Effective forms of interaction with parents (from work experience)

Effective forms of interaction with parents (from work experience)

• February 23, 2013

Competition “My Pedagogical Initiative – 2012”
Nomination “Working with Parents”

One of the conditions for the successful creative development of a child is the joint activity of parents, children and teachers. Family and kindergarten, having their own functions, cannot replace each other. Creating a unified space for child development is impossible if teachers and parents remain in the dark about each other’s plans and intentions.

Kindergarten is the first public institution with which parents come into contact and where their systematic education begins. The level of pedagogical culture of parents, and, consequently, the level of family education of children, largely depends on the quality of this work.

Therefore, I believe that positive results in raising a child can be achieved as a result of coordinated actions of the teacher, assistant teacher and family, the development of parental interest in education issues, and the establishment of trusting business contact between the family and the kindergarten.

When I started working on the Rainbow program, I began to worry about questions: what forms of interaction with parents are most effective and what are the ways to implement them? In addition to parent meetings, group and individual consultations, I began to use new forms, the main purpose of which was the pedagogical education of parents and their involvement in the educational process.

Thus, family participation in the educational process will improve the quality of children’s education, since parents know their child’s capabilities better and are interested in their further advancement.

The list of new forms I use includes:

• Round table meeting.
• Evenings of questions and answers.
• Disputes.
• Information leaflets, etc.

In my work on interaction with parents, I apply the following principles :

• Focus.
• Systematicity.
• Taking into account the specifics of each family.
• Taking into account the experience of parents.
• Goodwill.
• Openness.

In order to know the family better at the beginning of the year, I draw up a “social passport” of the group :

• age of parents.
• family composition (full, incomplete),
• number of children in the family,
• educational level of parents,
• socio-economic situation in the family.

I talk with parents and children about the summer holidays, about what’s new with the child.

Of course, trusting relationships with parents did not immediately develop. Some parents lacked motivation for communication and had no desire to bring family problems up for discussion. I tried to avoid criticism and build communication based on dialogue and partnerships. Gradually, my parents began to understand that I was sincerely interested in solving common problems for the kindergarten and the family, and, believing in this, they began to listen carefully to advice and be more critical of themselves and their child.

At the beginning of the year, a survey was conducted on the topic “Identification of the state and development of cooperation between family and kindergarten.” These questionnaires helped me in my further work, namely, I drew up a long-term action plan with my parents, taking into account the wishes and their advice.

In individual work I use moving folders. For example, the Convention on the Rights of the Child. Why this particular topic, because it’s no secret that parents do not know the rights of their child and how unpleasant it is to talk about it when child abuse occurs. “Preparing your hand for writing” - where recommendations and various strokes were posted.

In the parent corner, the “Hero of the Day” section is of particular interest to parents. For example, I put the following information in it:

“Tolik listened carefully to Nastya’s story today. – Gena was polite. – Nastya ideally fulfilled the duties of a duty officer in a corner of nature.

The use of various forms of interaction with parents has yielded certain results. Parents became active participants in all matters. They began to treat their child as an equal, and realized that it was unacceptable to compare him with other children. They began to show interest in the child’s affairs and be ready for emotional support.

Bibliography:

• T.N. Doronova, V.V. Gerbova, T.I. Grizik, E.V. Solovyova “Rainbow”. Program and methodological guidelines for the upbringing and education of children aged 6–7 years in kindergartens. M. Education, 1997;
• T.N. Doronova “On the threshold of school”: methodological recommendations for educators working with children 6–7 years old under the “Rainbow” program. 3rd ed. M. Education, 2004

I would like to present a description of my work for the academic year 2010-2011 in the form of a modern, familiar genre - the fascinating private detective “The Disappearance of Kuzi the Hedgehog.”

The form is, of course, fabulous, but based on real events.

Appendix 1: Working with parents.

Appendix 2: Private detective “The Disappearance of Hedgehog Kuzi.”

