MAGAZINE Preschooler.RF
Non-traditional forms of working with parents“Only together with parents, through common efforts, can teachers give children great, human happiness”.
V. A. Sukhomlinsky
Slide 3.
The Law “On Education” states that parents are the first teachers. The family, together with the kindergarten, creates the most important set of factors in the educational environment, which determines the success of the entire educational process. Parents are an integral link in the educational space of the kindergarten.
The way we work with parents is constantly changing. Traditional forms of work, in which the main place was given to messages and reports, have lost their importance due to their low efficiency and insufficient feedback. New, active forms of work with parents are increasingly being used, allowing parents to be involved in the process of learning, development and knowledge of their own child.
Slide4.
In working with parents, I actively use a variety of forms, both traditional and non-traditional.
Slide5
While working in this direction, I did a lot of work with parents. I introduce parents to the life of the kindergarten and their child through parent meetings, corners, information stands and newspapers, conduct consultations, conversations with video recordings, and entertainment with parents.
Today I would like to dwell on some of the non-traditional forms of working with parents.
Slide 6
In order to develop a unity of approaches between educators and parents in raising our children, to establish mutual understanding and harmonious relationships with children, I use a form of work with parents called a “round table”.
Slide 7.
Goal: in a non-traditional setting with the obligatory participation of specialists, discuss current issues of education with parents.
We invite parents who have expressed a desire to participate in a discussion of a particular topic with specialists to the round table meeting. When organizing and holding a round table , we pay attention to the following:
– the duration of the round table should not be more than one and a half hours;
– the number of participants should not be very large;
– it should be ensured that the discussion participants have the necessary stationery at their disposal, communication is convenient, and speakers have the opportunity to clearly demonstrate various material;
Slide8.
In our group we held a round table meeting on the topic:
“About children's friendship, about communication of preschoolers with peers”.
Plan:
1. The teacher had a conversation on the topic: “First lessons of friendship”
Slide 9.
2. Speech by a psychologist “How to help children establish contact with peers”
Slide 10-11.
3. Game training with parents “Let’s play” (games to develop interpersonal relationships). In which parents acted as children.
4. We held discussions with parents, at which the parents shared their experience (2 children in the family have experience in resolving conflict situations).
By communicating with each other and experts at the round table meetings, parents were able to get answers to many questions they had: how to establish contact between a child and his peers? How to react to the whims and disobedience of a child? What to do with a preschooler in his free time, and what games to play with him? We learned to interact with each other and children, solve problem situations, and apply acquired skills in creative games and practical exercises.
This form of collective discussion is widely used in the modern world, as it provides the maximum opportunity to conduct fruitful discussions, comprehensively consider various issues and develop joint solutions. Topics for discussion at the round table can touch on any socially significant problems, be aimed at solving specific tasks, or suggest possible ways of development.
Slide 12.
I also widely use open classes with children in preschool for parents.
Goal: to acquaint parents with the structure and specifics of conducting classes in preschool educational institutions.
This form has 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, and sincerity in communication. Therefore, these forms can also be considered innovative. In our group, we try to hold open classes with parents twice a year.
One of which was dedicated to the Winter Olympic Games.
Slide 13.
Goal: Expanding ideas about the surrounding reality by introducing children to Winter Olympic sports.
Slide14.
During the lesson, I tried to include elements of a conversation with parents (referring to their competence in some issues, or vice versa, encouraging children to tell new things to guests. I also involved parents to take part in didactic games and warm-ups.
The opportunity to see your child in other conditions, his knowledge, in comparison with other children, different from those at home, helps parents reconsider their methods and techniques of education. They see that in kindergarten they not only, as parents put it, hang out with their children, but also give them certain knowledge and prepare them for school.
Slide 15.
Information and educational form of interaction with parents
"Pedagogical Library"
Goal: To familiarize parents with the age and psychological characteristics of preschool children. Formation of practical skills in raising children in parents.
This form of communication between teachers and parents is close to the tasks of cognitive forms and is aimed at enriching parents’ knowledge about the features of the development and upbringing of preschool children. The specificity is that communication between teachers and parents here is not direct, but indirect.
