Ministry of Education and Science Russian Federation

state educational institution

secondary vocational education

"Novorossiysk Social Pedagogical College"

Krasnodar region

Final qualifying work

Modern forms of interaction between preschool educational institutions and families

student

specialty 050704 Preschool education (form of education - external studies)

Scientific adviser:

Didovich A. N.

Reviewer: Kurai O.V.

Novorossiysk - 2010

Introduction 3

Chapter I . Theoretical approaches to the problem of interaction

preschool educational institution with family 6

1.1. Analysis of psychological pedagogical literature on the issue

interaction between preschool educational institutions with family 6

1.2. Modern approaches to the organization of interaction between family and

preschool educational institution 13

1.4. Forms of interaction between family and preschool educational institution 25

Conclusions on the first chapter 35

Chapter II . Experimental and practical work on the introduction of traditional and non-traditional forms of interaction between preschool educational institutions and families 37

2.1. Organization of work with parents to introduce traditional and non-traditional forms of interaction between preschool educational institutions and families 37

Conclusions on chapter two 47

Conclusion 49

Bibliography 51

Introduction

Field of study- pedagogy.

The relevance of research. Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Each of these branches, representing the social institution of education, has its own specific capabilities in shaping the child’s personality. Family and preschool institutions are two important institutions for the socialization of children. Their educational functions are different, but for comprehensive development the child needs their interaction. Preschool plays an important role in the development of a child. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible.

Main feature family education a special emotional microclimate is recognized, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. It is undeniable that it is the example of parents and their personal qualities that largely determine the effectiveness of the educational function of the family. The importance of family education in the development of children determines the importance of interaction between family and preschool. However, this interaction is influenced by a number of factors, primarily what parents and teaching staff expect from each other. Despite the fact that recently new, promising forms of cooperation have emerged, which involve involving parents in active participation in the pedagogical process kindergarten, more often work with parents is carried out only in one of the areas of pedagogical propaganda, in which the family is only the object of influence. As a result, feedback from the family is not established, and the opportunities for family education are not fully used.

Object of study: interaction of a preschool educational institution with the family.

Subject of study: forms of interaction between a preschool educational institution and the family.

Purpose of the study: explore traditional and non-traditional forms preschool work with a family .

Research objectives:

1. Analyze the psychological and pedagogical literature on the problem of interaction between a preschool institution and the family.

2. Consider modern approaches to organizing interaction between families and preschool educational institutions.

3. Study the areas of work of the preschool teacher with parents.

4. Get acquainted with the forms of interaction between family and preschool educational institution.

5. Develop a program to introduce non-traditional forms of interaction between preschool educational institutions and families.

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

If non-traditional forms of interaction between preschool educational institutions and families are used in combination with traditional ones;

If the work is dominated by forms aimed at involving parents in raising their children.

Research methods - theoretical:

a) analysis of educational and methodological literature

b) comparison, generalization, specification;

c) study of advanced pedagogical experience.

Research stages:

At the first stage In our research, we analyzed literary sources, outlined a research program, and selected the necessary methodological material.

At the second stage analysis, systematization and generalization of the studied literature took place, theoretical conclusions were drawn and practical recommendations on this problem were developed.

Chapter I . Theoretical approaches to the problem of interaction between a preschool educational institution and the family

1.1. Analysis of psychological and pedagogical literature on the problem of interaction between preschool educational institutions and families

There has long been a debate about what is more important in the development of personality: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, others gave the palm to public institutions.

Thus, Ya. A. Komensky called the maternal school the sequence and sum of knowledge that a child receives from the hands and lips of the mother. Mother's lessons - no changes in the schedule, no days off or holidays. The more imaginative and meaningful a child’s life becomes, the wider the range of maternal concerns. Humanist teacher I. G. Pestalozzi: the family is a genuine organ of education, it teaches by doing, and the living word only complements it and, falling on the soil plowed by life, it makes a completely different impression.

In contrast, the utopian socialist Robert Owen considered the family one of the evils on the path to the formation of a new person. His idea of ​​the need for exclusively public education of a child from an early age was actively implemented in our country, with the simultaneous reduction of the family to the position of a “cell” with “backward” traditions and customs. For many years, the leading role of public education in the formation of a child’s personality has been emphasized in word and deed.

After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the goal of educating members of a socialist society - a new type of society. If before the revolution the main goal of preschool education was the harmonious development of the child, then after it its goal became, first of all, the formation of a citizen of the Soviet state. Indicative in this regard is the attitude of the leaders of preschool education to the concept of “free education”, according to which education should encourage the natural, spontaneous development of the child, not imposed from the outside, in which the main role belongs to the family. For example, D. A. Lazurkina called for a fight against “free education”, and education in preschool institutions began to be viewed as a means of compensating for the shortcomings of family education, and often even as a means of destroying the previously existing institution of the family, a means of fighting the “old family” , which was considered as a hindrance or even an enemy of correct, i.e., public education.

This kind of idea was further developed in the works of A. S. Makarenko: “There are good and bad families. We cannot guarantee that a family can raise them as they wish. We must organize family education, and the organizing principle should be the school as a representative of state education. The school must lead the family." Makarenko called on teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence their parents. At the same time, family education was supposed to play a subordinate role, depending on the “order of society.”

In various laboratories of the Scientific Research Institute of the Academy of Pedagogical Sciences of the USSR, problems of development and education of children of early and preschool age, attention was also paid to the study of issues of family education of preschool children. The researchers concluded that none of these could be successfully addressed by the daycare center without the cooperation of the family. Although these social institutions have common goals and objectives, the content and methods of raising and educating children are specific in each of them.

Let us present a diagram developed by E. P. Arnautova and V. M. Ivanova, which examines the shortcomings and positive aspects of public and family education.

Disadvantages and positives

aspects of public and family education

	Family
flaws	advantages
· A businesslike form of communication between the teacher and children, reduced intimacy, emotional insufficiency. The presence of successive teachers with different programs of their behavior and methods of influencing the child. The teacher's attention to all children, the lack of individual communication with each child. Comparative rigidity of the daily routine. Communication with children of the same age.	· Relatively “soft” relations between parents and child, emotional intensity of the relationship. Consistency and duration of the pedagogical program of parental behavior and their impact on the child. Individual targeting of pedagogical influences to the child. Mobile daily routine. Opportunity to communicate with children and relatives of different ages.
· Availability and use of a program for the education and training of preschool children, pedagogical knowledge of teachers, scientific and methodological aids. The purposeful nature of raising and teaching children. Living and living conditions have been scientifically developed for the upbringing and education of children. The use of methods of education and training that are adequate to the age characteristics and capabilities of preschool children, an understanding of their spiritual needs. Skillful use of assessment of children's activities and behavior as a stimulus for their development. Various meaningful activities of children in children's society. Opportunity to play and socialize with a wide range of peers.	· Lack of an education program, parents’ fragmentary ideas about education, parents’ use of random pedagogical literature. The spontaneous nature of raising and teaching a child, the use of individual traditions and elements of targeted education. The desire of adults to create conditions for themselves in the family, their lack of understanding of the importance of these conditions for the child. Misunderstanding age characteristics preschoolers, the idea of ​​children as smaller copies of adults, inertia in the search for educational methods. Misunderstanding of the role of assessment in the upbringing and education of a child, the desire to evaluate not his behavior, but his personality. The monotony and lack of substance in a child’s activities in the family. Lack of communication with children in the game. Inability to give a child an objective description and analyze one’s methods of upbringing.

Based on the table above, we can conclude that each of the social institutions has its own advantages and disadvantages. Thus, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of social life, environment etc. Therefore, it is important to combine raising a child in a family with the need to raise him in a group of peers. The above analysis confirms the need for cooperation between kindergarten and family, the complementary, mutually enriching influence of family and public education.

As a system for promoting pedagogical knowledge, in the 70-80s there was a comprehensive pedagogical education for parents. It represented a holistic system of forms of promoting pedagogical knowledge, taking into account various categories of parents. The purpose of pedagogical universal education was to increase pedagogical culture parents.

Investigating the problem of pedagogical universal education, O. L. Zvereva revealed that it was not carried out in all kindergartens due to the lack of preparedness of teachers to work with parents. Practical workers used various forms of it: group and general parent meetings, design of stands for parents, moving folders, etc. Educators noted the fact that parents want, first of all, to gain specific knowledge about their child.