Author: Sinaeva Valentina Vladimirovna, teacher, highest qualification category, Preobrazhensky kindergarten “Malyshok”, Preobrazhensky village, Nazarovsky district of the Krasnoyarsk Territory. 27 years of experience. Diploma of the laureate of the regional competition “Trade Union Prize named after Hero of Socialist Labor K.A. Mixon." Certificate of honor from the Ministry of Education and Science of the Russian Federation. Finalist of the All-Russian competition “My best lesson 2012-2013”.

Effective forms of interaction with parents in modern conditions

Elena Svyatoshenko

Effective forms of interaction with parents in modern conditions

“We all come from childhood”

.
A person receives everything - both good and bad - in the family; it is she who plays an important role in the formation of his personality . After all, parents are the first educators and teachers of their child, whom to raise correctly is a great art, since the process of education itself is a continuous work of the heart, mind, and will of the parents .
The creation of man is not only, one might say, a feat, but also work throughout one’s life. Labor that knows neither holidays nor holidays. But also work that brings joy and happiness. V. A. Sukhomlinsky recommended: “Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity.”

It is in the family that loving parents should create a nurturing, creative atmosphere, develop the emotional sphere of the child, since for him communication with parents is the first school of communication, which is based on kindness, generosity, cordiality, frankness, truthfulness, respect and necessarily exactingness. It is known that children learn from what they see in their family. It is life in the family that provides skills for a healthy lifestyle, organizing useful leisure, conscientious work, etc.

In accordance with the new law “On Education in the Russian Federation”

One of the main tasks facing a preschool institution is “
interaction with the family to ensure the full development of the child’s personality.”
In the federal state educational standard for preschool education (FSESDO, which meets new social demands, much attention is paid to working with parents . The Federal State Educational Standard states that work with parents should have a differentiated approach, taking into account social status, the microclimate of the family, parental requests and the degree of interest of parents in the activity Preschool educational institution , improving the culture of pedagogical literacy of the family. of the Organization of work with parents formulated . One of the requirements for the conditions is the requirement to ensure family support and increase the competence of parents (legal representatives)

in matters of development and education, protection and promotion of children's health.

Since I work in the first junior group of a kindergarten, at this stage in my activities I highlight the main direction - interaction with the families of pupils.

The purpose of working on the topic:

Providing psychological and pedagogical support for the family and increasing the competence of parents in matters of development and education, protecting and promoting the health of children. Assisting parents in raising children and developing individual abilities.

Tasks:

— Creating conditions for a favorable climate of interaction with parents .

— Establishing trusting, partnership relationships with parents .

— Involving the family in a single educational space.

-Generalization of experience in creating conditions for parental participation in the educational process through various forms of activity .

What is interaction and what is meant by this word? Is it possible to put an equal sign between the words “ interaction ”

,
“cooperation”
,
“commonwealth”
?

The term " interaction "

, which involves the exchange of thoughts, feelings, experiences, communication - relatively young.
It was revealed in the works of T. A. Markova, where interaction was considered as a unity of lines of education in order to solve the problems of family education and was built on the basis of a single understanding.
The basis of the interaction between preschool educational institutions and families is the cooperation of teachers and parents , which presupposes equality of positions of partners, respectful attitude towards each other of interacting parties, taking into account individual capabilities and abilities, not only mutual actions , but also mutual understanding , mutual respect , mutual trust , mutual knowledge , mutual influence . Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships .

The concept of community implies the unification of someone based on friendship, unity of views and interests. And since fellowship presupposes, first of all, openness of heart towards each other, i.e. the presence of empathy, then fellowship is the highest point of interaction with the student’s family.

Childhood is an unforgettable time in the life of every person. It is filled with the kind hands of parents and the care of educators. Parental love gives a person a “margin of safety”

.
Forms a feeling of psychological security. Educators are the first assistants to parents ; in our hands, children become inquisitive, active, and creative.
To achieve high effectiveness of the educational and pedagogical process, interaction with the parents of students .

In my work I use different forms of organizing work with parents :

Traditional:

— consultations on the topics: “First time in kindergarten!”

,
“Child’s adaptation in kindergarten”
,
“What toys do children need”
.

— parent meetings : “Preparing a child for kindergarten”

,
“Adaptation period, how to overcome it easier”
,
“Teaching a child to communicate”
.

