Interaction of kindergarten and family in the process of project activities. Project
Municipal budgetary preschool educational institution
"Kindergarten of a general developmental type No. 53"
Maikop
"New approaches to organizing interaction with the families of pupils"
Maikop 2014
PROJECT PASSPORT
Project theme: "New approaches to organizing interaction with the families of pupils."
Project type: practice-oriented, long-term, collective.
Objective of the project: increasing the activity of parents through involvement in the life of the kindergarten and the use of relevant forms and methods of interaction with parents in preschool educational institutions.
Project objectives:
Encourage parents to participate in the life of the kindergarten.
Establish trusting partnerships with the families of pupils;
To create a creative atmosphere of mutual understanding, common interests, emotional mutual support through the preparation, organization and holding of joint events for all project participants;
To develop the social and personal sphere of preschoolers through the joint creative activity of children and parents.
To unite efforts for the development and upbringing of children;
Activate the educational opportunities of parents;
To improve the pedagogical culture of parents.
Project participants: preschool teachers, pupils and their parents.
Project implementation timeline : 2013-2014 year.
Expected result:
creation of a positive emotional environment for communication between children, parents and teachers;
development of creative abilities of children and parents in joint creative activities;
the emergence in the family of common interests, hobbies, both for adults and for children;
increasing the level of pedagogical competence of parents;
increasing the share of parents' participation in joint activities.
Project idea:
The project is aimed at changing the very philosophy of interaction between the kindergarten and the family: on the one hand, the preschool becomes an institution of comprehensive support and promotion of the development of parental competence, on the other hand, cooperation between parents and the preschool institution is seen as a prerequisite for ensuring the full development of the child. In the process of project implementation, there is a transition from the concept of “work with parents” to the concept of “interaction”; there is a search for a common language of contact and mutual understanding, recognition of each other's strengths and weaknesses. In this regard, the idea of creating a project arose, the basis of which was joint activities in the preschool educational institution.
The novelty of the project lies in the use new approaches to organizing interaction with the families of pupils, allowing to form a positive attitude of parents towards kindergarten, helping to overcome parental resistance and intensify parent-child relationships.
Stages of work:
I. Preparatory stage(September 2013)
Pedagogical activity:
Questioning of parents on the subject of social order;
Planning and developing a plan of joint activities;
Preparation of event scenarios;
Development of the regulation on the competition.
Interaction with parents:
Scenario discussion;
Discussion of general issues at the parent meeting and in individual conversations related to the organization of events;
Work with children:
Reading works of art;
memorization of poems and texts;
Learning songs and dances;
Examining illustrations;
Preliminary work in accordance with the topics of events;
During the main stage of the project implementation, various events are held in preschool educational institutions with the involvement of parents.
Pedagogical activity:
Making collective invitation cards for events;
Creation of conditions for successful implementation of activities;
Ensuring cooperation between parents and teachers of preschool educational institutions;
Interaction with parents:
Jury selection;
Participation of parents in the preparation and conduct of events:
in the design of groups;
in the manufacture of costumes for children and props.
Photo and video shooting of events;
Practical activities with children.
Work with children:
Competition for the best craft "Autumn Kaleidoscope";
Photo exhibition "Flowers grew in our garden";
Matinee "Autumn Fair";
Matinee "New Year's adventures";
Entertainment "Defender of the Fatherland Day";
Holiday-entertainment "Wide Maslenitsa";
Holiday-entertainment "To beloved grandmothers and mothers";
Entertainment "In the kingdom of Neptune."
III. The final stage(May)
Preparing for a presentation.
Presentation of the project at the general parent meeting of the preschool educational institution (teachers-parents).
Questioning to clarify the level of satisfaction with the interaction between the family and the preschool educational institution.
Summing up the work on the project, defining prospects.
Risks:
Difficulty in attracting parents to participate in preschool activities, especially those from problem families.
Participation of the same families in the activities of preschool educational institutions.
Efficiency criteria:
Growth in parent attendance.
Consistency between teachers and parents.
Compliance of the actions of the project participants with the goals and objectives of the project.
Parental interest.
The transformative nature of the project.
Positive public opinion of parents about the work of preschool educational institutions.
Products of project activity:
Photo and video materials.
New developments, event scenarios.
Project folder.
Decorations, costumes.
Relevance.
The family and the kindergarten are important institutions for the socialization of children. Their educational functions are different, but for the comprehensive development of the child's personality, their interaction is necessary, built on the principle of interpenetration of two social institutions, and not on the principle of parallelism. Pedagogical practice and scientific research data show that many families experience difficulties in raising children, which are explained by the personal problems of parents: fatigue, mental and physical overstrain, anxiety due to a decrease in life safety, an increase in feelings of loneliness in single-parent families, lack of understanding, organizational difficulties family life against the backdrop of crises occurring in society; deterioration in the mental and physical health of children. Modern parents have a hard time due to lack of time, employment, lack of competence in matters of preschool pedagogy and psychology: they do not have sufficient knowledge of the age and individual characteristics of the child's development, therefore they educate the child blindly, intuitively. Kindergarten teachers, in turn, find it difficult to build relationships with parents, as many families are closed and reluctant to let strangers into all the secrets of life, relationships and values.
All this does not bring the desired results. Therefore, there is a need to update an important activity of a preschool educational institution - the interaction of a teacher with the parents of pupils.
The term "interaction" (according to T.A. Markova) is considered as the unity of the lines of education in order to solve the problems of family education on the basis of a common understanding. The interaction is based on the cooperation of teachers and parents, which implies the equality of the positions of partners, the respectful attitude of the interacting parties to each other, taking into account individual capabilities and abilities. It is important for a preschool teacher to understand that cooperation involves mutual actions, mutual understanding, mutual trust, mutual knowledge, mutual influence.
In modern conditions of the introduction of the Federal State Educational Standard, it is important for preschool teachers and families of pupils to understand that the main idea of their interaction is to establish partnerships that will allow them to combine efforts to raise children, create an atmosphere of common interests, activate the educational skills of parents, prepare them for the perception new experience.
According to experts, parents are the main social customers of the services of a preschool educational organization, therefore, the activities of teachers should be based on the interests and needs of the family. In this regard, modern preschool educational institutions need to be guided by the search for new forms and methods of work that would take into account the actual needs of parents and contribute to the formation of an active parental position. It is necessary to change the existing traditional practice of working with the parents of pupils, in which the family was shown an external system of values, without taking into account the structure of the family, its traditions and experience. When interacting social institutions (family and kindergarten), it is important to take into account a differentiated approach to each family, social status, family microclimate, as well as parental requests and the degree of parents' interest in raising their children.
The task of the kindergarten is to recognize parents as full-fledged participants in educational relations and provide the family with pedagogical assistance, to interest, to attract the family to its side in terms of uniform approaches to raising a child, revealing his capabilities and abilities.
All work with the parents of pupils implies a friendly style of communication between teachers and parents, correct treatment. The daily display of interest, friendly interaction is conducive and means more than a single well-conducted event.
Based on the requirements of the present time, the creation of a single space for the development of the child in the family and preschool educational institutions, the recognition and development of parents as full-fledged participants in the educational process should be the main goal of a modern preschool institution. Achieving high quality in development, meeting the interests of parents and children, creating this single space is possible only if a system of interaction between the preschool educational institution and the family based on partnership is developed.
