Currently, due to the restructuring of the system preschool education, practical workers of preschool educational institutions are looking for new, non-traditional forms of work with parents based on cooperation and interaction between teachers and parents.

Non-traditional forms of interaction with parents are aimed at attracting parents to preschool educational institutions and establishing informal contacts.

A classification scheme for non-traditional forms is proposed by T.V. Krotova. The author identifies the following non-traditional forms: information-analytical, leisure, educational, visual and informational (see Table 2).

table 2

Non-traditional forms of organizing communication between teachers and parents

Name	What is the purpose of this form?	Forms of communication
Information and analytical	Aimed at identifying the interests, needs, requests of parents, the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children.	Opinion polls Sociological cross-sections survey Mailbox information baskets
Leisure	Called to establish warm, trusting relationships, emotional contact between teachers and parents, between parents and children.	Joint leisure activities, holidays, participation of parents and children in exhibitions "New Year's Eve" "Maslenitsa" "Mom's Holiday" "Harvest Festival" "Sports holiday with parents" "Dog Show", "Family Theaters" various exhibitions
Cognitive	Aimed at familiarizing parents with age and psychological characteristics children preschool age, formation of parents’ practical skills in raising children.	Workshops pedagogical briefing, pedagogical living room, holding meetings, consultations in a non-traditional form, oral pedagogical journals, games with pedagogical content, pedagogical library for parents "Pedagogical field of miracles" "Theater Friday" "Pedagogical case" "What where When?" "Round table" "Helpline"
Visual information:
information and orientation form; awareness-raising form	Familiarizing parents with the preschool institution, the features of its work, the features of raising children, with teachers, overcoming superficial opinions about the activities of the preschool educational institution.	open days open viewings of classes and other activities of children. exhibitions of children's works exhibitions of joint works of children and parents information brochures for parents, videos about preschool life newspaper release, organization of mini-libraries use of modern technologies
Aimed at enriching parents' knowledge about the characteristics of the development and upbringing of preschool children.	information stands sliding folders thematic exhibitions mini-newspapers libraries on the main problems of family pedagogy

The main task information and analytical forms The organization of interaction 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, the requests, interests, needs of parents for psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, person-oriented approach to a child in conditions preschool, increasing the effectiveness of educational work with children and building competent interaction with their parents.

Leisure forms interaction organizations are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. We included in this group of forms the holding by teachers of preschool institutions of such joint holidays and leisure activities in the group as “New Year's Eve”, “ Best dad", "Dad, Mom, I - Friendly family", etc. Such evenings help create emotional comfort in the group, bring together participants in the pedagogical process. Parents can show ingenuity and imagination in various competitions. The use of leisure forms helps that, thanks to the establishment of a positive emotional atmosphere, parents become more open to communication, and in the future teachers It’s easier to establish contacts with them and provide pedagogical information.

Cognitive forms Organizations of interaction between teachers and families are intended to familiarize parents with the characteristics of the age-related and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents.

The main role continues to belong to such collective forms of interaction as meetings, group consultations, etc. These forms have been used before. However, today the principles on which communication between teachers and parents are based have changed. These include interactions based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate the communication partner. Therefore, these forms are considered non-traditional.

Cognitive forms of organizing interaction between teachers and parents are designed to play a dominant role in improving the psychological and pedagogical culture of parents, and therefore contribute to changing the views of parents on raising a child in a family environment, and develop reflection. Parents see the child in an environment different from home, and also observe the process of his interaction with other children and adults.

Visual information forms Organizations of interaction 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 see more objectively the activities of the teacher.

Interaction between parents and kindergarten rarely occur immediately. This is a long process, long and painstaking work that requires patient, steady pursuit of the goal. The main thing is not to stop there, continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. What a person is like, so is the world he creates around himself.

Thus, interaction between family and preschool institution occurs in various forms, acceptable for both teachers and parents. The results of such interaction depend on the activity of both parties.

Dear colleagues, I bring to your attention an article about non-traditional forms of interaction with parents in preschool educational institutions

Kupriy Svetlana Ivanovna, teacher of the 1st category, MBDOU, Shakhty, Rostov region. "Kindergarten No. 70."
Description: This material will be useful to preschool teachers.
Target: inform teachers about non-traditional forms of interaction with parents in preschool educational institutions in order to ensure optimization of continuity in raising a child in children's institution and in the family.