- survey.

- conversations with parents and children , visits to families of pupils.

— advice and recommendations on the problems of raising children.

- design of a parent's corner , which contains information about the work of the group , routine moments, there are folders with a variety of materials.

Non-traditional:

— parent meetings in a non-traditional form : “Journey to the Land of Sensorics”

.

- parent .

— library of methodological literature “For you, parents ”

.

— participation of children and parents in exhibitions and competitions at various levels of the organization.

- design of group rooms - we try to decorate the group so that children who are going to kindergarten for the first time are attracted to beautiful, bright, colorful aids and toys, then the group becomes more comfortable and the atmosphere is friendly. Quite often I use window decorations in the group room and locker room, attracting the interest of children already on the street, so that children are happy to go to kindergarten, as if they were in a “fairy tale land”

.

— we publish wall newspapers: “Summer, ah, summer!”

,
"My day off"
.

— individual counseling at the request of parents .

Innovative:

— "Mail of trust"

, where any family member has the opportunity to express their opinion and seek help not only from teachers, but also from kindergarten specialists.

“Winter Fantasy” project was carried out in December

, the result was participation in a winter building competition.

— participation in social events “Paper Boom”

,
“Feed the birds in winter”
,
“Chocolate gift”
.

— posting information on the website of the preschool educational institution and Network City.

— interactive communication with parents in the Viber program online.

To work more effectively , it is important to understand and put into practice the principles of interaction with parents :

• Parents and teachers are partners in raising children.

• Unity in teachers’ and parents’ understanding of the goals , objectives, means, conditions , and results of the child’s development.

• Mutual trust and mutual assistance between teachers and parents.

• Friendly communication style.

• Individual approach to each child and each family based on their interests and abilities.

• Parents are active participants in the interaction .

Thus, by involving parents in cooperation and interaction , I received:

— parents’ disposition and trust in the kindergarten ;

-creating a community of interests, emotional mutual assistance and mutual insight into each other’s problems.

- the most favorable atmosphere for communication with parents ;

- more successful and easier adaptation of the children in my group;

- creative potential to work in this direction.

Work experience Topic: “Modern forms of interaction with parents”

Relevance

The relationship between kindergarten staff and parents at the present stage is one of the most difficult problems. There are different views of parents on the cooperation of the preschool educational institution with the family. Many people believe that kindergarten should educate their children. There is a category of parents who neglect the advice of teachers. Some parents believe that their only task is to ensure that the child is fed, clothed, and that his only activity at home is watching cartoons and going for a walk.

The interaction of educators with the families of pupils is one of the most important conditions for the formation of a child’s personality, positive results in education, which can be achieved with coordination of actions and subject to the development of parents’ interest in issues of upbringing and education.

Cooperation between teachers and parents allows you to get to know the child better, look at him from different positions, see him in different situations, and therefore help in his development.

Strengthening and developing close connections and interaction between kindergarten and family provide favorable living conditions and upbringing of the child, forming the foundations of a full-fledged, harmonious personality.

V.A. Sukhomlinsky emphasized that the tasks of education and development can be successfully solved only if the kindergarten maintains contact with the family and involves them in its work.

Target:

1. Establish partnership relations with parents for interaction.

2. Intensify parental participation in various activities.

Controversies

Self-education

Target

1. Increasing theoretical knowledge on the topic.

2. Continue to search for effective forms of cooperation with the family.

Self-education was of great importance in improving my professional qualities and theoretical knowledge. The study of the laws of the Ministry of Education of the Russian Federation: “Law on Education”, “Convention on the Rights of the Child”, meeting materials became fundamental documents in working with parents.

Analysis of methodological literature and periodicals (magazines “Preschool Education”, “Hoop”, “Senior Teacher”, “Bulletin of Education”) contributed to the systematization of already known methods and the selection of the most effective methods of working with parents. I consider the most relevant of them: seminars - workshops, meetings - discussions, meetings - debates, oral journals.

Mutual visits and interviews with senior educators and experienced teachers helped to acquire the necessary skills to create pedagogical conditions for interaction with parents.

