Abstract: Interaction of a preschool institution with the families of pupils. Modern forms of interaction with the family The system of interaction with parents includes

First of all, parents are responsible for raising children, and all other social institutions are designed to support and complement their educational activities.

Advantages of interaction between teachers and parents: Firstly, it is a positive emotional attitude of teachers and parents to work together to raise children. Secondly, it takes into account the child’s individuality. The teacher, constantly maintaining contact with the family, knows the characteristics and habits of his pupil and takes them into account when working, which, in turn, leads to increased efficiency of the teaching process. Thirdly, parents can independently choose and form already in school age the direction in the development and upbringing of the child that they consider necessary. Fourthly, this is the opportunity to implement a unified program for the upbringing and development of children in preschool educational institutions and families.

Principles for organizing joint work between preschool educational institutions and families: openness kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops); cooperation between teachers and parents in raising children; creation of an active developmental environment that provides unified approaches to personal development in the family and children's team; diagnosis of general and specific problems in the development and upbringing of a child.

Work with parents should be based on the following steps. 1. Thinking through the content and forms of work with parents. Conducting a quick survey to study their needs. 2. Establishment of friendly relations between teachers and parents with a view to future business cooperation. 3. Formation in parents of a more complete image of their child and his correct perception by providing them with knowledge and information that cannot be obtained in the family and which turns out to be unexpected and interesting for them. 4. Familiarization of the teacher with family problems in raising a child. At this stage, educators enter into dialogue with parents, who play an active role here, talking during the teacher’s visit to the family not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child. 5. Joint research with adults and the formation of the child’s personality. At this stage, the specific content of the work is planned and forms of cooperation are selected.

Forms of cooperation with parents Form (lat. - forma) - device, structure of something, system of organizing something. All forms with parents are divided into collective (mass), individual and visual information; traditional and non-traditional.

Contents of forms of communication with parents Collective (mass) forms involve working with the entire or larger group parents of preschool educational institutions(groups). These are joint events between teachers and parents. Some of them involve the participation of children. Individual forms are intended for differentiated work with parents of pupils. Visual and informational - play the role of indirect communication between teachers and parents. Currently, stable forms of work between kindergartens and families have emerged, which in preschool pedagogy are considered traditional. These are time-tested forms of work. Their classification, structure, content, and effectiveness are described in many scientific and methodological sources.

Traditional forms Organizations of communication between teachers and parents: Collective parent meetings conferences round tables surveys on various issues seminars Individual Conversations thematic consultations, etc. Visual information photographs of the exhibition children's works sliding folder screens days open doors matinees information stands booklets

Non-traditional forms of communication They are aimed at establishing informal contacts with parents, attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers. Practice has already accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. However, today the principles on which communication between teachers and parents are based have changed. It is built on the basis of dialogue, openness, sincerity, refusal of criticism and evaluation of the communication partner. Therefore, these forms are considered non-traditional.

Non-traditional forms of organizing communication between teachers and parents Information analytical Leisure sociological sections “mailbox” surveys Educational Visual information seminars workshops joint leisure holidays participation of parents and children in exhibitions participation of parents in creative competitions, mass events kindergarten exhibitions parental work on art activities information folders for parents parent living room holding consultation meetings in a non-traditional form of games with pedagogical content library for parents organizing open days of open screenings of classes and other activities publishing newspapers organizing mini-libraries protecting family projects presentation of a kindergarten information about the kindergarten on the website

Children's and parent's magazine "Luchik" Thanks to the magazine "Luchik" parents from passive observers and listeners become allies and active partners. In my opinion, such an event is a good addition to traditional parent meetings, conversations, thematic exhibitions, etc.

“Parent University” In order for the work of the “Parent University” to be more productive, preschool activities with parents can be organized at different levels: school-wide, intra-group, individual-family. Round table “Department family traditions"(Grandparents are the keepers of family traditions).

Open days On this day, parents, as well as other people close to the child who are directly involved in his upbringing (grandparents, brothers and sisters), have the opportunity to freely visit the preschool; walk through all its premises, get acquainted with the life of a child in kindergarten, see how the child studies and relaxes, communicate with his friends and teachers. Parents, observing the activities of the teacher and children, can themselves participate in games, activities, etc.

Charity events Campaign “Give educational toy children." Thanks to this form of work with parents, the didactic material groups.

Parent meetings are an effective form of working with parents, where problems of the group’s life are discussed. When working with parents, pedagogical councils can and should be used. The council includes a teacher, head, deputy head for main activities, educational psychologist, speech therapist teacher, head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. One of the forms of working with parents at the present stage is holding various competitions - question and answer evenings. This allows you to clarify your pedagogical knowledge, apply it in practice, learn about something new, expand your friend’s knowledge, and discuss some problems of child development.

When preparing for the meeting, you can use the following plan: Questioning parents on the topic of the meeting. Questionnaires are filled out at home before the meeting, and their results are used during the meeting. Making invitations for each family (in the form of an applique, drawing, postcard, etc.). It is important that children take part in making invitations. Making leaflets with tips on the topic of the meeting. Their content should be brief and the text should be printed in large font. Preparation of competitions and exhibitions. Tape recording of children's answers on the topic of the meeting. Invitation to a meeting of a fairy-tale hero (use of a surprise moment). Preparation of posters on the topic of the meeting, etc.

One of the forms of differentiated work with parents is consultations. Consultations are similar in nature to conversation. The difference is that a conversation is a dialogue between a teacher and a parent, and when conducting a consultation and answering parents’ questions, the teacher strives to give qualified advice. You can also use individual notebooks with parents, where the teacher writes down the children’s progress. different types activities, parents can mark what interests them in raising their children.

One of the most important forms of interaction between family and kindergarten is individual work with each parent. The advantage of this form is that through studying the specifics of the family, conversations with parents (with each individual), observing the communication of parents with children both in the group and at home, teachers outline specific ways of joint interaction with the child. A conversation between a teacher and parents is the most accessible form of establishing a connection between a teacher and a family, his systematic communication with father, mother, and other family members.

VISITING THE FAMILY o Visiting pupils at home is one of the important forms of working with parents. It is customary to visit families twice a year. o The purpose of the first visit to the family is to clarify the conditions family education. If it precedes the child’s arrival in kindergarten, its purpose is to facilitate the process of adaptation to the preschool educational institution. In this case, the teacher should get to know the child better in advance, his habits, character, contact, interests, favorite activities, conditions for holding routine moments. o Repeat visits are carried out as needed and solve more specific problems: correction of identified characteristics of the child’s behavior, establishment of uniform requirements for his upbringing in the family and preschool educational institutions, etc. o The task of the teacher is to establish trusting and business relationships with the family, and for this it is necessary to recognize authority parents in raising children, to see them as equal partners. o After the visit, you need to record the information received in a form convenient for the teacher.

“The way childhood passed, who led the child by the hand during childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

V.A. Sukhomlinsky

System update preschool education, the processes of humanization and democratization in it have determined the need to intensify interaction preschool with a family.

The family is a unique primary society that gives the child a feeling of psychological security, “emotional support,” support, and unconditional, non-judgmental acceptance. This is the enduring importance of family for a person in general, and for a preschooler in particular.

Modern specialists and scientists in the field of family speak about the same thing (T.A. Markova, O.L. Zvereva, E.P. Arnautova, V.P. Dubrova, I.V. Lapitskaya, etc.). They believe that the family institution is an institution of emotional relationships. Every child today, as at all times, expects unconditional love from his family and people close to him (mother, father, grandmother, grandfather, sister, brother): he is loved not for good behavior and grades, but simply for the way he is. he is, and for the fact that he simply is.

For a child, family is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem “with the whole world”: kindergarten, family, public.

Therefore, it is no coincidence that in recent years a new philosophy of interaction between family and preschool institution has begun to develop and be implemented. It is based on the idea that parents are responsible for raising children, and all other social institutions are designed to support and complement their educational activities.

The idea of ​​the relationship between public and family education is reflected in a number of legal documents, including the “Concept of Preschool Education”, “Regulations on Preschool Educational Institutions”, the Law “On Education”, etc. Thus, in the Law “On Education” in Art. 18 it is written that “parents are the first teachers. They are obliged to lay the foundations of physical, moral and intellectual development personality of a child at an early age."

