Olga Proshkina
Introspection open event with parents “Visiting Vasilis the Wise”
I conducted “Visiting Vasilis the Wise.”
Purpose This event was to create favorable conditions for improving the quality of education of students.
Form of conduct- immersion in a fairy tale.
The following stood in front of me tasks:
Involve parents in the process of development and education of their children;
Create a relaxed atmosphere to unite children, parents and guests into a single friendly team;
Introduce parents to a variety of developmental activities;
To encourage parents to spend time together and develop their children’s abilities, to rethink life values.
Establish positive emotional contact within the team.
The following were applied methods:
Visualization method
Practice method
Personal example method
Conversation method
Method of influence through artistic words
It is no secret that in order to create optimal conditions for the learning and development of children, it is necessary to adhere to the principles of consistency, systematicity and unity of requirements. Compliance with these principles is completely impossible without close interaction between parents and educators. That is why I decided to conduct a creative master class that could involve parents in the pedagogical process as much as possible.
The event was held in a fabulous game form, with musical and technical accompaniment. Thanks to this, I was able to create a light, relaxed atmosphere and arouse lasting interest not only among children, but also among adults. Not a single participant in the master class was left unattended, which also contributed to the creation of a positive attitude.
I find this technique to be very effective. After all, parents perceive a teacher, whatever he may be, somewhat differently than their “colleague” parent. Someone's dad or someone's mom looks like like-minded people in the eyes of other parents. The interest of the participants was literally visible in their eyes.
In order to create the necessary emotional mood from the very beginning of the event, I came up with a funny ditty and a short poem. This artistic word encouraged parents to think about the need for the constant development and upbringing of their child.
At the master class, various forms of working with children were highlighted, various directions of their development were revealed. Participants in the event sculpted from salt dough, decorated postcards using scrapbooking techniques, developed fine motor skills using clothespins and smearing plasticine, and learned about how to entertain and at the same time develop a child on the way home. Each mini-master class was on a fairly relevant topic, very interesting and informative.
The joint creative process always brings people together. And our master class is no exception. To achieve the greatest effect, I selected musical compositions that evoke positive emotions. This created an atmosphere of coziness, spiritual comfort and warmth.
At the end of the event, parents were given colorful booklets containing all the information received, as well as information that was not included in the program. These reminders will serve as a good hint for them in the future.
Among the shortcomings, I would like to note the irrational use of the workplace. The participants' tables were overloaded with handouts. Perhaps more attention should have been paid to this.
In general, I can note that I completed all the tasks assigned. This can be proven by numerous positive reviews about the event from the participants. I can say that everything was a success.
Educator: Dear parents! This small performance opens our meeting, the theme of which is “Development of creative abilities in children preschool age" Let's now return together to Lesovich, Arina and Maxim and discuss which of them showed Creative skills, how this manifested itself and whether, with such guidance of children’s activities, it will be possible to preserve and develop their creative abilities. musical pause There are questions in our balloons. If you get a ball with a question, but you don’t like the question or you can’t answer it, you can pass it further around the circle. (Parents express their opinions, share their impressions, ask questions). What's happened children's creativity? How can it manifest itself? Preschool childhood is a favorable period for the development of creative abilities because in preschool age children are extremely inquisitive, they have a great desire to learn the world. And parents, encouraging curiosity, imparting knowledge to children, involving them in different kinds activities, contribute to the expansion childhood experience. And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity. Therefore, our task is to fully support and stimulate the development of creativity in children. In addition, the thinking of preschoolers is more free than the thinking of older children. In the lives of children, creativity can help out in a wide variety of life situations. Imagination enriches children's lives, makes it brighter and more interesting. Children's creativity differs from adult creativity. The child acts subconsciously; he does not set goals for himself. Children are driven by the satisfaction of their needs for creativity, which gives them positive emotions. What types of activities do you think children’s creativity can develop? (Visual activities, theatrical activities, constructive activities, etc.). Drew parents' attention to their children's progress in visual arts(exhibition of drawings, crafts, applications, etc.). I invite you, dear parents, to return for a while to the wonderful world of childhood, to imagine that we are preschool children again. A master class “Dipping our hands in paint” is being held. She invited parents to draw a portrait of their child using unconventional technology– finger painting. At the end of the work, I designed an exhibition of drawings by parents, “Children are Sweets.” Educator: It is known that children are unusually emotional and impressionable. They subtly feel and react to new things, striving to express their impressions in drawings and crafts. They are delighted by the spectacle of a puppet theater; they easily transform into characters from books and plays they have read. It is in artistic activity that the child’s taste, his aesthetic experiences are revealed and creative abilities, independence are developed, and his horizons are expanded. And in order for visual activity to be creative, it is necessary to diversify the materials and techniques for creating the image. For example: Autumn forest you can draw with gouache, watercolor, crayons, or you can use natural