In the context of the implementation of the GEF of preschool education, cooperation implies a more active participation of the family in the process of interaction.
In the process of working with the family, the preschool educational institution solves problems related to the revival of the traditions of family education, the involvement of parents, children and teachers in associations of interests and hobbies, and the organization of family leisure. The focus of the Federal State Educational Standard on the humanization of preschool education eliminates the stereotypes of the traditional pedagogical worldview, where the main guideline was the conduct of classes, the formation of knowledge, skills and abilities that the teacher “imposed” on the child, and the child had to demonstrate them, “report”, including to parents. The essence of the humanization of the educational process is to create such forms, methods and means of organizing the educational process that will ensure the careful development and self-development of the child's individuality - his cognitive processes, personal and spiritual qualities in active interaction with adults, including with the most significant adults for the child. - his parents. The involvement of parents in the process of preparing and living the key events of kindergarten life on the basis of partnership, complicity and co-creation is an important task for the implementation of the Standard.
The development of the Federal State Educational Standard for preschool education revealed the contradiction that has developed in educational practice between the "tradition" in holding holidays, entertainment, and other leisure activities and the requirements of the time that apply to the organization of the educational process in preschool institutions, where priority is given to the initiative of the child, his freedom to realize himself through taking into account his interests, abilities and needs, the manifestation of creativity.
Holidays are an important component of the educational process, which has an exceptional impact on the formation of a child's culture, his successful socialization. A holiday is a phenomenon that is recognized as important in the public consciousness due to its significance for the fate of the country and the spiritual life of a person. The holiday is based on events fixed by ideology or tradition. Researchers (G.M. Naumenko, A.A. Nekrylova, O.P. Radynova and others). note the dual meaning of the holiday: itself, being a part of culture, it affects its development, and also absorbs values filled with culture. The culture of the holiday, according to a well-known specialist in children's play culture S.A. Shmakov, is composed of different cultures: the culture of the word, movement, game, fashion, costume, etiquette, custom, ritual. The holiday is a key event in the life of a preschool educational organization. He is valuable in his experience. Moreover, such an experience that can be shared: with their parents, and parents with their child, with the parents of other children, with educators, with other children.
Therefore, a key component of the organization and holding of the holiday is the setting for the active participation of everyone (adults and children). Natural, free, unorganized participation in the festive action of parents pleases children, and gives great satisfaction to parents: they get acquainted with the development of children, imbued with a common cause, charged with fun and joy. There is an emerging community of children and adults. The atmosphere of the holiday, its meaning must be made the subject of the child's living, feeling it together with relatives and further, at home.
The main idea is to awaken the desire in an adult and a child to recognize and discover themselves in the process of interaction during holidays, entertainment and other joint events, the formation and enrichment of their own picture of the world, the ability to perceive the main idea of the event.
Therefore, the question arose of how to develop in parents the skills of conscious inclusion in a single process of raising and educating a child jointly with teachers, to make them, in accordance with the Law of the Russian Federation “On Education”, not only equal, but also equally responsible participants in the educational process.
Project Description
Areas of work of the preschool educational institution to involve parents in joint activities.
I. Information and analytical direction.
In order to study the family, find out the educational needs of parents, establish contact with its members, and coordinate the educational impact on the child, the work of the teaching staff begins with the “Let's get to know each other” questionnaire. Having received a real picture, on the basis of the collected data, an analysis is made of the features of the structure of family ties of each child, the specifics of the family and family education of a preschooler, and tactics of communication with each parent are developed. This helped to better navigate the pedagogical needs of each family, to take into account its individual characteristics. The purpose of information - analytical and diagnostic activities is creation of a system for studying, analyzing and forecasting further activities with the families of pupils in kindergarten to meet the needs of parents in obtaining educational and recreational services; development strategy of the institution.
II. cognitive direction.
The purpose of this direction is to increase the pedagogical culture of parents, as well as to increase the professionalism of teaching staff. The cognitive direction is the enrichment of parents with knowledge in the upbringing of preschool children. To do this, the kindergarten provides pedagogical support for the family with the necessary information, support for the family at all stages of preschool childhood. Work on the implementation of the educational program should be carried out jointly with all specialists of the preschool educational institution (teacher - psychologist, educator, music director, nurse).
| Personnel | Parents | Children |
| Educational activities: Issues of age-related psychological and individual characteristics of children; Questions of education of children of preschool age; Forms, methods, content of work with the family in modern conditions. Organizational and pedagogical activity: Forms: consultations, pedagogical councils, trainings, self-education, seminars, creative groups, etc. | Familiarization of parents of newly adopted children with the legal documents of preschool educational institutions. Educational activities through visual information: information stands; 3. Enlightenment activities through learning activities:
4 . Familiarization of parents with the rules for the safety of children during the summer-winter holidays. | Socio-moral and cognitive development:
|
When planning and organizing interaction with the families of pupils, teachers mainly use forms of work that involve the active participation of parents:
parent meetings;
Consultations;
- exhibitions of children's creative works made at the NOD, as well as together with their parents;
- Days of good deeds (preparation of the site for the summer season, groups for the new academic year, repair of premises and equipment, "Share your kindness");
- Days of open doors;
- participation of parents in the preparation and holding of holidays, leisure activities;
- design of photo exhibitions;
- joint creation of a subject-developing environment;
- conversations with children and parents (“How to dress properly”, “Rules for brushing your teeth”, “Daily routine on weekends”);
parent corner.
It is impossible to imagine a kindergarten without a beautifully and originally designed parent corner. The form of work through parental corners is traditional, in it we put practical material that makes it possible to understand what the child is doing in kindergarten, specific games that you can play, tips, tasks, as well as the daily routine of the group, GCD schedule, daily menu, useful articles and reference materials-manuals for parents. The materials of the parent corner can be divided into two parts according to the content:
informational materials: rules for parents, routine
days, announcements of a different nature;
materials covering the issues of raising children in kindergarten and family (in
they reflect the current work on the upbringing and development of children).
The main thing- the content of the parental corner should be short, clear, legible, so that parents have a desire to refer to its content. It is also very important not only to fill the corner with the freshest and most useful information, but also to make it colorful and eye-catching.
III. Organizational and methodological activity.
In order to increase the level of upbringing and educational activities of parents, it is necessary to promote the development of their creative initiative, create all conditions in the garden for organizing a single space for the development and upbringing of the child, and make parents really equally responsible participants in the educational process.
| Personnel | Parents | Children |
| 1. Organization of cultural events. 2. Development of criteria for evaluating competitions, design of award material. | Involvement of parents in the pedagogical process: joint holidays planning and collaborating at parent-teacher meetings; assistance in organizing leisure activities; joint activities with children (games, excursions, competitions, leisure activities); participation in creative competitions and exhibitions of children's and parental works ("Autumn Kaleidoscope", "Flowers grew in our garden"); involvement of parents in the work on the improvement of walking areas (planting flowers, shrubs, trees; | Involving children in the creative process: participation in cultural events; participation in exhibitions of parent-child creative works (drawings, crafts); joint participation with parents in the preparation and conduct of joint events in preschool |
For the formation of cooperation between adults and children, it is important to represent the team as a whole, as a large close-knit family, whose life is interesting if the joint activities of teachers, parents and children are organized. This contributes to the establishment of mutual understanding between parents and children, the creation of comfortable conditions in the family.