“Non-traditional forms of interaction with parents in preschool educational institutions”

“Parents are the first teachers.
They are obliged to lay the first foundations of the physical,
moral and intellectual development
personality of a child at an early age."
Law of the Russian Federation “On Education” Article 18

There is no doubt that EVERY a parent wants to see their child happy and successful. BUT…
Some try to “invest” in the child ALL, and thereby put an unreasonable burden on it. Others, without sufficient knowledge of age and individual characteristics child development, they are brought up blindly, intuitively. In addition, the tendency of some parents to withdraw themselves from the upbringing and development of the child has increased.
All this weighs heavily on weak shoulders child. Children need help! And their parents too!
Because the problem interaction between preschool educational institutions and families have recently become one of the most pressing issues.
We, the family and the kindergarten, stand together at the origins of our future, but we do not always have enough mutual understanding and patience to hear and understand each other.
Everyone knows that some parents are only interested in the child’s nutrition, considering kindergarten a place to “stay” the child while they are at work. Others, on the contrary, shift all responsibility onto teachers and withdraw from raising their own children.
And we, teachers, very often experience great difficulties in communicating with parents for this reason.
How to interest parents in raising their children, how to involve them in joint work? After all, it’s no secret that these days, oh, how difficult it is to lure parents to Parent meeting. But parents are the closest people who can always come to the rescue, and we, teachers, need their help.
In accordance with the new law “On Education in Russian Federation“One of the main tasks facing the preschool educational institution is “Interaction with the family to ensure the full development of the child’s personality.” So in Article 44 it says:
1. “Parents have a priority right to educate and raise their children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.”
2. “State authorities and local governments, educational organizations provide assistance to parents... in raising children, in protecting and strengthening their physical and mental health, development of individual abilities and the necessary correction of violations of their development"
In connection with this law in Article 6, Part 1, Clause 6 federal state educational standard approved preschool education(FSES DO), which meets new social demands and in which much attention is paid to working with parents.
The Federal State Educational Standard states that work with parents should be structured in a differentiated manner, taking into account social status, microclimate of pupils’ families, parental requests and the degree of parental interest activities of preschool educational institutions, and also be aimed at improving the culture of pedagogical literacy of the family.
One of the main objectives of the standard is aimed at providing psychological and pedagogical support for the family and increasing the competence of parents in matters of development and education, protecting and promoting the health of children. P.1.6. 9
Therefore, we try to look for new forms of interaction with parents of students, encouraging them to interact with children from the position of an authoritative friend of the child and a loving mentor.

Non-traditional forms of organizing communication between teachers and parents.

Name
Information and analytical

Studying the family, its characteristics, identifying the interests, needs, requests of parents, and the level of their pedagogical literacy.
Forms of communication
Conducting sociological surveys, surveys, “Mailbox”
Name
Leisure
What is the purpose of this form?
Establishing emotional contact between teachers, parents, children
Forms of communication:
Joint leisure activities, holidays, exhibitions, educational and research projects, role-playing, simulation and business games, labor landings.
Name
Cognitive
What is the purpose of this form?
Enriching parents with knowledge in matters of raising children. Formation of practical skills in raising children in parents.
Forms of communication
Workshops, pedagogical briefing, pedagogical living room, oral pedagogical journals, games with pedagogical content, pedagogical library for parents, trainings, workshops, discussions, holding meetings, consultations in a non-traditional form, based on the popular TV shows “This is my child”, “ Round table", "Quizzes", "What? Where? When?" and etc.
Name
Visual and informational: informational, informational and educational
What is the purpose of this form?
Provide parents with any information
Forms of communication
Information booklets for parents, kindergarten and group websites, presentations, organization of open days (weeks), open viewings of classes and other activities for children. Issues of family newspapers and posters, exhibition of family heirlooms, organization of mini-libraries.

To determine the effectiveness of efforts spent on interaction with parents, you can use surveys, feedback books, score sheets, express diagnostics, and other methods immediately after an event. Equally important is self-analysis on the part of the teacher.
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.

It is important to remember that no matter what form of work we choose, partnerships between parents and teachers rarely arise immediately. This is a long process, with many pitfalls; it is long and painstaking work not only for teachers, but also for parents. And the main thing on this path is not to stop there, to continue to find new facets of cooperation.

Olga Cherenkova
Non-traditional forms of interaction with families of pupils

1. The concept of "".

Currently, a new system of preschool education is emerging in society. Its goal is the free development of personality. The basis of the new concept families and preschool institution is based on the idea that upbringing Parents are responsible for children, and preschool educational institutions are called upon to help, support, guide, and supplement them educational activities. Moreover, the compulsory part of the general education program of each kindergarten should include interaction with children's families.

Thus, recognition of the priority of family education requires new relationships families and preschool institutions, and therefore not only change forms and methods of interaction with parents of students, but also philosophy interaction. The uniqueness of these relationships is determined by the concepts of “cooperation” and “ interaction".

