Interaction with parents and employees of the educational institution
Maria Pichugina
Interaction with parents and employees of the educational institution
Interaction (in pedagogy) is a process that occurs between the subjects of the educational process, carried out not only during the pedagogical process, but also beyond it, aimed at the education and development of the child’s personality.
The need for interaction
The significance of organizing interaction between parents and employees of an educational organization lies in combining their efforts in the ongoing educational process. And also to ensure that the applied methods of education and training of employees of an educational institution and parents are of the same focus and do not contradict each other.
Currently, the correct and complete organization of interaction between employees of an educational institution and parents of students is one of the primary tasks facing the teaching staff of each educational organization. To organize effective interaction with parents, teachers strive to involve parents in the educational process, to make them by his assistants.
The main forms of interaction are parent meetings, consultations, conversations, meetings, etc.
The goal of interaction between parents and employees of an educational institution is to combine efforts and develop common methods and means of raising, teaching and developing a child.
The main objectives of interaction are as follows:
1. Improving the pedagogical culture of parents.
2. Involving parents in the life of the educational institution, involving them in the educational process.
3. Carrying out a joint search for the most effective methods, means, forms, techniques and technologies for raising and teaching children.
Competencies necessary for a teacher to organize interaction with parents
In order for a teacher to organize truly effective and productive interaction with parents, he must have a number of professional competencies.
Basic competencies necessary for a teacher to organize effective interaction with parents:
1. Having practical experience in the field:
-planning work with parents;
-possession of child observation skills (recording the data obtained);
- setting clear goals and objectives that need to be solved in the process of interaction with parents;
-having the skills to effectively interact with other employees of the educational institution and administration;
2. Availability of professional skills, which are as follows:
-the ability to form an idea of the characteristics of upbringing in the family, based on data obtained during observation of children, questioning of parents, in the process of communicating with them;
-based on available data, formulate goals and objectives for interaction with each specific family;
-the ability to organize various forms of work with parents on issues of child upbringing and development;
- analyze the process of interaction with parents.
3. Possession of the following professional knowledge:
-knowledge of the basic documents regulating the rights of the child and the responsibilities of adults towards children;
-features of the process of adaptation and socialization of children in society;
-basics of planning, organizing and implementing interaction with parents;
-knowledge about the features and functions of the modern family;
-knowledge of methods and techniques for providing the necessary consulting pedagogical assistance to families on issues of upbringing, training and development of children;
- job responsibilities of a teacher;
-knowledge about the basic methods, means, techniques and forms of interaction between employees of an educational institution and parents.
Individual work with parents as one of the forms of interaction
Individual work with parents can be carried out in the form of a consultation, conversation or personal visit by the teacher to the child’s family at home.
Individual work can be based on:
1. The emergence of problems in the child’s communication with other children and teachers.
2. Based on the results of the observation (problems in behavior, communication, etc. were identified).
3. On the initiative of the parents or the child themselves, related to the situation in the family, to resolve a number of educational issues, etc.
One of the most popular and frequently used forms is individual consultations.
Individual consultation - carried out between a teacher and a parent on issues of upbringing, education and development of children, with the aim of establishing closer contact with the child’s family and resolving problem situations.
An individual consultation can be planned in advance, or it can take place spontaneously. Therefore, to carry it out, the teacher must have the necessary professional skills and competencies, be able to quickly navigate and answer parents’ questions clearly and easily.
If necessary, specialists can be invited to a planned individual consultation who will give parents additional advice on issues of interest to them. In some cases, the presence of specialists is simply necessary. This is especially true in cases where the child has real developmental or learning problems.
The conduct of each consultation, regardless of whether it was planned or carried out spontaneously, should be subject to careful analysis by the teacher. This will not only help you understand the problem more thoroughly and help parents, but will also help improve your own professional competence and expand your knowledge.
All individual consultations conducted should be recorded in a special diary, where the teacher describes the goal, the problem being considered, and the decision made. These records are necessary in order to track the dynamics of changes in the family and the child. In addition, analysis of the entries in the diary will help the teacher identify the most pressing problems that arise for parents and, based on them, develop reminders for parents, set up a stand with important information, etc. Thus, the efforts of employees of the educational institution and parents are combined, which is the main purpose of their interaction.
Features of education and training of preschool children
Nature and evolution have decreed that a person gives birth to offspring that are physically and psychologically unprepared for independent existence. Unlike most animals, whose young are born fully formed and able to move, children of our species require the full attention of adults. Immediately after birth and until they reach several years of age, children cannot do without support and services. All this is provided to them by the family or structures that replace it.