In our opinion, this is the most effective form of work with parents. Organizing holidays, joint entertainment and leisure activities together with children and parents, we solve the tasks set together in order to reach an agreement without prejudice to each other's interests, and join forces to achieve positive results.
The originality of leisure activities lies in the fact that their preparation is carried out jointly with a creative group of parents, children and educators. Parents are active participants here. The main goal of such events is to strengthen parent-child relationships. When preparing events, each parent does a lot of individual work with his child: he learns poetry with children, reads fairy tales, prepares fairy costumes and attributes for performances, and participates in the design of groups. Such events are also remarkable in that they arouse the interest of parents, contribute to their rallying, acquiring the experience of partnerships. Spending time with children at leisure time helps interpersonal communication and mutual understanding.
The competition of parent-child crafts, as well as the design of the photo exhibition “Flowers grew in our garden” also contributed to the rallying of teachers, children and parents. The participation of families in such events not only enriches family leisure, but also unites children and adults in common activities. To attract parents to participate in competitions, exhibitions, a bright message is posted in advance. They do not remain indifferent: they prepare interesting crafts with the children, collect drawings, photographs, and prepare interesting crafts with the children. We were happy to help and, of course, encourage them to work together. This is a kind of incentive for parents.
Thus, taking into account the interests of parents and using in their work methods of activating parental potential that help establish partnerships in the upbringing and development of children, we can conclude that the conscious inclusion of parents in a single process of raising and developing children jointly with the teacher can significantly increase its efficiency.
We have prepared and carried out joint events in the following form:
| Events | Timing | Members |
|
| Competition for the best craft "Autumn Kaleidoscope" | Joint creative work of parents and children | ||
| Matinee "Autumn" | Parents, children, teachers |
||
| Matinee "There is no translation for the Cossack family!" | Joint work on the preparation and holding of the event | Parents, children, teachers |
|
| Matinee "New Year's Adventures" | Joint work on the preparation and holding of the event | Parents, children, teachers |
|
| Entertainment "Defender of the Fatherland Day" | Joint work on the preparation and holding of the event | Parents, children, teachers |
|
| Holiday-entertainment "Wide Maslenitsa" | Joint work on the preparation and holding of the event | Parents, children, teachers |
|
| Holiday-entertainment "To beloved grandmothers and mothers" | Joint work on the preparation and holding of the event | Parents, children, teachers |
|
| Photo exhibition "Flowers grew in our garden" | Joint work on the preparation and holding of the event | Parents, children, senior teacher, educators |
|
| Entertainment "In the Kingdom of Neptune" | Joint work on the preparation and holding of the event | Parents, children, teachers |
Project performance
The result of the project work are the following indicators: increasing the level of interest of parents in cooperation with the kindergarten, increasing the number of parents attending parent meetings, increasing the degree of satisfaction of parents with the work of preschool educational institutions.
The level of parental participation in activities of the preschool educational institution in 2012 - 2013.
The level of parental participation in activities of the preschool educational institution in 2013 - 2014.
Increasing the degree of satisfaction of parents with the work of preschool educational institutions:
Thus, the analysis of the questionnaires shows that the degree of satisfaction of the parents of pupils with the work of the preschool educational institution increased by 13%. We observe the interest of adults in the life of the child, the activation of their parental potential. The criterion for the effectiveness of using various forms and methods in working with parents is a sincere manifestation of their interest in the life of the group, in the activities of children, and active participation in parent meetings. Parents have learned to express admiration for the results and products of children's activities, to emotionally support their child. The nature of the interaction of teachers with parents has changed, many of them have become active participants in all the affairs of the kindergarten and indispensable assistants to educators. Faced with problems in raising children, parents are increasingly turning to preschool teachers for qualified help. All this is a fairly high indicator of the effectiveness of organizing interaction with the families of pupils in preschool educational institutions.
Bibliography:
Agavelyan M.G., Danilova E.Yu., Chechulina O.G. Interaction of preschool teachers with parents. – M.: Sfera, 2009.
Dubrova V.P. Theoretical and methodological aspects of interaction between kindergarten and family: Textbook. Minsk, 1997.
Evdokimova E.S., Dodokina N.V., Kudryavtseva E.A. Kindergarten and family: a method of working with parents. - M.: Mosaic-Synthesis, 2008.
Kulikova T.A. Family pedagogy and home education. Tutorial. – M.: Academy, 1999.
Moskalyuk O.V., Pogontseva L.V. Pedagogy of mutual understanding: classes with parents. - Volgograd: Teacher, 2011.
From birth to school. Exemplary basic general education program of preschool education. Ed. Veraksy N.E., Komarova T.S., Vasilyeva M.A. - M .: Mosaic-Synthesis, 2011.
Pastukhova I.O. Creation of a single space for the development of the child: Interaction between the preschool educational institution and the family. – M.: Sfera, 2007.
Prokhorova G.A. Interaction with parents in kindergarten. Practical guide. – M.: IRIS-press, 2009.
Timofeeva M.V. Parental support system: organization model of the club "Young Family", plan-program, classes. - Volgograd: Teacher, 2009.
Journal "Preschool Pedagogy" / September / 2012.
Valentina Zaitseva
Project activities as a means of interaction between the preschool educational institution and the family
A preschool educational institution carries out the pedagogical process in an innovative mode, innovations require the development of new content and technologies that will increase efficiency.
And a family, and preschool in their own way convey the child's social experience. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. The path to dialogue between these two social institutions is complicated by the fact that there has been an imbalance in the processes of education in family and preschool. Today's potential families undergoing a major transformation. In the process of organizing the work of preschool educational institutions with parents to identify the main problems families in raising a child, came to the fore the following: lack of pedagogical knowledge; inability to maintain a conversation with a child; misunderstanding of the interests and difficulties of a preschooler; loss of moral guidelines in the development of the child; insufficient possession of forms of joint leisure. The instability of society, social tension, economic pressure shifted educational functions families come last and in kindergarten, education always comes first. This situation can be mitigated by including families in the educational space of preschool educational institutions.
One of the most pressing problems is still interactions preschool teachers and parents. To solve this problem, I set myself goal: Ensuring efficiency interaction with society and family through the development of new forms of cooperation.
This is where the tasks come from.: involvement of parents in the educational process; increase the motivation of parents to cooperate.
Since parents are the first teachers, and the preschool institution assists them in the upbringing and development of the child, parents play a major role in the teacher-parent-child community. To establish “feedback” with them, questionnaires, conversations, and observation helped me. An analysis of personal data showed that 65% of families use negative types of upbringing (overprotection - 25%; idol families - 22%; emotional rejection - 18%).
Work on solving this problem was not carried out in full, so I developed new approaches in interaction with family. The work was carried out through traditional and non-traditional forms of communication with family. Among various areas of new pedagogical technologies, I chose the most appropriate for the set tasks: family method projects.
Family families are of particular importance. projects. They contribute to strengthening family relations, raising children in unity and harmony with the outside world. Parents together with their children participate in the development of their creative abilities, the formation of the worldview and social significance of the child. Family design focuses on a unique relationship "child - adult", which are built on complicity in activities.
