Main directions of work with parents in the context of the implementation of the Federal State Educational Standard (FSES) Consultation on the topic
Consultation
“The main directions of work with parents in the conditions of implementation
Federal State Educational Standard "DO"
In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and intellectual characteristics of the child’s development, sometimes carry out education blindly. All this, of course, does not bring positive results. And we, teachers, know that everything comes from the family, the main educators of children are parents!
Family and kindergarten are two sources that shape our future generation. Everyone knows that a child’s personality is formed by the age of 7, in kindergarten. Often we, teachers, and the parents of our students do not always have enough mutual understanding, tact, patience, even time to hear and understand each other, and all this is reflected in the upbringing of our children. It's no secret that many parents are only interested in food or clean clothes. Many people think that kindergarten is a place where they only look after children while parents are at work. And we, teachers, often experience difficulties in communicating with parents for these reasons.
A preschool institution faces two main questions:
• How to interest parents in working together?
• How to make them participants in the educational process?
After all, a positive result can only be achieved within a single educational space, implying interaction and cooperation between preschool teachers and parents throughout preschool childhood.
Modern families, different in composition, cultural traditions and views on education, have different understandings of the child’s place in the life of society. However, they are all united in wanting the very best for their baby, but, unfortunately, not everyone is ready to respond to the various initiatives of the kindergarten. The task of the teaching staff is to interest parents and involve them in the creation of a unified cultural and educational space “kindergarten-family”.
The concept of modernization of Russian education (reflected in the Federal State Educational Standard for Education, Order No. 1155 of October 17, 2013) emphasizes the exclusive role of the family in solving the problems of raising the younger generation. Recognition of the priority of family education requires other forms of interaction between family and kindergarten.
The leading goal of interaction between a kindergarten and a family is to create the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the preschooler’s personality and increasing the competence of parents in the field of education.
The same forms of interaction with parents are not effective. Work with parents should have a differentiated approach, taking into account the social status and microclimate of the family, as well as parental requests and the degree of interest of parents in the activities of the preschool educational institution.
Both the teacher and the parent are adults who have their own psychological characteristics, age and individual characteristics, their own life experience and their own vision of problems. As long as an adult has enough knowledge for successful interaction, he has no doubts about this knowledge. There is a saying: “You can lead a horse to water, but you can’t make him drink” – and so it is with training. An adult learns based on pragmatic motives. New knowledge introduces a person to a different social reality: it gives a new vision of the problem and the world. The task of the teaching staff is to create conditions for fruitful cooperation with parents.
A lot for a child depends on the professional and human relationships of adults in the preschool educational institution: educators, specialists, parents - their relationship to themselves, to each other, to the child. All these adults are directly involved in creating a favorable climate for the child. The interests of the child may suffer if the relationship between kindergarten workers and parents does not work out.
Unfortunately, some teachers assume that it is they who must “explain” to parents how to raise their children, and choose an edifying tone: they do not advise or suggest, but demand; They do not suggest, but instruct. All this puts parents off. But the result is the same - the kindergarten and the parents are raising the child without interacting with each other. And the very forms of work with families do not give the desired results, since they are aimed at interacting with a wide range of parents, with the entire parent group of the group. Under these conditions, it is impossible to recognize the individuality of the family and the child, his problems and successes, to get closer and communicate, to activate and work together.
Analyzing the forms of work with parents, we can roughly formulate
4 main areas of work with parents in the context of the implementation of the Federal State Educational Standard for Education: educational, information-analytical, visual-information, leisure.
- Cognitive direction.
Goal: aimed at familiarizing parents with the age and psychological characteristics of preschool children, developing practical skills in raising children in parents.
This direction includes:
— general, group meetings;
— consultations and individual conversations;
— exhibitions of children's works and crafts made together with parents. By participating in the making of crafts, parents revealed interests and abilities that they themselves were not aware of.
- participation of parents in the preparation and conduct of holidays, entertainment, and leisure activities.
— joint excursions;
— open GCD. Open screenings give parents a lot: they get the opportunity to see their child in a situation different from the family situation, compare his behavior and skills with the behavior and skills of other children, and learn teaching and educational techniques from the teacher.
— joint creation of a subject-development environment;
— a helpline (all parents have the number of the head and teachers).
- morning greetings;
— Mail of trust;
- family projects.
- Information and analytical direction.
Goal: aimed at identifying the interests, needs, requests of parents, the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children.
Helps to better navigate the pedagogical needs of each family and take into account individual characteristics.
In this direction you can carry out:
— questioning;
— testing.
From the analysis of information about children’s families, it is clear that preschoolers come from families of different social status and have different levels of education. This information was used when planning organizational and pedagogical work with parents to attract parents to assist the institution, to determine the prospects for the development of the kindergarten.
- Visual and information direction.
Purpose: makes it possible to convey to parents any information in an accessible form, to tactfully remind them of parental duties and responsibilities. Kindergarten begins with the locker room; it is very important that it is cozy and beautiful, so our parent corners are bright and attractive.
This direction includes:
— parent's corner: including various information.
