Project “Modern approaches to interaction between preschool educational institutions and families”

Workshop on the topic: “Cooperation of an educational organization with the families of students”

It is necessary to strive to ensure that parents become active participants, and not passive observers of the pedagogical process.

Working with parents is a process of communication between different people.

• Exercise “The most difficult parent, the most pleasant parent.”

1. The first group creates a generalized portrait of a parent, interaction with whom causes negative feelings. On stickers, teachers write down the negative qualities that they reflected in this portrait.

2. The second group creates a portrait of the parent whose communication always evokes positive emotions. The positive qualities of the created image are recorded on stickers.

A portrait can be made using different techniques (in the form of a pictogram, diagram, caricature, etc.).

The resulting portraits are fixed on magnetic easels, after which a discussion takes place:

• What emotions did you experience when creating a portrait of a parent who is unpleasant to interact with?
• Have there been such parents in your practice?
• How did you feel when creating a positive portrait?
• Are there such parents in your groups?

- Let's compare the recorded negative and positive qualities. To do this, attach the stickers in two columns. (you can note the positive attitude in your parents’ perception).

— Do you think it is necessary to find an approach to those parents who are unpleasant to you?

When communicating with parents, it is impossible to constantly pay attention to their shortcomings - people have the right to have them. Therefore, allow the parents of your students to be who they are, and do not immediately classify them as “difficult”.

— Which family do you consider difficult? Do you have such families? What kind of work needs to be done with difficult families?

Dysfunctional families are very different in their way of life. Particularly noticeable are families where there are drinking parents who lead an immoral lifestyle (children in such families, if they are not neglected pedagogically, are influenced).

Another type of family is outwardly prosperous, where the parents are wealthy. Children of such parents early begin to realize their special position among others. It is extremely difficult to influence such children and parents.

These families need assistance in raising their children from teachers, psychologists, and the head of the preschool educational institution. The most effective are individual forms of communication, confidential conversations; involving such parents in monitoring their children.

For more productive cooperation and the development of relevant individual recommendations, you should study the families of children, become familiar with their way of life, traditions, priorities and capabilities. Working together with parents allows you to really influence the quality of family education and largely neutralize its shortcomings.

The main conditions for such cooperation and, therefore, the creation of favorable relationships between parents and teachers should be the mutual interest of both parties in the implementation of specific pedagogical goals, openness and mutual trust, mutual assistance, and joint efforts in solving educational problems.

The main task of cooperation between preschool educational institutions and families should not be moralizing and forcibly correcting “inconvenient parents,” but rather providing them with psychological and pedagogical assistance.

To interact constructively with parents, it is necessary to remember the rules of communication with them that the teacher must follow.

Distribution of memos

“Recommendations for interaction between educators and parents”

• Exercise “The Art of Communication”

Exercise:

Prepare a short commentary on the abstract.

Instructions: Each participant in the game has a thesis. You need to read it and prepare a short commentary on it. Other participants in the game can also speak out.

Theses.

1. Confidential communication between the teacher and the parents of the pupils cannot be imposed; it must arise as a natural desire of the other party.
2. The predominance of an evaluative communication style becomes a serious source of conflict between the teacher and parents.
3. When the self-esteem of one of the interlocutors is hurt, the communication itself certainly suffers.
4. Parents need to hear what the teacher told them.
5. You cannot immediately begin the subject of conversation if it is unpleasant for your parents.
6. In the process of communication, the teacher must accept the principles of education and styles of family relationships that parents offer.
7. The teacher should show more restraint in expressing a positive opinion about parents as communication partners than parents about teachers.
8. If you see the other person's face without a smile, smile at him yourself.

The inclusion of family members of pupils in the activities of a preschool institution should imply a variety of approaches, different methods and forms of interaction should be used.

Results of the survey “Organization of cooperation with parents”

The questionnaire revealed three groups of difficulties.

To find ways to overcome professional and personal difficulties, we divided into three creative groups and worked on problems:

a) “Overcoming the lack of awareness of teachers and parents about upbringing in the family and educational organization”

b) “Selection of appropriate content and forms of work with families of pupils”

c) “Increasing the communicative level of teachers”

Each group needed to think through and discuss working to overcome a specific problem. Let's listen to what we got.