Project aimed at changing the philosophy itself interaction between kindergarten and family: on the one hand, the kindergarten becomes an institution of comprehensive support and promotion of the development of parental competence, on the other hand, cooperation between parents and the preschool institution is seen as a prerequisite for ensuring the full development of the child. In progress project there is a shift from the concept "working with parents" to the concept « interaction» ; search for a common language of contact and mutual understanding, recognition of each other's strengths and weaknesses.
As a result, the idea of creating project, which was based on joint events of a competitive nature.
To attract parents of pupils to joint with children project activities interesting open classes were held in the group, in which they were present and gradually connected to this activities helping their children. Then I determined the theme and purpose project, together with parents and children, made a plan for project collected the necessary information on the topic. In addition, methods of joint and independent activities(games, observations, excursions - activities of the main part project). Parent meetings were held, at which issues related to the organization were also discussed. project activities. They were also given homework which consisted of next: parents together with children collect information on the topic project and prepare materials in accordance with their interests and capabilities.
Because the project was called"Heroes of the Russian Land" and on the anniversary of the annexation of Crimea and Sevastopol to the Russian Federation, by the parent committee of the group preparatory to school "Rainbow" Retired captain 1st rank Alexander Vasilievich Sukhanov, who served on the ship, was invited to the kindergarten "Kedrov", in Sevastopol. He told the children about his service in the navy, long trips across the oceans, about the border ships he commanded. The guys looked at the officer's uniform, his awards, personal weapons with genuine interest, and asked questions.
At the second stage of work on project I tried to organize interaction with parents to be the most fruitful and useful children: parents with children took part in the manufacture of homemade books, posters, collages, newspapers "Our dads are the best!", which were used for decoration and design of the band. With their help, educators acquired educational literature for children. Together with parents and employees of the village library, we selected books on military topics "Ships", "The Last Expedition", "Patrol in the Pacific", "Traveling the Globe"- open continents. On the eve of the Defender of the Fatherland holiday, we prepared an album "Our army is dear", slide folder "Admirals of the Russian Fleet". Parents of our pupils took an active part in the drawing competition "Different dads are important, different dads are needed", made models of ships and frigates, which the guys used with great pleasure in joint story games.
Building relationships with parents interconnections, complementarity allowed to create maximum conditions for personal growth and development of the child.
At the third stage (analytical) I summed up the results of the work done in this direction. Delivered by me goal:ensure efficiency interaction with society and family through the development of new forms of cooperation, fully achieved. Family design increased the motivation of parents to cooperate and participate in the educational process.
The result of all forms and methods interactions between the preschool educational institution and the family was the establishment of trusting relationships between children, parents and teachers, the upbringing of the need to share their problems with each other and jointly solve them. The relationship of the preschool institution with family based on collaboration and interaction provided that the kindergarten is open (involving parents in the educational process), in order to establish cooperation, I revised my positions and moved from a professional obligation to work with parents to a desire to cooperate, which means I abandoned the traditional role of education in favor of a partner.
As practice has shown, the method projects very relevant and effective. A combination of different types of children's activities in collaboration adults and children in one whole - project- reinforces the skills of pupils, helps them discover and cognize the surrounding reality much faster and deeper. Based on the results obtained during children's knowledge project, their observations, impressions; focusing on the personal experience of the child, we try to create an atmosphere of co-creation. After all, only by getting each child interested in a specific creative activity, supporting children's curiosity and initiative, can any problem be solved. The effectiveness of this approach also lies in the fact that it gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the knowledge gained in one or another activities.
After all, as the great teacher V. A. Sukhomlinsky said, “On how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today’s baby will become ". Family is love, respect, warmth, affection, family is everything without which one cannot live.
Thank you for your attention!
caregiver
Tokareva Irina Mikhailovna
Relevance
"The family will always be the foundation of society"
Honore de Balzac.
Relevance the problem is that kindergarten–the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And the level of pedagogical culture of parents, and, consequently, the level of family education of children, depends on the quality of the work of a preschool institution.
Parents often experience certain difficulties in that they cannot find enough free time to work with children at home, they are not sure of their abilities. Arguing at the same time in this way: “Whatever the child amuses, as long as it is busy.”
On the other hand, the employees of preschool institutions themselves take care of the upbringing and education of children, forgetting that parents should also be interested in communicating with the teaching staff of the institution.
Involvement of parents in the sphere of pedagogical activity, their interested participation in educational process absolutely necessary for their own child. Thus, the analysis of the state of this problem of interaction DOW with parents and determined the relevance of the project topic.
Purpose of the project work- organization of methodological work to create conditions for interaction between the preschool educational institution and the parents of pupils; to identify the optimal forms and methods of working with parents in preschool institutions, necessary to increase the activity of parents as participants in the educational process.
Project objectives:
To involve parents in active participation in the educational process.
Activate and enrich the pedagogical knowledge and skills of parents.
Raise the legal culture of parents to form a conscious attitude to the upbringing of children.
To improve the psychological and pedagogical culture of parents.
Develop the ability of children and parents in joint activities.
Show parents the importance and significance of family education.
To acquaint parents with the methods, techniques and styles of family education.
To give an idea about the protection of the rights of the child by members of his family.
Improving the health of the child in a family setting.
Speech development of the child in the family.
Prevention of child stubbornness.
Labor education of children in the family.
Project implementation conditions: interest of children and parents, regularity and systematic work
Project type: practice-oriented, long-term, open, collective.
To solve the tasks set, the following set of methods can be used: study and analysis of psychological and pedagogical literature; targeted observations, including those included; individual conversations with children, parents, various specialists of the preschool educational institution, questioning, interviewing, studying children's work; analysis of documentation, processing of the results obtained during the project, etc.
Predicted results:
identifying the features of professional pedagogical interaction between preschool educational institutions and parents, taking into account modern trends in family education of preschoolers;
to explore the pedagogical aspects of the disharmony of family relations as a factor in violations of the family socialization of a preschooler;
determine the performance indicators of the process of interaction between the preschool educational institution and parents.
Activities:
1. Educational (presentation of information to improve the psychological and pedagogical culture of parents);
2. Practical-effective (increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full-fledged emotional communication.
In accordance with pedagogical principles (purposefulness, variability of forms and methods, cooperation, complexity), it was possible to put forward a project hypothesis:
If you properly organize the interaction between the family and the kindergarten, form the pedagogical competence of parents in matters of raising children, then you can achieve an increase in the effectiveness of the educational process.
Forms of work with parents
Consultations and conversations
parent meetings
Conferences
Workshops
Questionnaire
Open days
Helpline.
family living rooms
Participation in the holidays "Red, yellow, green", "Children's Day", "Shrovetide"
Methodological assistance to families of children with special needs.
Individual work with children with special needs.
Modern family and its problems
The study of issues, one way or another connected with family relations, began in antiquity. Even then, thinkers made the first attempts to study the family. Since that time and throughout the development of society, people's views on what family relations should be, what role they play in people's lives have changed, the system of values and social norms of family and marriage has changed.
One of the most accurate definitions of a family belongs to N.Ya. Solovyov. According to him, the family is “a small social group of society, the most important form of organization of personal life, based on marital union and family ties, that is, relations between husband and wife, parents and children, brothers and sisters and other relatives living together and leading a common economy".