Practical material is placed on the stand, making it clear what a child does in kindergarten, specific games, tips, tasks.
- regulations;
— announcements and advertisements; - productive activities of children (drawings, crafts);
- mobile folder.
The form of work through parent corners, regulatory documents, notices and advertisements, productive activities, moving folders is traditional, but it is necessary for working with parents, because often the teacher does not have the opportunity to come up and talk with parents on a current topic in raising children. New, beautifully designed information quickly attracts the attention of parents and gives a positive result.
— emotional corner: “Hello, I’m here.”
— photo exhibitions;
- publication of newspapers.
- Leisure direction:
Goal: designed to establish warm, trusting relationships, emotional contact between teachers and parents, between parents and children.
This direction is the most attractive, in demand, useful, but also the most difficult. This is explained by the fact that any joint event allows parents to see the problems of their child from the inside, compare him with other children, see difficulties in relationships, see how others do it, i.e. gain experience interacting not only with their child, but also with parent community in general. Holidays should be held not for parents, but with the involvement of parents, so that they know how much trouble and work must be put into preparing any celebration.
Meetings with parents at festive events always mobilize, make our everyday lives brighter, this increases our self-esteem as a teacher, parents gain satisfaction from working together and, accordingly, the authority of the kindergarten grows.
In this area you can organize:
- holidays that can end with tea. Mothers are mainly involved in raising children. They also mostly go to kindergarten.
- entertainment;
— acquaintance with the professions of parents;
— birthday celebrations;
- exhibition of family collection
- stock. Many people have books and toys that their children have “grown out of.” How many educational moments are hidden in this small event! This is a careful attitude towards old things, while children learn not only to accept gifts, but also to give them - this is a lot of work, education of the soul.
- days of good deeds.
The upbringing and development of a child is impossible without the participation of parents. In order for them to become teacher assistants and develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, helping in everything, being patient and delicate and then everything will work out.
Interactions between parents and kindergarten rarely occur immediately. This is a long process, long painstaking work, requiring patient, unwavering pursuit of the chosen goal, and a constant search for new ways of cooperation with parents.
Literature:
- Internet resource - https://www.maam.ru/detskijsad/-osnovnye-napravlenija-raboty-s-roditeljami-v-uslovijah-realizaci-fgos-do.html
- 555 ideas for involving parents in kindergarten life. – M.: Sphere shopping center, 2011
- Innovative forms of interaction between preschool educational institutions and families: parent meetings and conferences, discussions, workshops, round table meetings/ed.-comp. N.M. Sertakova. – Volgograd: Teacher, 2015. -2013.
Modern forms of interaction between preschool educational institutions and families
“Modern forms of interaction between preschool educational institutions and families”
Kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And it is the quality of work of a preschool institution that determines the level of pedagogical culture of parents, and, consequently, the level of family education of children. In order to be a true promoter of the means and methods of preschool education, a kindergarten in its work must serve as a model of such education. Only under this condition will parents trust the recommendations of educators and be more willing to establish contact with them. Educators must constantly increase the demands on themselves, their pedagogical knowledge and skills, and their attitude towards children and parents. Today, most kindergartens face a difficult task - to attract parents to pedagogical interaction with the child, while moving away from boring templates.
In preschool pedagogy, there are four most general areas of work with parents:
traditional (thematic parent meetings, consultations, matinees, etc.);
educational (organization of parental education, publication of newsletters, information sheets, booklets, stands and corners for parents);
developing public management (work of the Board of Trustees, Parents Committee);
interactive (questionnaires, diagnostics, round tables, consultations with specialists, etc.)
The interactive direction in working with families can currently be considered a priority, as it allows the use of optimal forms and methods in differentiated group and individual work with families, as well as expanding the scope of additional educational and leisure services.
Main types of work with families in this area.
Presentation of the preschool institution (we introduce parents to the charter of the preschool educational institution, the development program and the team of teachers).
Open classes with children in preschool for parents. During the lesson, the teacher can include elements of a conversation with parents.
Questioning. Using a survey, you can find out the composition of the family, the characteristics of family upbringing, the positive experiences of parents, their difficulties, and mistakes. This method allows you to reach a large number of parents and is easy to process.
Solving pedagogical crossword puzzles. It helps clarify parents’ knowledge on a certain topic, develops their horizons, and therefore influences the quality of their children’s upbringing.
Interaction with the family to ensure the full development of the child.
Nina Stolyarova
Interaction with the family to ensure the full development of the child.
Most adults are parents. The role of a parent is a special and very responsible role. This role (which is mainly determined by the family and society as a whole ) imposes enormous responsibility on a person for the life and well-being of another person - his child .
From the first days of life, the child begins to understand the reality around him, and it is the parents who pay the greatest attention to his development .
However, work experience shows that cognitive development in the family is not sufficiently carried out. This is aggravated by parents’ lack of ability to communicate with their own children and lack of knowledge about the processes of the child’s cognitive development . Therefore, we consider the full cognitive development of a child interaction and cooperation , coordination of actions according to a single program, implementation of common tasks , and mutual assistance .
