Organization of work with families in modern preschool educational institutions Article on the topic

Parents must be full participants in the educational process of their children. The kindergarten and the parent, in cooperation, will achieve significant results in the process of raising children.

They must take part in the development of the program and its implementation. They are also expected to participate in kindergarten activities and educational activities. They must ensure that their child has the conditions for full development.

We believe that the success of the formation of a preschooler’s personality largely depends on how closely the educational institution interacts with his family.

It is important to understand that interaction and work are two different terms. Working with family is only a small part of interacting with family.

The concept of "interaction"

Often, interaction refers to the usual distribution of roles between educators and parents so as to achieve common goals. But interaction also implies control and feedback. It is important that kindergarten staff exercise unobtrusive control over the situation in families.

Among other things, interaction with the family also means open discussion, exchange of feelings, and communication with the child’s parents. According to the works of I.M. Markov’s interaction with the child’s family is manifested in the unity of the educational process, which can only be built if both parents and educators have the same attitude towards it.

Other sources indicate that the teaching role of a kindergarten teacher has certain characteristics. He should maintain formal and informal interactions with parents. To do this, he needs to be very tactful, he needs to listen to his parents attentively, respect their position. At the same time, edifying intonation should not be allowed when communicating with family members of children.

It will be much more useful to enter into equal relationships with them, based on trust.

The concept of family life cycle and its meaning

Photo by Arina Krasnikova: Pexels
The life cycle of a family is the patterns of family development during the period of its existence. It includes all stages of the formation of family relationships, from acquaintance to the death of spouses.

The term was coined by the American Paul Glick in the middle of the last century. The life cycle of a family covers both its development and the crises that the family experiences.

It covers marital, child-parent relationships, as well as crises in children’s relationships with each other, communication with relatives, and everything that affects the family.

Each stage has not only crises, but also certain functions, as well as tasks that the family must solve for the sake of further successful interaction.

Kindergarten and parent - difficulties in interacting with parents

The authors of some works write that educators often have some difficulties in interacting with parents.

Often parents may have poor development of social culture. They do not understand how valuable it is to raise their child during the preschool period.

Many parents do not realize that they should be the ones who order the organization of the process of raising their children. They are the ones who should influence the content of the educational program in kindergarten. Often parents are not even interested in what happens to their children within the walls of the kindergarten. On the other hand, educators also often do not know the conditions in which the child grows up at home.

Often teachers do not perceive parents as partners. They often believe that parents are also objects of education. In fact, a kindergarten will only be able to fully satisfy the needs of the child if it represents an educational and educational system open to parents.

Parents should have the opportunity to get acquainted with the conditions of their child’s stay in the kindergarten at any time without obstacles. He must have information about what approaches teachers have to education. He must take an active part in the life of the group. Usually, if you observe a child in an unusual environment, you can learn a lot about him.

Forms of kindergarten work with families

MADOOU d/s "Ivushka"

teacher Kharkovskaya L.N.

Forms of kindergarten work with families

The forms of work of preschool institutions with parents are varied: live speech, demonstration of educational work, organization of exhibitions, pedagogical libraries, involving parents in active participation in the life of the kindergarten, etc. This work is carried out in two directions: individually and with a team of parents.

Traditional forms of work:

Traditional forms are those forms that are time-tested and standard for all preschool institutions not only in the city, but also in the country. These include:

1. Presentation of kindergarten

A child’s admission to kindergarten is a very important moment for every family. The presentation of the kindergarten is a celebration of introducing new children and their parents to the kindergarten, staff, premises, and programs under which the kindergarten operates. The main task is to arouse joy in the child from the first minutes of communication, to form a positive image of the kindergarten in the minds of parents, and to demonstrate a spirit of interaction and mutual insight into each other’s problems. This event requires a lot of preparation, but brings huge returns, facilitates the process of adaptation of the child to kindergarten, reduces the level of parental anxiety and fears about the child’s stay in kindergarten.

2.Parent meetings

One of the most traditional forms of working with parents. Their goal is to increase the level of educational skills and pedagogical culture of parents.