Trying to convince parents that the kindergarten provides comprehensive training for children not only in special classes, but also in everyday life, “open days” were held.

I believe that the system of continuous self-education has made it possible to increase my level of professional preparedness to interact with the families of students at the present stage.

System of interaction with parents

Establishing cooperation and partnership between the kindergarten and the family is of great importance. Only by joining their efforts can parents and educators provide their child with double protection, emotional comfort, an interesting, meaningful life at home and in kindergarten, help develop his basic abilities, the ability to communicate with peers and ensure preparation for school.

Having extensive experience working with children (31 years), I am increasingly convinced that only through the joint efforts of the family and kindergarten can a child be helped. Therefore, I build my relationship with my parents on the basis of cooperation and mutual respect. I always remember that a child is a unique individual. He cannot be compared with other children.

To effectively interact with your family, the desire to cooperate is not enough.

The fundamental point in the interaction between group teachers and parents is the study of the family through questionnaires and interviews with parents in order to determine their social status. Analysis of socio-demographic map data showed: 90% of our pupils live in two-parent families, 10% in single-parent families. The contingent of parents is heterogeneous in education and professional affiliation (doctors, office workers, teachers, workers). The overwhelming majority of parents are young and have secondary vocational education. 60% of families are families with one child, 40% - with two children. 50% of parents are not sufficiently informed about the activities of preschool educational institutions, 50% are ready to cooperate.

Not only personal conversations and questionnaires, but also their independent selection of topics for discussion from an approximate list of questions for each section of the program proposed by the teacher help to identify parents’ requests, their problems and difficulties in matters of raising and educating children. Taking into account their wishes and suggestions, I plan work with the family.

It is important to involve parents in the process of raising and developing children so that they become active participants rather than passive listeners. For this purpose, I use various forms of working with them.

At different age stages of development of children in our group, the most effective forms of cooperation with parents were parent meetings: “So we have become a year older,” where the age-related characteristics of children’s development and ways of developing their communicative qualities were revealed.

At the thematic meeting “Young Mathematicians”, parents were able to evaluate the role of the development of mathematical abilities in children of senior preschool age. We got acquainted with the forms and methods of developing logical thinking, memory, and attention; learned how to properly teach a child to solve mathematical and logical problems.

During the round table discussion “The health of the child is in our hands,” together with parents we discussed issues of introducing children to a healthy lifestyle, organizing sports leisure, and a sports club in kindergarten. Recommendations were given for equipping a sports corner at home. The children's performance (rhythmic gymnastics) was presented to the parents' attention.

Questioning parents “Do you know your child?”, “What kind of parents are you?”, “The influence of the family atmosphere on the development of the child” made it possible to obtain information about those problems. Which parents encounter in everyday life, to identify their desires and hopes for the future child.

During the consultation “How to answer children's questions?” used listening to a recording of children’s questions and their judgments. I tried to reveal their meaning, understanding the need for the correct answer on the part of the parents. From the consultation “Developing a Child’s Speech Together,” parents were convinced of the need to develop and improve their children’s speech; got acquainted with speech games - assistants.

An interesting form of establishing trust and mutual understanding between preschool educational institutions and families are exhibitions of joint creativity of children, parents and educators on various topics. Carrying out such exhibitions as: “Autumn Fantasies”, “Zimushka - Winter”, “Hello Spring!”, “Ah, Summer, Summer!” became a stimulus for the development of aesthetic feelings of our pupils, an incentive for joint activities of children and parents. I practice awarding exhibition participants.

The regular organization of photo exhibitions “It’s good in our garden” introduced parents to the life of a preschool educational institution and the activities of their children.

An important link in the system of joint work between the kindergarten and the family is the involvement of parents in direct participation in the work of the kindergarten; organizing holidays and entertainment: “Housewarming”, “Mother’s Day”, “March 8”, “Dad, Mom, I - a sports family.”

Parents receive the necessary information on the issues of raising and educating children through visual information materials: screens, stands, folders and slides.

