers became 30%.

Comparative results can be seen in the diagrams (Fig. 1 and 2).

Figure 1 The level of pedagogical competence of parents based on the results of work with families, %

Figure 2 The degree of involvement of parents in the educational process of preschool educational institutions based on the results of work with families,%

Thus, the use of various forms of work gave positive results: parents began to show a sincere interest in the life of the group, became active participants in events, became more competent in raising children, began to apply the knowledge gained in their families, and interesting methods of family education are spreading as in others. families, and in the work of preschool educators. And most importantly, parents realized that their involvement in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child.

The results obtained give us the opportunity to assume that the experience gained will be used in the future, with additional elaboration, systematic updating and the search for new opportunities for impact.

3. Final part

The family is the most important environment for the formation of personality and the institution of education. Studies show that the most favorable opportunities for strengthening the health of the child, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence are created in the family. The family is the source of the formation of a model of a child's future life.

A preschool educational organization as an open pedagogical system secures for parents the opportunity to be full participants in the pedagogical process. This approach allows teachers and parents to build a single educational space, which is characterized by common goals, objectives, methods. The preschool organization should support the upbringing and educational initiatives of the family.

We have tested various forms of cooperation with families on the issues of upbringing and education of children. According to the results of our study, it can be argued that they have shown their effectiveness:

) The communication between teachers and parents has changed: the relationship has become a partnership; parents and teachers consult with each other.

) The conditions created for the involvement of parents in the educational process led to the acquisition of the necessary knowledge and the increase of pedagogical competence.

) Teachers and parents have joined forces to achieve positive results in the upbringing and education of children. At the same time, the position of parents as educators has become more flexible.

) The joint activities of parents, teachers and children had a positive impact on the pupils. Children have become more self-confident, they ask more questions about the family, about the kindergarten, they show initiative in those issues where they see the interest and activity of their parents.

) According to the results of the diagnosis, there are no more parents-observers; the number of parent-leaders reached 80%; the number of parent-performers - 30%. From 88% to 92% of families began to take an active part in the activities of preschool educational institutions.

List of sources used

On education in the Russian Federation (as amended on January 1, 2017): Federal Law of December 29, 2012 No. 273-FZ // Collection of Legislation of the Russian Federation of December 31, 2012. No. 53 (part 1). Art. 7598.

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Evdokimova, E.S. Kindergarten and family [Text] / E.S. Evdokimova, N.V. Dodokina, E.A. Kudryavtsev. Moscow: Mosaic-Synthesis, 2007. 208 p.

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Kozlova, A.V. The work of the preschool educational institution with the family [Text] / A.V. Kozlova, R.P. Desheulina. M.: TC Sphere, 2007. 112 p.

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Naydenova, E.A. The role of the family in the upbringing of a preschooler [Text] / E.A. Naydenova et al. // Psychology and Pedagogy: Methodology and Problems of Practical Application. 2016. No. 49. P. 97-102.

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Applications

Attachment 1

The main directions and forms of interaction with parents

Directions Tasks Forms of work Pedagogical monitoringStudying the uniqueness of families, their needs, requests, problems of education. Studying the satisfaction of parents with the work of preschool educational institutions Sociological profiles, studying medical records Home visits Questioning, interviews, conversations Caskets and chests of questions and wishes of parents Observation, interviews with children Pedagogical support for parents Pedagogical education of parents. Pedagogical partnership Visual and textual information: memos, stands, folders in parental corners Exhibitions of literature, games, co-creation Daily conversations Information stand “What interesting things happened to us” Consultations Publication of newspapers, booklets Library of fiction, games General parent meetingsWork of a consultation center Doors open day, question and answer evenings Pedagogical education of parents Formation of parents' knowledge about the upbringing and development of children, practical skills. Individual targeted assistance in raising childrenTrainings and seminars Practical classes Parent meetings Information on the website of the preschool educational institution Information corners in groups and halls of the preschool educational institution Pedagogical partnership Exchange of information about the development of the child, his characteristics. Combining efforts for the development and upbringing of children, involving parents in the pedagogical process. Creation of conditions for creative self-realization of parents and children "Meetings with interesting people" - acquaintance with professions, hobbies Creation of albums "My family" Action "Let's make our kindergarten beautiful! Creation of a subject-developing environment in groups, on the territory of the kindergarten Joint projects “Let's learn together!” Joint events in the preschool educational institution