material, pieces of matter or from different types cereals, etc. She suggested that her parents go to the land of Imagination. Played the game “Reincarnation” and explained to the parents that to do this they would have to transform into a variety of objects. I'll tell you a story that happened this summer. And you will help me. The heroes of my story are mom, dad, as well as a kettle, a door, a motor (all objects are involved in the story). Each of you will get a role that needs to be voiced. Here you will be a mother, you will be a father, you will be a car alarm, etc. (I told it, my parents voiced it, making sounds inherent in this or that object). Dobryanka, st. Engels. Summer morning. Everyone is still sleeping. A garbage truck drives up to the house. The car alarm goes off. Mom wakes up. Puts on the kettle. Dad goes to the bathroom. The door creaks. The baby cries even louder. Mom calms the baby. Everyone is here. It's time to visit grandma. Everyone gets into the car. Doors slam shut. The motor turns on. The car is driving on the highway. A car drives past at high speed. Gai's post is ahead. Policeman's whistle. Thank God, not us. We turned off the road. There is a village ahead. The dog barked habitually. The geese cackled. The ducks screamed. The piglets grunted. And suddenly... Now let's tell this story without words. So, Dobryanka, st. Engels, summer morning...... It is recommended to play such games with children at home, play out various situations where children develop imagination, fantasy, thinking, which will help you
Analysis of work with parents (legal representatives)
teacher
Family education plays a special role in the preschool period of a child’s development - it is at this age that the initial formation of personality occurs.
Family education (the same thing as raising children in a family) is a general name for the processes of influence on children by parents and other family members in order to achieve the desired results. Social, family and preschool education carried out in indissoluble unity. Back in 1915, he formulated the principle of the unity of activities of preschool, school and out-of-school institutions in alliance with the family. According to Article 18 of the Law “On Education” Russian Federation It is parents who are the first teachers. They are obliged to lay the foundations of physical, moral and intellectual development personality of a child in early childhood.
The educational system of the family is formed empirically: it is constantly tested in experience, contains many pedagogical “finds”, although it is often not without miscalculations and serious mistakes. In families where they are concerned about raising children and their future, the education system is subject to analysis and evaluation, which makes it hard-won and emotionally charged. System family education may be harmonious and orderly, but this is provided that the parents have a specific goal of education, implement it, using methods and means of education that take into account the characteristics of the child and the prospects for his development.
The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. Other important role family education - influence on the value orientations, worldview of the child as a whole, his behavior in different areas public life. It is known that it was their parents personal qualities largely determine the effectiveness of the educational function of the family. The foundations of upbringing are laid in the family, and it determines how a person will grow up and what character traits will shape his nature. In the family, the child receives primary skills in perceiving reality and learns to recognize himself as a full-fledged representative of society.
Consequently, the importance of family education in the process of children’s development determines the importance of interaction between the family and preschool.
Forms of interaction between kindergarten and parents- these are ways to organize them joint activities and communication. The main purpose of all types of forms interaction between preschool educational institutions with the family - establishing trusting relationships with children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.
When planning this or that form of work, I always proceed from the idea of modern parents as modern people who are ready for learning, self-development and cooperation. Taking this into account, I choose the following requirements for forms of interaction: originality, relevance, interactivity, emotionality.
There are traditional and Not traditional forms communication between the teacher and parents of preschool children, the essence of which is to enrich them with pedagogical knowledge. Traditional forms of interaction with the family are presented: collective, individual and visual information.
In my work, I tried to make full use of the entire pedagogical potential of traditional forms of interaction.
When building interaction with parents, you can actively use both traditional forms - these are parent meetings, lectures, workshops, and modern (non-traditional) forms - workshops, master classes, excursions, parent clubs, promotions, recreational activities, games, etc.
Due to the fact that recently new, promising forms of cooperation have emerged, which involve involving parents in active participation, as in pedagogical process, and in the life of kindergarten, in my group I use more diverse modern forms working with parents:
Information and analytical: sociological surveys, sociological sections, tests, questionnaires, mailbox, which are aimed at identifying the interests, needs, requests of parents, the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children).
Educational: workshops, pedagogical briefing, pedagogical living room, holding meetings, consultations in non-traditional forms, oral pedagogical journals, pedagogical library for parents, “KVN”, “ Round table", "Talk show", "Helpline", quizzes, flash mobs, which are aimed at familiarizing parents with the age and psychological characteristics of preschool children, developing practical
child-rearing skills.
Visual and informational: 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 the life of preschool educational institutions, publishing newspapers, organizing mini-libraries modern technologies, information stands (aimed at enriching parents’ knowledge about the characteristics of the development and upbringing of preschool children.
Leisure: joint leisure, holidays, participation of parents and children in exhibitions (designed to establish warm, trusting
relationships, emotional contact between teachers and parents, between parents and children).