Slide 16.
Our group has created a selection of books and recommendations for parents.
mini library,
In this case, the teacher needs to act as a qualified adviser who can suggest the necessary material and discuss the difficulty with the parents.
Our “Game Library” (cards with games) helps parents learn simple, interesting, and educational games and gaming exercises.
Slide 17.
Every month our kindergarten publishes a newspaper with an interesting selection for parents.
Slide 18.
We keep a chronicle of our group's events.
Slide 19.
And to develop practical skills among parents, a page has been created on the VKontakte network. Where I post various exercises on logic and development, diagrams of descriptive stories, etc.
Slide20.
DOW website.
On our kindergarten’s website, parents receive all the latest information and can see what events and holidays are taking place in the preschool.
This form is very relevant and in demand nowadays. Since parents, due to the large increase in the disease, cannot attend groups and events.
When using this form of work, it is necessary to observe the principle of purposefulness and the principle of systematicity.
Conclusion: I would like to say that every person, having done some work, needs an assessment of his work. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this whenever possible. Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world.
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Non-traditional forms of interaction with parents in preschool educational institutions
Dear colleagues, I bring to your attention an article about non-traditional forms of interaction with parents in preschool educational institutions
Author: Kupriy Svetlana Ivanovna, teacher of the 1st category, MBDOU of Shakhty, Rostov region. "Kindergarten No. 70." Description: this material will be useful to preschool teachers. Goal: to inform teachers about non-traditional forms of interaction with parents in preschool educational institutions in order to ensure optimization of continuity in raising a child in a child care institution and in the family. “Non-traditional forms of interaction with parents in preschool educational institutions” “Parents are the first teachers.
They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.” Law of the Russian Federation “On Education” Article 18 There is no doubt that
EVERY parent wants to see their child happy and successful. BUT... Some try to “invest” EVERYTHING , and thereby put an unreasonable burden on him. Others, not having sufficient knowledge of the age and individual characteristics of the child’s development, raise blindly, intuitively. In addition, the tendency of some parents to withdraw themselves from the upbringing and development of the child has increased. All this falls heavily on the child’s weak shoulders. Children need help! And their parents too! Therefore, the problem of interaction between preschool educational institutions and families has recently become one of the most pressing. We, the family and the kindergarten, stand together at the origins of our future, but we do not always have enough mutual understanding and patience to hear and understand each other. Everyone knows that some parents are only interested in the child’s nutrition, considering kindergarten a place to “stay” the child while they are at work. Others, on the contrary, shift all responsibility onto teachers and withdraw from raising their own children. And we, teachers, very often experience great difficulties in communicating with parents for this reason. How to interest parents in raising their children, how to involve them in joint work? After all, it’s no secret that these days it’s oh, how difficult it is to lure parents to a parent-teacher meeting. But parents are the closest people who can always come to the rescue, and we, teachers, need their help. In accordance with the new law “On Education in the Russian Federation,” one of the main tasks facing preschool educational institutions is “Interaction with the family to ensure the full development of the child’s personality.” So Article 44 says: 1. “Parents have a priority right to the education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.” 2. “State authorities and local governments, educational organizations provide assistance to parents... in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of violations of their development” In connection with this law, in Article 6 of Part 1 of paragraph 6 , the federal state educational standard for preschool education (FSES DO) was approved, which meets new social needs and in which much attention is paid to working with parents.
The Federal State Educational Standard states that work with parents should be structured in a differentiated manner, taking into account the social status, microclimate of the families of pupils, parental requests and the degree of interest of parents in the activities of preschool educational institutions, and also be aimed at improving the culture of pedagogical literacy of the family. One of the main objectives of the standard is aimed at 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. P.1.6. 9 Therefore, we try to look for new forms of interaction with parents of students, encouraging them to interact with children from the position of an authoritative friend of the child and a loving mentor. Non-traditional forms of organizing communication between teachers and parents.
Name Information-analytical For what purpose is this form used? Study of the family, its characteristics, identifying the interests, needs, requests of parents, and the level of their pedagogical literacy. Forms of communication Conducting sociological surveys, surveys, “Mailbox” Name Leisure For what purpose is this form used Establishing emotional contact between teachers, parents, children Forms of communication: Joint leisure, holidays, exhibitions, educational and research projects, role-playing, simulation and business games, labor landings.
