Organization of joint activities of parents and children

Types of joint activities between children and parents

Types of joint activities of children with parents.

 Organization of holidays:

children's birthday, Christmas holidays, Children's Day, Holiday of knowledge.

The holiday atmosphere will definitely bring adults and children closer together in preparing the environment, writing a script, creating a menu, and making prizes. It is better if each family member independently prepares competitions, costumes, games, surprises, and takes an active part.

 Creativity

The child himself must become the initiator of such activities. The parent joins in the creative work offered by the child. At the same time, an adult can offer his own projects: making a collage from natural materials, publishing a family wall newspaper, making greeting cards. This promotes the development of children's imagination, independence and self-expression.

 Reading books

There is a “Reading Hour” of books of the child’s choice or a special ritual before bedtime. At such moments, along with the development of the cognitive sphere, the child develops moral and personal qualities without direct moral teaching. And most importantly, at such moments the child has a desire to talk about his secrets and problems.

 Cooperative games

Board games such as: lotto, dominoes; printed board games; verbal-logical, etc. enhance close interaction between children and parents. Play is a very pleasant activity for a child, within which he develops and at the same time is educated. During play with a child, an adult finds himself in a situation “on equal terms.” And when the child explains the course and rules of the game, the adult falls into the role of “learner.” In joint play activities, the formation of moral and volitional qualities of the child’s personality occurs.

 Theatricalization

Children are fans of dressing up and transforming using the wardrobe of adults. Of course, at such moments the child needs spectators, who become parents. In such activities, children realize themselves and become liberated, practicing and acquiring new forms of communication.

 Family excursions and trips

Such trips can be organized to a park, a forest, or a museum. The parent acts as the leader, and the child is involved in planning the route: where they will go, what to take from food, toys. During the excursion, the adult encourages the child to be active in learning about the environment.

 Visiting theaters and cinemas

At the initial stage, the initiator of such visits is the parents, introducing the child to the world of beauty. Then the children themselves choose the place and topics of viewing.

 Maintaining family albums, filling out the “Album of Discoveries”

This is an interesting, exciting activity between parents and a child, through which adults become clearer and closer to their children, and children become closer to adults, which helps strengthen family relationships. By getting to know himself, the world around him, and other people, a child can at any moment receive understanding and support from a loved one.

Joint play activities of parents and children (from work experience)

This is my first year working with my group of children and parents.
I started by deciding to establish a trusting relationship with my parents. In modern conditions of a kindergarten it is so difficult to do without the support of parents, without their participation in the life of the group and kindergarten. Only through joint efforts can we raise a person who has a thirst for knowledge, knows how to enjoy life and sympathize, who can do anything! After all, it is through interaction and cooperation with parents that one can achieve the full development of a child and his proper upbringing. Interaction should be based on the principles of joint activities of educators, parents and children. At the same time, the goal of family education, as well as public preschool education, should be the development of the child’s personality.

The great Russian teacher V.A. Sukhomlinsky wrote: “Education is, first of all, human studies. Without knowledge of the child - his mental development, thinking, interests, hobbies, abilities, inclinations, inclinations, there is no education... Without constant spiritual communication between teacher and child, without mutual penetration into the world of each other’s thoughts, feelings, experiences, emotional culture as the flesh and blood of culture is unthinkable pedagogical". Of course, he wrote about teachers and educators, but we must not forget that the first teachers and educators for a child are his parents.

But modern parents, for some reason, forget about this and leave the upbringing, education and development of their children to general education institutions. I ran into a problem: parents show little interest in the success of their children. It is very difficult to attract and interest them, but this is the most important task. It is sometimes so difficult to explain to parents that the child must not only be fed, clothed, and put to bed, but also communicate with him, teach him to reflect, think, and empathize. And how great it is to do everything together - play, walk, talk about different topics, share secrets, come up with different stories, do crafts. This is what I want to convey to the parents of my students by holding unusual conversations with them, consultations, seminars, workshops, parent meetings on various interesting topics that concern them so much. I rely on the requests of parents, and these requests are easy to identify through questionnaires, and sometimes I cover those topics and questions that are of interest to us educators and, I think, will be of interest to parents.