Advantages new philosophy interaction teachers and parents are not questioned. The main goal of everyone forms and types of interaction between preschool educational institutions and families This is the establishment of trusting relationships between children, parents, teachers, uniting them into one team. It is important to help parents become a true friend and authoritative mentor to their child. Educator, maintaining contact with family, knows the habits and characteristics of each pupil and can take them into account in work, which leads to increased efficiency of the pedagogical process.

But how can you get parents interested in working together? How to make parents participants educational process?

To draw parents' attention to the problem education and teaching children can and should be used non-traditional forms communication with parents, whose task is to enrich them with pedagogical knowledge.

Currently such forms communication are especially popular among both teachers and parents. They are built in the form of games, similar to television programs, and are aimed at establishing informal contacts with parents, attracting their attention to the kindergarten. In new forms of interaction The principle of partnership and dialogue is implemented with parents. On the positive side similar forms is that that a ready-made point of view is not imposed on the participants, they are forced to think and look for their own way out of the current situation.

2. Characterize non-traditional forms of interaction with families of preschool children.

TO non-traditional forms of interaction with families of pupils Preschool educational institutions include - leisure; educational; visually informational and information-analytical.

Information and analytical forms of interaction are focused on identifying the interests, needs, requests of parents, the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children. These are sociological surveys, sociological sections, tests, questionnaires, mailbox, information baskets.

Leisure forms of interaction- to establish warm, trusting relationships, emotional contact between teachers and parents, between parents and children.

Forms of communication: joint leisure activities, holidays, exhibitions, educational and research projects, role-playing, simulation and business games, labor landings.

Cognitive forms of interaction aimed at familiarizing parents with the age and psychological characteristics of preschool children, formation parents have practical skills raising children. These are workshops and pedagogical briefings, a pedagogical living room and oral pedagogical journals, games with pedagogical content, a pedagogical library for parents, trainings, workshops, discussions, meetings, consultations in non-traditional form, in the form of popular TV shows "This is my child", "What? Where? When?" and etc.

Visually information are divided into informational and informational and educational forms.

The goal is to convey them to parents information to familiarize parents with the preschool institution, the specifics of its work, features raising children, with teachers, as well as to enrich parents’ knowledge about the peculiarities of development and education preschool children.

Forms of implementation - informational booklets for parents, kindergarten and group websites, presentations, organization of days (weeks) open doors, open viewings of classes and other activities for children. Issues of family newspapers and posters, an exhibition of family heirlooms, children's works, exhibitions of joint works of children and parents, the organization of mini-libraries. Good help here information stands, mobile folders, mini-newspapers, libraries on the main problems of family pedagogy.

3. Characterize leisure activities forms of working with parents.

Leisure activities in working with parents are the most interesting, in demand, useful, but somewhat difficult in terms of organization. The advantages are that any joint event helps parents see their child’s problems from the inside and understand the difficulties

in relationships; watch other parents. During leisure time form organization of communication creates a cozy informal atmosphere between teachers and parents, and on the basis of this, the relationship between parents and children becomes more trusting.

In many families children are left to their own devices, so the opportunity to see their child in conditions other than home encourages parents to reconsider their methods and techniques education, allows parents to get to know their baby better, establish relationships with him, and also gain knowledge about the organization education in other families.

It’s good when parents actively take part in competitions, entertainment, and matinees. Events like these bring people together families, provide an opportunity to look at each other in a new environment. Moreover, it is especially significant that some numbers are prepared by parents together with their children. Children and parents watch each other, are proud and empathize. Such joint activities change the psychology of both the child and the parents. They begin to understand each other better, their relationships improve family.

Educator must creatively approach the organization of work with parents. In this case, it is necessary to take into account the parents’ need for knowledge. The main thing is that parents are not just passive listeners. Thanks to the positive emotional atmosphere parents become more open to communication, in the future it is easier for the teacher to establish contacts with them and provide pedagogical information.

To determine the effect of the efforts spent on interaction with parents, you can use surveys, score sheets, express diagnostics, and review books. Preferably immediately after an event. Self-analysis of the teacher is also important.

To leisure forms of interaction with the families of pupils include holidays, matinees, various concerts and sports competitions. These include traditional joint holidays and leisure activities, such as “New Year’s Eve”, “Christmas Fun”, “Maslenitsa”, “Mother’s Day”, “Dad, Mom, Me - Friendship” family", "Harvest Festival", etc. They create an atmosphere of unity and friendship in the group.

Exhibitions of works by parents and children, family opening days, joint trips and excursions also strengthen parent-child relationship. As a result in children hard work is fostered, attention to loved ones, respect for work. And this is the beginning of patriotism education, because love for the Motherland is born from a feeling of love for one’s family.