Appendix 2

Questionnaire

Please mark the phrases that you often use when communicating with children:

No. Questions Points

How many times do you have to repeat? 2

Please advise me 1

I don't know what I would do without you 1

And who are you born into? 2

What wonderful friends you have! 1

Well, who do you look like? 2

I am at your age... 2

You are my support and helper. 1

Well, what kind of friends do you have? 2

What are you thinking about? 2

What (what) you are my smart girl! 1

What do you think, son (daughter)? 1

All children are like children, and you ... 2

How clever you are! 1

Now calculate the total points.

from 5 to 7 points. You live soul to soul with your child, you respect the child, and he sincerely loves and respects you. Your relationship contributes to the formation of his personality.

from 8 to 10 points. There are some difficulties in the relationship with the child, misunderstanding of his problems, attempts to transfer the blame for the shortcomings in his development to the child himself.

points and above. You are inconsistent in communicating with your child. He respects you, although he is not always frank with you. Its development is subject to the influence of random circumstances.

Of course, you understand that this is only a hint at the actual state of affairs, because no one knows better than you yourself what kind of parent you are.

Annex 3

Questionnaire "Interaction between kindergarten and family"

Dear parents!

You are the most important people on Earth for a child. Our task is to help you in his upbringing.

The purpose of this questionnaire: to study your needs and interests in cooperation with the kindergarten.

Your sincere and complete answers will allow us to build the work so that it meets your expectations as much as possible. This will help us raise a healthy physically, mentally and morally developed child.

Your full name __________________________________________________

Surname, name of the child _______________________________________

1. Do you think it is necessary for the preschool educational institution and the family to work together?

Partially

2. What is the main thing for you in raising a child?

Health and physical development;

development of moral qualities;

development of mental abilities;

development of artistic abilities;

early education of the child in reading, writing;

3. What kind of help would you like to receive from kindergarten teachers and specialists?

Information assistance;

diagnostic;

advisory;

other assistance (what kind) specify _____________________________

4. On what issues of education and training would you like to receive advice?

About children's nutrition

on the development of mental abilities

about the psychophysiological characteristics of the child

about raising a son (daughter)

about the success of the child

about talking to him

about the organization of the child's life in the family

about the organization of his leisure, family holidays

other (what exactly) specify _____________________________________________

5. What forms of work with the family do you consider the most interesting and significant for yourself?

Parent meetings-conferences

group discussions

thematic consultations

workshops

individual conversations and consultations

information leaflets

booklets, books

thematic exhibitions, folders

open days

parent clubs

living rooms

other (what exactly) specify _____________________________________________

parent meetings

conferences

group discussions

thematic consultations

workshops

thematic exhibitions

joint holidays

open days

parent clubs

living rooms

other (what exactly) specify _________________________________

8. What lack of knowledge do you feel in matters of raising children?

_________________________________________________________

9. What topics would you suggest for consideration?

____________________________________________________________

10. What are your wishes for the kindergarten and the team of educators?

_____________________________________________________________

Thank you for your cooperation!

Appendix 4

Questionnaire "Studying the needs and interests of parents in matters of cooperation between the kindergarten and the family"

Dear parents!

The administration of the kindergarten asks you to fill out a questionnaire, answer questions that will allow you to adapt the work of the institution to the needs of the child and study the needs and interests of parents (legal representatives) in matters of cooperation with the kindergarten.