Teachers often complain that now nothing can surprise parents. But as the studies of O. L. Zvereva show, and later these data were confirmed by E. P. Arnautova, V. P. Dubrova, V. M. Ivanova, the attitude of parents to events depends, first of all, on the organization of educational educational work in kindergarten, from the initiative of the administration, from its involvement in resolving issues of pedagogical education of parents. Often the search for ways to improve work with parents was limited to finding new forms, and much less attention was paid to its content and methods.

A number of works by teachers (E.P. Arnautova, V.M. Ivanova, V.P. Dubrova) talk about the specifics of the teacher’s pedagogical position in relation to parents, where two functions are combined - formal and informal. The teacher acts in two persons - an official and a tactful, attentive interlocutor. His task is to overcome the position of didacticism when talking with family members and develop a confidential tone. The authors identify the reasons for the difficulties that teachers experience in communicating with parents. These include the low level of socio-psychological culture of the participants educational process; parents' misunderstanding of the value of the period preschool childhood and its meanings; their lack of formation of “pedagogical reflection”, their ignorance of the fact that in determining the content and forms of work of a kindergarten with a family, it is not preschool institutions, but they who act as social customers; insufficient awareness of parents about the peculiarities of life and activities of children in a preschool institution, and of educators about the conditions and characteristics of the family education of each child. Teachers often treat parents not as subjects of interaction, but as objects of education. According to the authors, a kindergarten only fully satisfies the needs of the family when it is an open system. Parents should have a real opportunity to freely, at their own discretion, at a time convenient for them, get acquainted with the activities of the child in kindergarten. With the style of communication between the teacher and children, be involved in the life of the group. If parents observe their children in a new environment, they perceive them with “different eyes.”

The ideas of interaction between family and public education were developed in the works of V. A. Sukhomlinsky, in particular, he wrote: “In preschool years the child almost completely identifies himself with the family, discovering and affirming himself and other people mainly through the judgments, assessments and actions of the parents.” Therefore, he emphasized, the tasks of education can be successfully solved if the school maintains contact with the family, if a relationship of trust and cooperation has been established between educators and parents [1].

More 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. Changes in state policy in the field of education led to the recognition positive role families in raising children and the need to interact with them. Thus, the Law of the Russian Federation “On Education” states that “state policy in the field of preschool education is based on the following principles: the humanistic nature of education, the priority of universal values, human life and health, free development of the individual, education of citizenship, hard work, respect for rights and human freedoms, love for the surrounding nature, Motherland, family.” In this Law, in contrast to documents of previous years, respect for the family is recognized as one of the principles of education, i.e. family from the means pedagogical impact on the child turns into his goal.

In the 90s, in accordance with the “Concept of Preschool Education” (1989), new approaches to cooperation with parents began to be developed, which are based on the relationship of two systems - kindergarten and family, the community of family and kindergarten (L. M. Klarina) . The essence of this approach is to combine the efforts of preschool institutions and families to develop the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and responsibilities. L. M. Klarina developed a whole complex of formation and development of content and organizational areas of the kindergarten community and family (children, parents, professionals), for example, the creation of a teaching room in kindergarten, equipped with psychological and pedagogical literature for parents, joint discussion with them of what they read with the aim of possibly using the knowledge acquired in this way in a kindergarten, opening on this basis a discussion club of professionals and parents, a library of children's literature, which can be used both in kindergarten and in the family, organization sports section for children and parents, various interest clubs, etc.

1.2. Modern approaches to organizing interaction between family and preschool educational institution

The new concept of interaction between family and preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and complement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.

Cooperation

Interaction

The main point in the context of “family - preschool institution” is the personal interaction between the teacher and parents about difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, solving his individual problems, and optimizing his development is invaluable [17].

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic studies make it possible to characterize what makes up the openness of a preschool institution, including “openness inward” and “openness outward.”

Giving a preschool institution “openness inward” means making the pedagogical process more free, flexible, differentiated, and humanizing the relationships between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal willingness to reveal themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc.

The teacher demonstrates an example of openness. A teacher can demonstrate his openness to children by telling them about something of his own - interesting, seen and experienced in holidays, thereby initiating in children a desire to participate in the conversation. When communicating with parents, the teacher does not hide when he doubts something, he asks for advice, help, emphasizing in every possible way respect for the experience, knowledge, and personality of the interlocutor. At the same time, pedagogical tact, the most important professional quality, will not allow the teacher to sink to familiarity and familiarity.

The teacher “infects” children and parents with his personal willingness to reveal himself. By his example, he invites parents to have confidential communication, and they share their worries, difficulties, ask for help and offer their services, freely express their complaints, etc.

“Openness of the kindergarten inward” is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution and contribute to educational work. This can be an occasional event that every family can do. Some parents will be happy to organize an excursion, a “hike” to the nearest forest or river, others will help in equipping the pedagogical process, and others will teach their children something.

Some parents and other family members are included in systematic educational and health work with children. For example, they run clubs, studios, teach children some crafts, needlework, engage in theatrical activities, etc.

Thus, all subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all - children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their fathers, mothers, grandmothers, grandfathers, who, it turns out, know so much, talk so interestingly, and have such golden hands. Teachers, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their help, and sometimes simply learn.

Thus, we can talk about a real addition to family and public education.

“Openness of the kindergarten to the outside” means that the kindergarten is open to the influences of the microsocium, its microdistrict, and is ready to cooperate with social institutions located on its territory, such as: a comprehensive school, a music school, a sports complex, a library, etc. So, on the basis of a library a “Book Festival” is held, in which senior kindergarten students take part; music school students give a concert in kindergarten; children, staff and parents are involved in district activities. For example, on holidays, dedicated to the Day city, Christmas, Easter, etc., a choir of children, employees, and parents of the preschool institution performs. Preschool institution presents at exhibitions children's creativity, carried out on a district scale, the work of their students. Local cable television broadcasts from the kindergarten (for example, Maslenitsa celebrations). On Defender of the Motherland Day, children, with the help of their parents, invite veterans and military personnel living in neighboring houses to their concert [21].

The content of the work of a kindergarten in a microsociety can be very diverse and is largely determined by its specifics. Its undoubted value is in strengthening connections with the family, expanding the social experience of children, initiating the activity and creativity of kindergarten employees, which in turn works on the authority of the preschool institution and public education in general.

In order for kindergarten to become a real, and not a declared open system, parents and teachers must build their relationships on the psychology of trust. Parents must be confident in good attitude teacher to child. Therefore, the teacher needs to develop a “kind view” of the child: to see in his development and personality, first of all, positive traits, create conditions for their manifestation, strengthening, and attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities(caring, attention to people, kindness, sensitivity).

In an open kindergarten, parents have the opportunity to come to the group at a time convenient for them, observe what the child is doing, play with the children, etc. Teachers do not always welcome such free, unscheduled visits from parents, mistaking them for control and verification of their activities. But parents, observing the life of a kindergarten from the inside, begin to understand the objectivity of many difficulties (few toys, a cramped washroom, etc.), and then, instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first shoots of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful teaching techniques and enrich the content of home education. The most important result of parents’ free visit to a preschool institution is that they study their child in an unfamiliar environment, notice how he communicates, studies, and how his peers treat him. There is an involuntary comparison: is my child lagging behind others in development, why does he behave differently in kindergarten than at home? Reflexive activity “starts”: am I doing everything as I should, why am I getting different results from my upbringing, what do I need to learn.

The lines of interaction between the teacher and the family do not remain unchanged. Previously, preference was given to the direct influence of the teacher on the family, since the main task was to teach parents how to raise children. This area of ​​the teacher’s activity was called “working with families.” To save effort and time, training was conducted in collective forms (at meetings, collective consultations, lecture halls, etc.). Cooperation between kindergarten and family presupposes that both parties have something to say to each other regarding a particular child and his development trends. Hence the turn to interaction with each family, hence the preference for individual forms of work (individual conversations, consultations, family visits, etc.).

Interaction in a small group of parents who have similar home education problems is called a differentiated approach.