Project activities are very effective form of interaction with parents. This method always involves solving a problem and obtaining a result. And the themes of the projects are born from the interests of children. In this way, it is possible to develop and implement child-parent projects, the purpose of which is to establish trusting relationships between children, parents and teachers.

But you need to realize that no matter what form We didn’t choose the work, partnership interaction Parents and teachers immediately arise extremely rarely. This is a long process, with many sudden unforeseen situations; it is long and painstaking work for both teachers and parents. The main thing is not to stop on this path, but to continue to find new facets of cooperation.

4. Stages of conducting a “pedagogical laboratory” with parents.

Forms Working with parents is constantly changing. New, active people are increasingly enjoying success forms, allowing parents to be involved in the process of learning, development and knowledge of their own child. This is why parent meetings are interesting non-traditional form.

For example, “Pedagogical laboratory” At the beginning of the year, the number of events, content, etc. are determined. At the end of the year, the “pedagogical laboratory” sums up results: teacher and parents analyze the past year, the knowledge, skills, achievements and mistakes acquired by their children.

1. Preliminary work.

Determining the topic, goals of the meeting, studying literature. A survey is conducted a week before the meeting. Inviting parents can be done through invitation cards or publishing a newspaper for the meeting.

2. Holding a meeting.

I. Introductory part - organizing parents, creating an atmosphere of goodwill and trust, concentrating their attention, motivating them to solve problems together. It often happens that parents of children of the same group, when meeting, do not even know each other. And this really interferes with communication.

An exercise that will help here is the greeting “The Connecting Thread.” Participants stand in a circle. The presenter, holding a ball in his hands, introduces himself and passes the ball to the next participant. And so on in a circle. When the ball returns to the leader, everyone finds themselves "connected" one thread. If you pull the thread slightly, you can feel that all participants are one. Conclusion: a closed circle and tightly clasped hands symbolize that we are united by one goal - parenting.

II. The main part can be divided into several stages:

1. Discussion. It is important not to consider a large number of questions and situations. The main thing here is to involve parents, but it is not necessary that all parents take part in the discussion. Use moments from the lives of children as examples, invite parents to watch video clips of activities, games, walks, etc. When talking about undesirable actions of children, do not mention their last names.

2. Exchange of experience. When discussing a topic, parents express their opinions on the issue and reveal their experiences to others.

3. Business game “What would you talk about?” Solution of various situations.

4. Window – very short news. Include specialist answers to parents' questions.

5. Working with reminders. Parents are invited to read the texts of the memos and highlight from them those points and tips that they use in practice and give positive results. This is just a little that can fill the main part.

III. The third part of the parent meeting – “miscellaneous” – discusses issues of keeping a child in kindergarten, leisure time, organization joint events families and preschool. At the end of the meeting, it is necessary to summarize the meeting by listing decisions made on each of the issues discussed, recorded in the minutes.

Summing up the meeting – reflection, exchange of opinions.

For example, "Wonderful bag." Parents are asked to answer what they would like to put in their bag and take with them into the future from the knowledge acquired today.

At the end of the meeting you can remind: “You have a child, and you love him very much! Hurry home, hug him tightly and say for the hundred millionth time to him: I love you, I missed you (I missed you! Let's play."

Collective forms	1. Parent meetings (general, group)– a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in conditions of the preschool educational institution and families. 2. Conferences. 3. "Round tables". 4. Tour of the preschool educational institution in order to familiarize parents with the specialists, profile and tasks of the preschool educational institution.
Customized forms	1. Pedagogical conversations with parents. 2. Thematic consultations(can be carried out by a teacher and specialists). 3. “Distance” consultations– a box (envelope) for parents’ questions. 4. Visiting the child’s family. 5. Correspondence with parents, individual reminders.
Visual information forms	- tape recordings of conversations with children; - video clips of the organization various types activities, regime moments, classes; - photos; - exhibitions of children's works; - stands, screens, sliding folders.

Non-traditional forms– forms of communication with parents, which are structured like television and entertainment programs, games and are aimed at establishing informal contacts with parents.

Non-traditional forms of organizing communication between teachers and parents(T.V. Krotova).

Cognitive	Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills in raising children in parents.	- workshops; - pedagogical briefing; - pedagogical living room; - holding meetings, consultations in a non-traditional form, for example the game “Pedagogical Field of Miracles”) - oral pedagogical journals; - pedagogical library for parents; - meetings of clubs for parents.
Visual and informational: informational and educational; awareness raising	Familiarization of parents with the work of preschool educational institutions and the peculiarities of raising children. Formation of knowledge among parents about the upbringing and development of children.	- information brochures for parents; - organizing days (weeks) of open doors, open viewings of classes and other activities for children; publication of newspapers; - organization of mini-libraries.

Non-traditional forms of cooperation with family are effective if pay attention to the pedagogical content of events, not the entertainment side.