Name Cognitive For what purpose is this form used ? Enrichment of parents with knowledge in matters of raising children. Formation of practical skills in raising children in parents. Forms of communication Seminars-workshops, pedagogical briefing, pedagogical living room, oral pedagogical magazines, games with pedagogical content, pedagogical library for parents, trainings, workshops, discussions, holding meetings, consultations in a non-traditional form, based on popular TV shows “This is my child” ", "Round table", "Quizzes", "What? Where? When?" etc. Name Visual and informational: informational, informational and educational For what purpose is this form used To convey any information to parents Forms of communication Information booklets for parents, kindergarten and group websites, presentations, organization of open days (weeks), open viewings of classes and other activities of children. Issues of family newspapers and posters, exhibition of family heirlooms, organization of mini-libraries. To determine the effectiveness of efforts spent on interaction with parents, you can use surveys, feedback books, score sheets, express diagnostics, and other methods immediately after an event. Equally important is self-analysis on the part of the teacher. When working with parents, repeated diagnostics, interviews with children, observations, recording the activity of parents, etc. can be used to track and evaluate delayed outcome. It is important to remember that no matter what form of work we choose, partnerships between parents and teachers rarely arise immediately. This is a long process, with many pitfalls; it is long and painstaking work not only for teachers, but also for parents. And the main thing on this path is not to stop there, to continue to find new facets of cooperation.
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CHILDHOOD GUIDE
Consultation
“Non-traditional forms of work for teachers
with parents in the conditions of Federal State Educational Standards of Education"
Churkina Anna Innokentievna,
teacher of preschool educational institution No. 27,
Cheremkhovo, Irkutsk region.
Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.
The problem of interaction between a preschool institution and a family remains relevant today, sometimes acquiring an aggravated character. Difficulties in relations between families and educational institutions may be associated, for example, with a discrepancy in mutual expectations and with the sometimes mistrust of parents in educators.
Misunderstanding falls on the child. And we, teachers, very often experience great difficulties in communicating with parents due to the choice of form of interaction. Working with parents today is one of the problems in the activities of preschool educational institutions at the present stage of modernization of the education system. The issue of finding and implementing modern forms of interaction between preschool educational institutions and families is one of the most pressing today. Today, innovations in cooperation with parents are needed. It is necessary to develop and implement a system of modern forms of work for the active inclusion of parents in the life of preschool educational institutions.
The term “interaction” implies the exchange of thoughts, feelings, and experiences in the process of communication. Modern parents are quite educated, they have access to pedagogical information, which comes at them from various sources: radio and television programs, pedagogical literature, websites, the Internet. But it does not imply the presence of “feedback”, since parents are addressed as an “average listener”, without knowing the specifics of the family upbringing of a particular child, the characteristics of the family. Such communication is indirect. New forms of interaction between teachers and parents involve dialogue and the establishment of “feedback.”
There are traditional and non-traditional forms of communication between teachers and parents of preschool children, the essence of which is to enrich them with pedagogical knowledge. Traditional forms are divided into collective, individual and visual information.
Non-traditional forms of communication between teachers and parents
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-analytical (although in essence they are close to methods of studying the family), leisure, educational, visual and informational.
Forms of communication
Information and analytical: identifying the interests, needs, requests of parents, the level of their pedagogical literacy, conducting sociological cross-sections, surveys, “Mailbox”.
Leisure activities: establishing emotional contact between teachers, parents, children, joint leisure activities, holidays, participation of parents and children in exhibitions.
Educational: introducing parents to the age and psychological characteristics of preschool children, developing parents’ practical skills in raising children; workshops, pedagogical briefing, pedagogical lounge, holding meetings, consultations in a non-traditional form, games with pedagogical content, pedagogical library for parents.
Visual and informational: informational and educational; informational and educational. 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, organization of open days (weeks), open viewings of classes and other activities for children. Publishing newspapers, organizing mini-libraries
Non-traditional forms of holding parent meetings
"Pedagogical laboratory".