There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, and the child is emotionally comfortable, he will definitely share his impressions with his family. For example, the group is preparing for Christmas carols, children prepare treats, gifts, come up with skits, rhymed congratulations, wishes, etc. At the same time, one of the parents will definitely ask the teacher about the upcoming entertainment and offer their help.

Among the relatively new forms of cooperation between kindergarten and family, it should be noted recreation evenings with the participation of teachers, parents, and children; sports entertainment, gatherings, preparations for performances, meetings in the form of “Let’s get to know each other”, “Let’s please each other”, etc. Many preschool institutions have a “helpline”, “Day of Good Deeds”, question and answer evenings.

Interaction between teachers and parents of preschool children is carried out mainly through:

Involving parents in the pedagogical process;

Expanding the scope of parental participation in organizing the life of an educational institution;

Parents attending classes at a time convenient for them;

Creating conditions for creative self-realization teachers, parents, children;

Information and pedagogical materials, exhibitions of children's works, which allow parents to become more familiar with the specifics of the institution, introduce them to the educational and developmental environment;

A variety of programs for joint activities between children and parents;

Combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;

Showing understanding, tolerance and tact in raising and teaching a child, striving to take into account his interests without ignoring feelings and emotions;

Respectful relationships between family and educational institution.

1.3. Directions of work of teachers of preschool educational institutions with parents

An analysis of the work of teachers with parents in preschool institutions often shows that, along with positive aspects Cooperation between kindergarten and family also has its drawbacks. Among them, the most common are:

Educators do not always know how to set specific tasks and select appropriate content and methods;

Quite often, educators, especially young ones, use only collective forms of work with families.

The reasons for this are insufficient knowledge of the specifics of family education, the inability to analyze the level of pedagogical culture of parents, the peculiarities of raising children and, accordingly, design their activities in relation to parents and children. Some, especially young, teachers have insufficiently developed communication skills.

Taking into account the above, we can conclude that the head of the kindergarten, methodologist and social teacher must carry out systematic work to improve the level of knowledge, skills and abilities of educators in the field of cooperation with the family.

When analyzing plans for working with parents from year to year, it is necessary to ensure that parents, while the child is attending kindergarten, have acquired maximum knowledge and skills, so that the most pressing issues of raising children are addressed in each age group early age, more attention was paid to issues of socialization. For example, in the second group of young children, much attention needs to be paid to the role of the family in adapting to a preschool institution, in middle group- roles in the formation of cognitive interests, hard work in children, in older groups - teaching children, instilling in them a sense of responsibility for fulfilling duties, preparing children for school, etc.

Seeing a child in a family environment, the teacher gets to know his interests more deeply, which often differ from those in kindergarten, and has the opportunity to get closer to the child himself. He can identify positive parenting techniques that he recommends to other parents, and also uses in an individual approach to the child in kindergarten. Each family must be visited at least once a year, Special attention, focusing on disadvantaged families.

As a rule, young professionals make more mistakes. To help young teachers, you can offer questionnaires regarding various types child's activities in the family. For example, when familiarizing yourself with play activities You can pay attention to the following issues:

Availability of toys, their suitability for the child’s age and interests;

Placement of toys, their condition;

What motivates parents to buy toys;

The child’s favorite toys, what toys the child likes to play with at home, and whether the parents know about it;

Do parents solve pedagogical problems with the help of games?

When and with whom children play (with brothers, sisters, other children, etc.).

When identifying character labor education the teacher finds out:

Does the child have systematic work responsibilities in the family, their content, direction;

How children perform these responsibilities;

What tools does the child have, where are they stored?

Is there a specific time set for the child to perform work duties?

Do parents teach their children to work, do they practice joint work with their children?

The child's interest in certain types of work.

These types of questionnaires can be used when studying various types of child activities. After studying the parents’ answers, the teacher or social teacher, if there are any violations, should direct the parents’ work in the right direction, pointing out errors. But the suggestions the teacher gives to the family must be specific. For example: if you buy toys, then what kind, determine your job responsibilities - which ones, etc.

We must try to analyze family visits every year and summarize the results. identify positive and negative, set tasks for further work.

To identify parents’ difficulties in raising children in different age groups ah, as well as their interests and suggestions for improving the work of the kindergarten, you can conduct surveys of the following plan:

1. What makes you happy about your child’s behavior?

2. What difficulties do you face when raising a child?

3. What, in your opinion, causes the deviation (if any) in the child’s behavior?

4. What topics would you like to discuss (or hear recommendations) at parent-teacher meetings?

5. What are your wishes to improve the work of the kindergarten?

Summarizing the answers helps to get a general idea of ​​how they understand the tasks of education, whether they know their child, and whether they are able to analyze the reasons for deviations in his behavior and correct them. Also, such small questionnaires help to intensify and guide the work of teachers, since they contain not only answers to the questions posed, but also the wishes of parents regarding organizational issues educational work in kindergarten.

It can be very difficult to activate parents. Most likely the reason is that teachers often do not use or do not use enough positive experience of family education, and do not always prepare parents for parent-teacher meetings in a timely manner. consultations, conversations, etc. The activity of parents increases if teachers promptly ask them to talk about their experiences and problems that arise in raising children.

The effectiveness of working with parents largely depends on the psychological mood that arises in the process of everyday contacts between teachers and parents. This attitude is determined by the individual approach of educators to the parents themselves, how they take into account the personal characteristics of the parents and the difficulties of family education.

In order to facilitate the work of the educator, when preparing for activities on pedagogical education of parents, special attention should be paid to systematization and development of various recommendations. Thematic material can be divided into four groups:

a) study of families;

b) pedagogical conversations and thematic consultations;

c) parent meetings;

d) study, generalization and dissemination of the experience of family education;

e) individual work with dysfunctional families and children from these families;

3. Improving the pedagogical skills of educators:

a) planning work with parents;

b) pedagogical self-education of teachers;

c) teaching experience;

d) consultations and seminars with educators.

A study of work experience has shown that issues of the pedagogical culture of parents must be considered in close connection with the improvement of the qualifications of educators, because the teacher’s attitude towards children, towards their parents, the level of his pedagogical skills determine the level of education of the child and the attitude of parents to the requirements put forward by the kindergarten.

We can suggest the following methodological work - this is conducting methodological weeks on the problem of working with personnel.

1. Consultations on the topic “Working with parents - non-traditional approaches.”

2. Review and analysis of notes from non-traditional meetings with parents.

3. Drawing up notes of meetings with parents in the light of new approaches.

4.Drafting long-term plan working with parents of different age groups for a year together with a methodologist, psychologist, social educator.

5. Teachers’ councils on the topic “Work of the teaching staff with parents” (non-traditional approaches), with the invitation of parents from the parent committees.

1.4. Forms of interaction between family and preschool educational institution

Not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, and still others do not understand why this is necessary. In all cases it is necessary qualified assistance preschool institution.

Currently, individual work with families continues to remain urgent tasks, differentiated approach to families of different types, taking care not to lose sight and influence of specialists who are not only difficult, but also not entirely successful in some specific but important family issues.

Currently, all kinds of methods and forms of pedagogical education of parents are used, both those already established in this area and innovative, non-traditional ones.

TO traditional relate:

Visiting the child's family gives a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing, if it does not turn into a formal event. The teacher must agree in advance with the parents on a time that is convenient for them to visit, and also determine the purpose of his visit. Coming to a child's home means coming to visit. So you have to be in good mood, friendly, friendly. You should forget about complaints, comments, avoid criticism of parents, their family economy, way of life, give advice (single ones!) tactfully, unobtrusively. The child’s behavior and mood (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand psychological climate families.

Pedagogical assistance to parents should be based on a thorough and comprehensive study of each family and each child. Work with parents will have a specific, effective nature, promote mutual understanding and mutual interest between parents and educators, if the following tasks are implemented in unity:

1. Familiarization with the material living conditions of the family, its psychological climate, and the characteristics of the child’s behavior in the family.

2. Determination of the level of pedagogical culture of parents.

3. Identifying difficulties experienced by parents.

4. Studying the positive experience of family education with the aim of disseminating it.

5. Implementation of collective, differentiated and individual pedagogical influence on parents based on a thorough analysis of the data obtained about each family.