There are traditional and non-traditional forms of communication between the teacher and the parents of preschool children, the essence of which is to enrich them with pedagogical knowledge.

— Let's remember and name the traditional forms of interaction with parents.

(projected on screen)

Traditional forms of interaction between kindergarten and families of pupils:

• informational and educational (information-visual or visual-information:

• materials on stands,
• sliding folders,
• recommendations,
• exhibitions of children's works,
• photo exhibitions,
• tape recordings of conversations with children,
• video fragments of the organization of various types of activities, regime moments, GCD;

• individual

  :

• pedagogical conversation,
• consultations,
• “correspondence” consultations (a box is prepared for parents’ questions. By reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or forward the question);

• collective:

• parent meetings,
• conferences,
• round tables,
• thematic consultations

However, today the principles on which communication between educators and parents are based have changed. These include communication based on dialogue, openness, sincerity, refusal to criticize and evaluate the communication partner.

The classification of traditional forms has also changed.

Let's look at fairly traditional forms of work of preschool educational institutions with families and families with preschool educational institutions from the angle of a competency-based approach and try to determine the potential of these forms for the implementation of its goals.

Working with tables:

“Forms of working with families inside kindergarten”

“Forms of working with families outside of kindergarten”

Competence within the topic under discussion indicates the level of education of teachers in working with parents.

In one of the pedagogical discussions on the competence approach, the following definition was proposed: competence is the ability to act in a situation of uncertainty.

(projected on screen)

As a basis for determining potential, we will take the basic guidelines of the competency-based approach, which can be expressed in the form of a formula: activity + awareness + independence.

Look at the table: the left parts of the table contain positions consistent with the principles of the competency-based approach (or points that can be strengthened in the context of these positions), and the right parts contain the traditional meaning of the forms of work of preschool educational institutions with families.

Check them out for yourself.

Information media are no less important for implementing a competency-based approach to working with parents. The main difference between their content and use from traditional ones is associated with the placement of information of a problematic nature, information that requires a search for clarifying or expanding information, and address information (for a specific family.).

Working with the table “Traditional and competency-based approaches in the information work of preschool educational institutions with families”

Traditional means of visual pedagogical propaganda also include a variety of stands. Each age group should have a group stand (“parents’ corner”).

I bring to your attention “Sections for parents when registering at the reception”
(distribution of memos).

• Homework: name the forms of work with parents that you use in your practice.

(experience of teachers)

In addition to the above, non-traditional forms of communication with parents are currently particularly popular among both educators and parents.

Non-traditional forms of interaction can also be divided into several groups.

Assignment:
you need to name these groups, remember and enter non-traditional forms of interaction with parents.
(completing the task)

They are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten.

In new forms of interaction, the principle of partnership and dialogue is implemented, which makes it possible to plan in advance conflicting points of view on issues of raising children (punishment and rewards, preparation for school, etc.).

The positive side of such forms is that a ready-made point of view is not imposed on the participants; they are forced to think and look for their own way out of the current situation.

Recently, various non-traditional forms of work have become increasingly popular when interacting with families: family clubs, parent education, trainings. Therefore, it is important to find a form of communication with the family in which mutual understanding and mutual assistance are possible in solving complex problems in the upbringing, education, and development of children.

Auction of pedagogical ideas

Assignment: present to our attention the most interesting and productive form of working with parents in your opinion.

• family presentation

  (family members share recipes for their favorite culinary dishes, sports achievements, talk about family hobbies)

• release of the brochure “Kindergarten in Questions and Answers”

  , on the pages of which are answers to frequently asked questions about the upbringing, development, and health of children

• working on the video almanac “It’s Interesting We Live,” which reflects interesting moments from the life of children in the kindergarten that are usually not available to parents
• Internet assistance

  (video recordings of the main moments of children’s life activities - parents have the opportunity to take these videos home to watch)

• "School of Young Parents"
• creative laboratory
• "School of a Caring Parent"

  as a form of organizing productive interaction between preschool educational institutions and families

• parent clubs
• periodical publication "Preschool education"
• organizing a family club in kindergarten
• free consultation center