TOPIC 12.

CONTINUITY IN THE OPERATION OF PRESIDENTIALIZATION AND SCHOOL

Continuity– this is a pattern of development that presupposes a connection between what has been achieved and what serves for further development.

Coherence of the content and requirements of educational programs in preparatory groups of kindergarten and first grades of school	Improving the content of education in kindergarten through the formation of knowledge systems includes: - children's assimilation of the knowledge system in such areas as nature, people's lives, the world of art; - mental preparation(development of monologue speech, voluntary attention, verbal-logical thinking).
Consistency in forms and methods of working with children	In teaching preparatory group children, active teaching methods are used, great importance have verbal teaching methods; A special place is given to didactic games.
Consistency in the conditions of education and training	Features of the organization of the pedagogical process in the preparatory school preschool educational institution group: focus on education personal qualities children needed in school education: independence, responsibility, arbitrariness, curiosity, sociability, creativity; mastering new forms of cooperation in free and regulated activities with peers, teachers, younger schoolchildren; promoting the social orientation of activities and presenting demands for achieving its results; reduction of time for performing routine processes; increasing the time of classes, their number, creating a study area in the group; setting by the teacher the goals of forming elements in children educational activities; assessing the quality of task completion, the ability to maintain the pace of work, and exercise self-control; working with parents to solve the problems of preparing for school.

In 1996, the Board of the Ministry of Education of the Russian Federation registered continuity as the main condition for lifelong education. The leading principle of continuity at the stages of preschool and primary education

– priority of the child’s personal development. At the present stage, the concept of continuity includes the following characteristics: integrative(interpenetration of goals, content, values, technologies); emotional(priority of positive emotions in the process of learning, education, development); activity-based(connection of leading activities); meaningful(continuity between knowledge about the environment and ways of knowing); communicative(development of dialogical ways of knowing, culture of communication).

Aspects of continuity in the “preschool educational institution - primary school” system.

Outreach aspect	- mutual acquaintance of teachers and educators with the tasks of the educational process in senior preschool and junior school age; - studying the content of educational programs; - study of the features of development, upbringing, education of children of these age groups. Forms of cooperation: joint pedagogical advice, workshops, lectures on child development, difficulties in adapting to school, etc.
Methodological aspect	- mutual familiarization with forms and methods educational activities in preschool and primary schools; - establishing continuity in forms, methods, and means of organizing classes in basic subjects. Forms of cooperation: mutual visits, analysis of classes in preschool educational institutions and lessons in primary schools, workshops on individual methods, exchange of best pedagogical experience, mutual consultation, methodological meetings.
Practical aspect	- preliminary acquaintance of teachers with their future students at preschool educational institutions; - supervision by educators of their graduates during their education in the first grade. The form of cooperation is mutual visits.

Conditions for the effectiveness of the relationship between the preschool educational institution and the school: the constancy of connections between certain preschool educational institutions and certain schools; long-term cooperation; n presence of planning and system in work; reality, content and specificity of the plan for cooperation between the preschool educational institution and the school.

Options for solving the problem of continuity in modern conditions.

1. Complex "Kindergarten - primary school"(simultaneous education and training of children of preschool and primary school age).

Advantages

Flaws

1) Economic benefit, i.e. rational use kindergarten and school buildings. 2) Painless passage social adaptation children through continuous attendance at the same institution during preschool and primary school age. 3) The possibility of contacts between children of different ages, which puts elders in the position of adults responsible for younger ones; children form a meaningful image of a schoolchild.

1) A possible option is the formal coexistence of a kindergarten and a school under one roof. 2) Lack or imperfection of programs for such complexes. 3) Lack of premises for recess, physical education, and catering.

2. Early subject education for preschoolers(schools early development, pro-gymnasium, school preparation groups based on preschool educational institutions, secondary schools, additional education institutions).

Features of the organization of early subject teaching:

1- Increasing the number of classes with different specialists, the functional nature of relationships with them.

2- Condensed daily routine, reduced time for free activity.

3- Changes in the nature of communication with peers, alienation of children from each other, jealously negative relationships between children.

4- Changing relationships with parents: loss of emotional contact, focus on the child’s academic performance.

5- Changing the system of requirements for the child, presenting demands for academic performance, while preschool age is a sensitive period for the formation of a value-based attitude towards oneself and others.

6- Changing the child’s internal position, identifying his personality with the results of his studies (“I’m bad, I’m a bad student”).

Conditions for the effectiveness of early subject teaching:

ü Education of preschoolers based on games and other types of children's activities, within the framework of which the prerequisites for educational activities are formed.

ü Ensuring a gradual transition of children from free forms of activity to regulated ones.