A professional social teacher will see from the first visit to a family what kind of relationships prevail between its members, what is the psychological climate in which the child develops. At each subsequent visit to the family, the educator or social teacher must determine in advance specific goals and objectives related to the characteristics of the child’s development and upbringing and the type of family. For example, when visiting the home of a young child’s family, the following goals and topics of conversation are put forward: “Conditions for the development of the child’s objective activities”, “Compliance with the daily routine of a young child”, “Pedagogical conditions for the formation of cultural and hygienic skills and independence of the child”, etc. The goals of home visits for older preschoolers are different: “Work assignments and responsibilities of the child in the family,” “Formation of initial skills educational activities future schoolchild in the family”, etc. For example, by visiting a low-income family, you can find out what specific difficulties they are experiencing; think about how a preschool educational institution can help the family (free visits to kindergarten, buying toys, etc.). A clearly stated purpose of the visit ensures that the teacher is ready for the meeting with parents and that it is focused.

To make home visits more effective, it is necessary to inform parents not only about the time of the visit, but also about its main purpose. Practice shows that in this case the conversation and observations are more effective. It should also be noted that at home, a conversation with parents can be more frank; there is an opportunity to get acquainted with the opinions and views on the upbringing of all family members who daily influence the development of the child. Based on conversations with all family members and observations, the teacher can clearly determine further tasks regarding education.

Visual propaganda. When carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to introduce parents to issues of education through materials from stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, and provide parents with the necessary pedagogical information in an accessible and convincing manner. You can constantly create group stands like “For you, parents”, containing information in two sections: everyday life groups - various kinds of announcements, modes, menus, etc., and current work on raising children in kindergarten and family.

At the beginning of the year, as a rule, the annual work plan is discussed at the teachers' council. Then the teachers inform about the tasks of education for a certain section for the quarter, inform the program content of the classes, and give advice to parents on how the work carried out in kindergarten can be continued in the family.

With great pleasure, parents look at the children’s work displayed at a special stand: drawings, modeling, appliqués, etc.

For families with disabled children, you can set up a stand with practical recommendations from a psychologist, social teacher, or defectologist. You can also include a list of authorities where parents can get the necessary help and support.

Parents show great interest in how children live in kindergarten and what they do. The best way to introduce parents to this is by holding open days. Great efforts must be made by methodologists, social educators, and psychologists to carry them out. Preparations for this day should begin long before the scheduled date: prepare a colorful announcement, think through the content of educational work with children, organizational issues. Before starting to watch classes, you need to tell your parents what kind of class they will be watching, their purpose, and the need for it.

Open screenings give parents a lot: they get the opportunity to observe their children in a situation different from the family situation, compare their behavior and skills with the behavior and skills of other children, and learn teaching techniques and educational influences from the teacher.

Along with open days, parents and members are on duty parent committee. Ample opportunities for observation are provided to parents during children’s walks in the area, on holidays, and evenings of entertainment. This form of pedagogical propaganda is very effective and helps the teaching staff overcome the superficial opinion that parents still have about the role of kindergarten in the life and upbringing of children.

When working with parents, you can use such a dynamic form of pedagogical propaganda as mobile folders. They also help with an individual approach to working with families. In the annual plan, it is necessary to foresee the topics of the folders in advance so that teachers can select illustrations and prepare text material. The topics of the folders can be varied: from material relating to labor education in the family, material on aesthetic education to material on raising children in a single-parent family.

Mobile folders should be mentioned at parent meetings, it should be recommended to familiarize yourself with the folders, and give them home for review. When parents return the folders, it is advisable for teachers or social workers to have a conversation about what they have read, listen to questions and suggestions.

One should take this form of work as visual propaganda seriously, correctly understand its role in the pedagogical education of parents, carefully considering the content and artistic design of folders, striving for the unity of text and illustrative materials.

The combination of all forms of visual propaganda helps to increase the pedagogical knowledge of parents and encourages them to reconsider the wrong methods and techniques of home education.

Open Day, being a fairly common form of work, it makes it possible to introduce parents to a preschool institution, its traditions, rules, and features of educational work, to interest them in it and to involve them in participation. It is conducted as a tour of a preschool institution with a visit to the group where the children of visiting parents are raised. You can show a fragment of the work of a preschool institution (collective work of children, getting ready for a walk, etc.). After the tour and viewing, the head or methodologist talks with the parents, finds out their impressions, and answers any questions that have arisen.

Conversations are carried out both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and presented in such a way as to encourage the interlocutors to speak out. The teacher must be able not only to speak, but also to listen to parents, express his interest and goodwill.

Consultations. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. Parents can be invited to group consultations different groups who have the same problems or, conversely, successes in education (capricious children; children with pronounced abilities in drawing and music). The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues. The forms of consultation are different (a qualified message from a specialist followed by discussion; a discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic “How to teach a poem to children”).

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops. This form of work makes it possible to talk about the methods and techniques of teaching and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.

Parent meetings Group and general sessions are held (for parents of the entire institution). General meetings are organized 2-3 times a year. They discuss the tasks for the new academic year, results of educational work, questions physical education and problems of the summer health period, etc. You can invite a doctor, lawyer, or children's writer to the general meeting. Parent speeches will be provided.

Group meetings are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the teacher, on others you can invite parents or one of the specialists to speak). Every year, it is advisable to devote one meeting to discussing family experiences in raising children. A topic is chosen that is topical for this group, for example, “Why don’t our children like to work?”, “How to raise children’s interest in books,” “Is TV a friend or foe in raising children?”

Parent conferences. The main goal of the conference is to exchange experiences in family education. Parents prepare a message in advance, and the teacher, if necessary, provides assistance in choosing a topic and preparing a speech. A specialist may speak at the conference. His speech is given “as a seed” to provoke discussion, and if possible, then discussion. The conference can be held within one preschool institution, but conferences on city and regional scales are also practiced. It is important to determine the current topic of the conference (“Caring for the health of children”, “Introducing children to national culture”, “The role of the family in raising a child”). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. The conference can be concluded with a joint concert of children, preschool staff, and family members.

Currently, in connection with the restructuring of the preschool education system, preschool educational institutions practitioners are looking for new, non-traditional forms work with parents, based on cooperation and interaction between teachers and parents. Let's give examples of some of them.

Family clubs. Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with families on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of helping a child. The topics of the meetings are formulated and requested by parents. Family clubs are dynamic structures. They can merge into one large club or split into smaller ones - it all depends on the theme of the meeting and the plans of the organizers.

A significant help in the work of clubs is library of specialized literature on problems of education, training and development of children. Teachers monitor the timely exchange, selection of necessary books, and compile annotations of new products.

Considering the busyness of parents, such non-traditional forms of communication with family, like "Parent mail" And "Helpline". Any family member has the opportunity to express doubts in a short note about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, and warn teachers about noticed unusual manifestations in children.

A non-traditional form of interaction with family is games library. Since games require the participation of an adult, it forces parents to communicate with the child. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Grandmothers are attracted to "Crazy Hands" circle. Modern bustle and haste, as well as cramped conditions or, conversely, excessive luxury of modern apartments, have almost eliminated the opportunity to engage in handicrafts and crafts from a child’s life. In the room where the circle works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials and etc.

The cooperation of a psychologist, educators and families helps not only to identify the problem that has caused the difficult relationship between parents and children, but also to show the possibilities of solving it. At the same time, it is necessary to strive to establish equal relations between the educational psychologist, educator and parents. They are characterized by the fact that parents develop an attitude of contact and develop trusting relationships with specialists, which, however, do not mean complete agreement, leaving the right to their own point of view. Relationships proceed in the spirit of equality of partners. Parents do not passively listen to the recommendations of specialists, but themselves participate in drawing up a plan for working with the child at home.

Questions and answers evenings. They provide concentrated pedagogical information on a wide variety of issues, which are often debatable in nature, and the answers to them often turn into heated, interested discussions. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as relaxed, equal communication between parents and teachers, as lessons in pedagogical reflection.

Parents are notified of this evening no later than a month in advance. During this time, methodologists, educators, and social educators must prepare for it: collect questions, group them, distribute them among the teaching team to prepare answers. At the evening of questions and answers, it is desirable for the majority of members of the teaching staff to be present, as well as specialists - doctors, lawyers, social educators, psychologists, etc., depending on the content of the questions.