Yes, parents now are all literate people, with higher education, but, according to my observations, they do not know how to build relationships with children in play activities. But play is one of the leading activities of a child. Now the children stop playing. And the games children play have become sad and aggressive. The chain of transmission of gaming tradition from one generation to another has been broken. I decided to bring children and parents closer together, to show parents that their children are creative and capable, but they require attention and a partner to play with.

To solve this problem, I set myself the following tasks in working with parents:

1. To develop in parents confidence in their own pedagogical capabilities, the ability to know and understand their children.

2. Enrich the emotional joint experience of family members, teach interaction skills between them through gaming activities.

3. Develop an interest in children and parents in spending time together.

4. To unite parents and children, to ensure that children understand their parents, and parents understand their children.

5. Introduce parents to the traditions and forms of gaming leisure in families.

6. Help parents discover new opportunities for the child to reflect the world in play.

In order to find out the meaning of joint games in the families of my students, I conducted a survey of parents and children “Game in the life of my family.” Based on the results of the survey, I concluded that parents want to play with their children, but do not know how to properly organize joint play activities with their children.

I drew up a plan for joint gaming activities, where parents will be partners, participants in children’s games, and not spectators or observers.

Prepared consultations for parents “Growing up while playing”, “What toys do your children need?” The goals of these consultations are: to make parents understand what role play plays in the child’s life; give knowledge about the meaning of the toy, its role in the child’s play.

My next step was to hold a parent meeting in the form of an oral journal on the topic “Why does a person need childhood?” At the meeting, questions were discussed: do parents remember their childhood, what is characteristic of it? What interests and worries their child? How would they like it to be? At the meeting, parents got acquainted with the statements of teachers and scientists about the game and its role in the life of the child. At the end of the meeting, parents received instructions on “How to play with your child correctly.”

There are many forms of organizing joint work between educators and parents. One of these forms is holding competitions, entertainment, holidays among parents, among parents and employees, etc. in kindergarten. The kindergarten traditionally celebrates the New Year on March 8 and February 23. But I realized that children’s lives become more interesting if we organize some non-standard, fun holidays, to which parents are invited not only as spectators, but also as participants.

A holiday is a bright event in a child’s life, filled with unusual, joyful and deep impressions. K.D. Ushinsky wrote: “Let everyone remember his childhood, and he will see that a holiday for a child is not at all the same as for us, that this is really an event in a child’s annual life, and that a child counts the days from holiday to holiday, just like we do.” We count our years from one important event to another.” I agree with him. But the holiday is doubly interesting for children if parents take part in it.

It has become a good tradition for our group to hold parent-child celebrations. This is a good reason to spend them with your parents, not for them. The scenarios are drawn up in such a way that parents are direct participants in the holiday. This involves cooperation with parents and communication with children through joint activities. Such holidays take more than one day to prepare. This is painstaking work. It is necessary to think over the organization of the holiday, the decoration of the hall, develop a script, etc. With children, before each event, I make invitations for parents. How nice it is to see the joyful faces of parents when their child presents an invitation made with their own hands! It would be a shame not to come and take part in order to please your son or daughter.

Holidays: “Autumn Birthday”, “Christmas Tree Festival”; leisure activities: “Together with Mom”, “Wide Maslenitsa”; entertainment: “Winter fun”, “Mom is my sunshine”, “Dad can do anything!” and others were held with various attractions, competitions, competitions, relay races and other game subjects. Mothers, grandmothers, fathers and their children took part in them. These events not only bring parents and children together, but also create an atmosphere of warmth and trust in the relationship between the teacher and parents. You learn a lot of interesting things about the families of your students, about their traditions, hobbies, about the system of raising children in the family, and most importantly, parents reveal their talents and creative abilities that they didn’t even know about. The unique emotional and spiritual atmosphere of the holiday is created by the general mood and activity of all participants in the holiday: children, parents, teachers. Joint holidays with parents remain in the memory of adults and children for a long time. They teach the child to love and take care of his family, his father and mother, the spirit of his home. Parents get to know each other well in joint competitions, competitions, and relay races. Adults and children learn to understand each other better, and parents have the opportunity to observe their child’s interactions with others. Children see a positive example of communication and relaxation.

I saw that as a result of such events, parents changed their attitude towards the child (he can and knows a lot) and towards us, the educators who work with their children every day, putting their soul, knowledge and strength into the work of education.