The policy of transforming education from family to public, officially implemented for many years in our country, is becoming a thing of the past. In accordance with this, the position of the preschool institution in working with families is also changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.

The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.

Firstly, it is the positive emotional attitude of teachers and parents to work together to raise children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the opinions of the family and suggestions for interaction with the child will be taken into account. Teachers gain understanding from parents in solving problems (from material to economic). And the biggest winners are the children, for whose sake this interaction is carried out.

Secondly, it takes into account the child’s individuality. The teacher, constantly maintaining contact with the family, knows the characteristics and habits of his pupil and takes them into account when working, which, in turn, leads to increased efficiency of the teaching process.

Thirdly, parents can independently choose and shape, already at school age, the direction in the development and upbringing of the child that they consider necessary. Thus, parents take responsibility for raising the child.

Fourthly, this is the opportunity to implement a unified program for the upbringing and development of children in preschool educational institutions and families.

On this occasion, N.K. Krupskaya wrote in her “Pedagogical Works”: “The issue of working with parents is a big and important issue. Here we need to take care of the level of knowledge of the parents themselves, of helping them in self-education, equipping them with a certain pedagogical minimum, and involving them in the work of the kindergarten.” An essential aspect of the interaction between kindergarten and family, N.K. has repeatedly emphasized. Krupskaya, is that the kindergarten serves as an “organizing center” and “influences ... on home education,” therefore it is necessary to organize the interaction between the kindergarten and the family in raising children as best as possible. “...There is enormous strength in their community, in mutual care and responsibility.” At the same time, she believed that parents who do not know how to educate need to be helped.

I. Features of organizing interaction between preschool educational institutions and families of pupils

preschool family game educational

When organizing joint work of a preschool educational institution with families within the framework of the new philosophy, it is necessary to observe the basic principles:

· openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how his child lives and develops);

· cooperation between teachers and parents in raising children;

· creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;

· diagnosis of general and specific problems in the development and upbringing of a child.

The main goal of preschool teachers is to professionally help the family in raising children, without replacing it, but complementing it and ensuring a more complete implementation of its educational functions:

· development of the child’s interests and needs;

· distribution of duties and responsibilities between parents in constantly changing situations of raising children;

· supporting openness in relationships between different generations in the family;

· developing a family lifestyle, forming family traditions;

· understanding and acceptance of the child’s individuality, trust and respect for him as a unique person.

This goal is achieved through the following tasks:

· fostering respect for childhood and parenthood;

· interaction with parents to study their family microenvironment;

· increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents;

· providing practical and theoretical assistance to parents of pupils through the transmission of the fundamentals of theoretical knowledge and the formation of skills in practical work with children;

· using various forms of cooperation with parents and joint creativity, based on an individually differentiated approach to families.

The main conditions necessary for the implementation of trusting interaction between the preschool educational institution and the family are the following:

· studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, the structure and nature of family relationships, etc.;

· openness of the kindergarten to the family;

· teacher orientation towards working with children and parents.

Work with parents should be based on the following steps.

1.Thinking through the content and forms of work with parents. Conducting a quick survey to study their needs. It is important not only to inform the parent about what the preschool educational institution wants to do with his child, but also to find out what he expects from the preschool educational institution. It should be taken into account that some parents prefer to work with their child themselves, and consider kindergarten only as an environment for playful communication with their son or daughter. The obtained data should be used for further work.

2.Establishing friendly relations between teachers and parents with a view to future business cooperation. It is necessary to interest parents in the work that is supposed to be carried out with them, to form a positive image of the child in them.

.Forming in parents a more complete image of their child and his correct perception by providing them with knowledge, information that cannot be obtained in the family and which turns out to be unexpected and interesting for them. This may be information about some features of the child’s communication with peers, his attitude to work, and achievements in productive activities.

.Familiarization of the teacher with family problems in raising a child. At this stage, educators enter into dialogue with parents, who play an active role here, talking during the teacher’s visit to the family not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child.

.Joint research with adults and the formation of the child’s personality. At this stage, the specific content of the work is planned and forms of cooperation are selected.

Form (lat. - forma) - device, structure of something, system of organizing something.

All forms with parents are divided into

· collective (mass), individual and visual information;

· traditional and non-traditional.

Collective (mass) forms involve working with all or a large number of parents of a preschool educational institution (group). These are joint events between teachers and parents. Some of them involve the participation of children.

Individual forms are intended for differentiated work with parents of pupils.

Visual and informational - play the role of indirect communication between teachers and parents.

Currently, stable forms of work between kindergartens and families have emerged, which in preschool pedagogy are considered traditional. These are time-tested forms of work. Their classification, structure, content, effectiveness are described in many scientific and methodological sources. These forms include pedagogical education parents. It is carried out in two directions:

· Inside the kindergarten, work is carried out with the parents of pupils of this preschool educational institution;

· working with parents outside the preschool educational institution. Its goal is to reach the vast majority of parents of preschoolers, regardless of whether their children attend kindergarten or not.

Non-traditional forms of communication are especially popular among both teachers and parents. They are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers.

Practice has already accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. However, today the principles on which communication between teachers and parents are based have changed. It is built on the basis of dialogue, openness, sincerity, refusal of criticism and evaluation of the communication partner. Therefore, these forms are considered non-traditional.

T.V. Krotova offers the following classification of non-traditional forms of interaction with parents (Table 1).

Table 1

Non-traditional forms of organizing communication between teachers and parents

Name Purpose of use Forms of communication Information and analytical Identification of interests, needs, requests of parents, level of their pedagogical literacy · Conducting sociological surveys and surveys · "Mailbox" · Individual notebooks Educational Familiarization of parents with age and psychological characteristics preschool children. Formation of practical skills in raising children in parents · Workshops · Trainings · Conducting meetings and consultations in a non-traditional form · Mini-meetings · Pedagogical briefing · Pedagogical living room · Oral pedagogical journals · Games with pedagogical content · Pedagogical library for parents · Research and design, role-playing, simulation and business games. Leisure Establishing emotional contact between teachers, parents, children · Joint leisure activities, holidays · Exhibitions of works by parents and children · Circles and sections · Clubs of fathers, grandmothers, grandfathers, seminars, workshops Visual and informational: informational and educational; informational and educational Familiarization of parents with the work of a preschool institution, the features of raising children. Formation of knowledge among parents about the upbringing and development of children · Information brochures for parents · Almanacs · Magazines and newspapers published by preschool educational institutions for parents · Days (weeks) of open doors · Open viewings of classes and other activities of children · Release of wall newspapers · Organization of mini-libraries

Let us consider the groups of forms of interaction between teachers and parents described above in more detail.

II. Cognitive forms of interaction with parents

The dominant role among forms of communication between teacher and parents continues to be played by cognitive forms of organizing their relationships. They are designed to improve the psychological and pedagogical culture of parents, and, therefore, to contribute to changing the views of parents on raising a child in a family environment, and to develop reflection. In addition, these forms of interaction make it possible to acquaint parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of their practical skills. Parents see the child in an environment different from home, and also observe the process of his communication with other children and adults.

The following traditional collective forms of communication are still in the lead in this group:

General parent preschool educational institution meeting. Its goal is to coordinate the actions of the parent community and teaching staff on issues of education, upbringing, health improvement and development of students.

Regulations on the general parent meeting of the preschool educational institution). At general parent meetings, problems of raising children are discussed. Like any parent meeting, it requires careful preliminary preparation (see below). For parents newly admitted to the preschool educational institution, it is advisable to give a tour of the kindergarten with an explanation of the profile and tasks of the institution, and introduce them to specialists; you can publish a booklet, advertisement telling about a specific institution or show a presentation; organize an exhibition of children's works, etc.

Pedagogical Council with the participation of parents. The goal of this form of work with families is to involve parents in actively understanding the problems of raising children in the family based on individual needs.

A parent conference is one of the forms of improving the pedagogical culture of parents. The value of this type of work is that it involves not only parents, but also the public. Teachers, employees of the district education department, representatives of medical services, teachers, educational psychologists, etc. speak at the conferences. In addition, this form allows teachers, specialists and parents to simulate life situations by playing them out. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.