How to organize questions from parents? Typically, methodologists and educators use parent meetings, questionnaires, and all kinds of questionnaires for this. At parent meetings, they announce the time for the question and answer evening, provide the opportunity to think through the questions and record them on paper, and parents also have the opportunity to think through the questions at home and present them to the teacher later.

Round table meetings. They expand the educational horizons of not only parents, but also the teachers themselves.

The event design has great importance. The assembly hall should be especially decorated, furniture should be specially arranged, and attention should be paid to musical arrangement, which should encourage reflection and frankness.

The topics of the meeting may vary. The conversation should be started by activist parents, then a psychologist, doctor, defectologist, educators, social teacher, and other parents should join in. You can offer various situations for discussion from family life, problems that arise when raising children in various types families, which further activates meeting participants. What is noteworthy about this form of work is that virtually no parent remains on the sidelines; almost everyone takes an active part, sharing interesting observations, expressing good advice. A psychologist or social educator can summarize and end the meeting.

Thus, the interaction between the kindergarten and the family can be carried out in different ways. It is only important to avoid formalism.

Conclusions on the first chapter

Pedagogy of the early Soviet period recognized the role of the family in the upbringing of preschoolers, but this did not lead to recognition of the need for cooperation between the preschool institution and the family, but rather to views of the family as a social institution that opposes society in general and the preschool institution in particular. In those years it was also noted that the family should be studied, but studied not as a potential or real ally, but rather as a kind of interfering proper education children are a factor that it is desirable to subordinate to society and whose influence must be fought.

In the 40-60s, the problem of the “struggle” between the preschool institution and the family was no longer posed so acutely, but the global goal was still education, first of all, a member of society, therefore public education was considered more correct, rather than family education. This led to the conclusion: the family should play a subordinate role in relation to the preschool institution.

In the 60s - 70s of the XX century. years, much attention began to be paid to the combination of public and family education.

Research in the 70s and 80s of the last century specified the content, forms and methods of pedagogical education for parents and made it possible to develop valuable recommendations for teachers.

In the 90s, much attention began to be paid to the interaction between kindergarten and family. Practitioners are looking for new, non-traditional forms of cooperation with parents.

Currently, a restructuring of the preschool education system is underway, and at the center of this restructuring is the humanization and de-ideologization of the pedagogical process. Its goal is now recognized not to be the education of a member of society, but the free development of the individual.

Recognition of the priority of family education requires new relationships between the family and the preschool institution. The novelty of these relationships is determined by the concepts of “cooperation” and “interaction.”

Cooperation- this is communication “on equal terms”, where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities, which are carried out on the basis of social perception and through communication.

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system.

The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.

So, the relationship between the preschool and the family should be based on cooperation and interaction, provided that the kindergarten is open inward and outward.

The interaction between kindergarten and family should permeate all educational work in preschool educational institutions. It is necessary to ensure that teachers use various forms of work, paying attention to improving the practical educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents, etc.).

It is necessary to constantly expand the forms of work with families, to use unconventional methods regarding issues of pedagogical education and parental education.

Chapter II . Experimental and practical work on the introduction of non-traditional forms of interaction between preschool educational institutions and families

2.1. Organization of work with parents to introduce traditional and non-traditional forms of interaction between preschool educational institutions and families

An analysis of the psychological and pedagogical work of kindergartens with families showed that insufficient attention is paid to the problem of interaction between kindergarten and family, therefore, in the experimental and practical part, we identified the following areas of work:

Before educators begin working with parents, it is necessary to collectively discuss and accept the principles of interaction with parents:

1. Realize that only through the joint efforts of the family and the educational institution can the child be helped; treat parents with respect and understanding.

2. Remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one else like him (she) in the world, and we must appreciate his (her) individuality, support and develop it. A child should always see teachers as people who are ready to provide him with personal support and help.

3. To instill in children unlimited respect for their parents, who gave them life and put a lot of spiritual and physical strength so that they grow and are happy.

4. Take into account the wishes and suggestions of parents, highly value their participation in the life of the group.

5. Consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a specific child and his parents based on knowledge psychological characteristics age, taking into account the child’s previous experience, his interests, abilities and difficulties that have arisen in the family and educational institution.

6. Respect what the child himself creates (a story, a song, a building made of sand or other building material, modeling, drawing, etc.). Together with parents, admire his initiative and independence, which helps to build the child’s self-confidence and his abilities, and instills in parents a sense of respect for the teachers of their children.

7. Regularly, in the process of individual communication with parents, discuss all issues related to the upbringing and development of children.

8. Show understanding, delicacy, tolerance and tact, take into account the point of view of parents.

9. Authoritarian methods of “raising” parents are excluded. You should interact with parents with interest and love for the child. In order for educators and parents to have time for such interaction, it must be specially organized. Each direction of a child’s development presupposes special content and forms of communication between educators and parents, in the process of which their psychological and pedagogical culture will increase.

The next stage of work is conducting a survey. Questionnaires can be administered multiple times to achieve multiple purposes, such as obtaining information about the family and obtaining information about the child.

- collecting information about the family

1. Family composition, parents’ age.

2. Housing and material conditions.

3. Cultural level of the family (does the family have a library; what books do they read; do they follow periodicals; do they visit cinemas, theaters, concerts, exhibitions).

4. General family atmosphere (friendly, unstable, oppressive, unfriendly, autonomy of each family member).

5. Which family member is most involved in raising the child.

6. What is the main concern of parents in relation to the child (health, development of mental abilities, moral qualities of the child, provision of material needs).

7. The attitude of parents towards the child (overprotective, even, caring, indifferent, suppressing the child’s personality).

8. System of educational influences (consistency of all family members, inconsistency, presence of conflicts, lack of education as a targeted influence).

9. Level of psychological and pedagogical knowledge (presence of certain knowledge and readiness to apply it in practice; limited knowledge, but amenability to pedagogical education; low level of knowledge and reluctance to think about the problems of education).

10. Monitoring the child’s behavior and activities (systematic, irregular, complete lack of control).

11.Attitude towards kindergarten (positive, indifferent, negative).

12. Interaction of the family with the kindergarten (systematic, episodic, lack of interaction).

1. Family name.

2. Family address.

3. Type of family: full, simple (parents, children); complete, complex (parents, children, grandparents); complete, modified (one of the parents is not a parent), incomplete.

4. How long has the family existed?

5. Number of children in the family: boys and girls.

6. Age characteristics of the family: age of adult family members, age of children.

7. Where and by whom do adult family members work?

8. Education of adult family members (higher, incomplete higher, secondary, incomplete secondary, primary).

9. If adult family members have a pedagogical education, indicate which institution they graduated from.

10.Material income in the family (high, average, low). 11. Family living conditions (good, satisfactory).

12.Is there a separate room for children or a study corner?

13. Is there a library of pedagogical literature?

- obtaining information about the child

The questionnaire included the following questions:

1. Do you know your child well?

2. What is your child's temperament like?

3. How often do you spend free time with your child?

4. Do you enjoy communicating with your child?

5.What does your child like to do in his free time?

6. What household responsibilities does your child perform?

7. How does he carry out his duties around the house?

8. What parenting methods do you prefer to practice?

9. Which member of your family spends the most time with the child?

Questionnaire to identify the organization of communication with a child in the family

1. Do you think that you and your child have
mutual understanding (yes, no, sometimes)?

2. Does your child consult with you on personal issues (yes, no,
Sometimes)?

3. Do you know your child’s friends (yes, no, sometimes)?

4. Do they come to your home (yes, no, sometimes)?

5. Does the child participate in preparing for family holidays (yes,
no, sometimes)?

6. Do you go to theaters, museums, exhibitions and
concerts (yes, no, sometimes)?

7. Does the child share his impressions with you (yes, no,
Sometimes)?

8. Do you organize joint walks or outings?
(yes, no, sometimes)?

9. Do you spend vacations with your child (yes, no, sometimes)?

Questionnaire to identify a child’s participation in family household work

1. What household chores does your child perform?

2. Which activity at home does your child like most?

3. Do you encourage your child to try to help you?
homework, if he is not yet very good at it
do?

4. What do you do with your child at home?

5. Do you introduce your child to your work? Can he call
place of your work, profession, briefly describe what
do you study at work?