The main task information and analytical forms Organizations of communication with parents include the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, whether they have the necessary pedagogical knowledge, the family’s attitude towards the child, requests, interests, and 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 a preschool setting, increase the effectiveness of educational work with children and build competent communication with their parents.
Sociological surveys and questionnaires play a big role at the initial stage, as they allow us to outline directions for further work.
Testing was used to identify the level pedagogical culture parents.
One of the forms of information and analytical work that I actively use in practice, allowing me to adjust and supplement the developed system of activities, is a mailbox. This is a box in which parents put notes with their ideas and suggestions and ask questions of interest. Questions asked are covered at parent-teacher meetings or given in writing by specialists. This form of work allows parents to share their thoughts with the teacher and is effective when lack of time prevents the teacher from meeting with parents in person.
Cognitive forms of organizing communication 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.
Recently, I have become more active in involving parents in the joint activities of the teacher and children, conducting direct educational activities with the participation of parents, walks, and morning exercises.
Visual information forms of organizing 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 methods and techniques home education, see the teacher’s activities more objectively.
The tasks of one of them are informational and educational- is to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and overcoming superficial opinions about the work of the preschool institution ( regulatory documents, mode preschool work, group work mode, schedule directly educational activities, information about teaching staff). Information is posted on stands in parent corners and posted on the preschool educational institution website.
All forms of interaction with parents that I use in my work create an atmosphere of trust and cooperation in the team of adults surrounding the child.
IN conclusion I would like to note that family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for entry little man to the big world. Gradually, the understanding and trust of the parents disappears. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work that requires patient, unwavering adherence to the chosen goal.
Having analyzed the results of the work done, I came to the following conclusions: effectively organized cooperation gives impetus to building interaction with the family on a qualitatively new basis, which involves not just joint participation in raising a child, but awareness of common goals, the desire to
Olesya Pankina
Self-analysis of the work “Interaction of work with parents”
Self-analysis of the work of the BOU. Omsk "Secondary school No. 161" 2 junior group "Pinocchio" Bachurina N.I., Pankina O.Yu.
The upbringing of preschool children is carried out in the family and preschool institutions. Goals and objectives facing the family and kindergarten, united: to raise healthy, comprehensively developed people.
Practice shows that not all families fully realize the full range of possibilities for reasonable influence on a child. Causes different: some families do not want to raise a child, others do not know how to do this, others do not understand why this is necessary. In all cases modern parents necessary qualified assistance preschool institution.
To working with parents was diverse in nature, using different forms of organization working with parents:
Parental meetings are one of the main forms interaction families and preschool institutions. Skillfully organized, interesting and informative parent the meeting plays a special role in relationships between parents and educators. At the beginning of the school year there was "Organizational Meeting"- the purpose of which is to familiarize parents With age characteristics children; prospect modeling interaction on new academic year; improving pedagogical culture parents.
To make meetings interesting I use different methods: group discussions that help improve psychological and pedagogical literacy parents, identify individual methods of education. Constructive debate helps to compare different points of view on raising children and teaches you to listen to the opinions of other participants in the meeting. But the greatest interest among parents are called to play(psychological and role-based, with the help of which we model and reproduce problem situations). Same after each parent meeting We answer parents on one issue or another.
Consultations are carried out, both group and subgroup, etc., and individual with individual parents on topics that interest them.
We think the survey was particularly interesting "Best group motto", Where parents they themselves chose the best motto of the group.
For so much a short time exhibitions were organized as children's works, so works, made together with parents: “DIY crafts made from natural materials”, "Portrait of a Mother", “The match is not big”, birthday gift "We are 1 year old".
Activity parents in creating exhibitions, competitions suggests that these forms work are in demand.
Form work through parents corners is traditional. IN parental corner contains information about group work, regime moments, tips for parents. IN parental the corner is allocated space for the section "Territory of Creativity"- displays of children's works on fine art activities, modeling, manual labor.
It's better to introduce parents With this or that issue of education, folders - transfers, consultations - allow. Usually thematic material with practical recommendations is selected.
Leisure direction in working with parents turned out to be the most difficult thing in the organization. This is explained by the fact that some parents are very busy at work, others do not want to take part in the events. But such there were few parents. Mothers gladly took part in the event, an unconventional meeting "My lovely mum" with the participation of mothers.
None now parent a meeting cannot be imagined without the use of ICT, namely using various slide shows, photo presentations, where parents trace the life and work of their children (Presentation of ICT in working with parents) .
Today we can say that the use of various forms working with parents gave certain results: parents from"spectators" And "observers" became active participants and assistant teachers.
Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child.
As a result of the work done work, use various forms and methods of communication with parents psychological and pedagogical literacy has increased parents; the culture of interpersonal interactions between children in a group.