A special place is occupied by exhibitions of joint creativity between parents and children, for example, “Autumn is a Magician”, “Magic Snowflake”, “Crazy Hands”. The main goal of such events is to bring generations (children, parents, grandparents) closer together and strengthen child-parent relationships. In addition, exhibitions of joint creativity foster hard work, accuracy, attention to loved ones, and respect for work. This is the beginning of patriotic education, because love for the Motherland is born from a feeling of love for parents, one’s family.

Especially loved by children are “Meetings with Interesting People”, where their guests are parents who introduce themselves to children in a different way - as professionals in their field, interesting people. For example, the guests of our group were my mother, a doctor from a railway clinic, and my father, a builder. Such meetings enrich children's knowledge about the professional activities of adults, expand their general awareness of the world around them and their horizons, and also form in them a certain elementary experience of professional actions and promote early “professional orientation.” Role-playing games of a professional orientation play a major role in shaping children’s ideas about the professional activities of adults. Therefore, the result of such meetings are role-playing games, for example, “Polyclinic”, “Why should we build a house?”

I also plan to invite my grandmother to visit, who will show her crocheting skills; a mother who agrees to organize a “Balloon Festival” for the children.

We must not forget that our kindergarten is from the railway. I plan to hold a literary lounge “Here is our train rushing, the wheels are knocking...”, where parents and children will read poems, fairy tales, stories about the railway, their own compositions.

I believe that thanks to such events I create conditions for interaction between children and parents, which helped improve emotional contact between them and taught them how to play together.

Author: Irina Aleksandrovna Safarova, teacher, NDOU “Kindergarten No. 118 of JSC Russian Railways”, Samara, Russia.

The article is published in the author's edition.

Option for teenagers

1. If he (s) demands something from me, he will definitely achieve it.

2. He (s) always punishes me for my bad actions.

3. I rarely tell him (her) where I am going and when I will return.

4. He (s) considers me a completely independent person.

5. I can tell him (her) about everything that happens to me.

6. He (s) thinks that I will not achieve anything in life.

7. He (s) more often notices my shortcomings than my advantages.

8. He (s) often entrusts me with important and difficult tasks.

9. It is difficult for us to reach mutual agreement.

10. Sometimes he (s) can allow something that he forbade yesterday.

11. I always take into account his (her) point of view.

12. I would like my future children to treat me the same way I treat him (her).

13. I rarely do what he/she asks me to do the first time.

14. He (s) rarely scolds me.

15. He (s) tries to control all my actions and actions.

16. Believes that the main thing is to obey him (her).

17. If I have a misfortune, first of all I share it with him (her).

18. He (s) does not share my hobbies.

19. He (she) does not consider me as smart and capable as he (she) would like.

20. He/she can admit he was wrong and apologize to me.

21. He (s) often follows my lead.

22. You can never say for sure how he/she will react to my words.

23. I can say that he (s) is an authoritative person for me.

24. I like our relationship with him (her).

25. At home, he/she gives me more responsibilities than in the families of most of my friends.

26. It happens that he applies physical punishment to me.

27. Even if I don’t want to, I have to do as he (s) wishes.

28. Believes that he/she knows better what I need.

29. He/she always sympathizes with me.

30. It seems to me that he (s) understands me.

31. He (s) would like to change a lot in me.

32. When making family decisions, he/she always takes my opinion into account.

33. He/she always agrees with my ideas and suggestions.

34. You never know what to expect from him (her).

35. He (s) is a standard and example for me in everything.

36. I believe that he (s) is raising me correctly.

37. He/she makes a lot of demands on me.

38. He is a gentle person by nature.

39. Usually he (s) allows me to return home whenever I want.

40. He (s) strives to protect me from the difficulties and troubles of life.

41. He (s) does not allow me to notice his (her) weaknesses and shortcomings.

42. I feel that he (she) likes my character.

43. He/she often criticizes me over trifles.

44. He/she is always willing to listen to me.

45. We disagree with him (her) on many issues.

46. ​​He punishes me for actions that he himself commits.