Next, it is advisable to organize and conduct session: “Family leisure”. Indicator family leisure There may be children's drawings on the theme “Evening in my family.” To do this, it is necessary in advance, together with a psychologist, to ask the children to draw pictures on a given topic. The drawing is an indicator of relationships in the family. The child lacks communication and is often lonely in the family. This is why difficult children grow up in seemingly prosperous families. They look for communication on the side, sometimes falling into bad company.

Children's drawings will make parents look at their child with a different look. And understand that many parents have little communication with their children.

Summing up the results of such a meeting, it is necessary to draw up a number of rules together with the parents.

· Be moderately kind and demanding to your child if you want to achieve something.

· Before you evaluate your child’s actions, try to understand the situation.

· Set a good example for your child.

His work can be built under the motto “My family is my joy.”

Target: raise kind, sympathetic children who love and respect mom and dad, sisters and brothers, grandparents, all friends and relatives, be merciful to people.

The first meeting of the club is an introduction to the families of the children. Every family can, will release wall newspaper under the heading “Here we are!” where family hobbies can be described in a humorous or serious form, in poetry or prose.

The second meeting of the club can be devoted to the traditions of Russian folk culture. Children and their parents can read fairy tales, learn folk songs and games, and get acquainted with ancient traditions and rituals.

The effectiveness of a teacher’s educational work largely depends on his ability to find mutual language with parents, relying on help and support.

Parent meetings

Before the meeting, it is advisable to conduct a survey of parents on problematic issues. For example, a questionnaire to identify the level of pedagogical culture of parents.

1. Based on what knowledge do you raise your child:

a) listen to television programs;

c) using life experience;

d) read pedagogical literature.

2. What methods of education do you consider the most effective:

a) encouragement;

b) punishment;

c) requirement;

d) belief;

d) training.

3. What types of incentives do you use most often:

a) verbal praise;

b) gifts;

4. What types of punishment are most effective in education:

a) physical punishment;

b) verbal threat;

c) deprivation of entertainment;

d) your display of resentment.

Each meeting with parents gives rise to thought, evokes a desire to analyze and reason. Do not forget that parent meetings should be held in an interesting way, that parent meetings are pedagogical education, consultation, discussion, and family holidays.

Each parent raises their children as they see fit, based on their knowledge, skills, feelings and beliefs. It is difficult for an outsider, even a teacher who is usually close to the parent, to confront this. And is it necessary? Is it worth breaking this tradition? Isn’t it better to elevate it into a kind of principle: let the family raise their children as they want. But she must certainly want and be able to educate. And to help parents choose the right way, within the framework of the “Happy Family” club it is worth conducting a cycle round table discussions where parents

One of the main tasks of the preschool educational institution’s work with parents is: developing methods for developing parents’ reflection of their own educational techniques. To do this, you can use: discussion of different points of view on the issue, solving problematic problems of family education, role-playing family situations, training game exercises and tasks, analysis by parents of the child’s behavior, appeal to the experience of parents, game interaction between parents and children.

Discussion of different points of view on the issue will give parents pause for thought. The question may be: what, in your opinion, is the main guarantee of a child’s well-being - extraordinary willpower, good health, or bright mental abilities?

Solving problematic problems of family education encourages parents to search for the most suitable shape behavior, exercises logic and evidence-based reasoning, and develops a sense of pedagogical tact. Similar problematic situations are offered for discussion. You punished the child, but later it turned out that he was not to blame. What will you do and why? Or: your three-year-old daughter is playing pranks in the cafeteria, where you went briefly - laughing, running between the tables, waving her arms. You, thinking about the rest of those present, stopped her, sat her down at the table and sternly reprimanded her. What kind of reaction to the actions of parents can be expected from a child who does not yet know how to understand the needs of other people? What experience can a child gain in this situation?

Role-playing family situations enriches the arsenal of ways of parental behavior and interaction with the child. For example, the following task is given: please play out how you will establish contact with a crying child, and etc.

Training game exercises and tasks. Parents give feedback in different ways influence on the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of “Why didn’t you put away your toys again?” - “I have no doubt that these toys obey their owner”). Or parents must determine why such words addressed to a child are unconstructive: “It’s a shame!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me?”, "How can you do this to me!" etc. Tasks can be performed in the following form: the teacher begins the phrase: “Doing well at school means...” or “For me, dialogue with a child is...” The mother or father must complete the sentence.

Helps them understand the motives of his actions, mental and age needs.

Appeal to the experience of parents. The teacher suggests: “Name the method of influence that helps you more than others in establishing relationships with your son or daughter?” Or: “Has there been a similar case in your practice? Tell us about it, please,” or: “Remember what reaction the use of rewards and punishments causes in your child,” etc. Encouraging parents to share experiences activates their need to analyze their own successes and failures, and compare them with the techniques and methods of education used in similar situations by other parents.

The listed methods provide parents with the opportunity to model their behavior in a play environment.

Conclusions on chapter two

The work of preschool educational institutions on interaction with families can be built in the following areas;

Working with a team of educators;

Work of teachers with a group of parents.

The goal of working with a team of educators is to prepare the educator to interact with parents, improve the teacher’s culture, and develop communication skills.

To achieve this goal, you can use the following forms of work:

Questioning teachers to find out difficulties in relationships with parents;

Teaching communication pedagogical training;

Consultation: Relationship styles in the “Adult - adult” (educators - parents, educators - educators), “Adult - child” systems.

An obligatory stage of the teacher’s work with parents is the stage of conducting a survey. Questionnaires can be administered multiple times to achieve multiple purposes, such as obtaining information about the family and obtaining information about the child.

The first type of questionnaire is collecting information about the family.

- Social characteristics of the family.

- Socio-demographic family questionnaire.

The second type of questionnaire is to obtain information about the child.

- A questionnaire to identify the organization of communication with a child in the family.

- Questionnaire to identify the child’s participation in the family’s domestic work.

By analyzing these questionnaires, you can learn a lot about the family: about the child’s hobbies, about his behavior and responsibilities at home, about the methods of education used by the parents, about who is involved in the upbringing in the family.

The next stage of the teacher’s work with parents can be the organization and holding of a meeting: "Family leisure"

Another effective way for preschool educational institutions to work with families is to create a club. For example, "Happy Family".

Parent meetings- one of the most effective forms of improving the pedagogical culture of parents and forming a parent team.

Such non-traditional forms of interaction with family are effective, such as round table discussions where parents freely express their opinions on educational issues and share their experiences of family education.

- Training game exercises and tasks

- Parents' analysis of child's behavior

- Appeal to the experience of parents.

Game interaction between parents and children V various forms ah activities (drawing, modeling, sports games, theatrical activities, etc.) contribute to the acquisition of experience in partnerships.

Conclusion

In the course of our research, we examined the issues that the family and the preschool educational institution are chronologically connected by continuity, which ensures the continuity of the upbringing and education of children. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

Family and preschool educational institution have their own special functions and cannot replace each other. An important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is adjusted, which is especially necessary when preparing children for school.

The family is the institution of primary socialization. The nursery is part of the system of the child’s indirect, or formal, environment and represents an institution of secondary socialization. All stages of the socialization process are closely interconnected.

Currently, no one doubts the need for public preschool education. IN last years increased demands are placed on preschool institutions.

Modern approaches to organizing the interaction of a preschool educational institution with a family should be based on cooperation and interaction, provided that the kindergarten is open inward (involvement of parents in the educational process of the kindergarten) and outward (cooperation of the preschool educational institution with social institutions located on its territory: general education, music, sports schools, libraries, etc.).

The interaction between kindergarten and family should permeate all educational work in preschool educational institutions. It is necessary to ensure that teachers use various forms of work, paying attention to improving the practical educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents, etc.).

Special meaning should be given to the study of the conditions for raising children in the family. In addition to the above methods of questioning and testing, there are many other ways to study families, both group and individual. The most common is a visit to the family by a social worker or educator.

Practitioners are looking for new, non-traditional forms of cooperation with parents; The preschool education system is being restructured.