Family relations - "... this is a complex mental reality, including both mythological and modern levels of consciousness, and individual and collective, ontogenetic, sociogenetic and phylogenetic foundations."
The study of the modern family in our time is given quite a lot of attention, both in our country and abroad.
In domestic pedagogy and psychology, the problems of the modern family were dealt with by A.S. Makarenko, K.D. Ushinsky, Sh.A. Amonashvili, E.G. Silyaeva, A.V. Shavlov, etc.,
The family is one of the main social institutions, thanks to which humanity performs the functions of population reproduction, continuity of generations, socialization of children, etc. Everything starts with the family. Here the foundations of morality are laid, here we gain experience of behavior in society, here the character of a person, his habits, worldview are laid.
The main functions of the family in relation to society are:
physical reproduction of the population. To change generations, an appropriate number of children within a particular state is needed;
educational function - the transfer of knowledge, skills, norms, values, spiritual reproduction;
production and economic;
organization of leisure, since a significant part of the time is spent outside work, study (family communication).
Functions of the family in relation to the person:
marital function. Spouses are the closest people, they complement each other. Rest, receive moral support;
parental function - the family provides the necessary for harmony in life, in order to brighten up the life of parents in old age;
organization of life. It is known that family life is the most comfortable life in the psychological sense.
Taking into account the functions of the family, their diversity and interconnection, we can highlight some of the most characteristic features and trends in the development of the modern family. Their awareness and consideration in the activities of teachers and parents will help to more effectively realize the educational opportunities of the family.
Features of the development of a modern family
the specifics of the social structure in the urban and rural families;
there is a direct relationship: the higher the education of parents, the more successfully their children study at school. Modern parents, as a rule, have a secondary or incomplete secondary education. But modern parents are actively working people, and the upbringing of children is most often entrusted to grandparents, whose education in most cases is much lower. Often, different systems of raising children - grandparents and young parents - collide in a family. A teacher who wants to understand the intricacies of family education needs to keep this feature in mind;
the stratification of the population that is taking place in society according to the degree of material prosperity determines the differences in the family upbringing of children, the nature of the relationship between parents and children;
there is a process of disaggregation of the family - the allocation of a young married family. The process of disaggregation of the family can be assessed as positive. This ensures its strengthening and development as an independent team;
a decrease in the size of the family, a decrease in the birth rate of children;
an increase in the number of divorces;
increase in the number of one-child families.
In modern families, there is a decrease in the "educational resources" of parents per child. In particular, there is a decrease in the quality and quantity of verbal communication, a change in parental attitudes. Parents become more authoritarian, use corporal punishment more often, their discipline requirements are tougher, and the individualization of education is minimal. Environmental factors, together with genetically inherited formations and conditions of upbringing, are of fundamental importance for the upbringing of a child and the development of his relationships with others. A special role in this interaction belongs to the teacher, whose influence is sometimes higher than the influence of parents. Not without reason, many parents, trying to achieve something from the child, ask the teacher to help them. The teacher helps children get to know each other, create an atmosphere of common work, cooperation, mutual understanding. The style of behavior of a teacher, as a rule, is unconsciously appropriated by children and becomes a kind of culture of the children themselves.
The success of interaction in the psychological and pedagogical system "teacher-child-parent" depends on the system of interaction between the participants in this process.
Disadvantages and positive
aspects of social and family education
(according to E. P. Arnautova and V. M. Ivanova)
Kindergarten
A family
Flaws
Advantages
The business form of communication between the educator and the children, his reduced intimacy, emotional insufficiency. The presence of successive educators with different programs of their behavior, methods of influencing the child. Appeal of the educator to all children, insufficiency of individual communication with each child. Comparative rigidity of the daily routine. Communication with children of the same age.
Relatively "soft" relationship between parents and child, emotional saturation of the relationship. The constancy and duration of the pedagogical program of the behavior of parents, their impact on the child. Individual appeal of pedagogical influences to the child. Mobile mode of the day. Opportunity to interact with children of all ages.
Advantages
Flaws
Availability and use of the program of education and training of preschoolers, pedagogical knowledge of teachers, scientific and methodological aids. The purposeful nature of the upbringing and education of children. The conditions of life and life are scientifically designed for the upbringing and education of children. Application of methods of education, training, adequate to the age characteristics and capabilities of preschoolers, understanding of their spiritual needs. Skillful use of evaluation of children's activities and behavior as a stimulus for their development. A variety of meaningful activities of children in the children's society. Opportunity to play and socialize with a wide range of peers.
The absence of an upbringing program, the presence of fragmentary ideas of parents about upbringing, the use of random pedagogical literature by parents. The spontaneous nature of the upbringing and education of the child, the use of certain traditions and elements of purposeful education. The desire of adults to create conditions for themselves in the family, their misunderstanding of the importance of these conditions for the child. Lack of understanding of the age characteristics of preschoolers, the idea of children as a reduced copy of adults, inertia in the search for methods of education. Failure to understand the role of assessment in the upbringing and education of the child, the desire to evaluate not his behavior, but his personality. The monotony and lack of content of the child's activities in the family. Lack of communication with children in the game. The inability to give the child an objective description, to analyze their methods of education.
To educate a full-fledged personality, it is necessary to promote the socialization of the child in his first societies - the family and the kindergarten group, which can contribute to his socio-psychological adaptation to later life in society and successful interaction with the outside world.
A preschool educational institution is an organizational system mechanism with clear approaches to solving the problems of the educational process, a model of the adult world in which a child will live. The integration of a child in a group of peers (society) occurs through the distribution and compliance with certain rules. Obtaining the skills of moral education, the child becomes the bearer of social consciousness, and therefore, a full-fledged personality.
Methodology for studying the families of pupils
Target
Information
Forms and Methods
Family Study
Sociological characteristic
Questionnaires and tests for parents, drawings of children "My family", compositions of parents, psychological and pedagogical conversations, consultations.
Monitoring inside the kindergarten
On the satisfaction of parents with the quality of education and training
Observations, questionnaires, conversations, interviews, open classes for parents with subsequent discussion, round tables (with parents)
Inviting parents to cooperate
Information requests from parents; about the orientation of parents in the field of education, the availability of their free time, material and professional opportunities.
Questionnaires, conversations, "round tables".
Outreach work with parents
On the legal psycho-pedagogical competence of parents and the problems of education and upbringing
Tests, observations of all subjects of the educational process, conversations, discussions of pedagogical situations.
Technology for organizing interaction between a preschool educational institution and a family
Purpose: solving problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process in preschool educational institutions.
The system of work of the preschool educational institution with the family
Principles of working with parents
Purposefulness, systematic, planning;
A differentiated approach to work, taking into account the specifics of each family;
Age-related nature of work with parents;
Kindness, openness
Family Study Methods
Questioning;
Child supervision;
Family survey using projective techniques;
Conversation with the child;
Conversation with parents
Forms of work with parents
General, group, individual;
Pedagogical consultations, conversations, trainings;
Joint activities, leisure activities;
Participation of parents in methodological activities: making costumes, organizing video filming;
Open days;
Interest clubs
Forms of work with the family
Parent meetings in groups
Task: to form common interests among children and parents, to teach parents to independently solve emerging pedagogical problems.