Rules for holding parent meetings:

1. The parent meeting must be thoroughly prepared. Two weeks before the meeting, post a notice in the group lobby indicating the topic, date and time of the meeting, and prepare booklets for parents with a summary of the meeting. Think through all organizational aspects: from furniture arrangement to possible questions from parents. You can’t put parents in highchairs, and teachers and administration in regular ones. Communication should take place on the same level.

2. Invite parents to prepare a speech on a certain topic. Organize the presence of the head and teachers working with children at the meeting to give the event significance; establish emotional contact with parents, demonstrate the administration’s interested attitude to the problems of raising and educating children.

3. Communication should be informal and friendly. Parents at the meeting are active participants and partners in discussing the problem. Dialogue is encouraged, not a monologue by the teacher, voicing the rules necessary for parents to follow.

4. Teachers of the group must treat parents with respect, take into account the authority of the family and the experience of family education.

5. It is mandatory to provide feedback, discuss the results of the meeting with parents, agree on measures to overcome difficulties and implement the child’s development plans.

3. Seminars and consultations for parents

The purpose of the seminar and consultation is to increase the pedagogical literacy of parents on the issues of raising and educating a child, solving problematic issues, and enhancing the pedagogical skills of parents. Their topics can be determined by analyzing parental needs and interests, for example, through a survey. Consultations and seminars can be conducted face-to-face for a group of parents who are interested in a particular issue, or individually. Their goal is to help parents resolve difficult pedagogical situations and inform them about the child’s successes and achievements.

4. Visual material

The most important thing in outreach work with parents is the design of visual materials for parents. These can be information stands, booklets, leaflets, memos, an internal kindergarten newspaper, a wall newspaper.

Information stand for parents “Visiting card of the kindergarten”, which presents the following information:

1. License to carry out educational activities;
2. Last name, first name, patronymic of the head, reception hours for parents;
3. Name and telephone number of the parent organization;
4. Areas of activity of the kindergarten: brief description of groups, programs, list of additional services;
5. Information about personnel;
6. Kindergarten diplomas and certificates.

Information stands in groups are designed to exchange information on issues of raising and educating children, introducing parents to work plans for the near future, and disseminating pedagogical knowledge.

The design is done in such a way as to attract the attention of parents;

The content of the proposed material should be truly interesting to most parents.

Booklets, leaflets, memos

The advantage of information booklets, leaflets and memos is that they are targeted, that is, each parent receives the information personally and can read it at a convenient time.

The booklets can provide information about the kindergarten, group, specific area of ​​work of the kindergarten, for example, artistic and aesthetic education, additional services, etc. You can use photographs of children and teachers, poems about kindergarten.

Leaflets are short information about a specific event, an invitation to an open lesson, etc. It is advisable that the information leaflet be printed on colored paper to attract the attention of parents.

The leaflets will introduce parents to a set of certain rules in order to implement a unified educational approach between family and kindergarten, for example, in matters of adapting a child to kindergarten.

The internal newspaper of the kindergarten is dedicated to a specific topic, for example, children's health, play activities, literacy, development of creative abilities, etc.

The newspaper has regular columns:

1. Adults about children;
2. Specialist consultations;
3. Children's News;
4. The kids say;
5. Our achievements (about the successes of the kindergarten).

Publishing a newspaper requires serious work from a creative team of kindergarten teachers and certain material and technical costs. The newspaper must be published regularly.

5. Pedagogical conversations with parents

This is the most accessible form of establishing communication between a teacher and a family; it can be used either independently or in combination with other forms: conversation when visiting families, at a parent meeting, consultation.

Goal: to provide parents with timely assistance on this or that issue of education, to contribute to the achievement of a common point of view on these issues.

The leading role here is given to the teacher; he plans the topic and structure of the conversation in advance.

When conducting a conversation, it is recommended to choose the most appropriate conditions and start it with neutral questions, then move directly to the main topics.

6. Visiting family

The teacher of his group must visit the families of his pupils.

The purpose of visiting a pupil’s family may be to support the child’s success, develop contacts with the family, study the experience of family education, or jointly discuss what is significant for the family and kindergarten; this serves as material for designing subsequent interactions with parents and other family members.