Thematic consultations are organized to answer all questions that interest parents. Part of the consultation is devoted to the difficulties of raising children. They can be carried out by specialists on general and special issues, for example, the development of musicality in a child, the protection of his psyche, teaching literacy, etc. Consultations are close to conversations, their main difference is that the latter involve dialogue, which is led by the organizer of the conversations. The teacher strives to give parents qualified advice and teach something. This form helps to get to know the life of a family more closely and provide help where it is needed most; it encourages parents to take a serious look at their children and think about the best ways to raise them. The main purpose of the consultation is for parents to make sure that in kindergarten they can receive support and advice. There are also “correspondence” consultations. A box (envelope) is being prepared for parents' questions. While reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues, or redirect the question. This form received a response from parents. As our experience of conducting “correspondence” consultations showed, parents asked a variety of questions that they did not want to talk about out loud.

Pedagogical council. According to some modern authors (E.P. Arnautova, V. Lapitskaya, etc.), this form can and should be used when working with parents. It helps to better and more deeply understand the state of relationships in a particular family, and provide effective practical assistance in a timely manner (if, of course, the parents have a desire to change something in the current situation).

The council can include a teacher, head, deputy head for main activities, educational psychologist, speech therapist teacher, head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The outcome of the consultation could be:

· availability of information about the characteristics of a particular family;

· determination of measures to assist parents in raising a child;

· development of a program for individual correction of parental behavior.

Group meetings of parents are a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family (the problems of the group’s life are discussed).

When preparing for a parent meeting, you should adhere to the following rules:

· the meeting must be purposeful;

· meet the needs and interests of parents;

· have a clearly defined practical nature;

· be carried out in the form of dialogue;

· At the meeting, you should not make public the failures of children or the miscalculations of parents in their upbringing.

The agenda of the meetings can be varied, taking into account the wishes of the parents (Appendix 5. Parent meetings in the group (methodological recommendations). Traditionally, it includes reading a report, although this should be avoided, it is better to conduct a dialogue using methods of activating parents. According to lecturers , “reading from a piece of paper causes sleep with open eyes.” It is not recommended to use official words like “report”, “events”, “agenda”, “attendance is strictly required” when working with parents. If the teacher reads the text without stopping, it adds up impression that he is incompetent in the issues presented. In the message, it is important to present the features of the life of the group and each child. Kindergarten specialists (doctor, speech therapist, psychologist, etc.), as well as specialists among parents who are related to preschool children (pediatrician, lawyer, librarian, etc.).

The meeting is prepared in advance, the announcement is posted 3-5 days in advance. The ad can include small tasks for parents, for example, observing children’s behavior, developed skills, paying attention to children’s questions, etc. The tasks are determined by the topic of the upcoming meeting. Experience shows that parents respond more actively to individual invitations, especially if children took part in their preparation.

When preparing for a meeting, you can use the following plan:

· Questioning parents on the topic of the meeting. Questionnaires are filled out at home before the meeting, and their results are used during the meeting.

· Making invitations for each family (in the form of an applique, drawing, postcard, etc.). It is important that children take part in making invitations.

· Making leaflets with tips on the topic of the meeting. Their content should be brief and the text should be printed in large font.

· Preparation of competitions and exhibitions.

· Tape recording of children's answers on the topic of the meeting.

· Invitation to a meeting of a fairy-tale hero (use of a surprise moment).

· Preparation of posters on the topic of the meeting, etc.

Now meetings are being replaced by new non-traditional forms (see Appendix 5.). I would like to warn teachers against getting carried away with entertainment: some people think that they should drink tea and play games with their parents. In this case, the pedagogical content “goes away.”

It is advisable to combine different forms of work, for example, after entertaining activities with parents, you can organize conversations and meetings.

"Round table". In a non-traditional setting with the obligatory participation of specialists, current problems of education are discussed with parents (Appendix 6. Round table scenario “What prevents a child from developing?”)

Parent council (committee) of the group. The Parent Council is a group of parents that meets regularly in order to assist the administration of the preschool educational institution and the teachers of the group in improving the conditions for the implementation of the educational process, protecting the life and health of students, and the free development of personality; participate in organizing and conducting joint events. As a rule, parents with an active life position who are interested in improving the stay of children in preschool educational institutions are elected as members of the parent council.

Organization of work with the parent committee”).

Open classes with children in preschool educational institutions for parents. Parents are introduced to the structure and specifics of conducting classes in preschool educational institutions. You can include elements of a conversation with parents in the lesson.

These forms have been used before. However, today the principles on which communication between teachers and parents are based have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate the communication partner. Therefore, these forms can also be considered non-traditional. For example, this could be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When?”, “Through the Mouth of a Baby” and others. An informal approach to organizing and conducting these forms of communication confronts educators with the need to use a variety of methods for activating parents. These “old forms with a new twist” include:

"Open Days". Currently they are becoming widespread. However, today we can talk about this form of communication between teachers and parents as non-traditional, due to changes in the principles of interaction between teachers and parents. According to researchers, a preschool institution is able to fully satisfy the needs of parents only if it is an open system. “Open Days” give parents the opportunity to see the style of communication between teachers and children, and to “get involved” in the communication and activities of children and teachers. If previously it was not assumed that a parent could be an active participant in the life of children when visiting a group, now preschool institutions strive not only to demonstrate the pedagogical process to parents, but also to involve them in it. On this day, parents, as well as other people close to the child who are directly involved in his upbringing (grandparents, brothers and sisters), have the opportunity to freely visit the preschool; walk through all its premises, get acquainted with the life of a child in kindergarten, see how the child studies and relaxes, communicate with his friends and teachers. Parents, observing the activities of the teacher and children, can themselves participate in games, activities, etc.

Presentation of a preschool institution. This is a form of advertising for preschool educational institutions, modernized in accordance with the newly opened computer capabilities. As a result of this form of work, parents get acquainted with the charter of the preschool educational institution, the development program and the team of teachers, and receive useful information about the content of work with children, paid and free services.

Clubs for parents.

This form of communication presupposes the establishment of a trusting relationship between teachers and parents, awareness by teachers of the importance of family in raising a child, and by parents that teachers have the opportunity to assist them in solving emerging difficulties in upbringing. Meetings of clubs for parents are held regularly. The choice of topic for discussion is determined by the interests and requests of the parents. Teachers strive not only to prepare useful and interesting information themselves on a problem that worries parents, but also invite various specialists

Oral pedagogical journal. The magazine consists of 3-6 pages, each lasting from 5 to 10 minutes. The total duration is no more than 40 minutes. The short duration of time is of no small importance, since parents are often limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information placed in a relatively short period of time is of significant interest to parents. Each page of the magazine is an oral message that can be illustrated with teaching aids, listening to tape recordings, exhibitions of drawings, crafts, and books. Parents are offered literature in advance to familiarize themselves with the problem, practical assignments, and questions for discussion. Sample topics of Oral Journals proposed by teachers: “At the threshold of the school”, “Ethics of family relationships”, “The influence of nature on the spiritual development of the child” and others. It is important that the topics are relevant to parents, meet their needs and help solve the most important issues in raising children.

Evenings of questions and answers. This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, expand each other’s knowledge, and discuss some problems of children’s development.

"Parent University". In order for the work of the “Parent University” to be more productive, the preschool institution’s activities with parents can be organized at different levels: general kindergarten, intra-group, individual-family. It can operate different departments according to the needs of parents:

· “Department of Competent Motherhood” (Being a mother is my new profession).

· “Department of Effective Parenting” (Mom and Dad are the first and main teachers).

· “Department of Family Traditions” (Grandparents are the custodians of family traditions).

Mini meetings. An interesting family is identified and its experience of upbringing is studied. Next, she invites two or three families who share her position in family education. Thus, a topic of interest to everyone is discussed in a narrow circle.

Research and design, role-playing, simulation and business games. During these games, participants do not simply “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the game participants, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Sample topics games can be: “Morning in your house”, “Walk in your family”, “Weekend: what is it like?”

Trainings. Training game exercises and assignments help to give an assessment in various ways interaction with the child, choose more successful forms of addressing him and communicating with him, replacing undesirable ones with constructive ones. A parent involved in game training begins to communicate with the child and comprehends new truths.