Currently, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. A classification scheme for non-traditional forms is proposed by T.V. Krotova. The author identifies the following non-traditional forms: information and analytical

(although they are, in fact, close to family study methods),
leisure, educational, visual and informational.
They are presented in the table

Non-traditional forms of organization

communication between teachers and parents

author: T.V.
Krotova What is the purpose of
this form

Forms of communication

Information and analytical

Identification of interests, needs, requests of parents, level of their pedagogical literacy

• conducting sociological surveys, surveys,
• "Mailbox"

Leisure

Establishing emotional contact between teachers, parents, children

• joint leisure activities, holidays
• participation of parents and children in exhibitions

Cognitive

Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills in raising children in parents

• workshops
• pedagogical briefing
• teacher's living room
• holding meetings and consultations in a non-traditional form
• oral pedagogical journals
• games with pedagogical content
• pedagogical library for parents

Visual information:

informational and educational;

awareness-raising

Familiarization of parents with the work of a preschool institution and the features of raising children.

Formation of knowledge among parents about the upbringing and development of children

• information brochures for parents
• organizing days (weeks) of open doors, open viewings of classes and other activities
• newspaper release
• organization of mini-libraries

Let's look at each of the proposed groups in more detail.

(working with cards)

The main task of information and analytical forms

Organizations of communication with parents include the collection, processing and use of data about the family of each pupil, the general cultural level of the parents, whether they have the necessary pedagogical knowledge, the family’s attitude towards the child, requests, interests, and needs of parents for psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, person-oriented approach to a child in a preschool setting, increase the effectiveness of educational work with children and build competent communication with their parents.

Leisure forms

communication organizations are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. The use of leisure forms contributes to the fact that, thanks to the establishment of a positive emotional atmosphere, parents become more open to communication; in the future, it is easier for teachers to establish contacts with them and provide pedagogical information.

An effective form of communication that helps establish friendly informal relationships is the organization of various competitions by teachers.

Leisure forms of cooperation with the family can only be effective if educators pay sufficient attention to the pedagogical content of the event. Establishing informal trusting relationships with parents is not the main goal of communication.

Cognitive forms

Organizations of communication between teachers and families are intended to familiarize parents with the characteristics of the age-related and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents, contribute to changing the views of parents on raising a child in a family environment, and develop reflection. These forms have been used before. However, today the principles on which communication between teachers and parents are based have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate the communication partner. Therefore, these forms are considered non-traditional. It is important that the topics are relevant to parents, meet their needs and help solve the most important issues in raising children.

Visual information forms

Organizations of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of education in a preschool institution, allow them to more correctly evaluate the activities of teachers, review the methods and techniques of home education, and see the activities of the teacher more objectively.

Visual information forms

conditionally divided into two subgroups.
The objectives of one of them - information and awareness-raising
- are to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and to overcome superficial opinions about the work of the preschool institution.

The tasks of another group - information and educational

– are close to the tasks of cognitive forms and are aimed at enriching parents’ knowledge about the characteristics of the development and upbringing of preschool children. Their specificity lies in the fact that the communication between teachers and parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc., therefore they were separated into an independent subgroup, and not combined with educational forms.

There is an opinion that now you won’t see your parents. But as practice shows, the attitude of families of preschool children to events depends on the organization of educational work in kindergarten, the initiative of the administration, and its involvement in resolving issues of pedagogical education of parents.

Parents, in turn, can significantly diversify the lives of children in a preschool institution and contribute to educational work. This can be an occasional event that every family can do. For example, some parents are happy to organize an excursion, a trip to the nearest forest, park, or river, others will help in equipping the pedagogical process, others will tell something interesting to the children, teach them something. All subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. And above all, children. And not just because they learn something new. Another thing is important - they begin to look with respect, love and gratitude at their fathers, mothers, grandmothers, grandfathers, who, it turns out, know so much, talk so interestingly, and have such golden hands. In the process of such communication, teachers have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their help, and sometimes learn from parents.

Classification of interaction methods

In addition to traditional methods of interaction, including methods of activating parents, organizing communication and reflection, today interactive ones are also being actively developed (aimed at effective communication, i.e. involving subjects in the active activity of receiving and processing information).