7. Open days

is a form of interaction with parents that opens the door to the world of kindergarten. On this day, the kindergarten staff presents their achievements to the families of the pupils. Parents (and other family members) become familiar with the services of the preschool educational institution; the program for its development and educational program, in accordance with which the educational process is carried out; observe specially organized activities with children, and also participate (with the support of teachers) in a variety of joint activities with children. On this day, it is important to introduce families to the system of education and parent education that has developed in kindergarten (goals, content, forms, methods of work) and invite them to interact in various educational areas: physical education and health, artistic and aesthetic, environmental and local history, etc.

“Open Day” is relevant at the beginning of the cycle of interaction between kindergarten and family. As the kindergarten, together with the family, strives to develop interactions and move from one quality level to another, the “Open Day” will transform into permanent open relationships between children, parents and teachers.

9. Questionnaire

One of the active forms of receiving and exchanging information on various issues of kindergarten work. Questioning helps the teaching staff obtain the most complete information on certain issues, analyze it and correctly plan further work in this direction. On the other hand, questionnaires help parents think more seriously about this or that topic, evaluate their teaching capabilities, style of relationship with the child, etc.

Questioning has long been firmly established in the work of kindergartens; this form of interaction with parents has advantages:

1. Quickly obtain information on any problem;
2. Reliability of information;
3. Opportunity to reach all parents.

By analyzing the parents’ responses, teachers receive information about the family, the parents’ requests and expectations in relation to the kindergarten, the child’s characteristics, the parents’ readiness to interact with teachers on certain issues of education, the quality of nutrition, etc.

The questionnaire must include:

1. Polite address to parents;
2. A brief introduction outlining the purpose of the survey;
3. Questions and, if necessary, possible answers to them;
4. Thank you for your interaction at the end of the questionnaire.

Non-traditional forms of work are new forms of work that help better assist families in raising and educating a child.

Parents are ready to support the initiatives of teachers aimed at satisfying and developing the interests and needs of children. But modern parents are adults, educated people with life experience who know how to analyze the situation, therefore, in solving a number of problems, the teacher is obliged to use pedagogical innovations and new non-traditional forms of work. These include:

1. Competitions and projects

Holding various competitions makes it possible to strengthen the interaction of the kindergarten with the families of pupils and to intensify pedagogical communication between parents and children. An important aspect of holding competitions is the competitive spirit, which helps parents of the same group unite and increases the initiative of inactive parents.

The content of competitions may vary. These can be traditional competitions or those corresponding to the theme of the work plan. When preparing a competition, it is necessary to determine the purpose of the competition, participants, jury composition, evaluation criteria, and awarding of winners. It is necessary to familiarize parents with the provisions of the competition in advance and give them sufficient time to prepare it.

The results of creative competitions can be presented to parents in the form of a wall newspaper in the hall, an exhibition, etc.

This interesting form of work helps parents of the group get to know each other better, share experiences of family education, and intensify creative communication between parents and children.

The announcement of the competition is posted in the group lobby in advance. Additionally, each family receives a leaflet with the conditions of the competition.

2. Round table with parents

Goal: in a non-traditional setting with the obligatory participation of specialists, discuss current issues of education with parents.

Parents who have expressed in writing or orally a desire to participate in a discussion of a particular topic with specialists are invited to the round table meeting.

3. Business games

A business game gives room for creativity. It brings the game participants as close as possible to the real situation, develops the skills of quickly making pedagogically correct decisions, and the ability to see and correct a mistake in a timely manner.

There is no specific, narrowly targeted scheme for conducting business games. Everything depends on the competence, abilities and creativity of the leaders.

The approximate structure of the game is as follows:

1. Preparatory stage, which includes determining the goal, objectives of the game, organizational rules governing the course of the game, choosing the character(s) in accordance with the roles, preparing the necessary visual material and equipment

2. The course of the game, which consists in the fulfillment of the necessary rules and actions by all participants in the game.

3. The outcome of the game, expressed in the analysis of its results.

The purpose of business games is to develop and consolidate certain skills and the ability to prevent conflict situations. Roles in business games can be distributed in different ways. Educators, managers, social teachers, parents, members of the parent committee, etc. can participate in it. A referent (there may be several of them) also takes part in the business game, who monitors his object using a special observation card.

The theme of business games can be different conflict situations.