Board of Trustees. One of the new forms of work with parents, which is a collegial self-government body, constantly operating on a voluntary basis at a preschool educational institution.

Days of good deeds. Days of voluntary feasible assistance from parents to the group, preschool educational institution - repair of toys, furniture, group, assistance in creating a subject-development environment in the group. This form allows you to establish an atmosphere of warm, friendly relationships between the teacher and parents. Depending on the work plan, it is necessary to draw up a schedule for parental assistance, discuss each visit, the type of assistance that the parent can provide, etc.

Similar forms: Communication Days, Father's Day (grandparents, etc.)

The cognitive group also includes individual forms of interaction with parents. The advantage of this form of work with parents is that through studying the specifics of the family, conversations with parents (with each individual), observing the communication of parents with children, both in a group and at home, teachers outline specific ways of joint interaction with the child.

Pedagogical conversations with parents. Providing timely assistance to parents on one or another issue of education. This is one of the most accessible forms of establishing communication with family. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit.

The purpose of a pedagogical conversation is to exchange opinions on a particular issue; Its peculiarity is the active participation of both the teacher and parents. Conversations can arise spontaneously at the initiative of both parents and teachers. The latter thinks through what questions he will ask the parents, announces the topic and asks them to prepare questions to which they would like to receive an answer. When planning the topics of conversations, we must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of teaching and raising a preschooler. In addition, conversations must meet certain requirements:

· be specific and meaningful;

· give parents new knowledge on issues of teaching and raising children;

· awaken interest in pedagogical problems;

· increase the sense of responsibility for raising children.

As a rule, the conversation begins with general questions; it is necessary to provide facts that positively characterize the child.

It is recommended to think through in detail its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The teacher should select recommendations that are suitable for a given family and create an environment conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive description of the child, showing, even if insignificant, his successes and achievements. Then you can ask your parents how they managed to achieve positive results in education. Next, you can tactfully dwell on the problems of raising a child, which, in the teacher’s opinion, still need to be improved. For example: “At the same time, I would like to pay attention to the education of hard work, independence, strengthening the child, etc.” Give specific advice.

Family visit. The main purpose of the visit is to get to know the child and his loved ones in a familiar environment. By playing with a child, in a conversation with his loved ones, you can find out a lot of necessary information about the baby, his preferences and interests, etc. The visit benefits both parents and the teacher: parents get an idea of ​​how the teacher communicates with the child, have the opportunity in a familiar environment to ask questions that concern them regarding the upbringing of their child, and allows the teacher to get acquainted with the conditions in which the child lives, with the general atmosphere in the house, traditions and morals of the family.

The teacher of each age group must visit the families of his pupils. Each visit has its own purpose. The purpose of the first visit to the family is to find out the general conditions of family upbringing and to examine the child’s living conditions. Repeat visits are scheduled as needed.

When organizing a home visit, you must comply with the following conditions:

· be tactful when visiting family;

· do not start a conversation in the family about the child’s shortcomings;

· do not ask parents many questions about raising children;

Make yourself a reminder about organizing home visits and try to follow it.

Individual consultations. Consultations are similar in nature to conversation. The difference is that a conversation is a dialogue between a teacher and a parent, and when conducting a consultation and answering parents’ questions, the teacher strives to give qualified advice.

Individual notebooks, where the teacher records the children’s successes in different types of activities, parents can mark what interests them in raising their children.

These forms also include:

· "Young Family School";

· execution of individual orders;

· helpline;

· Trust mail;

· piggy bank of good deeds, etc..

In addition, there are techniques for creating roles for parents. They can play different formal and informal roles in the development and education program of their children in the kindergarten group. Below are some of them.

Guest of the group. Parents should be encouraged to come to the group to observe and play with their children.

Volunteer. Parents and children may have common interests or skills. Adults can help teachers, take part in performances, help organize events, provide transportation, help clean, arrange and decorate group rooms, etc.

Paid position. Some parents may take up a paid position as a member of the educational team.

III. Leisure forms of interaction with parents

Leisure forms of organizing communication are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. In the future, it will be easier for teachers to establish contacts with them and provide pedagogical information. Such forms of cooperation with families can only be effective if educators pay sufficient attention to the pedagogical content of the event, and the establishment of informal trusting relationships with parents is not the main goal of communication.

Holidays, matinees, events (concerts, competitions). This group of forms includes the holding by teachers of preschool institutions of such traditional joint holidays and leisure activities as “New Year's Eve”, “Christmas Fun”, “Maslenitsa”, “Mothers’ Day”, “ Best dad”, “Dad, mom, I am a friendly family”, “Harvest Festival”, etc. (Appendix 16. Scenario of the holiday “Come on, grandma! Come on, grandpa!”), interaction evening “How we welcomed spring" (Appendix 17. Evening script). We cannot do without sports entertainment such as "Zarnichka" and the family Olympic Games. Such evenings help create emotional comfort in the group and bring together the participants in the pedagogical process. Parents can show their ingenuity and imagination in various competitions. They can act as direct participants: participate in writing the script, read poems, sing songs, play musical instruments and tell interesting stories, etc.

Exhibitions of works by parents and children, family opening days.

Such exhibitions usually demonstrate the results joint activities parents and children. This is an important moment in building relationships between a child and a parent and is significant for the teacher (increasing the activity of parents in the life of the group, one of the indicators of the comfort of intra-family relationships). For example, the exhibitions “A birch tree stood in the field”, “Miracles for children from unnecessary things”, vernissages “Mom’s hands, dad’s hands and my little hands”, “Nature and fantasy”

Joint hikes and excursions. The main goal of such events is to strengthen parent-child relationships. As a result, children develop hard work, accuracy, attention to loved ones, and respect for work. This is the beginning patriotic education, love for the Motherland is born from a feeling of love for one’s family. Children return from these trips enriched with new impressions about nature, insects, and their region. Then they enthusiastically draw, make crafts from natural materials, and design exhibitions of joint creativity.

Charity events. This form of joint activity has great educational significance not only for children who learn not only to accept gifts, but also to give. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and the favorite book has become even more interesting and sounds new in the circle of friends. And this is a lot of work, educating the human soul. For example, the “Give a book to a friend” campaign. Thanks to this form of work with parents, the group’s library can be updated and expanded.

These forms also include:

circles and sections;

· clubs of fathers, grandmothers, grandfathers;

· weekend club (Appendix 19. Weekend club program);

· release of a wall newspaper (Appendix 20. Article “Wall newspaper as a means of interaction between teachers and parents in raising children”);

· home living rooms (Appendix 21. Home living room scenario);

· work of the theater troupe children - parents (joint production of performances);

· family meetings;

· music and literary salons;

· collecting, etc.

IV. Visual and informational forms of interaction with parents

These forms of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the teacher.

Visual information forms are conditionally divided into two subgroups:

1.The objectives of one of them - information and awareness-raising - are to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and to overcome superficial opinions about the work of the preschool institution.

2.The tasks of the other group - information and education - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the peculiarities of the development and upbringing of preschool children. Their specificity lies in the fact that the communication between teachers and parents here is not direct, but indirect - through newspapers, the organization of exhibitions, etc., therefore they were separated into an independent subgroup, and not combined with cognitive forms.

In their use, it is necessary to observe the principle of purposefulness and the principle of systematicity. The main task of these forms of work is to introduce parents to the conditions, tasks, content and methods of raising children in a preschool educational institution (group) and to help overcome superficial judgments about the role of a kindergarten and provide practical assistance to the family. These include:

· tape recording (dictaphone) of conversations with children,

· video fragments of the organization of various types of activities, routine moments, classes;

·photos,

· exhibitions of children's works,

· stands, screens, sliding folders.

In pedagogical practice they use and combine different kinds visibility:

full-scale,

· fine,

· verbal-figurative,

· informational.

But it should be noted that the attitude of teachers towards traditional methods of visual propaganda at the present stage of development of the relationship between teacher and parents is ambiguous. A number of educators are convinced that visual forms of communication with parents are ineffective in modern conditions. They explain this by the fact that parents are not interested in the materials posted on stands and mobile folders. And teachers often try to replace direct communication with parents with information announcements, articles from newspapers and magazines. According to other educators, visual forms of communication are capable of fulfilling the task of familiarizing parents with the methods and techniques of education and providing them with assistance in solving emerging problems. In this case, the teacher needs to act as a qualified adviser who can suggest the necessary material and discuss the difficulty with the parents.