47. I share most of his (her) views.

48. I get tired of everyday communication with him (her).

49. He/she often forces me to do things that I don’t want to do.

50. Forgives me what others would punish for.

51. He/she wants to know everything about me: what I think about, how I treat my friends, etc.

52. I don’t consult with him (her) about who I should be friends with.

53. I can say that he (s) is the closest person to me.

54. He (s) always expresses dissatisfaction with me.

55. I think he/she welcomes my behavior.

56. He/she takes part in things that I come up with.

57. He (she) and I imagine my future life differently.

58. My identical actions can cause him (her) either reproaches or praise.

59. I would like to be like him (her).

60. I want him to always treat me the same way he does now.

Note: M - mother's assessment; O - father's assessment.

For parents of teenagers

Please indicate your level of agreement with the following statements using a 5-point scale.
Rate the statements separately for each parent in the answer form: under the letter M - for the mother, under the letter O - for the father: 5 points - undoubtedly yes (very strong agreement);

4 points - generally yes;

3 points - both yes and no;

2 points – more likely no than yes;

1 point - no (absolute disagreement).

1. If I demand something from him (her), then I will definitely achieve it.

2. I always punish him (her) for bad deeds.

3. He (s) rarely tells me where he is going and when he will return.

4. I consider him (her) to be a completely independent person.

5. My son (daughter) can tell me about everything that happens to him (her).

6. I think that he (s) will not achieve anything in life.

7. I tell him (her) more often about his (her) shortcomings than his advantages.

8. I often entrust him (her) with important and difficult tasks.

9. It is difficult for us to reach mutual agreement.

10. It happens that I allow him (her) something that I forbade him (her) just yesterday.

11. My son (daughter) always takes into account my point of view.

12. I would like him to treat his children the same way I treat him.

13. He (s) rarely does what I ask the first time.

14. I very rarely scold him (her).

15. I try to control all his (her) actions and actions.

16. I think that the main thing for him (her) is to obey me.

17. If he (she) has a misfortune, first of all he (she) shares it with me.

18. I don’t share his (her) hobbies.

19. I don’t consider him (her) as smart (smart) and capable (capable) as I would like.

20. I can admit that I was wrong and apologize to him (her).

21. I often follow his (her) lead.

22. It is sometimes difficult for me to predict my behavior towards

him (her).

23. I think that I am an authoritative person for him (her).

24. I like our relationship with him (her).

25. At home he (she) has more responsibilities than most of his friends.

26. We have to apply physical punishment to him (her).

27. He (she) has to do as I say, even if he (s) doesn’t want to.

28. I think I know better what he (she) needs.

29. I always sympathize with my child.

30. I think I understand him (her).

31. I would like to change a lot about him (her).

32. When making family decisions, I always take into account his (her) opinion.

33. I always agree with his (her) ideas and suggestions.

34. My behavior is often unexpected for him (her).

35. I am a standard and example for him (her) in everything.

36. I think that in general I am raising my son (daughter) correctly.

37. I make a lot of demands on him (her).

38. I am a gentle person by nature.

39. I let him/her come home whenever he/she wants.

40. I strive to protect him (her) from the difficulties and troubles of life.

41. I don’t allow him to notice my weaknesses and shortcomings.

42. I like his (her) character.

43. I often criticize him (her) over little things.

44. I am always willing to listen to him (her).

45. We disagree with him (her) on many issues.

46. ​​I punish him (her) for actions that I commit myself.

47. He (s) shares most of my views.

48. I get tired of everyday communication with him (her).

49. I have to force him (her) to do something he (she) doesn’t want.

50. I forgive him (her) for what others would punish.

51. I would like to know everything about him (her): what he (s) thinks about, how he treats his friends, etc.

52. He (s) does not consult with me about who he (she) should be friends with.

53. I think that for him (her) I am the closest person.

54. I applaud his (her) behavior.

55. I often express my dissatisfaction with him (her).

56. I take part in things that he/she comes up with.

57. We imagine his (her) future life differently.

58. It happens that I reproach and praise him (her), in essence, for the same thing.

59. I think he (she) would like to be like me.

60. I want him to always treat me the same way he does now.

For parents of preschoolers and junior schoolchildren

Please indicate your level of agreement with the following statements using a 5-point scale. Rate the statements separately for each parent in the answer form: under the letter M - for mother, under the letter O - for father:

5 points - definitely yes (very strong agreement);

4 points - generally yes;

3 points - both yes and no;

2 points – more likely no than yes;

1 point - no (absolute disagreement).