Thus, the use of non-traditional forms together with traditional forms interaction between a preschool educational institution and the family helps to increase the effectiveness of work with parents.

Thus, the hypothesis of our study is proven.

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The forms of succession can be varied and their choice is determined by the degree of relationship, style, and content of the relationship between educational institutions. Usually at the beginning of the year teachers draw up joint plan, the purpose of which is to specify the work in three main areas:

1. Working with children: school excursions; visiting the school museum, library; acquaintance and interaction of preschoolers with teachers and students primary school; participation in joint educational activities, game programs; exhibitions of drawings and crafts; meetings and conversations with former pupils of preschool educational institutions (primary and high school); joint holidays (Knowledge Day, initiation into first-graders, kindergarten graduation, etc.) and sports competitions for preschoolers and first-graders; participation in theatrical activities; preschoolers attending an adaptation course of classes organized at school (classes with a psychologist).

2. Interaction between teachers: joint teacher councils (preschool and school); seminars, master classes; round tables of preschool teachers and school teachers; conducting diagnostics to determine children's readiness for school; interaction medical workers, preschool and school psychologists; open demonstrations of educational activities in preschool educational institutions and open lessons At school; pedagogical and psychological observations.

3. Cooperation with parents:

Joint parent-teacher meetings with preschool teachers and school teachers;

Round tables, discussion meetings, pedagogical “living rooms”;

Parent conferences, question and answer evenings; consultations with preschool and school teachers; meetings of parents with future teachers;

Open days; creative workshops;

Questioning and testing of parents to study the well-being of the family in anticipation of the child’s school life and during the period of adaptation to school;

Educational and game trainings and workshops for parents of preschool children, business games, workshops;

Family evenings, themed leisure activities; visual means of communication (poster material, exhibitions, question and answer mailbox, etc.).

In joint work, such forms of interaction as mutual acquaintance with educational programs preschool group and schools, organizing joint pedagogical councils, master classes. Another important area of ​​work for the preschool group and the school is the organization of joint holidays, exhibitions, and participation in project activities and other interesting events.

Pedagogical diagnostics as a means of assessing the achievements of a preschool child.

At its core, pedagogical diagnostics is the activity of a teacher to study the actual state and development trends of subjects of interaction in the conditions of the educational process, aimed at managing the quality of education.

A teacher’s knowledge and understanding of a preschool child as the main goal of pedagogical diagnostics in a preschool educational institution determines his use of predominantly poorly formalized diagnostic methods (observation of the child’s manifestations in activities and communication with other subjects of the pedagogical process), as well as free conversations with children. Additional methods include analysis of children's activity products, simple tests, and special diagnostic situations.

One of the main functions of pedagogical diagnostics practice for a teacher - feedback function or informational.

The diagnostic activity of the teacher is aimed not only at identifying and assessing the child’s condition, but also at identifying conditions that positively or negatively affect his development. Observing how a child manifests himself in different situations (in a game with peers, on a walk, in class, in his free time), the teacher notes his reactions to conflict and to praise, to an offer to engage in some activity. In this way, he learns the characteristics of the child’s interests, skills, inclinations, difficulties, preferences, objects and situations that are significant to him, and understands the reasons for behavioral manifestations.

Understanding the child helps the teacher determine the uniqueness of educational goals, reduces the formality and “averageness” of educational interaction, and focuses on search and application. best option pedagogical decision.

The prognostic function allows you to make a forecast of the course of the pedagogical process and determine the prospects for the development of the diagnosed object.

To make a forecast, the teacher needs to compare information about what the object being studied was like before and how it manifests itself now. The identified dynamics of changes (positive or negative) provide the ability to predict changes in the object and prevent undesirable development trends.

Diagnostics is a procedure for identifying the level of achievement and readiness for any type of activity of a certain content and level of complexity.

This procedure includes an analysis and generalization of existing methods for diagnosing development, the effectiveness of raising and teaching children, the selection of optimal methods and diagnostic criteria that allow assessing the level of formation of a particular personality quality, skills, competencies and attitudes of pupils. This means that, based on the diagnostic results, it will be possible to correlate the child’s achievements or failures with the strengths and weaknesses of his personality, changes in the psychophysical, cognitive-speech and personal-social development of the child during the implementation of the holistic educational process in a preschool educational institution. Therefore, diagnostics today are usually correlated with monitoring the effectiveness or monitoring of the educational process in kindergarten.

In accordance with the Federal State Educational Standard, it can be the basis for the following types of monitoring: intermediate, final and monitoring of the continuity of personal development results when a child moves to school. For example: "Monitoring the competencies of preschoolers 3-5 years old according to educational field“Health”; Monitoring the achievement of planned intermediate results of children mastering the program; Planned results of the formation of the integrative quality “Curious, active”; Achievement of the child by the end of senior preschool age in various educational areas.

Elena Sergeevna Kondratyeva
Interaction between preschool and family

From how my childhood passed, who led

a child by the hand in childhood,

what entered his mind and heart

from the surrounding world - from this

depends decisively on how

Today's baby will become a person.

V. A. Sukhomlinsky

The main problem of most kindergartens is the lack of interaction between preschool and family.

If not this interaction This means that there will be no effective activities that will allow us to identify, understand and solve the problems of raising children.

How it proceeds determines whether the child’s comprehensive and complete development will be successful. The interests of the child come first for us, therefore, the solution to this problem lies in this preschool institution plays vital role. The scale of the problem is very large, so it is necessary to begin to resolve it immediately.

problem interaction between kindergarten and family, unity in approaches to public and family education, I consider one of the most relevant at the moment. In the current socio-cultural and economic conditions, interaction with family It is important to treat it as a strategic direction for the activities of the kindergarten. Family and kindergarten constitute the main educational microenvironment for a child at a certain stage, and only in combination with each other do they create optimal conditions for the little person to enter Big world. The child occupies a central place in this system. Interaction parents and teachers in education preschoolers we consider it as an activity that allows us to identify, understand and solve the problems of raising children. Only then is it like this interaction have a positive impact on the physical, mental and of course social health of the child. From how it will proceed interaction between kindergarten and family, the child’s development in the problem field depends growing up: successful or unsuccessful.

We are faced with the problem of insufficient interaction with family every day, hour…. As a result, misunderstandings and complaints occur, often going beyond the educational threshold. institutions.

This problem with interaction does not allow the child, the teacher, everything to develop institution...

If family not happy about something preschool educational institution or specifically by any action of the teacher or any employee, this will certainly affect the behavior and attitude of the child towards the kindergarten.

For example, the following problem is relevant now - parents do not understand or do not want to understand why a cleanup day is needed, they experience anger and negativity (they are being taken away from their days off, sleep, rest, time, this mood and attitude is necessarily passed on to the child. But a cleanup day is also about communication And work activity, game, holiday! And then, when a photo report appears on Saturday, the child will not find himself there and will ask his mother why he is not in the photographs... What will mom answer? How will the child feel? This is just one example where it is completely absent interaction between preschool and family. This shouldn't happen! We all "organs" one powerful organism, one system and must work as one.

If there is a problem miss the interaction of the child’s family with the preschool educational institution, do not decide, do not take any action, then all meaning of the existence of educational institutions, its employees.

This problem affects everyone and comes from both parents and educators. And there are two sources of this problem - preschool education and FAMILY.

Problem interaction between preschool and family today remains relevant, sometimes acquiring an aggravated character. Difficulties in relationships between families and educational institutions may be linked, for example, with a mismatch mutual expectations, with parents sometimes mistrusting teachers. Misunderstanding between family and kindergarten bears the entire burden on the child. And we, teachers, very often experience great difficulties in communicating with parents, because we do not know which form to choose interaction.

From all of the above it is clear that this problem important for both preschool, and for preschooler's family. If nothing is done or changed in this direction, then the entire educational process suffers.

One of the reasons for the absence mutual understanding and interaction between the preschool institution and the family- this is the absence of a unified educational space for the development of a child, both in preschool educational institutions and in family- and this needs to be changed, since we face this problem every hour and every minute.

Another reason for this problem is the failure to affect accounting in educational institution family education strategies (it is necessary to take into account the history of development families) - and this is an important point in this situation.

Solution to the problem.