Let's consider a group of traditional information and orientation forms.

Corner for parents. It is impossible to imagine a kindergarten without a beautifully and originally designed parent corner. It contains information useful for parents and children: the group’s daily routine, class schedule, daily menu, useful articles and reference materials for parents. Parent corner materials can be divided into two parts according to content:

· informational materials: rules for parents, daily routine, announcements of various types;

· materials covering the issues of raising children in kindergarten and family. They reflect the current work on the upbringing and development of children. Parents will clearly see how they can equip a corner or room for their child, receive answers to their questions, and find out what consultations will be held in the near future.

1.Choose a suitable place on the wall. It is advisable to place a corner opposite front door or directly above the locker rooms. This way, the necessary information will immediately catch the parents’ eyes. Make room on the wall for the future parent's corner. Make a flatbed stand out of plywood or buy a ready-made one, preferably a collapsible one, so that you can increase or decrease the area of ​​the stand if necessary.

2.Decide what exactly will fill the parent stand. Posters with background information must be present: parents about the rights of the child, life safety for parents (personal safety rules), parents and the second child, advice from doctors, parents and their responsibilities, etc.

.Pay attention to the contents of reference materials. All articles must be written in accessible language, without complex terms, with a font size of at least 14 points. Supplement the information with colorful drawings.

.Prepare and post information about the child care facility and staff, indicating contact numbers. This will give parents the opportunity to receive personal advice if necessary. The daily schedule, daily menu, information about the students in the group (height, weight and other indicators) - all this is an indispensable part of the parent's corner.

.Traditionally, the parent's corner is designed in the form of a tower, the roof of which can be made of any material (paper, self-adhesive oilcloth, straw, branches, etc.). The corner is decorated with drawings, appliqués and children’s crafts. You can also ask the parents themselves, who together with their children will gladly take part in this creative event.

But you can also think about non-trivial design of the corner. There can be many options here. You can design your stand in accordance with the name of the group or the general design of the reception area. For example, in the form of a train with carriages. To do this, glue on wheels from multi-colored cardboard to each article or memo (they are usually issued in A4 format), and make the edging of the trailers with colored paper.

Exhibitions, vernissages of children's works. Their goal is to demonstrate to parents important sections of the program or the children’s progress in mastering the program (drawings, homemade toys, children’s books, albums, etc.).

For example: an exhibition dedicated to sections of the program “Fine art activities of children in the family and kindergarten”, “Toys and their educational role” or exhibitions of children’s works “Autumn - stocking up”, “Winter has come”, etc.

Information sheets. They may contain the following information:

· information about additional activities with children;

· requests for help;

· thanks to volunteer helpers, etc.

Reminders for parents. A short description (instructions) of the correct (competent) steps to perform.

Mobile folders. They are formed according to the thematic principle: “So that our children do not get sick,” “The role of the father in raising children,” etc. The folder is given for temporary use to parents.

When parents become familiar with the contents of the travel folder, you should talk with them about what they read, answer questions that have arisen, listen to suggestions, etc.

The parent newspaper is prepared by the parents themselves. In it they note interesting cases from family life, share experiences of education on certain issues. For example, “Family day off”, “My mom”, “My dad”, “I’m at home”, etc.

Video films. They are created on a specific topic, for example, “Labor education of a child in the family,” “Labor education of children in kindergarten,” etc.

These forms of work with parents include:

· design of photomontages;

· joint creation of a subject-development environment;

· family and group albums “Our Friendly Family”, “Our Life Day by Day”, “Education from All Sides”;

· photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, me - a friendly family”;

· emotional corner “This is how I am today”, “Hello, I’m here” and others.

V. Information and analytical forms of organizing interaction with parents

The main task of information and analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, the presence of the necessary pedagogical knowledge, the attitude of the family towards the child, requests, interests, needs of parents for psychological and pedagogical information . Only on an analytical basis is it possible to implement an individual, personality-oriented approach to a child in a preschool institution, to increase the effectiveness of educational educational work with children and building competent communication with their parents.

Questioning. One of the most common diagnostic methods used by preschool employees to study the family, determine the educational needs of parents, establish contact with its members, and coordinate educational influences on the child (Appendix 25. Questionnaire “Interaction between parents and teachers”).

Having received the real picture, based on the collected data, the teacher determines and develops communication tactics with each parent and child. This helps to better navigate the pedagogical needs of each family and take into account its individual characteristics.

Based on questionnaire data, it is possible to develop criteria for the “involvement” of parents in the educational process. It can reflect quantitative indicators of parental presence at group events: attendance at parent-teacher meetings and consultations; presence of parents at children's parties, participation of parents in preparing and conducting excursions, thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the “Open Day”; assistance from parents in equipping the pedagogical process. As well as quality indicators: initiative, responsibility, parents’ attitude towards the products of joint activities of children and adults. This analysis allows us to identify three groups of parents.

Parents are leaders who know how and enjoy participating in the educational process and see the value of any work of a child care institution.

Parents are performers who take part subject to meaningful motivation.

Parents are critical observers. A change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families: active participants in the educational process, interested in the success of their children; interested, but wanting to solve problems with the help of specialists; indifferent, living by the principle “I was raised the same way.”

All this will help the teacher find a differentiated approach to parents during joint events.

VI. Written forms of interaction with parents

What is new in the practice of kindergarten work with families is the use of written forms of communication with parents. How and when to use written forms of communication?

When time constraints or difficulties with your parents' work schedule prevent you from meeting them in person; If you don't have a phone or want to discuss an issue in person, some forms of written communication can help you stay in touch with your parents. But you should not abuse such forms of communication. Since they do not contribute to the cohesion of the parent-child team of the group. And some (brochure, manual, newsletter, report) are more suitable for organizing work with parents throughout the kindergarten.

Brochures. Brochures help parents learn about kindergarten. Brochures can describe the concept of a kindergarten and give general information about him.

Benefits. The manuals contain detailed information about the kindergarten. Families can access benefits throughout the year.

Bulletin. A newsletter can be issued once or twice a month to keep families informed about special events, program changes, and more.

Weekly notes. A weekly note addressed directly to parents informs the family about the child's health, mood, behavior in kindergarten, his favorite activities and other information.

Informal notes. Caregivers can send short notes home with the child to inform the family about the child's new achievement or skill just mastered, to thank the family for the help provided; there may be recordings of children's speech, interesting statements from the child, etc. Families can also send notes to the kindergarten expressing gratitude or containing requests.

Personal notebooks. Such notebooks can travel between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Families can notify providers about special family events such as birthdays, new job, trips, guests.

Bulletin board. A notice board is a wall display that informs parents about meetings for the day, etc.

Suggestion box. This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with a group of educators.

Reports. Written reports of child development are a form of communication with families that can be useful, provided they do not replace face-to-face contact.

VII. Criteria for the effectiveness of using various forms of work with parents in the upbringing and development of a child’s personality

Unfortunately, forms and methods in themselves are not so significant. In recent years, scientists and practitioners have developed many bright and interesting forms of working with parents. But in most cases, these forms exist on their own, because work with families is assessed by the number of activities and their quality, demand from parents, and how much the efforts of the teaching staff have helped parents and children are not analyzed at all.

In order to effectively solve this problem, the administration of the preschool educational institution, and educators, need to conduct an analysis (self-analysis) of the effectiveness (quantitative and qualitative) of the activities that are carried out by kindergarten specialists.

To determine the effectiveness of the efforts spent on interacting with parents, you can use a survey, feedback lists, evaluation sheets, express diagnostics, and other methods immediately after an event. Equally important is self-analysis on the part of teachers.

When working with parents, repeated diagnostics, interviews with children, observations, recording the activity of parents, etc. can be used to track and evaluate delayed outcome.