Family and kindergarten are two educational phenomena, each of which in its own way gives the child social experience, but only in combination with each other do they create optimal conditions for a little person to enter the big world.
Publications on the topic:
Forms of work with parents on issues of children’s health as one of the areas of work in preschool educational institutions according to the Federal State Educational Standard before Forms of work with parents on issues of children’s health as one of the areas of work in preschool educational institutions according to the Federal State Educational Standard for Preschool Education. One of the requirements of the Federal State Educational Standard for DO is.
Dear Colleagues! You and I are mastering the principles and basic provisions of the Federal State Educational Standard for Education. And from our work experience we already see good results in our development.
The article was written in collaboration with teacher-speech therapist Shamanova N.V. Speech is nature’s priceless gift to man. Only man has happiness.
From work experience “New non-traditional forms of working with parents under the program “Sociocultural Origins” Period preschool childhood is one of the most significant in the development of a child, since it is at this time that basic qualities are laid.
How to get parents interested in working together? Forms and methods of working with parents (from work experience) How to get parents interested in working together? (from work experience) The problem of interaction between kindergarten and family has always been relevant.
1. Analyze the goals and objectives of the event.
2. Analyze the selected methods and techniques for activating the attention of parents, how effective they were, which were successful, which were not, why?
3. Analyze the selection and use of materials and equipment at the event.
4. Analyze the choice of content and the algorithm for organizing an event for parents.
5. Analyze the problems that arose during the organization and conduct of the event, how were they resolved?
6. Determine ways to improve the organization and conduct of events for parents.
Appendix 8
Parent meeting outline
The following forms of parent meetings are used:
· Master Class;
· joint activities between children and parents;
· Open Day;
· screening of theatrical productions.
Conducting a parent meeting:
The parent meeting traditionally consists of 3 parts: introductory, main and “miscellaneous”. The meeting time is 1 hour. (40 minutes with parents and 20 minutes with children).
1.Introductory part It is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by communicating the topic, the form of the meeting, or through short games and activities. You can create a certain musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.
2. Main part The meeting can be divided into two or three stages. As a rule, this part begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the problem under consideration. The message should be short, since by the end of the working day the stability of attention decreases.
The main thing is that parents are not just passive listeners. It is necessary to ask questions to the listeners, give examples from the practice of raising children in the family and kindergarten, analyze pedagogical situations, offer parents to watch video clips of activities with children, games, walks, etc.
You should not reproach or lecture your parents. More often you need to use moments from the lives of children in the group as examples. When talking about unwanted actions of children, there is no need to mention their last names. During their communication, teachers should avoid making claims against parents and children, discussing the personality of a particular child; One should not state the failures of children, the main thing is to jointly develop ways to solve the problems under discussion.
It is better to have a conversation in soft lighting. Transitions from one situation to another can be separated by a short musical pause. If possible, it is better to stage the situations being analyzed.
To illustrate your ideas and considerations, you can use tape and video recordings, photographs and interviews of children in the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better understanding of the theme of the meeting. When conducting this part of the meeting, you can also use the following methods: lecture, discussion, conference, which can also be separate forms of work with the families of pupils.
3. In the third part of the parent meeting – "miscellaneous"– issues of keeping a child in kindergarten, leisure activities, organization joint events families and preschool educational institutions. It is recommended to think through in advance several options for solving the problem that will be offered to parents for discussion, agree with those of them who can help, take responsibility, etc. Some issues need to be resolved in advance with parent committee. 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. Meetings can be held in the form of question-and-answer evenings, oral journals, talk shows, etc. Despite the differences in these forms, they are united by one meaning - to give parents knowledge about raising their own child, to interest them in the problems of education, and to stimulate them to reconsider their educational position.
Example of a parent meeting
“Preparing the hands of older preschoolers for writing”
Target:
Tasks:
Form: workshop.
Participants: group teachers, art teacher, parents.
Parts of the collection
Introductory part (5-7 min).
· Presentation by the teacher of the topic and participants of the meeting.
· Tour of the exhibition of workbooks and children's activity products.
Main part (30-35 min).
· Speech by the parent of the group on the topic “The meaning and ways of development fine motor skills in children of the preparatory group for school", accompanied by posters with key points and words on the topic of the speech, showing diagrams finger games(10-15min).
· Conducting a workshop by a visual arts teacher with parents on mastering techniques for developing fine motor skills using clay, plasticine and paper (10-15 min).
· Presentation of the exhibition didactic games on the development of fine motor skills (5 min).
· Collective solution by parents of a crossword puzzle on the topic of the meeting (5 min). An approximate list of words that need to be guessed: motor skills, hand, vision, brain, coordination, correlation, writing, school.
Miscellaneous (7-10 min).
· Review pedagogical literature on the topic of the meeting.
· Discussion of issues of keeping children in kindergarten, leisure activities, organization of joint events between families and preschool educational institutions.