1. What is the main thing for you in raising a child?

a) Health and physical development

b) development of moral qualities

c) development of mental abilities

d) development of artistic abilities

e) early education of the child in reading, writing

f) other (what exactly)

2. What information would you like to receive from caregivers?

a) about the goals and objectives of preschool education

b) about educational programs

c) on the mode of operation of the kindergarten, ongoing activities

d) additional services

e) about the child's clothes

f) about children's nutrition

g) about hygiene procedures

h) about the psychophysiological characteristics of the child

i) the progress of the child

j) about communication with the child

k) about the organization of the child's life in the family

l) on the organization of the child's leisure, family holidays

m) what should be the interaction between the kindergarten and the family

o) other (what exactly)

3. Do you pay attention to the information stands hanging in the group?

a) always

b) sometimes

c) I see no reason to look at them.

4. Are you interested in the upbringing and development of children, if so, through

what sources of information?

a) the teacher

b) with friends

c) through special literature, magazines

d) on the Internet.

5. Which of the proposed forms of work with parents interested you or do you consider more necessary in the interaction between the kindergarten and the family?

a) thematic meetings (teachers talk about the issues of upbringing and development of children)

b) organizational meeting (issues related to preparation for the holiday, general issues, etc.)

c) individual counseling on the upbringing and development of your child

d) an open lesson for parents, where you could see the successes and problems of your child

e) joint entertainment (holidays) for children and parents

f) participation of parents in holidays, in showing theatrical performance for children of your group

g) participation in exhibitions

h) joint trips to nature in the warm season

i) homework (select material on the topic, make a drawing, etc.)

a) I will definitely find time to participate in the selected forms of work

b) I will visit depending on free time

Many thanks for the help!

Annex 5

Thematic plan of activities of the family club "Parents Academy"

TermsTheme, form of the eventPurposeJanuary QuestioningIdentification of parents' requests for organizing the activities of the club and the successful experience of family education Theme of the meeting No. 1 "We" (round table) Familiarization of participants with the goals and objectives of the club; formation of an attitude to active work; the study of the values ​​of parents in the field of upbringing and development of the child, child-parent relationships; - increasing parental competence February Theme of the meeting No. 2 “Our children” (psychological training) Expanding the skills of constructive communication in the context of child-parent relationships; the formation of a positive emotional contact between parents and teachers of the kindergarten, within the parent team of the March group Theme of the meeting No. 3 “We are together” (workshop) Formation of an active position of parents in relation to the process of raising a child in unity with the requirements of teachers and taking into account the individual characteristics of the preschooler Theme of the meeting No. 4 "Mom, dad, me - together we are a family" (presentation of parents) Actualization of memories of childhood, relationships with their parents, familiarization with the prerequisites for heteropolarity in the verbalization of relations between parents and children April Topic of the session No. 5 "Family values" ) Creation of conditions for expanding opportunities for the formation of family values ​​and traditions Theme of the meeting No. 6 “In harmony with the child” (training) Acquaintance of parents with the principles of effective communication; training in reflective listening techniques; formation of skills for constructing statements in the form of "I-messages"; Familiarization of parents with techniques for more effective communication with children; a story about how the style of communication with a child in a family affects his development, upbringing, his future life May Topic of the meeting No. 7 “I am a parent, which means ...” (master class) Presentation of the results of interaction between teachers and parents; - summarizing; defining prospects

THE ROLE OF INTERACTION OF THE FAMILY AND DOE IN EDUCATION OF PRESCHOOL CHILDREN

Modern conditions for the activities of preschool institutions put forward interaction with the family to one of the leading places. Each preschool institution makes a lot of efforts to make the kindergarten attractive for parents, so that they bring their child to this kindergarten.

In modern society, the tendency to separate the functions of education in the family and educational institution has become more and more noticeable. Teachers complain that parents do not pay due attention to their child. Parents, in turn, complain that their child does not receive what they expected from this preschool educational institution. Sometimes the old stereotype works: teachers believe that parents should help us, and parents adhere to this view: we send the child to kindergarten, and you educate him, and teachers accept this as a social order, while experiencing difficulties in personal interaction with parents . Recently, this is most often caused by the social stratification of society.