4. “Clubs” (family)

Family clubs are informal associations of parents created to solve practical problems of education. They are usually organized by a group of enthusiasts: teachers and parents. The activities of family clubs are based on voluntary principles. In family clubs, critical parents become aware of not only the shortcomings, but also the advantages of their own children (compared to those of others), and enthusiastic parents see not only the advantages, but also the shortcomings of their children. In family clubs, children gain valuable experience communicating with people of different characters and find themselves in different role positions (for example, older, experienced - for kids).

A family club is one of the effective channels for transmitting, preserving and developing the values ​​of family culture, as well as an interesting and effective form of interaction between a kindergarten and a family. By uniting children of different ages and adults raising them (parents and teachers), the club ensures a living connection between generations, passing on all the best that the older generation has. Being an informal source of education, the club presents the best examples of educating preschool children in families and kindergartens.

5. Questions and answers evenings

A specific type of club meeting. Evenings of questions and answers provide concentrated pedagogical information on a wide variety of issues, which are often controversial 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.

6. “Meetings and acquaintances”

- these are meetings, the purpose of which is to get to know the families of the pupils in a variety of ways and to get acquainted with the teachers raising the child in kindergarten. To do this, you can use special methods:

1. “Choose a distance” (the teacher declares an object to be a symbol of the meeting being discussed with parents and places it in the center of the room. Then invites parents to stand at such a distance from the object that could best demonstrate their closeness or distance in relation to the topic of the meeting. Each one of the parents explains the distance he has chosen in one phrase.
2. “Associative series” (the teacher writes on a poster hanging in the room a word that serves as a stimulus for parents’ creative thinking. This reference word should be directly related to the topic of the meeting with parents and affect their emotional sphere. A question mark and the second word, which is a parody first, can be written side by side. Parents are invited to continue this series during the time allotted at the meeting, coming up with new associations. As a rule, parents do this willingly, without expecting repeated stimulation from teachers).
3. “The language of photographs” (the teacher lays out photographs on the floor that are directly related to the topic of the meeting. Each parent chooses one photograph and, having first named his first and last name, briefly comments on his choice. At the same time, he expresses the associations he has in connection with the photograph , thoughts, feelings and establishes their connection with the topic of the meeting).
4. “Mirror of the group” (teachers hang a pre-designed poster on the wall and ask parents to introduce themselves in turn. Each parent briefly talks about himself, and at this time the teachers record his personal data and hobbies on the poster).
5. “Family symbols” (teachers invite each parent to draw some drawing, image or symbol on a business card near the surname, with the help of which other participants could better remember the surname. During the task, parents can consult and help each other when drawing. After After each participant draws his symbol, he explains what connection exists between the symbol he drew and the surname (connection), etc. [6; 35]

7. Holidays in kindergarten

An important factor in a child’s personal development is satisfying his need for positive emotional contacts with loved ones, primarily with his parents. Such contacts help establish family holidays in kindergarten.

A family holiday in kindergarten is a day that unites families of pupils, teachers (educators, music directors, etc.) on the occasion of some event.

Organizing family holidays is one of the effective forms of cooperation between children, teachers and parents, aimed at solving the following problems: overcoming obstacles in communication between adults and children; development of the ability of raising adults to understand the emotional states and feelings of children; parents’ acquisition of experience in holding family holidays, based on the recommendations of teachers and specialists.

Conclusion

The team that plays the main, long-term and most important role in the upbringing of a child of primary preschool age is the family. Social, household, moral, legal, psychological and aesthetic relationships develop in the family. In the family, the child receives his first work skills, helps elders in the household, does school homework, plays, and helps organize leisure and entertainment; learns to consume various material and spiritual goods. The family develops the ability to appreciate and respect the work of other people: parents, relatives; the future family man is being raised. There is still no single definition of family in science. There are different concepts of family: Family is a social institution in which the interests of society, family members as a whole and each of them individually are intertwined. The family is a multifunctional system.

A family is a group of people consisting of husband, wife, children and other close relatives living together. A family is a group of people united by common activities, interests, friendship, or they are simply people living in the same village. The family is a complex multifunctional system; it performs a number of interrelated functions that are important for society and necessary for the life of every person. The functions of the family are influenced by factors such as the demands of society, family law and moral standards, and real state assistance to the family. Therefore, throughout the history of mankind, the functions of the family do not remain unchanged: new functions appear, the contents that previously emerged die off, or are filled with other content. There is a close connection, interdependence, and complementarity between the functions, so any violations in one of them also affect the performance of the other. Considering the family, we come to the conclusion that the family is very multifunctional and it has such functions as: reproductive (procreation), educational, economic, leisure function, communicative, central function of love, etc.