1. If I demand something from him (her), then I will definitely achieve it.

2. I always punish him (her) for bad deeds.

3. He/she usually decides what clothes to wear.

4. My child can safely be left unattended.

5. My son (daughter) can tell me about everything that happens to him (her).

6. I think that he (s) will not achieve anything in life.

7. I tell him (her) more often what I don’t like about him (her) than I like.

8. We often do homework together.

9. I am constantly worried about the health of my child.

10. I feel that I am inconsistent in my demands.

11. There are often conflicts in our family.

12. I would like him to raise his children the same way I raise his (her).

13. He (s) rarely does what I ask the first time.

14. I very rarely scold him (her).

15. I try to control all his (her) actions and actions.

16. I think that the main thing for him (her) is to obey me.

17. If he (she) has a misfortune, first of all he (she) shares it with me.

18. I don’t share his (her) hobbies.

19. I don’t consider him (her) as smart (smart) and capable (capable) as I would like.

20. I can admit that I was wrong and apologize to him (her).

21. I often think that something terrible might happen to my child.

22. It is difficult for me to predict my behavior towards him (her).

23. My child's upbringing would be much better if other family members did not interfere.

24. I like our relationship with her (him).

25. At home he (she) has more responsibilities than most of his (her) friends.

26. We have to apply physical punishment to him (her).

27. He (she) has to do as I say, even if he (s) doesn’t want to.

28. I think I know better than he (she) what he (she) needs.

29. I always sympathize with my child.

30. I think I understand him (her).

31. I would like to change a lot about him (her).

32. When making family decisions, I always take into account his (her) opinion.

33. I think that I am an anxious mother (anxious father).

34. My behavior is often unexpected for him (her).

35. It happens that when I punish a child, my husband (wife, grandmother, etc.) begins to reproach me for being too strict.

36. I think that in general I am raising my son (daughter) correctly.

37. I make a lot of demands on him (her).

38. I am a gentle person by nature.

39. I let him (her) walk alone in the yard of the house.

40. I strive to protect him (her) from the difficulties and troubles of life.

41. I don’t allow him to notice my weaknesses and shortcomings.

42. I like his (her) character.

43. I often criticize him (her) over little things.

44. I am always willing to listen to him (her).

45. I believe that it is my duty to protect him (her) from all dangers.

46. ​​I punish him (her) for actions that I commit myself.

47. It happens that I unwittingly set my child against other family members.

48. I get tired of everyday communication with him (her).

49. I have to force him/her to do something he/she doesn’t want to do.

50. I forgive him (her) for what others would punish.

51. I would like to know everything about him (her): what he (s) thinks about, how he treats his friends, etc.

52. He/she chooses what to do at home in his free time.

53. I think that for him (her) I am the closest person.

54. I applaud his (her) behavior.

55. I often express my dissatisfaction with him (her).

56. I take part in things that he/she comes up with.

57. I often think that someone might offend him (her).

58. It happens that I reproach and praise him (her), in essence, for the same thing.

59. It happens that if I tell him (her) one thing, then the husband (wife, grandmother, etc.) specifically says the opposite.

60. It seems to me that my relationship with my child is better than in the families of most of my friends.

Joint activities with children: 5 interesting options

Quite often, parents believe that their joint activities with their child will not bring the desired effect. After all, in order to raise a comprehensively developed personality, we need specialists who master the most modern techniques.

In addition, mothers often refer to lack of time: “When should I draw with my child? I barely have time to feed him, check his lessons and go grocery shopping... Why waste precious free minutes on this?”

Of course, developmental circles are useful for any child, but they do not exclude or replace joint activities with loved ones. After all, it is at home that children can try in practice what they were taught in the courses. In addition, only at home can a child develop the most important social skills - the ability to listen, conduct dialogue, show participation, care for others and express his feelings. Without parental support, a child simply cannot learn all this.

1 Family Collection

Especially recommended for overly emotional and anxious children.

Gathering is a very rewarding activity. It gives us a feeling of stability. Have you noticed that often, after experiencing emotional excitement, kids shake out all their toys and, sorting through them, gradually calm down? Or do they carefully arrange cars and dolls in a certain way before going to bed? This ritual has a calming effect on them. Having grown up, children refuse stuffed hares, and just at this moment parents can invite them to collect something together.