Main directions interactions with family are:

1. Study of parents' needs for educational services.

2. Education of parents in order to improve their legal and pedagogical culture.

Based on these directions, work will be carried out on interaction with families of preschool children.

Positive results in the upbringing and development of children are achieved with a skillful combination of various forms interaction members of the educational team institutions with families of preschoolers.

Our solution options Problems:

Studying families in order to identify the interests and needs of parents, as well as coordinate educational influences on the child.

Psychological and pedagogical education of parents in order to improve the level of general pedagogical and legal culture, optimizing the style of family education through the implementation of two areas of work;

Informative – familiarizing parents with the developmental characteristics of children, the operating hours of preschool educational institutions, the content and methodology of the educational process, involvement in recreational and joint activities;

Educational, practice-oriented – developing parents’ experience in managing children’s activities and communication, humanizing parent-child relationships;

Including parents in content joint activities With preschool: participation in the organization of the developmental environment and the educational process, in the implementation of economic activities, etc.

Implementation of open and trusting interaction with parents of pupils has a number of benefits:

Firstly, there is a positive and emotional attitude of teachers and parents towards working 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 family suggestions for interaction with the child. Teachers, in turn, gain understanding from parents in solving problems (from material and economic to educational).

Secondly, the child’s individuality is taken into account. The teacher constantly maintains contact with family, knows the characteristics and habits of his pupil and takes them into account in his activities, which leads to increased efficiency of the pedagogical process.

Thirdly, parents take responsibility for the development of the child and realize that the educational institution is only an assistant in the most important matter of upbringing and education. preschooler. In general, it becomes possible to implement a unified program for the education and development of children in kindergarten and family.

The tasks of education and development are solved successfully only when preschool keeps in touch with family and involves her in his work. Over the years, the system preschool education existed quite isolated from families, fully taking on the problems of education and development of children who entered public institutions- We are starting to work to correct this situation.

The main thing in the work of any preschool educational institution is the preservation and strengthening of physical and mental health pupils, their creative, as well as intellectual development, providing conditions for personal and harmonious growth. To achieve high effectiveness of the educational and pedagogical process in preschool educational institutions, working with parents of students is of great importance. Parents. Parents. Parents... you can, however much you incline this word, use an effective spell that bears fruit for improvement relationships between preschool educational institutions and families. In this regard, the position is changing preschool institution in working with families

At this stage, it is clear that with the maximum investment of labor resources of all employees preschool educational institution and minimal financial costs and risks, we can achieve maximum interaction with family.

Family and kindergarten are two public institutions, they stand at the origins of our future, but often they do not always have enough mutual understanding, patience to hear, understand each other. This can happen for various reasons. Family and kindergarten cannot replace each other; each of them has its own functions, its own methods of education. They need to learn to interact with each other in the interests of the child. Main. What we can do is build trust between family and kindergarten, which will allow us to adjust the educational positions of parents and teachers themselves.

Working on a solution to this problem interaction between the control center and the family, it is possible to achieve significant improvements relationships with children, parents and educators, which initiates an upsurge in the development of such functions as protecting and strengthening the health of our children, developing (educational and educational) and professional self-improvement!

Topic: “Interaction between preschool institutions and families.”

Currently, Russian preschool education is going through an important period. The Law “On Education in the Russian Federation” No. 272-FZ and the accompanying Federal State Educational Standard “Federal State Educational Standard” have entered into force. preschool education from all sides clearly stated the role of the family in the lives of their children and indicated the priority right of parents to their education and upbringing. Law on Education in Art. 44 for the first time defined the responsibilities, rights and responsibilities of parents for raising a child.

The role of the family in the upbringing and development of a child is invaluable. The main feature of family upbringing is a special emotional microclimate, thanks to which the child develops certain value guidelines, a worldview, behavior in various spheres of public life, and an attitude towards himself. However, the productivity of family education in the process of children's development is directly related to the nature of interaction between the family and the preschool institution.

Recognition of the priority of family education requires a completely different relationship between the family and the preschool institution. The novelty of these relationships is determined by the concepts of “cooperation” and “interaction.”

In this regard, there was a need to take a fresh look at the interaction of a preschool institution (DOU) with the family, with the aim of creating a unified educational space “family + kindergarten”.

The preschool educational institution faces new challenges that require its openness, close cooperation and interaction with parents and other social institutions that are turning kindergarten at the present stage into an open educational system.

The main tasks of working with families are:

• Establish partnership, trusting relationships with the family of each student;
• Join efforts for the development and education of children;
• Create an atmosphere of mutual understanding and community of interests between preschool teachers and parents;
• Activate and enrich the educational skills of parents;
• Support their confidence in their own teaching capabilities.

Principles of interaction between preschool educational institutions and families

• Openness of the kindergarten for families: Every parent is provided with the opportunity to know and see how their child lives and develops.
• Cooperation between teachers and parents in raising a child: based on trust and positive communication methods; Parents and teachers are partners in the upbringing and education of children.
• Creating an active development environment: providing unified approaches to personal development in the family and children's team.
• Organization of work with parents based on the study of general and specific problems: in the education and development of preschool children, as well as the real needs and interests of parents.
• Teachers’ and parents’ knowledge of the educational capabilities of the team and family, maximum use of educational potential in joint work with children.
• Constant analysis of the process of interaction between family and preschool institution, its intermediate and final results and consistent planning of further cooperation based on them.

Carrying out open and trusting interaction with parents of students has a number of advantages:

Firstly , the positive and emotional attitude of teachers and parents towards joint work in raising children is noted. 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 family’s opinions and proposals for interaction with the child will be taken into account. Teachers, in turn, gain understanding from parents in solving problems (from material and economic to educational).

Secondly , the individuality of the child is taken into account. The teacher constantly maintains contact with the family, knows the characteristics and habits of his pupil and takes them into account in his activities, which leads to increased efficiency of the pedagogical process.

Third , parents take responsibility for the development of the child and realize that a preschool institution is only an assistant in the upbringing and education of a preschooler. In general, it becomes possible to implement a unified program for the education and development of children in kindergarten and family.

Positive results in the upbringing and development of children are achieved through a skillful combination of various forms and methods of work of an educational institution and families of preschool children.

Forms and methods of work of preschool educational institutions with families:

Interviews, diagnostics, tests, surveys on favorite topics, questionnaires;

Thematic exhibitions;

Consultations of specialists;

Publishing a thematic magazine for parents;

Sports meetings and leisure activities;

Helpline;

Competitions;

Family projects;

Important points when organizing work:

• All materials for review and study by parents must be aesthetically designed;
• The content of materials must be regularly updated, otherwise parental interest in this information will quickly fade;
• The design of materials should not be done in a standard way, but in such a way as to attract the attention of parents: on colored paper, with pictures, with drawings, with photographs;
• The topic and content of the material should be based on the parents’ request.

Working with parents is a process of communication with different people, which does not always go smoothly, and sometimes even difficult. And of course, problematic situations and conflicts cannot be avoided. Conflicts between parents over children, their complaints to teachers on any issues, complaints from teachers about the inactivity of parents, reluctance of parents to listen to the recommendations of teachers, and often the lack of authority of teachers among parents create problems in establishing contact with the family. Parents are sometimes inattentive to the consultation of the institution’s specialists. Most parents consider themselves competent in matters of raising and developing their children, have their own vision of the problem and ways to solve them, and do not take into account the experience and education of teachers. Therefore, from the very first days of a child’s stay in a preschool institution, the head of the kindergarten must maintain the authority of his teachers, constantly emphasizing their knowledge, skills, experience, creativity, etc.

Conclusion.

An important point in preventing and resolving problem and conflict situations is the establishment of personal contact, both with the head of the preschool institution and teachers with parents, with the teacher informing the parent every day about how the child spent the day, what he learned, and what successes he achieved.

The lack of information makes parents want to get it from other sources, for example, from other parents or from children. Such information may be distorted and lead to a conflict situation.

The interaction between the kindergarten and the family can be carried out in different ways, using interesting forms and techniques. Conducting a survey, individual conversations on various topics will help to properly structure work with parents and make it more effective.

The issue of working with families has always been and remains important in the work of a preschool institution. After all, it is close cooperation with parents, high-quality interesting interaction with them, and work in tandem that will give the most positive results in terms of the upbringing and development of our children.