Adaptation group for young children
Task: To provide the most comfortable conditions for the adaptation of the baby and his parents to the conditions of the preschool educational institution. Within one month, the child attends the group with his mother or another family member (if necessary, this period can be extended).
Newspaper for parents
Task: to draw the attention of parents to educational events in kindergarten, to activate their participation in the life of the preschool educational institution.
Once a quarter, a newspaper is published that tells about the life of the kindergarten, provides expert advice, information on income and their distribution, and offers game material for family games.
radio newspaper
Task: to give specific knowledge to parents in a particular area of pedagogy.
Short, 5 minute "message lessons" of specialists.
Photo album "Let's meet"
Task: to introduce the child and his parents to kindergarten even before the child enters kindergarten.
At the first visit by parents, we offer a photo album with photos and information about the kindergarten for viewing.
Photo album "My family"
Task: to bring part of the family warmth into the walls of the kindergarten.
In a corner of solitude lies a family album. If the child is sad, he can always take it and look at the photo of his family.
your good deeds
Task: to encourage the participation of parents in a particular event, to express gratitude for any assistance provided.
mini library
"Meeting interesting people"
Task: to instill in children respect for the work of adults, to teach them to be proud of the achievements of their parents.
Parents talk about their hobbies, leisure activities, achievements, organize circle work.
"Family Workshop"
Objective: to promote cooperation between parents and children in joint activities.
Organization of exhibitions, which present the results of the artistic and aesthetic activities of parents and children (drawings, photographs, crafts).
Questionnaire
Task: collecting information on parents' satisfaction with the quality of education and training
Information general stands
Objective: To inform parents:
about programs of education and development of children in kindergarten;
about gratuitous material assistance to parents, about the services of preschool educational institutions
"Our day"
Task: to inform parents about the events that took place during the day in kindergarten, in a group
Stages of conducting psychological and pedagogical education of parents
The first stage is a demonstration of a positive image of the child to parents, thanks to which friendly relations with an attitude towards cooperation develop between parents and educators. The significance of this stage is determined by the fact that parents often fix their attention only on the negative manifestations of the development and behavior of the child.
At the second stage, parents are given practical knowledge of the psychological and pedagogical features of raising a child. In this case, various forms and methods are used. These can be general parent meetings, group thematic exhibitions of children's works, competitive programs, projects, etc.
Thus, the establishment of a trusting relationship with parents smoothly leads to joint research and the formation of a harmoniously developed personality of the child. In this process, the professional competence of preschool teachers plays an important role, which implies not only the totality of knowledge and experience, but also the personal qualities of the educator
Action Plan
The goal is to create effective conditions for the interaction of the preschool educational institution with the family
Event
Term
Responsible
Tasks:
Create conditions for the formation of an external favorable educational space for preschool educational institutions.
To involve parents in active participation in the educational process
September,
December,
March
May
senior teacher,
specialists
Conducting open classes for parents
November
educators
Participation of parents in the holiday "New Year"
December
Musical director
February
Physio instructor
March
Musical director
Participation of parents in the holiday "Mom, dad and I are a sports family"
April
Physio instructor
School of Parenting
Whims and stubbornness
October
Educational psychologist
If the child is anxious
February
Educational psychologist
parent meetings
September
February
May
educators
Project implementation
Work plan
Implementation plan
Solutions, results
Preparatory stage
1. Organize marketing and promotional activities
1. Create a website for a preschool educational institution, issue a "Passport for a preschool educational institution", a photo album, stands and other visual propaganda
2. Collect information about unorganized children.
3. Hold a competition for the best parenting corner
2. To identify the requests of parents for the organization of educational work with children
1. Social history
2. Conduct a survey of parents on the organization of additional educational services
3. Design parent corners
Main (second) stage
1. Establish partnerships between all participants in the educational process
1. Organize holidays
2. Organize hikes and excursions
3. Organize joint photo exhibitions, exhibitions of creative works:
Photo exhibition "My family"
Exhibition of works from non-traditional material "Winter Landscapes"
"Planet of Childhood" for Children's Day.
Nature and fantasy. Exhibition of crafts made from natural materials.
2. Involve parents in cooperation with the kindergarten
1. Build a library for parents
2. Carry out diagnosing the state of health of families and counseling on the upbringing, education and preservation of the health of children.
3. Hold parent general meetings:
"The tasks of education and training in the new academic year and ways to implement them."
4. Analysis of the work of the kindergarten. Summer health season.
5. Group meetings
3. Visual informing parents:
1. About the history and traditions of the preschool educational institution employees, groups, programs and technologies for working with children,
2. About the age characteristics of preschoolers,
3. About the meaning of family education,
4. About the creative abilities of preschool children
5. About the features of the arts in the education of preschoolers, etc.
4. Pedagogical education of parents, the implementation of interaction between the family and the preschool educational institution
"To Kindergarten Without Tears"
parent conference
Workshop "How to help your child"
Open Day "The role of movement in the development of the child"
Final (third) stage
1. Results,
perspective
In May, the results of work on the project are summed up, prospects for further work are determined. to identify the educational needs of families of pupils, the level of awareness of parents in the field of education and training of preschoolers, the opinions of parents about the quality of the educational process in preschool educational institutions.
Resource support
Responsible persons
Activities, powers
Results of the work
1. Teachers of the preschool educational institution
Organization of work on the development of scenarios, search and research activities information support.
2. Parent team
Ideological organizers. Preparatory work for the holidays; information support of current work; financial support for the organization of events, stands.
Selection of a creative team for organizing events; selection of a group of parents for the material support of holidays; video and photo shooting of events; active participation in all activities, positive emotions in communicating with children;
3. PHYSICAL instructor
Methodological support for the organization and holding of sports events, recreational activities
Learning various games, sports
4. Teachers add. education and music directors
Methodological support for the organization and holding of holidays. Creating a music box
Learning songs, round dances, dance elements; formation of the skill of creating costumes for various events.
Work results over the project can be represented as follows.
Working with the family in kindergarten contributes to:
Creating a positive emotional environment for communication between children, parents and teachers
Activation and enrichment of pedagogical knowledge and skills of parents
Improving the psychological, pedagogical and legal culture of parents
Development of creative abilities of children and parents in joint activities
Generalizing the experience of family education
Establishing successive ties with graduates of preschool educational institutions and their parents
Formation of a team of teachers and like-minded parents,
Increasing trust in teachers
Reducing the number of families at risk.
The results framework includes the following criteria:
the level of pedagogical competence of parents
the level of involvement in the implementation of the project of teachers, parents and children
positive feedback from partners and project participants
new forms of cooperation between families and preschool educational institutions
visiting leisure activities that contribute to the correction of child-parent relationships
no evidence of child abuse
the number of children with speech disorders decreased by 4%.
Conclusion
Work on the interaction of the teacher with the family should contribute to: creating a positive emotional environment for communication between children, parents and teachers; activation and enrichment of pedagogical knowledge and skills of parents; improving the psychological, pedagogical and legal culture of parents; development of versatile abilities of children and parents in joint activities; establishing successive ties with preschool children and their parents.