The effectiveness of the work with parents carried out in a preschool institution is evidenced by:

· showing parents interest in the content of the educational process with their children;

· the emergence of discussions and disputes on their initiative;

· answers to parents' questions by themselves; giving examples from your own experience;

· an increase in the number of questions to the teacher regarding the child’s personality and his inner world;

· the desire of adults for individual contacts with the teacher;

· reflection of parents on the correctness of using certain methods of education;

· increasing their activity in analyzing pedagogical situations, solving problems and discussing controversial issues.

Conclusion

Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. There has long been a debate about what is more important in the development of personality: family or public education? Some great teachers leaned in favor of the family, others gave the palm to public institutions.

Meanwhile, modern science has numerous data indicating that without harming the development of the child’s personality, it is impossible to abandon family education, since its strength and effectiveness are incomparable with any, even very qualified education in a kindergarten or school.

To ensure favorable living conditions and upbringing of a child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close connections and interaction between the kindergarten and the family.

In the practice of a modern kindergarten, standard forms of work are often used: parent meetings, parent committees, exhibitions, less often conferences, Open Days, which are held irregularly, and the topic does not always coincide with the content. Few parents take part in Open Days. Events such as a tournament of experts, KVNs, quizzes are actually not held.

This happens for several reasons:

· no desire to change anything;

· stable stamps in work;

· a lot of time spent on preparation, etc.

· no ability to deliver specific tasks, fill them with appropriate content, choose methods;

· when choosing methods and forms of cooperation, the capabilities and living conditions of specific families are not taken into account;

· quite often, especially young educators, use only collective forms of work with families;

· insufficient knowledge of the specifics of family education;

· inability to analyze the level of pedagogical culture of parents and the characteristics of raising children;

· inability to plan joint work with children and parents;

· Some, especially young, teachers have insufficiently developed communication skills.

The practical material presented above from work experience is necessary for the two systems (kindergarten and family) to become open to each other and help to reveal the child’s abilities and capabilities.

And if the work with parents described above and its analysis are carried out in the system and not “on paper”, then it will gradually give certain results: parents from “spectators” and “observers” will become active participants in meetings and assistants to the teacher and the administration of the preschool educational institution, since This will create an atmosphere of mutual respect. And the position of parents as educators will become more flexible, since they have become direct participants in the educational process of their children, feeling more competent in raising children.

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Features of interaction between preschool educational institutions and families of pupils

“The way childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

V. A. Sukhomlinsky

The renewal of the preschool education system, the processes of humanization and democratization in it have necessitated the need to intensify interactions preschool with family. Family– a unique primary society that gives the child a feeling of psychological security, "emotional rear", support. This is the meaning family for a person in general, and for a preschooler in peculiarities. Modern experts and scientists in the field talk about the same thing. families(T. A. Markova, O. L. Zvereva, E. P. Arnautova, V. P. Dubrova, I. V. Lapitskaya, etc.). They believe that the family institution is an institution of emotional relationships. Every child today, as at all times, expects from his family and people close to him (mother, father, grandmother, grandfather, sister, brother) unconditional love: he is loved not for his good behavior and grades, but simply for who he is, and for the fact that he simply is. Family for a child it is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem "the whole world": kindergarten, family, public. Therefore, it is no coincidence that in recent years a new philosophy has begun to develop and be implemented. family interactions and preschool. It is based on the idea that upbringing Parents are responsible for children, and all other social institutions are designed to support and complement them educational activities.

Idea relationships public and family education is reflected in a number of regulatory documents, including "Preschool Concepts" education» , "Regulations on preschool educational institutions", Law "About Education" etc. So, in the law "About Education" in Art. 18 it is written that “parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age.” Each preschool educational institution not only raising a child, but also advises parents on issues raising children. A preschool teacher is not only children's teacher, but also a partner of the parents in their education. . Advantages of the new philosophy interactions teachers and parents are undeniable and numerous.

Firstly, it is the positive emotional attitude of teachers and parents to work together on raising children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since opinions will be taken into account families and suggestions for interaction with the child. Teachers gain parents' understanding in solving problems (from material to economic). And the biggest winners are the children, for whose sake this is being done. interaction.

Secondly, it takes into account the child’s individuality. The teacher, constantly maintaining contact with family, knows peculiarities, your habits pupil and takes them into account during work, which, in turn, leads to increased efficiency of the pedagogical process.

Thirdly, parents can independently choose and shape, already at school age, the direction in development and raising a child which they consider necessary. Thus, parents take responsibility for child education.

Fourthly, this is the possibility of implementing a unified program education and child development in preschool educational institutions and family.

On this occasion, N.K. Krupskaya also wrote in her "Pedagogical essays" wrote: “The issue of working with parents is a big and important issue. Here we need to take care of the level of knowledge of the parents themselves, of helping them in self-education, equipping them with a certain pedagogical minimum, and involving them in the work of the kindergarten.” An essential aspect, N.K. Krupskaya repeatedly emphasized, is that the kindergarten serves "organizing center" And "impacts...on home upbringing» , therefore it is necessary to organize as best as possible interaction between kindergarten and family in raising children. “...There is enormous strength in their community, in mutual care and responsibility”. At the same time, she believed that parents who cannot bring up, it is necessary to help.

To ensure favorable living conditions and raising a child, the formation of the foundations of a full-fledged, harmonious personality requires the strengthening and development of close communication and interaction between kindergarten and family. The material presented above is necessary for the two systems (kindergarten and family) became open to each other and helped to open up abilities and the child's capabilities.

And if the work with parents described above and its analysis are carried out in the system, it will gradually give certain results: parents from "spectators" And "observers" will become active participants in meetings and helpers teacher, since this will create an atmosphere mutual respect. What about the parents' position? educators will become more flexible, since they became direct participants educational-the educational process of their children, feeling more competent in raising children.

Thus, it can be noted that the way of life families plays a big role in the life of a child. Exactly at family the main foundations of man are formed. After all, no matter how wonderful our educational institutions were, the main educators the thoughts of the kids are mother and father. A family group, where a child is introduced into the world of maturity and wisdom of elders, is such a basis for children’s thought that no one can replace it in preschool age.

Bibliography.

1. Psychological and pedagogical support families in the context of the implementation of the Federal State Educational Standard. Authors: Vinogradova Lyubov Petrovna, MBDOU TsRR – DS No. 53 "Herringbone", teacher Sheludyakova Olga Viktorovna, MBDOU TsRR – DS No. 53 "Herringbone", teacher.

2. Zelentsova S. A. Interaction between kindergarten and family in raising a child/ C. A. Zelentsova, I. I. Zazdravnykh // Pedagogy: traditions and innovation: materials of the international scientific conference (Chelyabinsk, October 2011).T. 1 - Chelyabinsk: Two Komsomol members, 2011- p. 82-84.

3. Program for psychological and pedagogical education of parents in the system interaction between kindergarten and family. Program developer Elena Leonidovna Kornilova, teacher, supervisor methodological unification MDOAU "Kindergarten No. 8", Nefteyugansk.

4. Methodological manual interaction preschool educational institution and families. (G. Yu. Fomina, art. preschool teacher № 128 , Vladimir; G. Yu. Maksimova, Ph.D., Associate Professor, Head. Department of Preschool Education, Vladimir State Humanitarian University).

5. Magazine “Senior Directory” teacher preschool institution" No. 4, 2009. Chapter: Interaction with parents. Pedagogical support families from the child’s admission to the preschool educational institution to graduation from school.

Image library:

The family is a unique primary society that gives the child a feeling of psychological security, “emotional support,” support, and unconditional, non-judgmental acceptance. This is the enduring importance of family for a person in general, and for a preschooler in particular.

Modern specialists and scientists in the field of family speak about the same thing (T.A. Markova, O.L. Zvereva, E.P. Arnautova, V.P. Dubrova, I.V. Lapitskaya, etc.). They believe that the family institution is an institution of emotional relationships. Every child today, as at all times, expects unconditional love from his family and people close to him (mother, father, grandmother, grandfather, sister, brother): he is loved not for good behavior and grades, but simply for the way he is. he is, and for the fact that he simply is.

For a child, family is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, we must solve this problem “with the whole world”: kindergarten, family, public.

Therefore, it is no coincidence that in recent years a new philosophy of interaction between family and preschool institution has begun to develop and be implemented. It is based on the idea that parents are responsible for raising children, and all other social institutions are designed to support and complement their educational activities.