ü Preparing the child to master business style relationships with adults and cooperation with peers.

ü Development and improvement of software (programs should be aimed at the personal growth of the child).

ü Integration of subject areas of knowledge (art and speech, fine art and music, mathematics and design, ecology and socialization, etc.).

a) basic literature

1. Babunova T.M. Preschool pedagogy. – M., 2007.

2. Bolotina L.R., Komarova T.S., Baranov S.P. Preschool pedagogy. – M., 2005.

3. Preschool education. Glossary of terms / Comp. Vinogradova N.A. and others - M.,

4. Kozlova S.A., Kulikova T.A. Preschool pedagogy. – M., 2011.

5. Smirnova E.O. Pedagogical systems and programs of preschool education. –

b) additional literature

1. Avdulova T.P. Psychology of the game: modern approach. – M., 2009.

2. Amonashvili Sh.A. Humane pedagogy. Current issues of education and personality development. – M., 2010.

3. Arapova-Piskareva N. About the problems of continuity, preparation for school and early education// Preschool education. – 2004. - No. 5.

4. Belkina V.N. Psychology of early and preschool age. - M., 2005.

5. Bure R.S. Kindergarten: some problems of humanization of the pedagogical process

// Preschool education. – 1991. - No. 10.

6. Bure R.S. When learning educates. – St. Petersburg, 2002.

7. Doronova T.N., Solovyova E.V., Zhilichkina A.E., Musienko S.I. Preschool and family – One space child development. – M., 2001.

8. Preschool pedagogy / Ed. IN AND. Loginova, P.G. Samorukova. – M., 1988. Part 1, Part 2.

9. Zvereva O.L., Ganicheva A.N. Family pedagogy and home education. – M.,

10. Preschooler’s game / Ed. S.L. Novoselova. – M., 1989.

12. Kovaleva G., Litvin L. “Do no harm!” or whether the subject system will come to kindergarten // Preschool education. – 1996. - No. 1.

13. The concept of preschool education // Preschool education. - 1989. - No. 9.

14. Kudryavtsev V. Preschool and primary education - a single developing world // Preschool education. – 2001. - No. 6.

15. Kudryavtsev V.T., Alieva T. Once again about the nature of children's subculture // Preschool education. – 1997. - No. 3-4.

16. Mukhametzyanov R. Kindergarten - primary school: on some aspects of continuity // Preschool education. – 2005. - No. 6.

17. Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of the child for school. – M., 2001.

18. Novoselova S.L. On the new classification of children's games // Preschool education. – 1997.- No. 3.

19. Novoselova S.L. Developmental subject environment: Guidelines. – M.,

20. Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P. Building a developmental environment in a preschool institution. – M., 1993.

21. Skorolupova O.A. FGT in preschool education. Model provision on preschool educational institution

(2012). – M., 2012.

22. Skorolupova O., Fedina N. On the complex thematic principle of constructing the educational process in preschool education // Preschool education. – 2010. - No. 5.

23. Skorolupova O., Fedina N. Educational areas basic general educational program of preschool education // Preschool education. – 2010. - No. 7.

24. Modern educational programs for preschool institutions / Ed. T.I. Erofeeva. – M., 1999.

25. Solodyankina O.V. Cooperation between preschool educational institutions and families. – M., 2004.

26. Mental education of preschool children / Ed. N.N. Poddyakova, F.A. Sokhina. – M., 1984.

27. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets. – M., 1981.

28. Feldshtein D.I. Childhood as a socio-psychological phenomenon and a special state of development // Questions of psychology. – 1998. - No. 1.

29. Chepel T., Yakovenko T. New approaches to the problem of continuity of kindergarten and school in new conditions // Preschool education. – 1993. - No. 9.

30. Chumicheva R.M. Designing a system of continuous preschool and primary education on an integrative basis // Kindergarten from A to Z. - 2004. - No. 6.

c) comprehensive educational programs for preschool educational institutions

1. Childhood: Program for the development and education of preschool children. – St. Petersburg, 2011.

2. From childhood to adolescence: A program for parents and educators on the formation of health and development of children 4-7 years old / T.N. Doronova, L.G. Golubeva, N.A. Gordova et al. - M., 2003.

3. Origins: a basic program for the development of a preschool child. - M., 2001.

4. Educational system “School 2100”. Collection of programs. Preschool preparation. Primary School. – M., 2001.

5. Approximate general educational program for the upbringing, training and development of children of early and preschool age / Ed. L.A. Paramonova. – M., 2004.

6. Program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. – 2nd ed. – M., 2009.

7. Rainbow: Program for the upbringing, education and development of preschool children. age in children's conditions. garden / T.N. Doronova, S.G. Yakobson, E.V. Solovyova and others; scientific hands T.N. Doronova. – M., 2003.