Cooperation in family education will bear fruit when relatives and friends, without whom the child cannot imagine his life, find the strength and courage to learn every day to be a real Mother and a real Father.
I expect such results from the project as an increase in the level of parental competence; harmonization of family and parent-child relations; increasing the responsibility of parents for the fate of the child and his activity in relations with employees of preschool institutions.
The organization of interaction between the preschool educational institution and the family is an interesting modern model of work to involve parents in the active participation in the educational process and helps to strengthen the relationship between the preschool institution and the families of pupils.
CYCLE
TRAINING SESSIONS
Game Library
TASKS:
1. Create a trusting attitude in communication with parents.
2. To teach parents how to play situations, spontaneously developing stressful situations and help the child in the process of the adaptation period.
3. Awaken in parents the responsibility for the upcoming process of adaptation of children.
FORM OF CARRYING OUT: training.
REGISTRATION OF THE GROUP ROOM FOR THE PARENT MEETING:
1. On the main wall there is an inscription - GAME LIFE
2. Chairs in a circle
3. Inventory for games.
EXPLANATION TO THE TRAINING:
TRAINING PROCESS
Introduction - Welcome
The main part - training exercises
The final part - feedback (summing up the training, farewell ceremony)
Parents of pupils of the younger age group take part in the training.
Conducted by the experimenter.
Number of lessons - 5
The time for the training is 40 minutes.
LESSON #1
1. Come to me.
2. Petrushka came.
3. Blowing soap bubbles.
4. Round dance.
5. Let's spin.
6. We hide the bear.
7. Walk.
8. Train.
LESSON #2
Round dance with a doll.
Catch-ups.
Sunny Bunnies.
Collecting treasures.
Let's make a collage.
Caught a fish
Who's in the fist?
LESSON #3
Hand play.
Let's ride a horse.
Blow into something and onto something.
Blow on the balloon, blow on the spinner, blow on the horn.
The book is a guess.
Fun with a magnifying glass.
Walking through the outlines of different figures
LESSON №4
Along with a mouse.
We draw different figures.
Doll play.
We collect toys.
Pass the bell.
Bunny.
call
LESSON #5
The ball is in a circle.
I run to the tree.
Carousels.
We stomp our feet.
Ball.
Cucumber - Cucumber...
Test "What kind of parent are you?" Frequently used phrases
How many times do you have to repeat!
Advise me please!
I don't know what I would do without you!
And who are you born into?
What wonderful friends we are!
Well, who do you look like?
Here I am in your time
You are my support and helper!
Well, what kind of friends do you have?
What are you thinking about?
Oh, how smart you are!
What do you think, son?
All children are like children, and you ...
How clever you are!
Test results
7-8 points - you live with the child in perfect harmony. He sincerely loves and respects you. Your relationship contributes to the formation of his personality!
9-10 points - 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.
11-12 points - you need to be more attentive to the child. You have authority over him, but he needs love and affection.
13-14 points - you yourself feel that you are on the wrong path. There is mistrust between you and the child. Try to pay more attention to him, listen to his words.
Memo "Parental Truths"
Cherish the love of your child. Remember, there is only one step from love to hate, do not take rash steps!
Don't humiliate your child. Humiliating him himself, you form in him the skill and skill of humiliation, which he can use in relation to other people. It is possible that they will be you.
Don't threaten your child. An adult's threats give rise to a child's lies, lead to fear and hatred.
Don't impose restrictions. In the nature of a child is the spirit of rebellion. Something that is strictly forbidden, I really want to try, do not forget about it.
Do not guard your child where you can do without guardianship; let the little man become big on his own.
Do not follow your child's lead, know how to observe the measure of your love and the measure of your parental responsibility.
Develop your sense of humor. Learn to laugh at your weaknesses, let your child laugh with you. Teach your child to laugh at himself! It's better than others laughing at him.
Do not read endless notations to your child, he just does not hear them!
Always be consistent in your requirements. Know your "yes" and "no" well.
Do not deprive your child of the right to be a child. Give him the opportunity to be a mischievous and fidget, a rebel and a naughty. The period of childhood is very fleeting, and there is so much to try before you become an adult. Give your child the opportunity to be him during childhood, otherwise the period of childhood will continue into adulthood. This can have serious consequences for both your child and you, the parents!
Remember that the greatest parental happiness is to see accomplished, smart and noble children!
Social portrait of the family
Number of children in the family
Degree of participation of parents in the project
The project "Model of partnership of family and preschool educational institution".
Preschool childhood is a period during which the child is completely dependent on others - parents and teachers. It is important that children grow up in an atmosphere of respect and do not suffer negative consequences.
The family and the preschool institution are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.
The child grows up and enters kindergarten. Now new people appear in his environment - adults and children. And the emotional comfort and security of the baby, his timely development, the ability to communicate with peers and adults depend on how adults, new people for him, meet the child, on their efforts and efforts. No matter how good the pedagogical technologies of an educational institution are, an important factor in the formation of a person is the family. The values and atmosphere of the family, its traditions, the culture of relationships become the soil for the maturation of the individual and the basis of her life guidelines. And parents should become active and equal participants in the educational process.
Parents experience certain difficulties in that they cannot find free time to work with children at home. They are often unsure of their abilities. We often encounter the position of self-withdrawal of many parents from solving the issues of raising children. Some parents, busy with everyday life concerns, perceive the preschool period as a time that does not require special educational efforts from them, and such parents shift the upbringing to a preschool educational institution, and at home provide the child with a TV, computer, monster toys.
Many parents believe that no one knows their child better than themselves, so the teacher cannot tell them anything new about their child. In fact, this is not so - in the process of growing up and communicating with peers, the child develops new hobbies and interests that parents may not even know about because the child practices them only in kindergarten.
The involvement of parents in the pedagogical process, their interested participation in the educational process is necessary for their own child.
One of the most common forms of work with parents is parent meetings. This is the main form of interaction between a parent and educators, which allows parents to keep abreast of the everyday life of the kindergarten, to know what classes are held in kindergarten and what results the children have achieved.
Thus, the analysis of the state of this problem of interaction between specialists of the preschool educational institution with parents determined the relevance of the project topic: "Model of interaction between the preschool educational institution and the family on the development of the child."
Design part
Project implementation period– 1 year (September 2013 – September 2014).
Project type- practice-oriented (applied).
Activities:
1. Educational (presentation of information to improve the psychological, pedagogical, legal culture of parents);
2. Practical-effective (increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full-fledged emotional communication).
Objective of the project: combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child.
Project objectives:
Increasing the level of professional competence of teachers in organizing work with families.
Involving parents in active participation in the pedagogical process.
Establish trusting relationships between children, parents and teachers.
Testing new non-traditional forms of work with the family as a factor in the positive development of the child.
Project participants:
- teacher-psychologist;
- educators;
- music director;
- children aged 1.5 to 7 years;
- parents (legal representatives);
To solve the tasks set, the following forms of cooperation between the kindergarten and the family are used:
1. Information - analytical
Questioning;
Testing;
The method of writing mini-essays by parents “My child”, “My family”.