It is recommended to carry out at the beginning or end of the year. They discuss the participation of parents in various events. A questionnaire “Parent – child – kindergarten” is carried out. Either planned events are discussed, or past ones are analyzed and results are summed up. At the beginning of the year, a survey is carried out so that the teacher gets to know the child better and his characteristics. Parents are introduced to the events planned for the year, parents' suggestions are listened to, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, at such meetings, the results of the past year are summed up, achievements and mistakes are assessed and analyzed.
"Reader's Conference" . 2 weeks in advance, parents are informed about the topic of the meeting and are offered material on this topic. A preparatory stage is carried out before the meeting, where parents are given some task on the stated topic. The prepared task is discussed from various positions. The teacher asks to comment on this or that statement, illuminates the essence of the topic and asks questions during the discussion. For example, at what age should you seek help from a speech therapist? Several statements are offered, and parents comment, discuss these statements, and share their opinions on this issue.
"Auction". The meeting takes place in the form of “selling” useful tips on a chosen topic in a playful way. For example, the formation of phonemic perception. The teacher gives the concept - phonemic perception. Together with parents, he analyzes why it is so important to develop it in a child, then invites parents to share advice, their experience, what games and techniques can be used to develop it. Everything happens in the form of a game and chips are given for each tip (i.e. tips are sold for chips). The councils that have collected the most chips are placed on the “Piggy Bank of Parental Experience” stand.
"Seminar - workshop." A teacher, parents, psychologist and other specialists can speak at the meeting. Together with parents, problem situations are played out or solved; elements of training may be present. The topic and presenter are determined; they can be either a teacher, parents, or invited specialists. For example, let’s take the topic “The role of play in children’s speech development.” A short theoretical message is prepared, then parents are invited to watch several games that children play in kindergarten. Think about what aspects of speech development are practiced in these games. Remember the games that they themselves played in childhood and which they can teach their children, their value from the point of view of speech development.
"Sincere conversation". The meeting is not intended for all parents, but only for those whose children have common problems (communication with peers, aggressiveness, etc.). For example, a child is left-handed. A survey is conducted with parents to better understand the characteristics of their children. And establish exactly what degree of left-handedness the child has: weak or severe. The problem is discussed from all sides, experts may be invited. Parents are given recommendations on the developmental characteristics of such a child. Parents are offered various tasks for left-handed children in order to develop motor skills of both hands. Psychological problems associated with left-handedness are discussed.
"Master Class". A meeting where parents demonstrate their achievements in raising children. The meeting has a preparatory stage: the teacher invites several parents to conduct a small lesson - to share their experience in developing children, for example, coherent speech. Parents give practical advice, show a role-playing scene or game, for example, composing “Find out by description” riddles. At the end of the meeting, the results are summed up, and parents are offered to choose the most valuable tips, which are posted on the “Piggy Bank of Parental Experience” stand.
"Talk show". A meeting of this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents, educators, and specialists perform at the talk show. For example, let's take the crisis of 3 years. Parents are offered various situations; they need to be considered from different points of view, always giving reasons for them. The key concepts of the 3-year crisis are defined, the causes are jointly identified, then the opinions of psychologists are read out. All positions are discussed together. Parents themselves determine how to solve the problem.
"Evenings of questions and answers." Beforehand, parents are given the task of thinking through and formulating the questions that most concern them. By discussing them with specialists and other parents, choose the best ways to solve them.
At non-traditional parent meetings, you can use the following methods to activate parents:
"Brainstorm". A method of collective mental activity that allows one to achieve understanding of each other when a common problem is personal for the whole group.
“Reverse Brain Attack, or Smash.” This method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to show maximum criticality, pointing out all the shortcomings and weaknesses of the process, system, and ideas. This ensures that a solution is prepared to overcome the shortcomings.
"List of adjectives and definitions." Such a list of adjectives identifies various qualities, properties and characteristics of an object, activity or person that need to be improved. First, qualities or characteristics (adjectives) are proposed, then they are considered individually and it is decided in what way the corresponding characteristic can be improved or strengthened. For example, “How would you like your child to speak at the threshold of school?” Parents list qualities, i.e. adjectives, and then jointly formulate ways to achieve the goal.