Educational edition

Inessa Olegovna Karelina

candidate pedagogical sciences, assistant professor

We present to your attention a study on the topic “Non-traditional forms of interaction between a preschool institution and the family.” The relevance of the study is due to the importance of interaction between family and preschool educational institutions in the upbringing of preschool children.

Family and preschool institutions are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.

Recently, new, promising forms of cooperation have emerged that involve involving parents in active participation in the pedagogical process of the kindergarten.

However, the problem of interaction between the preschool educational institution and the family is currently not completely resolved. The family, as a rule, is only the object of influence, as a result of which feedback from the family is not established, and opportunities family education are not fully used.

In this regard, the issue of finding and implementing non-traditional forms of interaction between a preschool institution and a family is one of the most pressing today, as is the topic of our research: “Non-traditional forms of interaction between a preschool institution and a family.”

Object of study: interaction between preschool and family.

Subject of study: non-traditional forms of interaction between preschool institutions and families.

Purpose of the study: theoretically substantiate and identify effective non-traditional forms of interaction between a preschool institution and the family.

Research objectives:

1. Analyze the psychological pedagogical literature on the problem of interaction between preschool institutions and families.

2. Identify the role of the family in raising preschool children.

3. Develop a long-term plan for the use of non-traditional forms of interaction between the preschool institution and the family.

4. Create a structural and functional model of interaction between preschool educational institutions and families on child development issues.

5. Introduce non-traditional forms of interaction between the preschool institution and the family into the work of the preschool educational institution.

Research hypothesis: The interaction between the preschool institution and the family will be more effective:

Experimental work on introducing non-traditional forms of interaction of a preschool educational institution into practice preschool work was held in preschool educational institution No. 2 of the village. Priuralsky.

The final qualifying work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.

The first task of our research was to analyze the psychological and pedagogical literature on the problem of interaction between a preschool institution and the family.

In domestic pedagogy of the Soviet period, the family, as a rule, was considered not as a subject of cooperation, but rather as an object of influence from a preschool institution.

However, in the 60-70s of the XX century. great attention has begun to be paid combination public and family education. In the works of I. V. Grebennikov, A. M. Nizova, G. I. Legenky, N. P. Kharitonova and other authors, various concepts were used: “pedagogical education”, “organic combination of public and family education of parents”, “interaction of family and public education,” etc. The effectiveness of forms and methods of providing pedagogical assistance to parents was studied.

By the end of the 80s, our country had accumulated considerable experience in pedagogical education of parents - “schools for mothers”, “universities of pedagogical knowledge”, “parental education”, etc. But the content of the programs was often ideological and politicized. In addition, teachers often chose an edifying tone when communicating with parents: they did not advise or suggest, but demanded; They did not prompt, but instructed. But the result was the same - the kindergarten and the parents were raising the child without interacting with each other. This state of affairs required not only a change in the approach to the family, but also the creation of new forms of preschool education.

Profound changes in the interaction between family and preschool institution occurred in the 90s. This was due to the educational reform, which also affected the preschool education system. The Law of the Russian Federation “On Education” for the first time in many decades recognized that “parents are the first teachers of their children.” New approaches to cooperation with parents have begun to be developed, which are based on the relationship between two systems - kindergarten and family.

Recognition of the priority of family education required new relationships between the family and the preschool institution. “The novelty of these relations,” notes T. A. Kulikova, “is determined by the concepts of “cooperation” and “interaction.”

Research conducted by T. Danilina revealed problems that exist in the interaction of preschool educational institutions with families. L. M. Klarina developed a whole complex of formation and development of content and organizational areas of the kindergarten and family community. T. N. Doronova, G. V. Glushakova, T. I. Grizik and other authors were developed and published guidelines for preschool employees in organizing and conducting work with parents based on cooperation and interaction.

An analysis of psychological and pedagogical literature has shown that the problem of interaction between family and preschool educational institutions is widely discussed by teachers and practicing psychologists.

Recently, there has been a tendency to use non-traditional forms of cooperation in this interaction. In our study, we turned to studying the role of the family in raising a child, which became the second objective of our research.

A family is a small group based on marriage or consanguinity, whose members are connected by a common life, mutual moral responsibility and mutual assistance; it develops a set of norms, sanctions and patterns of behavior that regulate the interaction between spouses, parents and children, and children among themselves.

We have revealed that the role of the family in society is incomparable in its strength to any other social institutions, since it is in the family that a person’s personality is formed and developed, and he masters the social roles necessary for painless adaptation child in society. The family acts as the first initial social institution, a connection with which a person feels throughout his life.