These include (according to N.A. Vinogradova):

• moderation method

  - allows you to “force” people to act in one team to develop, in the shortest possible time, specific proposals aimed at solving the problem;

• case method

  — analysis of situations, direct discussion by the subjects of the process of business situations and tasks taken from real practice;

• presentation method

  using various aids: interactive whiteboards, books. videos, slides, flip charts, posters, computers, etc.;

• brainstorming, brainstorming

  (Delphi method) – any answer from the participants to the question asked is accepted. It is important not to evaluate the points of view expressed at once, but to take everything into account and write down everyone’s opinion on the board or piece of paper;

• role-playing game -

  acting out by group members of a skit with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations.

Thus, the effectiveness of using methods of communication with parents is increasingly associated with the use of game modeling of various problematic situations of interaction between an adult and a child for the purpose of reflection and enrichment (according to V.A. Zebzeeva).

The use of various methods and forms of work with families should transform the cooperation of teachers and parents in our kindergarten into an exciting, creative, mutually enriching process, with the goal of mutual participation in the development of the preschooler.

In the future, planning the work of a kindergarten with a family will be adjusted and supplemented with new forms that will help establish contact between the teacher and parents, interest them in issues of education, help them rethink their methods of education, use them competently, which will ultimately affect changes in the pedagogical impact on the child in family.

Despite the variety of forms of work with parents, misunderstandings still arise between parents and teachers.

• Assignment:
  name the reasons for the misunderstanding between parents and teachers (according to preschool teachers)
  and
  (according to the parents of preschool students)

Reasons for misunderstanding between parents and teachers according to preschool teachers:

• parents idealize their child, cannot objectively assess his level of development, do not want to see his shortcomings;
• parents are indifferent to their children and kindergarten;
• shift responsibility for education and training to the kindergarten;
• low cultural and pedagogical level of parents.

Reasons for misunderstanding between parents and teachers according to parents of preschool children:

• lack of attention to children on the part of the teacher;
• they do not show in full the work with children (only work on artistic activities and manual labor);
• They only teach: this is how it should be;
• they say a lot of negative things about the child and little good;
• We don’t fully know what they are doing to our children;
• little practical information.

Conclusions.

The problem of misunderstanding does not lie at all in the lack of attention on the part of parents, but in the closeness of the preschool educational institution itself. Parents do not have open access to the work of the teacher, there is no adequate exchange of opinions. Educators do not want parents to enter their territory, even in matters of providing assistance. Parents are allowed into the preschool educational institution when required - for landscaping, for holidays, for landscaping, for meetings. On other days, the doors of the kindergarten are closed.

Teachers sincerely believe that their mission is to teach, control the family, and point out mistakes and shortcomings. As a result, very durable methods and

Parent survey results

— I’ll read a few paragraphs from the article “Carousel of Misunderstanding” by O. Lopatin, M. Medvedev (Kindergarten from A to Z No. 4/2004)

“The complexity and difficulty of overcoming the carousel of misunderstanding between parents and teachers is also associated with the need to continuously search for new forms of work of preschool educational institutions with families. Every year new parents and children come to us, each of them needs an individual approach. This work requires great personal effort from teachers, constant creative search, and replenishment of the existing knowledge base.

Lack of creativity and stereotypes in their work cause psychological fatigue among teachers, a reluctance to see and perceive children and parents in a new way, and most importantly, themselves in the process of interacting with them.”

The new philosophy of interaction between family and preschool educational institutions is based on the idea that parents are responsible for raising children

, and all other social institutions are designed to support and complement their educational activities.

I asked the parents of our kindergarten a question: “Who is responsible for raising his child: family, kindergarten and family, kindergarten?”

The survey results were as follows:

1. Family - %
2. Family and pre-school education - %
3. DOW - %

Creation of a new model of interaction between preschool educational institutions and families.

To do this, you need to organize successful activities, since a person grows only in successful activities. It is necessary to teach the parent to create an image of a successful child. Recognition of the priority of family education requires a different relationship between the family and the preschool educational institution, namely: cooperation, interaction and trust.