"Collective Recording" Each participant receives a notebook or piece of paper where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them and write them down in a notebook. The notes are then given to the teacher, he summarizes them, and the group has a discussion. After this technique, you can use brainstorming.
"Writing on sheets." When discussing a problem, each parent receives sheets of paper for notes. The teacher formulates the problem and asks everyone to suggest possible solutions. Each sentence is written on a separate sheet. The problem must be formulated clearly. For example, “How to involve a child in doing homework,” each parent writes his own version, then all opinions are discussed. A ban on criticism is introduced.
"Heuristic questions." These include 7 key questions: Who? What? Where? How? How? When? (Why?). If you mix these questions together, you get 21 options. By consistently drawing out and answering such mixed questions, parents can gain a new, interesting perspective on the problem. For example, 1 and 5 in combination - who does what? By consistently drawing out such mixed and non-standard questions and answering them, parents see non-standard ways to solve them.
Solving problematic problems of family education encourages parents to search for the most appropriate form of behavior, exercises logic and evidence-based reasoning, and develops a sense of pedagogical tact. Similar problematic situations are offered for discussion. You punished the child, but later it turned out that he was not to blame. What will you do and why? Or: your three-year-old daughter is playing pranks in the cafeteria, where you briefly went - laughing, running between the tables, waving her arms. You, thinking about the rest of those present, stopped her, sat her down at the table and sternly reprimanded her. What kind of reaction to the actions of parents can be expected from a child who does not yet know how to understand the needs of other people? What experience can a child gain in this situation?
Role-playing family situations enriches the arsenal of ways of parental behavior and interaction with the child. For example, the following task is given: please play out how you will establish contact with a crying child, etc.
Training game exercises and tasks. Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of “Why didn’t you put your toys away again?” - “I have no doubt that these toys obey their owner”). Or parents must determine why such words addressed to a child are unconstructive: “It’s a shame!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me?”, “How can you do this to me!” etc. Tasks can be performed in the following form: the teacher begins the phrase: “Doing well at school means...” or “For me, dialogue with a child is...” The mother or father must finish the sentence.
Analysis by parents of a child’s behavior helps them understand the motives of his actions, mental and age-related needs.
Appeal to the experience of parents . The teacher suggests: “Name the method of influence that helps you more than others in establishing relationships with your son or daughter?” Or: “Has there been a similar case in your practice? Tell us about it, please,” or: “Remember what reaction the use of rewards and punishments causes in your child,” etc. Encouraging parents to share experiences activates their need to analyze their own successes and failures, and compare them with the techniques and methods of education used in similar situations by other parents.
Playful interaction between parents and children in various forms of activity (drawing, modeling, sports games, theatrical activities, etc.) contributes to the acquisition of experience in partnerships.
The proposed methods provide parents with the opportunity to model their behavior in a play environment. When a parent models his own behavior in a game, his view of the educational problem expands.
The participation of parents in educational and joint leisure activities is certainly very important. And we, teachers, must involve parents as actively as possible in this process.
You can invite parents to choose a topic from a field of knowledge close to them and prepare an activity together with their child, while explaining that this is not a story, but competitions, experiments, games in which other children would actively participate. The role of a teacher is often attractive to parents, and they are willing to participate in the educational process.
Common holidays and games, joint planning, exchange of ideas, memorizing poems, songs, working on a role, helping in making costumes, surprises, gifts - this approach encourages parents, children and teachers to creatively collaborate with each other. Alienation is eliminated, confidence appears, and many problems are solved.
Bibliography:
- Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect. - M.: TC Sfera, 2010. - 80 p.
- Zvereva O.L. Parent meetings in preschool educational institutions: Methodological manual / O.L. Zvereva, T.V. Krotova. – 4th ed. –M.: Iris-press, 2009. – 128 p.
- https://nsportal.ru/detskiy-sad/raznoe/2014/02/23/netraditsionnye-formy-raboty-s-roditelyami
- E.V. Shitova. Working with parents: practical recommendations and consultations on raising children 2-7 years old. Publisher: Uchitel, 2015.
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