It is in the family that the foundations of a person’s morality are laid, norms of behavior are formed, and the inner world and individual qualities of a person are revealed. The family contributes not only to the formation of personality, but also to a person’s self-affirmation, stimulates his social and creative activity, and reveals his individuality.

The Law of the Russian Federation “On Education” emphasizes: “Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in early childhood.”

Interesting for us were the studies of T. A. Markova, who systematized the factors that determine the strength and stability of family upbringing:

1. Family upbringing is deeply emotional and intimate.

2. Upbringing in the family is characterized by the consistency and duration of the educational influences of the mother, father, and other family members

3. The family has objective opportunities to include the child from the first years of life in various types of activities (household, work, economic, educational in relation to other family members and himself).

Thus, in the study, we came to the conclusion about the priority of the family in raising a child, manifested in the variety of forms of influence, in the continuity and duration of the latter, in the range of values ​​that a growing person masters.

The third objective of our research was to develop a long-term plan for the use of non-traditional forms of interaction between the preschool institution and the family.

Previously, we studied the experience of using non-traditional forms in the interaction between family and preschool educational institution. We systematized known and developed new forms of work of preschool educational institutions with parents, which formed the basis of the “Perspective plan for the use of non-traditional forms of work with parents in the preschool group for the year” (presented in Appendix 3, page 64).

We developed the plan in accordance with the assumptions that the interaction of the preschool institution with the family will be more effective:

– if non-traditional forms of interaction between the preschool educational institution and the family are used in combination with traditional ones;

– if the work will be dominated by forms aimed at involving parents in the upbringing of their children.

Into the plan, along with traditional forms work with parents (parent meeting, workshop), we included such non-traditional forms of work as Questioning parents, Meeting " Family leisure", Conversation for round table, Organization of the “Happy Family” club, Exhibition of family albums, Excursion to the forest with the participation of parents and an ecology teacher and other forms of work.

The long-term plan consists of several successive stages of working with parents:

At the first stage, work is carried out to study the family: questioning and testing parents (Appendices 4–5), as well as a drawing test for children “My Family”, which allow us to draw certain conclusions about psychological climate in the family, existing problems in raising children, the level of pedagogical preparedness of parents.

At the second stage, it is organized collaboration preschool teachers and parents (Meeting with parents and children, Round table discussion, Organization of the “Happy Family” club).

The third stage is the development and strengthening of interaction between teachers and parents (Joint holidays and excursions of teachers, children and parents, “Family Leisure” meetings, the work of the “My Family” club, etc.).

The fourth task facing us was to create a structural and functional model of interaction between the preschool educational institution and the family on child development issues.

Based on the results of the experiment we conducted, we compiled a structural-functional model of interaction between preschool educational institutions and families on child development issues, which consists of three blocks: information-analytical, practical and control-evaluative.

Information and analytical block involves collecting and analyzing information about parents and children, studying families, their difficulties and requests.

Work with parents within the framework of the information and analytical block is built in two interrelated areas.

The first direction is educating parents, providing them with the necessary information on a particular issue (lectures, counseling, reminder sheets, a library for parents, a video library, an audio library, etc.).

Second direction – organizing productive communication among all participants in the educational space, i.e. exchange of thoughts, ideas, feelings.

To create conditions for communication based on a common cause, appropriate forms of interaction are selected: weekend exhibitions, theater Friday, meeting with an interesting person, holidays, publishing family newspapers, magazines and much more.

The second block is conventionally called practical, because it contains information aimed at solving specific problems that are related to the health of children and their development. The forms and methods of work that will be used by medical workers, specialists, teachers and psychologists depend on the information obtained when analyzing the situation within the first block.

Control and evaluation block – This is an analysis of the effectiveness of activities carried out by kindergarten specialists. To determine the effectiveness of interaction with parents, surveys, feedback books, evaluation sheets, etc. are used.

Using a structural-functional model of interaction between preschool children educational institutions and family on child development issues, consisting of information-analytical, practical and control-evaluative blocks, allows the most effective use of non-traditional forms of interaction between the preschool educational institution and the family.

Theoretical study of the problem, development of a plan and creation of a model provided the opportunity to introduce non-traditional forms of interaction with the family into the practice of preschool educational institutions, which was the fifth task of our research.

If at the initial stage only 10% of parents regularly read pedagogical literature, purposefully dealt with the problems of raising children, and wanted to participate in working with preschoolers in kindergarten, then after working with parents, in accordance with long-term plan the number of such parents has increased significantly - by 60, 50 and 70%, respectively.

Experience working with parents has shown that as a result of the formative experiment, the position of both parents and educators has become more flexible. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children.

Such changes allow us to talk about the effectiveness of using non-traditional forms in working with parents.

Thus, the tasks facing us were completed, the goal was achieved, and the research hypothesis was confirmed.