In accordance with the law of the Russian Federation “On Education”
and Model regulations on a preschool educational institution, one of the main tasks facing a kindergarten is “
interaction with the family to ensure the full development of the child .”
Interaction is a way of organizing joint activities that are carried out through communication. In the “Dictionary of the Russian Language” by S. Ozhegov, the meaning of the word “ interaction ” is explained as follows: 1) the mutual connection of two phenomena ; 2) mutual support .
The main point in the context of “ family - preschool institution” is the personal interaction between the teacher and parents about difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family . Helping each other in understanding the child , solving his individual problems, and optimizing his development .
Having recruited a group of kids, I began to work on the problem of interaction between kindergarten and family .
At the initial stage of establishing a trusting relationship, I tried to find out as much as possible about the families of our students : traditions, lifestyle, hobbies, and get information about the child .
Getting to know the life of each family began with a questionnaire filled out by parents .
The questionnaire included the following questions:
child ’s temperament like ?
2. How often do you spend free time with your child ?
3. Do you enjoy communicating with your child ?
4. What does your child ?
5. What toys attract your child ? Child's favorite toy
6. What parenting methods do you prefer to practice?
7. Which member of your family spends the most time with the child ?
8. What problems of upbringing remain less studied for you?
After analyzing the questionnaire data, I learned a lot about the family : about the child’s , about his behavior at home, about the methods of education used by the parents, about who is involved in the upbringing in the family . This helped me better understand the pedagogical needs of each family and take into account its individual characteristics.
Work with the parents of my students is carried out systematically and plannedly, collective and individual forms are used.
For the coordinated work of the kindergarten and parents, I set myself the following tasks:
1. Activate and enrich the educational skills of parents.
2. Study the families of your students .
The interaction between the kindergarten and the family can be carried out in different ways. It is only important to avoid formalism.
To this end, I use traditional and non-traditional forms and methods of working with parents:
1. Visiting the families of pupils at home. A visit to a child’s family gives a lot for studying it, establishing contact with the child , his parents, and clarifying the conditions of upbringing. I agree in advance with the parents on a time that is convenient for them to visit, and also determine the purpose of my visit. Coming to a child’s home means coming to visit. This means you need to be in a good mood, friendly, and friendly. You should forget about complaints, comments, avoid criticism of parents, their family economy, way of life, give advice tactfully, unobtrusively. Child’s behavior and mood (joyful, relaxed, quiet, embarrassed, friendly)
also help to understand the psychological climate
of the family .
2. Group parent meetings. Parent meetings are held 3 times a year. At these meetings, parents are introduced to the content, tasks and methods of raising children of a certain age in a kindergarten and family ;
Knowing how important the atmosphere of friendly relations between the teacher and parents is, the first parent meeting “Our children in kindergarten”
I held it in the form of a round table.
I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation .
I prepared invitation cards and tried to create an atmosphere of kindness, comfort and warmth in the group. It began with greetings and gratitude for bringing the child to our kindergarten . Game "Candle of Confidence"
, united adults. At first everyone was embarrassed, but this feeling quickly gave way to joy and interest. A minute of getting to know each other helped relieve tension, because parents sitting at the same table more than once during the meeting needed to discuss a situation or issue together.
The friendly tone of the story helped create a trusting atmosphere and helped parents talk openly about problems.
3. Consultations. The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues.
4. Days of good deeds. Parents provide assistance in creating a subject- development environment .
5. Conversations with parents. A conversation is the most accessible form of establishing communication between a teacher and a family . In my practice, it is used both independently and in combination with other forms: conversation when visiting families, at parent-teacher meetings, consultations.
6. Library of games for parents. Since games require the participation of an adult, this forces parents to communicate with the child .
7.Visual information:
- moving folders
— photo exhibitions
- a piggy bank of Good deeds.
In order for parental corners to attract attention, I use the following headings in my work: “What and how to keep a child occupied at home ”
,
“We asked - we answer”
,
“Grow up”
,
“Thank you”
,
“This is interesting”
,
“Let’s play”
,
“With all my heart”
,
“Pay attention”
.
They contain practical material that makes it possible to understand what a child does in kindergarten , specific games that you can play, tips, and assignments. The parent corner also contains information about the work of the group, routine issues, a plan for working with parents, a notice board, and a menu. For information there is a folder - “Healthy”
.
We update the material in the corner every two weeks. Photo exhibitions aroused great interest among parents: “We play”
,
“Dad, mom, I am a sports
family ” ,
“Goodbye summer!”
.
The activity of parents in creating photo exhibitions suggests that these forms of work are in demand. It’s very good to have a video camera and a camera at hand, because parents are very interested in what their child is doing in kindergarten .
I try to capture the entire process of our activities in photographs. I would like to note that parents have become active participants in all activities in the group, indispensable helpers, and have learned to interact with each other as play partners.
I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. What a person is like is the world he creates around himself. I would like to believe that our children, when they grow up, will love and protect their loved ones.