And at the same time, against the background of these disagreements, there is an ever-increasing desire of parents to give their child all the best. In preschool educational institutions, in turn, there is an increase in innovative processes that contribute to the improvement of the system of preschool education.

Undoubtedly, the activities of the preschool educational institution should be aimed at ensuring interaction and settlement of relations between the kindergarten and the family, which will allow in the future to avoid conflicts between the professional (educators) and non-professional (parents) part of the pedagogical community.

Our team strives to ensure that both children and parents feel comfortable in the preschool educational institution and are confident in supporting their educational activities.

The recognition by the teaching staff of the priority of family education, taking into account the social environment surrounding the child, requires different relations between the family and the preschool institution. First of all, their novelty is determined by the concepts of "cooperation" and "interaction". Based on these positions, the team welcomes any form of inclusion of parents in the life of the kindergarten.

The preschool educational institution actively uses traditional forms of interaction with parents, such as parent-teacher meetings, pedagogical conversations, specialist consultations, open events, and others. But non-traditional forms of work deserve the most attention.

Active interaction with parents begins long before the child enters kindergarten. The first meeting with parents takes place at general parent meetings. The purpose of this work: to promote the gradual entry of the child into kindergarten, his comfortable adaptation.

It is practiced to visit the child's family in order to study, establish contact with the child, his parents, and find out the conditions of education. The teacher agrees in advance with the parents a convenient time for visiting, and also determines the purpose of his visit. To come to the child's home is to come to visit. So, you need to be in a good mood, friendly, benevolent. You should forget about complaints, comments, do not allow criticism of the parents, their family economy, way of life, advice (single!) Give tactfully, unobtrusively. The behavior and mood of the child (joyful, relaxed, quiet, embarrassed, friendly) also helps to understand the psychological climate of the family.

A new form of work with parents "Presentation of the family" has become traditional. Family members shared recipes for their favorite culinary dishes, sports achievements, talked about family hobbies and traditions. This form brought together parents, children and teachers of the preschool educational institution, parents began to be more actively involved in the process of joint work of the kindergarten and the family.

For the psychological and pedagogical education of parents, the kindergarten specialists organized the release of the monthly newspaper “River overflows”, on the pages of which they answered frequently asked questions about the upbringing, development, health, and success of children.

The site justifies its activities, where parents willingly ask “uncomfortable” questions, in the course of their discussion delicate problems are solved. Also, one of the forms of information and analytical work is the "Mail of Trust": in a kind of mailbox, parents can put notes with their ideas and suggestions, ask questions to the specialists of the preschool institution, the head. This form of interaction is effective when, with limited time, it prevents parents from meeting with teachers.

The Open Doors Festival, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest them and involve them in participation. It is carried out as a tour of a preschool institution with a visit to a group where children of new parents are brought up. You can show a fragment of the work of a preschool institution (the collective work of children, fees for a walk, etc.)

Parents, especially young ones, need to acquire practical skills in raising children. Workshops provide an opportunity to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to develop an articulatory apparatus, etc.

There is a free consultation center for parents of children who do not attend kindergarten in the preschool educational institution. Parents receive psychological, speech therapy and medical consultations.

The “Group Diary” also tells about the life of children in kindergarten. It reflects the most important events: holidays and entertainment, children's birthdays, trips and excursions, meeting guests, interesting activities. Parents have the opportunity to leave their wishes and suggestions on its pages, evaluate the ongoing events, and offer assistance.

Our team does not stop there, is in search of new forms and methods of cooperation with parents, which turns the cooperation of teachers and parents into an exciting, creative, mutually enriching process, aimed at mutual participation in the development of preschoolers.

Literature:

Tsvetkova T.V. Social partnership of kindergarten with parents. - M., TC Sphere, 2013