— Pay attention to the screen. The diagram shows the features of the child’s relationship with teachers and parents. It demonstrates the value foundations of preschool education and family education associated with child-centered pedagogy and the position of the child as the highest value of family and education. Satisfying the child's needs, taking into account his capabilities and realizing his interests are the main components of successful interaction between educators and parents with children.

— Kindergarten and family should ideally strive to create a unified space for the child’s development. This requires a number of specific conditions:

• Task 2:
  try to formulate them.

• mutual trust in the relationship between teacher and parents;
• taking into account the specifics of each family: the individuality of each family (age, education, size, lifestyle, material and pedagogical level);
• differentiated approach to parents;
• use of various forms of work with parents;
• simultaneous impact on parents and children;
• purposeful, systematic, planned work with families;
• observance of pedagogical tact.

We keep repeating the word “interaction”, but what does it mean?

Let us turn to S. Ozhegov’s dictionary: “Interaction: 1 – mutual connection of phenomena; 2 – mutual support.”

Thus, for interaction between preschool educational institutions and families, you need to reconsider your roles, your position as a teacher.

• Exercise.
  Let's define the roles of teacher and parent.

The role of the teacher
The role of the parent

- I teach, develop

— Sponsor

- Asks the teacher to teach, educate

Innovative project “Cooperation between preschool educational institutions and families” project (preparatory group) on the topic

Innovation project

“Cooperation between preschool educational institutions and families”

Relevance of the problem:

The upbringing of the younger generation in modern society is a subject of special concern. The Law of the Russian Federation “On Education in the Russian Federation”, Article 44, paragraph 1, determines that “Parents (legal representatives) of minor students have a priority right to educate and raise children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.” Thus, recognition by the state of the priority of family education requires a different relationship and educational institution, namely cooperation, interaction and trust.

Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating. Interaction is a way of organizing joint activities that are carried out through communication. The kindergarten and the family should strive to create a unified space for the child’s development.

Modern trends in the development of preschool education are united by one important and significant criterion - its quality, which directly depends on the level of professional competence of teachers and the pedagogical culture of parents. Achieving a high quality of education for pupils, fully satisfying the needs of parents and the interests of children, and creating a unified educational space for the child is possible only if a new system of interactions between preschool education and the family is developed.

The model of social partnership between preschool institutions and families of pupils is understood as a process of interpersonal communication, the result of which is the formation in parents of a conscious attitude towards their own views and attitudes in raising a child.

In modern research, partnership is understood as mutually beneficial constructive interaction, characterized by “trust, common goals and values, voluntariness and long-term relationships, as well as recognition of the parties’ responsibility for the result.”

The effectiveness of a kindergarten depends largely on constructive interaction and mutual understanding between the teaching staff of a preschool institution and parents.

This project is aimed at changing the very philosophy of interaction between kindergarten and family: on the one hand, preschool education becomes an institution of comprehensive support and promotion of the development of parental competence, on the other hand, cooperation between parents and preschool institution is considered as a prerequisite for ensuring the full development of the child. In the process of implementing the project, there is a transition from the concept of “working with parents” to the concept of “interaction”; there is a search for a common language of contact and mutual understanding, recognition of each other’s strengths and weaknesses.

Hypothesis: joint innovative work on preschool education of children will create a unified educational space for the preschool educational institution and family, as well as ensure high quality preschool education.

The main idea of ​​the project: the creation and implementation in the educational process of preschool education of a form of work with the families of pupils, which allows for the establishment of effective and targeted interaction between the kindergarten and parents within the framework of social partnership.

Project goal: involving parents in the educational process of GBOU School No. 851

Project type: long-term, open, collective, practical.

Participants in the project implementation:

— administration of the subsidiary – organizes and coordinates work on the project, provides resources for the project, prepares the regulatory framework, develops scientific and methodological equipment;

- teachers and specialists of preschool education - interact with parents and educational and cultural institutions within the framework of social partnership;

- parents - improve their pedagogical competence, participate in joint events, the pedagogical lounge “Developing speech while playing”, exchange experiences in family education;

- children - participate in joint activities.