2. Visual and informational forms
Website of the preschool educational institution website and pages of teachers;
Issue of family wall newspapers, newspapers of the kindergarten "News d / s No. 44";
Open display of direct educational activities for parents by specialists of preschool educational institutions, events and matinees for parents;
Photo exhibitions;
Family presentations;
Library for parents;
Visual information in an unconventional form: "Flower of Wisdom" (advice from parents to parents), "Unfinished thesis", "Portrait of an ideal parent, educator";
Non-traditional open days;
3. Cognitive.
Non-traditional forms of holding a parent meeting;
Informational and practical classes with a teacher-psychologist "School of Parental Excellence";
Joint work on the thematic plan of the project;
Pedagogical crosswords;
Round table.
4. Leisure.
Joint holidays, leisure, entertainment;
Joint sports days;
Family Theatre;
Participation of parents in craft competitions, photo exhibitions, exhibitions.
Expected results:
Identification of the features of professional pedagogical interaction between preschool specialists and parents, taking into account modern trends in family education of preschoolers;
Research of pedagogical aspects of disharmony of family relations as a factor of violations of family socialization of a preschooler;
Designing a model of interaction between the teaching staff of the preschool educational institution and the parents of pupils;
Determination of indicators of the effectiveness of the process of interaction between specialists of preschool educational institutions and parents.
Determining the dynamics of the level of competence of teachers and parents on the issues of interaction and education of children;
Increasing the coverage of parents with various forms of cooperation;
Accounting for the social request (interests, needs, requirements) of parents in planning the work of the institution;
Awareness by the team and parents of the dominant role of family education and the role of the preschool institution as a “helper” of the family in the upbringing of children.
PROJECT IMPLEMENTATION STAGES
STAGE I - PREPARATORY
1. The study of scientific and methodological literature on the topic of the project.
2. Questioning of parents.
3. Calendar-thematic plans within the framework of the project.
4. Development of methodological materials for the implementation of the project.
STAGE II - MAIN CURRENT
1. Development of summaries of events and their implementation.
2. Implementation of plans for interaction between project participants.
STAGE III - FINAL
1. Analysis of the work done. (Parents meeting, pedagogical council)
2. Presentation on the topic “Forms of work with parents (legal representatives) in a preschool educational institution.
3. Photo session, interviewing parents, publication on the website of the preschool educational institution.
Perspective plan of work with parents for the 2013-2014 academic year.
Target: solving problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process in preschool educational institutions.
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The system of work of the preschool educational institution with the family |
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Principles of working with parents
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Family Study Methods
Conversation with parents; Parent essays; |
Forms of work with parents
Interest clubs |
Perspective work plan
with the families of pupils for the 2013–2014 academic year. G.
|
Forms of communication |
Timing |
Members |
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Parent survey |
September |
Collection of information |
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Drawing up a social passport of the group, a diary of the group |
September |
Parents, educators |
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Photo and essay contest “How I spent my summer” |
September |
Parents, children, teachers |
|
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Parent meeting in the form of a round table |
September |
Familiarization of parents with the tasks for the new academic year, discussion of general issues related to the organization of the work of the family club |
Head of preschool educational institution, educators, parents, children |
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Conducting “School of Parenting Excellence” meetings |
2 times a month |
parent education |
Educational psychologist |
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An unconventional form of communication with parents "Mailbox", which is installed in the reception group |
During a year |
Gathering information, educating parents: answers are printed in the DOW newspaper, as well as on the website in the Specialist Advice section. |
Educators, teacher-psychologist, moderator of the DOW website |
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Competition "Mother's Tale": Winter Tales; Bedtime stories, etc. |
During a year |
Joint creative work of parents and children |
Parents, children, teachers |
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Organization of visual information in an unconventional form: a camomile of wisdom, a portrait of an ideal parent, an unfinished thesis, a portrait of an ideal teacher. |
During a year |
Collecting data for compiling the social passport of the group |
Senior educator, educators |
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Maintaining and updating information on the Kindergarten website. Maintenance of subsections of the Group, methodological work, expert advice. |
During a year |
parent education |
Site moderator |
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Organization of the pedagogical library |
During a year |
Creation and replenishment of the pedagogical library for parents |
Senior educator, educators |
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Issue of newspapers with advice from specialists "Kindergarten News" |
1 time per month |
parent education |
senior caregiver |
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Introduction of group traditions: “Game has come to visit us”, “Game for rent” |
During a year |
Children bring educational games to the group for a while or take games home “for rent” to play with the family |
Parents, children, teachers |
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Competition “Autumn Bouquet” |
Creative work of parents and children |
Parents, children, teachers |
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Consultation; “The speech environment of a preschooler. Foul language is a disease of society” |
educators |
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Consultation: “The ABC of road safety for parents with children” |
Preparation of materials and design of a brochure suitable for parents to read at home |
educators |
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“What do kids play at home” |
Workshop on organizing gaming activities |
Kindergarten teachers, parents, children |
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Consultation: “Family Tree” Competition "Family Tree" |
Preparation of materials and design of a brochure suitable for parents to read at home |
educators |
|
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open letter to mom |
Drawing up a letter by a child to his mother under the guidance of educators |
Educators. Children |
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Group design |
During a year |
Joint creation of a subject-developing space |
Parents, children, teachers |
|
Making a group diary with significant events, photos of events, birthdays. |
During a year |
Preparation of material to familiarize parents with the life of the garden |
educators |
|
An unconventional form of holding a parent meeting "Adaptation to kindergarten", with the presentation of "Orders" (in the form of a child's palm) to parents who have successfully adapted to the preschool educational institution. |
parent education |
Educators, educational psychologist |
|
|
Family traditions Crafts and drawings competition for the New Year |
Making a photo album “Forest beauty” |
Parents, children, teachers |
|
|
Meeting interesting people |
Parents' story about their professions |
Educators and parents |
|
|
Pedagogical lounge “Children’s rights are relevant” |
Business game for parents |
Educators and parents |
|
|
Exhibition: “Our favorite sport” |
Joint creative work of parents and children |
Parents, children, teachers |
|
|
Dad interview. Thank you dad from mom Organization of the photo exhibition "This is my dad!" |
Recording an interview on a video camera, discussion and registration of thanks to dads from moms |
Parents, children, teachers |
|
|
Meeting “My dad is the best” |
Leisure activities for parents and children |
Parents, children, teachers |
|
|
Photo collage “My dad is the defender of the Motherland” |
Joint creative work of parents, educators and children |
Parents, children, teachers |
|
|
Exhibition of drawings “Flowers for Mom” Exhibition of photographs "Mom at work" |
Creative work of children |
Children and caregivers |
|
|
Joint creative work of preschool teachers and children |
|||
|
Campaign "Before it's too late" about fostering love for nature |
March, April |
Meeting of the parent club, organization of the photo exhibition “Our Pets” (animals, plants) |
Parents, children, teachers |
|
Organization of the exhibition of creative works "Button World" |
Joint creative work of preschool teachers, children and parents |
Music director, educators, children |
|
|
“What is School Readiness” |
Psychologist's consultation |
Psychologist, parents. educators |
|
|
Making a photo collage “My ancestors during the Second World War”, laying flowers at the Memorial of Military Glory |
Parents, children, teachers |
||
|
Final parent meeting. Project presentation |
Outdoor children's activity. Summing up the academic year. Presentation of the project, Awarding of participants in various nominations |
Head of preschool educational institution, educators, children and parents |
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