If you already have a ready-made collection, invite your child to add to it. You can combine this process with the study of history, physics or something else. The topic depends on the subject of the collection. But whatever it is, such an activity is a great way to bring children and parents together. You can start now!

2 Go study

Especially recommended for: insecure primary schoolchildren and teenagers.

There are situations that seem to be specially created to praise children. That is, tell them how talented they are (smart, resourceful, etc.) immediately at the moment of success. You can, for example, study languages ​​together. Or go to a dance with your daughter, and take a computer graphics course with your son.

In a co-education situation, the child feels “on an equal footing” with his parents. He gets the opportunity to show that he is better than adults in some ways, and truly shines before our eyes. Don't hesitate to ask him for help if you can't understand a rule or learn a difficult move. For children - both toddlers and teenagers - such moments add self-confidence. The child also gains the most important experience of support. The opportunity to encourage your mother (“don’t worry, you will succeed!”) and help her achieve what she wants is priceless. And it greatly strengthens self-confidence.

3 We can do it!

Especially recommended for: children who are not responsible enough.

The opportunity to help mother with housework creates a child’s sense of self-worth and, most importantly, teaches him to bear responsibility. The main condition of the process is to do everything together. The directive scheme “I bake a cake, and then you wash the dishes” is not suitable. After such instructions, any housework becomes a boring chore. The task of adults is to turn it into a joint game, and then the child will perceive even washing the floors as an adventure. Among other things, this is also a great way to relieve all family members from the feeling of “household routine”.

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4 Expressing feelings

Especially recommended for: introverted children who have difficulty expressing their feelings.

Parents of an introverted child sometimes have no idea what worries, upsets, or, conversely, makes him happy. He constantly holds back his emotions. Over time, secrecy becomes almost the main character trait, and then it becomes almost impossible to force a person to be frank. Free creativity will help teach your child to express and share emotions. It provides a huge toolkit that allows you to talk about your joys, sorrows and fears without words (introverts have plenty of them). The adult’s task is to show the child all the ways that are acceptable for working with feelings. Clubs are more focused on the technical side of the process, and parents can help their child “have a blast.”

5 Don't rush anywhere

Especially recommended for: children experiencing lack of attention.

Lying on the couch, playing with a kitten, thinking “what should I do?” - it’s so meaningless, aimless and... very useful. For a child, moments of relaxed “doing nothing” with their parents become one of the most pleasant and warm memories. The secret is that we can only laze around from the bottom of our hearts with truly dear people. The lazy activity of “nonsense” sometimes turns out to be the most bonding thing: adults do not make comments to the child, do not read notations, do not remember the “C in algebra,” but simply enjoy life with him. The time when we are together and not in a hurry is the most valuable time for a family!

Top 5 board games

Board games are perhaps the most accessible form of family entertainment. This is a useful, fun and exciting activity. Moreover, there are many games that are equally interesting to kids, teenagers, and mom and dad.

✓ “Monopoly” from 5 years, minimum 3 players. This classic economic strategy with fun twists has been at the top of the list of the world's most popular board games for many years. Gambling, witty and extremely useful (learning to count money) entertainment for all family members.

✓ “Nonsense” from 3 years old, minimum 2 players. This game develops speech, imagination and... a sense of humor! “Nonsense” does not require any costs: take a notebook and pencils and invite all participants to take turns writing words, so that the result is a funny story. Crazy stories are welcome!

✓ “Ropes and Dragons” from 6 years old, minimum 3 players. An educational and witty strategic thinking trainer. You throw the dice, make a move on the playing field and receive a certain task (they are written on the cards). Until you cope, you won’t go further. The winner is the one who reaches the finishing point first.

✓ “Danettes” from 5 years old, minimum 3 players. The presenter takes a card from the deck and reads aloud the story written on it (the explanation is written on the back and the presenter knows it). The participants' task is to get to the bottom of the story by asking questions that can only be answered with “yes” or “no.” The one who names the correct answer first becomes the new leader.

✓ “Bazinga” from 12 years old, minimum 4 players. Two teams with an even number of players compete against each other. Using special cards and a tape measure, a word is selected (there are different levels of difficulty), which must be drawn, shown in pantomime, or described without using the same root words.

Text: Svetlana Ievleva