Tasks:

— create conditions for the development of children in joint activities with parents and teachers of a preschool educational institution;

— establish cooperative relationships between subjects of the educational process: children, parents, preschool teachers;

— to involve parents in participating in the life of the kindergarten through the search and implementation of the most effective forms of interaction;

— increase the level of professional competence of preschool teachers on issues of interaction with families;

— increase the level of educational skills and pedagogical culture of parents;

- promote interesting experiences of family education, the best family traditions, and a healthy lifestyle;

— organize events to involve parents in the activities of preschool education, as full participants in the educational process;

— replenish the resource base of the subsidiary.

Expected result: the creation of a unified educational space within the framework of social partnership between preschool education and the family will contribute to:

— increasing the level of pedagogical competence of parents in matters of education and development of preschool children through information and didactic support for the family;

— developing parents’ motivation for systematic cooperation with the teaching staff of preschool educational institutions, as well as participation in the educational process of preschool educational institutions;

— establishing unity of aspirations and views on the process of educating and educating preschoolers between kindergarten, family and school.

— openness and accessibility of preschool activities for parents and the public.

Prospects for further development of the project: the experience of GBOU School No. 851 under this project can be recommended for work in preschool educational institutions of the municipality.

Project implementation period: from January 2021 to December 2021.

Project implementation stages:

Stage 1 – preparatory; Implementation period: January 2021

The goal is to determine the goals and forms of interaction between the subjects of the process.

Stage 2 – main; Implementation period: February 2021 – October 2016

The goal is to implement cooperation programs between all participants in the educational process.

Stage 3 – final; Implementation date: December 2021

The goal is to summarize the results of the social partnership between preschool education and the family.

Risks:

— difficulty in attracting parents to participate in preschool activities, especially from problem families.

— participation of the same families in organized events within the project.

Performance criteria:

— increased attendance by parents at organized joint events.

— coordination of actions between teachers and parents;

— compliance of the actions of project participants with the goals and objectives of the project;

- parental interest;

- positive public opinion of parents about the work of preschool education.

Stage 1 – preparatory. Implementation period: January 2021

Stage 2 – the main one. Implementation period: February 2021 – October 2016

Stage 3 – final. Implementation period: December 2021

Article:

Academician D.S. Likhachev once wrote that love for one’s native land, one’s country begins with love for family.
And today we must restore our ancient values ​​of caring for family and home. The family influences the child and introduces him to society. We, adults, must help children understand the importance of family, cultivate love and respect for its members, and instill a sense of attachment to home. Unfortunately, in many modern families too little attention is paid to raising children. The interaction of parents and teachers in the upbringing of preschool children is the mutual activity of responsible adults. It is obvious that the old forms of contact with parents are gradually becoming obsolete. Modern parents, first of all, demand respect for themselves; they are literate, informed, but at the same time very busy. Therefore, they do not want any unnecessary information. Parents' employment is the main problem in the interaction between kindergarten and family. Thus, there is a need to find new approaches to organizing work on the interaction of a preschool educational institution and the families of pupils.

In the practice of modern educational organizations, only traditional forms of work to interact with families are often used, such as: consultations, exhibitions, parent meetings, and, most rarely, conferences, open days, which are held irregularly, and the topic does not always coincide with the content. Parents do not actively participate in such events. Innovative approaches to interaction with the families of pupils are needed, since the use of various forms of work with the parents of pupils helps parents become active participants in the educational process, from “spectators” and “observers” to become active assistants to the teacher.

In order for parents to become interested in the life of the kindergarten and become active participants in the educational process, it is advisable to use one of the unique and effective forms of interaction between the preschool educational institution and the family - project activities. This unique tool not only ensures co-creativity between children and adults, but also ensures cooperation and mutual assistance between teachers and parents. It is a means of integrating preschool educational institutions and families.

The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and embodies new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks of projects that have not only cognitive, but also pragmatic value. “Everything I learn, I know, why I need it and where, and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.

The project method is based on the idea of ​​focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work between the teacher and children on a specific practical problem (topic).