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Modern forms interaction with parents of pupils in preschool educational institutions Natalya Viktorovna Lipagina Teacher of kindergarten - nursery No. 3 “Yulya”, group No. 5

SOCIAL PARTNERSHIP - interaction social actors, which involves the achievement of goals and the realization of interests by partners through the convergence of their positions

Law “On Education” Parents (legal representatives) of minor students have the right: 1) to choose education taking into account the opinion of the child, as well as taking into account the recommendations of the psychological, medical and pedagogical commission (if any), the form of education and the form of training.. 2) provide the child with preschool, primary general, basic general, and secondary general education in the family. …….. 3) get acquainted with the organization’s charter, …. a certificate of state accreditation, with educational program documentation and other documents regulating the implementation of educational activities; 4) get acquainted with the content of education, the methods of teaching and education used, educational technologies,……; 5) protect the rights and legitimate interests of students; 6) receive information about all types of planned examinations (psychological, psychological and pedagogical) of students, give consent to conduct such examinations or participate in such examinations, refuse to conduct them or participate in them, receive information about the results of examinations of students; 7) take part in the management of an organization carrying out educational activities in the form determined by the charter of this organization; 8) to be present during the examination of children by a psychological, medical and pedagogical commission, to discuss the results of the examination and recommendations received based on the results of the examination, to express their opinion on the proposed conditions for organizing the education and upbringing of children.

Parents (legal representatives) of minor students are obliged to: 1) ensure that their children receive general education; 2) comply with the internal rules of the organization carrying out educational activities, the rules of residence of students in boarding schools, the requirements of local regulations that establish the schedule of students’ classes, the procedure for regulating educational relations between the educational organization and students and (or) their parents (legal representatives) and registration the emergence, suspension and termination of these relations; 3) respect the honor and dignity of students and employees of the organization carrying out educational activities. 5. Other rights and responsibilities of parents ( legal representatives) for minor students are established by this Federal Law, other federal laws, and the education agreement (if any). 6. For failure to fulfill or improper fulfillment of duties established by this Federal Law and other federal laws, parents (legal representatives) of minor students bear responsibility under the legislation of the Russian Federation.

GEF UP TO 1.1. The provisions of this Standard can be used by parents (legal representatives) when children receive preschool education in the form of family education. 1.4. Basic principles of preschool education: 5) cooperation of the Organization with the family; 1.6. The standard is aimed at solving the following tasks: 9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protecting and promoting the health of children. 1.7. The standard is the basis for: 6) providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders. 2.11.2. The content section presents the general content of the Program, ensuring the full development of the personality of children. The content section of the Program should present: c) features of interaction between the teaching staff and the families of students; 3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment. 6) creates conditions for the participation of parents (legal representatives) in educational activities. 3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided: 8) support for parents (legal representatives) in raising children, protecting and strengthening their health, and involving families directly in educational activities.

DIRECTIONS FOR INCREASING PARENTS' RESPONSIBILITY FOR THE UPBRINGING OF THEIR CHILDREN IN MODERN COOPERATION OF ECECTIONARY TEACHERS AND PARENTS OF CHILDREN To form in parents the perception of the phenomenon of education in the family and preschool educational institutions as a social, psychological and pedagogical phenomenon. To promote the development of parents’ ideas about the unity and integrity of the educational process in the family and preschool educational institutions. To promote the formation of parents' ideas about the stages of development of the child's personality, to help parents learn to understand the internal laws of this development, and to apply the acquired knowledge in the process of raising children in the family. Based on an understanding of the patterns of the process of formation and development of a child’s personal qualities, to assist parents in mastering the skills of analyzing children’s actions and understanding their motivation. To study the specific features of family education. Define role and significance parenting in the formation of a child’s personality. Identify the nature and principles of interaction between parents and children, parents and teachers, teachers and children and the general patterns of child development in the process of such interaction.

DIRECTIONS IN THE ORGANIZATION OF INTERACTION between preschool educational institutions and families 1. Study of children's families: study of the interests, opinions and educational requests of parents and the family as a whole; 2.Creating a special co-creative atmosphere for interaction between adults; 3. Providing optimal conditions for mastering a social role: parent; 4. Involving parents and families as a whole in active participation in the activities of the preschool educational institution; 5. Study of family experience in raising and educating children; 6. Expanding the means and methods of working with parents and the family as a whole; 7.Education of parents in the field of pedagogy and child psychology; 8.Use the experience of other preschool educational institutions to build a model of interaction with parents.

FORMS AND METHODS OF COOPERATION between preschool teachers and parents of children: Presentation of conceptual positions. Designing a visual display in the corner for parents. Conversations and consultations on topics. Master class on teaching parents how to complete tasks. Round table to discuss the implementation of assignments. Exhibitions, competitions of children's work. Open classes. Leisure forms for the presentation of children's theaters, entertainment, holidays in accordance with the themes. Internet site for work as a presentation of children's achievements and encouragement of joint activities between parents and children. Completing tasks in joint activities of teachers and children. Design of the environment in accordance with the theme of educational activities. Teacher planning of educational work in accordance with topics.

Sections: Working with preschoolers

Preschool childhood is a unique period in a person’s life when his health is formed and personal development takes place. At the same time, this is a period during which the child is completely dependent on the adults around him - parents, teachers.

The educational functions of a preschool institution and a family are different, but their interaction is necessary for the comprehensive development of a child. The discrepancy between the areas in which parents would like to receive help from educators and those areas about which educators contact parents leads to insufficient satisfaction of parents with their interaction with the preschool institution as a whole. Modern parents were raised by a generation when domestic pedagogy relied on cognitive rather than emotional development, so teachers often have to deal with low competence in parental behavior. Most parents raise their children intuitively or according to the principle “the way they raised me,” and are uncritical of certain manifestations of the child. The idea that education requires special knowledge has not yet taken root in the minds of a significant part of modern parents. At the same time, many teachers proceed from the fact that they are the ones who must “explain” to parents how to raise a child, sometimes choosing a moralizing tone and, as a result, receiving the answer: “You are educators, so educate them!”

Recently, the need for new approaches to pedagogical interaction between preschool educational institutions and families has become most acute. Recognition of the priority of family education requires different educational relations between the family and the educational institution, which are determined by interaction and cooperation. The problem of involving parents in a single space of child development in our preschool educational institution is solved in three directions:

1. Working with the preschool educational institution team to organize interaction with families, familiarizing teachers with the system of new forms of working with parents.
2. Improving the pedagogical culture of parents.
3. Involving parents in the activities of preschool educational institutions, working together to exchange experiences.

We see the main objectives of our work in activating and enriching the educational skills of parents, supporting their confidence in their own pedagogical capabilities, disseminating the positive experience of parenting in the family, teaching parents to independently solve life problems.

In order to identify the requests and expectations of parents and teachers in our kindergarten, a survey was conducted. In general, both parents and teachers highly appreciated the activities of the preschool educational institution in organizing interaction with parents, but not all of them were satisfied with the nature of the interaction. Educators expect more from parents than they receive, and therefore a significant part of them are not sufficiently satisfied with the interaction. Parents, on the contrary, believe that teachers do enough for them, but at the same time they need qualified help from specialists: doctors, speech therapists, psychologists.

Considering this problem, our team has made considerable efforts to improve the level of pedagogical competence of parents. In order to develop ideas about a healthy lifestyle and practical skills for improving the health of children, the head nurse conducted workshops: “Nutrition of preschool children”, “Organization of hardening procedures at home”; a psychotherapist and a sexologist were invited to a meeting with parents; With the help of visual propaganda, parents became acquainted with the prevention and treatment of various diseases in children, the main parameters of their physical development, and alternative medicine.

Particularly close interaction with parents develops in the speech therapy group and in the group for children with delays mental development. In the evening, parents can attend classes with a speech therapist and speech pathologist; parents attend individual lessons with the child and receive counseling on the mental and speech development of children. The use of audio and video recordings of classes with children, followed by a comparative analysis of the results achieved by the child, has become firmly established in practice. Each child attending a correctional group receives daily homework, which he completes together with his parents. The purpose of these tasks is to introduce parents to the material studied and reinforce it at home with the child. “Evening of questions and answers” ​​was chosen as one of the types of communication between specialists and parents, as well as the oral magazine “Gazebo” with the following headings: “What and how to teach a child”, “Children say”, “It’s interesting to know”, “Do it yourself” ”, etc. Workshops are held for parents, the topics of which are devoted to the developmental characteristics of children, breathing, articulation, graphic exercises, development fine motor skills fingers, etc.