From the “Growing Up While Playing” folder, parents learned how to properly organize children’s games and what toys older children need. And the “Home Toy Library” section introduced simple, but very interesting, and most importantly useful games for children, which parents can play with their child at any time convenient for them. This is how “Games in the Kitchen”, “In a Free Moment”, “On the Way to Kindergarten” appeared.

One of the forms of ensuring the unity of public and family education at the preschool level of education is the creation of information publications for parents. The wall newspaper “Fantasers” is especially popular. Parents have the opportunity to receive the necessary methodological assistance on the issues of raising and educating children, their health, and about the events taking place in kindergarten. Parents are directly involved in the preparation of the newspaper, because In one of the sections, parents share their family experiences in raising and developing children.

The use of various forms of work with families made it possible to awaken a sense of affection and trust among parents in the kindergarten.

Efficiency

The interaction between educators and parents has become a necessary condition for the comprehensive development of the child, allowing for a deeper understanding of his individual abilities and capabilities.

Many of the parents realized the importance of cooperation with educators. If previously the degree of involvement of parents in the organization of the educational process was as follows: passive observers - 85%, active participants - 15%, then at the moment only 20% of parents remain passive.

Individual interviews with parents show. That many of them were able to improve the level of pedagogical knowledge, skills and abilities.

Constant contact with the family made it possible to awaken a sense of affection and trust among parents in the kindergarten, to create an atmosphere of common interests, emotional mutual support and mutual insight into each other’s problems.

The full version of working with applications is available.

Experience. Modern forms of working with parents in preschool educational institutions

Gone are the days when interaction between kindergarten and family was limited to parent-teacher meetings, information in parent corners and rare holidays and entertainment. Technologies and innovations of the modern world require kindergartens to have modern forms of working with parents.

We will try to tell you in our article what is interesting to today's children and parents, and what we can offer them.

Events involving our social partners - students of various universities and a pedagogical college - turn out to be very interesting: there is a meeting of three generations: parents, students and preschoolers.

So last year we held a robotic “Battle Time” with students of the Northern Faculty of Moscow State Pedagogical University. Mixed teams of children, students and parents actively created robotic models according to the scheme, voiced them, and composed their own stories. Sometimes children acted as mentors, since they had more knowledge in robotics than adults.

The “Fanclastic” construction set appeared in our preschool last year and immediately gained popularity among children and teachers. We tried to introduce him to his parents. Only parents took part in the “Fanclastic” design bureau. Both fathers and mothers liked this form of work. The parents got so excited that they continued to improve their models even after the work of the “design bureau” ended.

Our parents also liked the popular hobby of completing various quests. We conducted several different quests with children and parents: the quest - adventure “The Secret of Mister Constructor” - using educational constructors. The quest “Froebel’s Treasures”, built on tasks using “Froebel’s Gifts,” was very exciting.

Another quest was dedicated to Cosmonautics Day. “Aliens” who needed our help came to visit children and parents.

The real highlight was the technical fashion show held as part of the Day of Technical Creativity. Our parents and children showed miracles of skill. The young models were helped by real robots that filled the kindergarten this year.

Kindergarten teachers successfully implement project activities with children, but parents are not always willing to participate in the creation of children's projects. In order to popularize project activities, we held a “Battle of Projects” with parents. In practice, they showed what the stages of a project, work on a project, and a project product are. This form of work helped us in the future to involve parents in the creation of several large projects.

There is a “Cartoon Studio” in the kindergarten. Throughout the year, parents and older brothers and sisters of our students are involved in creating cartoons. It turns out to be a whole family cartoon studio!

The use of modern forms of work helps to activate parents, attract their attention to the life of the kindergarten, and better understand their children. We continue to search for new forms of cooperation; it is very important for us that parents become active participants in the educational process in preschool educational institutions.

Authors: M.A. Shafigulina Maria Aleksandrovna , head of MBDOU "Kindergarten No. 2" Samara; S.V. Tsybusova , teacher at MBDOU "Kindergarten No. 2" Samara; Yu.V. Demyanenko , teacher at MBDOU "Kindergarten No. 2" Samara.

Photos: Archive of the editorial office of the online magazine “Educators of Russia”

Tags:Preschool experience Family and kindergarten