1. Traditional forms (these are forms that are time-tested and standard for all preschool institutions, not only in the city, but also in the country). These include: presentation of the kindergarten, parent meetings, seminars and consultations for parents, visual material, pedagogical conversations with parents, family visits, open days, correspondence between teachers and parents, surveys.
2. Non-traditional forms (these are pedagogical innovations, new forms of working with parents). These include: competitions and projects, round tables with parents, business games, family clubs, question and answer evenings, acquaintance meetings, holidays in kindergarten.

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

List of used literature:

1. Vasilkova Yu.V., Vasilkova T.A. Social pedagogy. – M., 1999.

2.Grebennikov I.V. Fundamentals of family life. - M., 1991.

3. Dubrovina I.V., Danilova E.E., Prikhozhan A.M. Psychology. – M., 2003.

4. Evdokimova E.S., Dodokina N.V., Kudryavtseva E.A. Kindergarten and family: Methods of working with parents. – M., 2007.

5. Zhdanov A. Family education techniques. – Arkhangelsk, 1990.

6. Zvereva O.L., Ganicheva A.N. Family pedagogy and home education. – M., 2000.

7.Kalyanova N.D. Interaction between teachers and parents in the interests of the child // Family in modern society (collection of abstracts of the III regional conference of psychologists). N – Mar, 2007. p. 7-11.

8. Klemantovich I. Modern family: structure, specifics, educational opportunities // Education of schoolchildren. - 1998. - No. 4. - pp. 2-5.

9. Kovalev S.V. Psychology of the modern family. – M., 1988.

10. Kozlova S.A., Kulikova T.A. Preschool pedagogy. – M., 2008.

11.Kulikova T.A. Family pedagogy and home education. – M., 2000.

12. Makarenko A.S. About education. – M., 1988.

13.Metyonova N.M. Parent meeting in kindergarten. – Yaroslavl, 2000.

14. Mustaeva F.A. Fundamentals of social pedagogy. – M., 2001.

15. Mukhina V.S. Developmental psychology. - M., 1999.

16. Nemov R.S. Psychology. – M., 1995.

17. Osipova L.E. Working in a kindergarten with a family. – M., 2008.

18.Educational psychology/ Ed. N.V. Klyuevoy. – M., 2003.

19. Plotnieks I. Psychology in the family. – M., 1991.

20. Psychology of family relationships with the basics of family counseling / Ed. E.G. Silaeva. – M., 2002.

21. Radugin A.A. Psychology and pedagogy. – M., 1999.

22. Satir V. How to build yourself and your family. – M., 1992.

23. Fromm A. ABC for parents. – M., 1994.

Family in the process of cooperation

V.A. has done a lot of work in the area of ​​interaction between children's institutions and families. Sukhomlinsky. They argued that before going to school, children perceive themselves as part of the family.

They evaluate themselves based on what their parents say about them. Therefore, in order to successfully develop a child’s personality, you need to maintain a strong connection with his family and develop a trusting relationship with his parents.

Children's educational institutions must establish cooperation with parents and make this one of the foundations of their work. It is important that the positions of both sides have equal weight. It is necessary to respect the opinion of parents and take into account their individual characteristics.

Interaction with your family is not simply expressed in doing something with them. It is important to achieve true mutual understanding and teach each other to trust each other. Parents and educators should influence each other positively.

It is important to learn to actively work together with parents, improving the pedagogical process.

The word “commonwealth” more accurately describes the process of interaction with children’s families.

Stages of the family life cycle

There are several classifications of stages of the family life cycle. They were developed by M. Erickson, R. Hill, E.K. Vasilyeva, A.I. Antonov, E. Duval. All these classifications have a common structure and reflect the main and significant stages that the family goes through.