To identify the pedagogical culture of parents, our kindergarten psychologist uses questionnaires, interviews, testing, and writing essays on a topic suggested by a specialist. As the survey showed, parents are incompetent in matters of children’s mental development. For the psychological education of parents in preschool educational institutions, various forms of work are used: organization of business games, workshops, round table meetings, discussions, selection and distribution of psychological and pedagogical literature, preparation of leaflets, group and individual counseling. In the kindergarten there is a parent-child club “We all come from childhood”, “Pedagogical universal education”, as well as “School young parent”, during classes in which training exercises and assignments are used, discussion of different points of view on the issue, game interaction between parents and children, role-playing family situations and solutions problematic tasks family education, analysis by parents of the child’s behavior, appeal to the experience of parents.

Not only parents, but also some teachers need qualified medical and psychological assistance. Among the difficulties that arise in working with parents, educators indicate socio-economic reasons, lack of time for parents to communicate and their professional employment. It is difficult to work with parents who are generally indifferent to education issues and with those who “know everything.” In addition, some educators experience organizational and professional-personal difficulties: not everyone knows how to select appropriate forms and content of work, some educators have insufficient knowledge of the age and psychological characteristics of children, and have communication difficulties.

The senior educator and psychologist of the preschool educational institution has done a lot of work to develop the ability of teachers to involve parents in the educational process. At consultations, mini-lectures, workshops, trainings, round tables, and business games, they learned the ability to flexibly plan time for communication with parents and show the importance of such contacts for the development of the child, developed public speaking skills, and increased their psychological competence. Among the topics that were discussed with teachers, the following aroused the greatest interest: “Left-handed child”, “Sex-role education of children”, “Organization of work with hyperactive children”, etc. The use of various educational forms of work with teachers gave a positive result. In addition to conducting individual and group consultations, parent meetings and visual propaganda, educators began to use such new forms as: discussions on the problem, “oral journals”, pedagogical lounges, question and answer evenings, KVN, “talk shows”, etc. To create the interest and desire of parents to actively participate in the discussion of the proposed material, educators use various methods of activating parents. So, group teachers early age During parent meetings, they watch video recordings of classes and routine moments, followed by discussion. Teachers of older groups organize debates on a pre-suggested topic, use game methods of activation, interviewing, rating assessment of the problem under discussion, and offer parents several different points of view for discussion.

Leisure forms of organizing communication help to awaken interest in the life of children in preschool educational institutions and to attract parents to participate in events. The Tatar writer Rafis Kurbanov, Zelenodolsk artists V. Makarov and R. Mardanov, students of the children's art school and choreographic groups of our microdistrict were invited to visit the children and parents. The meeting of the parents’ living room “The Tale of Kazan” was dedicated to the 1000th anniversary of the city and introduced those gathered to the history of its origins; in the family living room “Nature of Wonderful Beauty” children’s performances alternated with concert performances by parents, as well as former pupils of our kindergarten, a meeting “Skillful hands never get bored!” was dedicated to the exchange of experiences between parents and children. In order to find common interests, communication between adults and children, an exchange of literature and video libraries is organized in each group. There is a pedagogical library for parents in the methodological office. When holding sports festivals, conditions are created not only for the physical development and strengthening of the health of all participants, but also for family unity, the formation of mutual understanding and a sense of empathy between parents and children. The pupils of our preschool educational institution and their parents really liked “Family Starts”, “Health Days”, “Dad, Mom and I - a Sports Family”, the annual music and sports festival dedicated to Defender of the Fatherland Day. The rapprochement of children, parents and educators is also facilitated by the use of such forms of work as creating a role for the parent. To introduce parents to the educational process, a “guest of the group” was invited (parents talked with children about professions, traffic rules, healthy lifestyles); to help organize and conduct events, arrange groups, perform in plays, parents are given the role of “voluntary assistant” ” with the obligatory declaration of gratitude. “The collection of good deeds of parents” is constantly replenished.

Holding competitions also helps to increase the productivity of interaction with parents and unite the efforts of parents and children. The kindergarten organized competitions: “We don’t just sew for fun, we sew for joy - for children!”, “Eco-Christmas tree”, “Samizdat” (for the best album-book about our group), a sports training competition “We’ll build a training machine ourselves!” , carnival costume competition “Queen of Autumn”, for the 75th anniversary of Zelenodolsk - creative competition“A gift to our beloved city”, an annual campaign “Let’s decorate the Christmas tree in the yard!”, exhibitions of joint works of parents and children. The “Minute of Glory” held in kindergarten also helped to reveal the creative abilities of children and parents.

In planning the content of work with parents, the priority area of ​​work of the preschool educational institution plays an important role. In our kindergarten, much attention is paid to the spiritual and moral education of children. In the process of work, tasks related to the formation of children's knowledge of their native culture and instilling in them pride in their cultural identity, the revival of the traditions of family education, and the involvement of parents in the process of introducing children to spiritual and moral values ​​are solved. At the preschool educational institution there is a circle “Istok”, the purpose of which is to get acquainted with the traditional way of life of the Russian people, with the peculiarities of preparing and conducting holidays, organizing joint leisure evenings and get-togethers with parents. Our kindergarten calendar contains many holidays in which the connection between folk traditions and spiritual experience is clearly demonstrated. It has become a good tradition to hold the holidays “Christmas”, “Maslenitsa”, “Easter” with the invitation of clergy of the city and region. In introducing children to Tatar culture, in addition to traditional forms of work, we use meetings with creative people of Tatarstan, staging Tatar legends and fairy tales with the participation of parents, children and teachers, and meetings with students and teachers of the city’s music school allow us to hear the beauty of Tatar melodies. Among the children’s favorite holidays are “Sabantuy”, “Nauruz”, the harvest festival “Unysh Bayreme”, the gatherings “The Earth is Famous for Craftsmen!”, “My Grandmother is the Keeper of the Traditions of My People”, etc. were educational and entertaining in the kindergarten. To revive the cultural traditions of different families, to create interest in their history, preschool educational institutions practice such a technique as “Family Hour”. Together with their children, parents prepare a “Family Newspaper”, compile a “Family Tree” (family pedigree), create a family coat of arms, and keep a family chronicle.

In preschool institutions, such a form of cooperation with parents as “Open Days” has become widespread. We decided to move away from the usual form of conducting it, i.e. not just demonstrate the pedagogical process to parents, but also involve them in it, give parents the opportunity to become active participants in the lives of their children when visiting preschool educational institutions and groups. Every year, at the beginning of the school year, a holiday “Hello, kindergarten!” is held for children and parents. The musical and entertainment program consists of a presentation by the teaching staff of each group with a demonstration of the talents of its students. Then parents have the opportunity to get acquainted with the child’s life in kindergarten, walk through all its premises, communicate with the child’s friends, participate in games, activities, and theatrical performances. On May 15, International Family Day, the “Family Day” holiday has become traditional. On this day, specialists and educators of all groups organize the work of the sectors for parents and children: music, creative, sports, environmental, scholarly sector and toy library. The winners are awarded certificates of honor and souvenirs made by children. Musical director Concert numbers for students of all groups are being prepared (in 2007 the repertoire was dedicated to the anniversary of our city). In the year of charity, on the initiative of the parent committee, a charity fair and the “Hurry to Do Good!” event were held. with the involvement of parents and sponsors. The funds from their holding went towards the improvement and landscaping of the preschool educational institution.

The opportunity to see their child in conditions different from home encourages parents to reconsider their methods and techniques of education. Gradually, parents become convinced that their participation in the life of the kindergarten is important not because the teacher wants it, but because it is important for their own child.

The use of new forms of work with the families of our kindergarten students has yielded positive results: the nature of interaction between teachers and parents has changed, many of them have become active participants in all activities of the kindergarten and indispensable assistants to teachers.