In kindergarten, projects can only be for children and adults. Children, parents, teachers, and preschool specialists take part in such projects. This form is interesting because the joint collection and production of attributes, games, competitions, and presentations reveal the creative potential of children and attract parents to participate.

During the implementation of the project, interaction and creative collaboration occur between parents and children. The atmosphere of fun and games allows you to throw off the shackles of self-control and show your best side. By getting to know their loved ones better, children and parents become closer to each other, which naturally affects the results of their activities.

The foundations of project activities were laid at the beginning of the twentieth century in the pedagogical works of D. Dewey, W.H. Kilpatrick, E. Collings and others. At the same time, domestic innovative teachers S. T. Shatskiy, V. N. Shulgin, M. V. Krupenina, V. V. Ignatiev and others. The authors studied the conditions and methods of introducing and applying project activities in the practice of working with preschool children. In 2000, the active use of project activities began in domestic preschool educational organizations. The teachers believed that project activities could ensure intensive development of creative initiative and independence in children’s learning and would establish a connection between theory and practice.

Veraksa N. E. identifies three main types of project activities: creative, research and normative, each of them has its own characteristics, structure and characteristic stages of implementation. In practice, preschool educational institutions often plan and organize research and creative projects.

Project activities are aimed not only at developing the child’s personality, but also at developing his creative and cognitive abilities, the ability to plan and navigate the information space, work in a team, and carry out the process of learning the necessary information, which should be supported by the real result of the work. N. E. Veraksa said: “project activity has a pronounced coloring and ultimately becomes one of the few socially significant actions available to a preschooler.”

Another feature of this method is that it is targeted, both in the process of interaction and in the final result. Project activity can be represented as a way of organizing the learning process, based on the interaction of the teacher, student and his parents, in step-by-step practically significant activities. The child gains knowledge and skills in the process of careful planning and implementation of gradually more complex practical exercises (projects) and achieves his goal together with the teacher and parents.

In the process of project activities, various tasks are solved: educational, creative, psychological, educational, since they can have different topics and content. Children's knowledge about the world around them expands. In addition, children’s general abilities – cognitive, communicative and regular – develop. A variety of play activities also develops, children’s friendly relationships are formed and strengthened, they become more attentive to each other, and begin to be guided not only by their own opinions, but also by established norms. Thus, the child acquires the qualities of a socially competent person.

Child-parent relationships develop and improve through the joint implementation of a plan. Parents develop an analytical view of the practice of raising and educating children. The position of parents and educators will become more flexible. Children become interesting to parents as partners in joint activities. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children. This involves carrying out research and creative projects. Involving parents in joint project activities gives them the opportunity to gain new experience in modeling their own parental behavior, enrich their teaching experience, and discover unknown sides of their own child’s personality.

Project activities also have a huge impact on the teacher. Design forces the teacher to constantly be in the space of possibilities, which changes the worldview and excludes the use of standard actions, requiring personal and creative growth. In this situation, the teacher becomes an attractive communication partner. The teacher designs, plans a system of influences on the child, and predicts the result. The interest of parents in achieving their goals serves as a real help to the teacher. Interaction and cooperation of parenting adults has a positive effect on the all-round development of the child.

With the help of project activities, you can reach a new level of interaction with the family of pupils, change the relationship in the “children - parents - teacher” system. Parents will begin to see teachers as their assistants in education and training, and the kindergarten will become a partner for them. Thanks to this, an atmosphere of mutual respect and understanding of each other is created.

Thus, project activity is an optimal, innovative and promising method. The introduction of project activities into the practice of preschool educational institutions will significantly increase the independence and activity of children, develop their creative and analytical thinking, the ability to find interesting information about a subject or phenomenon and use the acquired knowledge in reproducing new projects. Based on a personality-oriented approach to teaching and upbringing, project activities should ultimately contribute to the personal development of the child.

Adults, in turn, need to help the child discover a problem or provoke its emergence, awaken interest in it and lure children into a joint project. Child-parent pedagogical projects will contribute to the establishment of partnerships with the child’s family and will help in solving pressing problems in the upbringing and education of children in the community of parents and teachers. The attitude of parents will change, both towards the teacher and towards the preschool educational organization as a whole, which in turn will ensure high-quality results of teaching activities.