Some authors consider the family from the moment when two lovers got married, others from the stage of acquaintance of the spouses, but the sequence of stages, as well as their main functions and tasks, remain similar and include:

• period before marriage;
• the emergence of marital relations;
• birth of the first child;
• the appearance of other children;
• socialization of children;
• mature family;
• children leave home;
• loss of one of the spouses.

Period before marriage

This is a time of emotional upsurge, falling in love, merging of people, when they want to spend time together. At this stage, important tasks must be resolved: how similar the couple’s values ​​are, how they see their family life, how finances will be distributed in the family, setting the boundaries of what is permitted.

The emergence of marital relations

The goal is to develop rules for living together and solving everyday issues. The couple must learn how to interact effectively and resolve conflicts constructively. Psychological boundaries expand a little, the couple finds a balance between intimacy and freedom. Spouses must set not only internal boundaries, but also external ones - determine how involved other relatives will be in their family, and what place friends, work, and hobbies occupy in life.

Family stages and life cycle

Birth of first child

There is a mastery of the parental family, the development of values ​​and norms of upbringing that are shared by both spouses. An important point is the realization that there are now three of you, an understanding of how involved the father should be in interacting with the child, the importance of the role of parents. Another task is to develop a child’s trust in the world, in close people, the ability of parents to express their feelings, and teach the child how to do this. Changing the way of life and rules in the house.

The appearance of other children

A new subsystem arises - between children. It is necessary to build their relationships correctly, not to shift parental roles to older children, and for parents to establish a balance between discipline, freedom and responsibility.

Socialization of children

That is, the entry of children into society - kindergarten, school, communication with friends. The task of parents is to learn to give their child freedom, the right to choose, loosen control, and teach interaction with other people.

Mature family

These are relationships in which there is stability, an established way of life. Spouses and children are in emotional contact, provide support to each other, and respect the free will of all family members. Spouses realize their place in life, personal and professional self-determination occurs. There may be disappointment in the partner, personal crises, monotony and boredom.

Children leave home

It is important to properly rebuild the family system again, let the children go, change your role in relation to them - now you are equal adults, self-sufficient people, where there are no “main ones”. The spouses realize the value of their relationship, and with the advent of grandchildren, they learn a new role.

Loss of one of the spouses

This is a difficult period for which it is difficult to prepare. It is accompanied by deep feelings, awareness of the meaning of life, one’s past, going through the five stages of loss and building one’s life without a partner. It is important to receive support from family, not to give up your usual activities, and to continue to maintain social connections.

Kindergarten and parent - how to organize cooperation?

It is important that parents and educators are united by common interests, views on the educational process, and even friendly relations. It is very important that parents have a positive perception of the teaching staff and that empathic relationships are developed. This is an ideal to strive for.

According to Article 18 of the Law “On Education”, parents have the greatest responsibility for raising their children. They are the first and main teachers for the child. They are the ones responsible for shaping his personality. It is impossible to raise children without involving their parents in this process.

The main task of a kindergarten is to maintain the child’s physical and mental health, develop his mental abilities and creative potential, and provide his children with everything necessary for the formation of their personality.

To achieve a positive effect, you need to interact with parents all the time. Only through close cooperation will the kindergarten and the parent help the child adapt to social reality.

Analysis of interaction with families

After analyzing the relevant literature, we determined that today interaction with children’s families is studied quite widely. Moreover, both teachers and psychologists devote enough time to this issue.

For example, T. Danilina writes in detail about what difficulties can interfere with the development of full interaction with children’s parents.

T. Antonova describes a system of methodological approaches, thanks to which it is possible to properly organize the cooperation of teachers and families.

N.V. Glushko devoted some work to publishing specific methods for solving this problem.

Building relationships with parents is not always an easy process. Typically, difficulties can arise because both parties have unreasonable expectations for each other. Parents, for example, may not trust teachers. Or teachers work incorrectly with children’s families.

If mutual misunderstandings arise, this creates additional difficulties for the children themselves. A study of thematic literature confirmed that there is a need to find new methods of interaction with parents of preschool children. It is very important to create and use approaches and methods that will unobtrusively include children’s families in the educational process.

Thanks to this, it is possible to solve the modernization tasks facing the entire educational system today. Therefore, we believe that the search and implementation of effective methods for the work of kindergarten representatives with parents of preschoolers is very relevant.