A child’s personality is shaped by adults who are role models through upbringing and education. These are, first of all, immediate relatives - mothers, fathers, grandfathers and grandmothers, and then kindergarten teachers. They are the ones who are next to the kids in the first, most important years of their lives. Therefore, both the family and the kindergarten have a huge influence on the upbringing and education of preschool children. In order to get a full-fledged person with strong mental and physical health, excellently prepared for future life, the activities of parents and kindergarten teachers must be coordinated and integral. This is what the interaction between the two most important “branches of education” - family and social - serves.
The principle of social partnership as a new philosophy of interaction between preschool educational institutions and families
A preschool organization as an organizational system is characterized by openness and homogeneity of the factors of its internal environment, as well as connections with the external environment. The family, along with the state, acts as a subject of social order. Social contracting entities act as social partners of ECE centers.
The term “social partnership” appeared in Russia in connection with changes in forms of ownership. The original meaning of the term was that representatives of employers and employees should solve relationship problems through negotiations, find compromises and reach agreements on a mutually beneficial basis.
The spread of economic relations in all spheres of the state has expanded the conceptual apparatus of this term. According to the Labor Code of the Russian Federation, social partnership is a system of relations between employees (representatives of employees), employers (representatives of employers), state authorities and local governments, aimed at ensuring coordination of the interests of employees and employers in regulating labor relations and other directly related to them relations (Article 23 of the Labor Code of the Russian Federation).
According to economist B. M. Genkin, “social partnership is the ideology, forms and methods of coordinating the interests of social groups to ensure their constructive interaction.” Thus, an analysis of definitions shows that the concept of “social partnership” is based on the constructive interaction of participants. This basis is also reflected in definitions of social partnership in education.
The legal basis for social partnership in the field of education is the Civil Code of the Russian Federation, the Law “On Education in the Russian Federation”, the Law of the Russian Federation “On Non-Profit Organizations”, the Law of the Russian Federation “On Public Associations”, Decree of the President of the Russian Federation dated August 31, 1999 No. 1134 “On additional measures to support educational institutions in the Russian Federation.” At the municipal level, the legal basis for the organization of social partnership is made up of the federal laws “On local self-government in the Russian Federation”, “On the general principles of the organization of local self-government in the Russian Federation”, as well as the relevant laws of the constituent entities of the Russian Federation, adopted in development of these federal laws. The educational standard for preschool education of the Federal State Educational Standard shows the importance of social partnership, explaining the basic principles of assistance and cooperation between children and adults in the process of child development and his interaction with people, culture and the outside world; introducing children to the sociocultural norms and traditions of the family, society and state.
The federal state standard of preschool education solves the problems of forming a common culture for pupils, interaction between educational and public associations, as well as the development of personal values and attitudes of pupils and students.
Within the framework of the model of preschool education (FSES DO), based on the Federal State Educational Standard (FSES DO), partnership means that the relationship of both parties is based on joint responsibility for the education of children. In addition, the concept of partnership implies that families and ECE centers are equal, have common goals and work together to achieve them
Features of project activities in preschool education
The project method is considered as a way of organizing the educational process, based on the interaction of teachers, students and their parents, a way of interacting with the environment, and step-by-step practical activities to achieve the goal.
The American educator and philosopher J. Dewey founded the project-based teaching method, the essence of which is briefly expressed by the slogan “Learn by doing.” According to him, the educational process should be built around a specific problem, the solution of which is relevant and significant for the child at the moment. The external result will be visible, understandable and applicable in practice. The internal result - the experience of activity - becomes an invaluable asset of the student, connecting knowledge and skills, competencies and values.
The main goal of the project method is to give children the opportunity to independently acquire knowledge by solving practical problems or problems. The topic chosen for the project is projected by the teacher onto all educational areas offered by the Federal State Educational Standard and onto various types of children's activities. This ensures the integrity of the educational process. Integration of knowledge from different thematic areas forms a holistic vision of the world around us, develops the child’s cognitive interest, allows him to “live” the topic in different types of activities (thinking, speech, work, creativity, etc.), absorb more information, understand the connections between subjects and phenomena and get tangible results. So, project activity is a special type of intellectual and creative activity; a set of techniques and operations for mastering a certain area of practical or theoretical knowledge, one or another activity; a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.
A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or define a goal (idea). Therefore, in the educational process of ECE centers, project activities are collaborative in nature, in which children and teachers of the ECE center, as well as parents, participate. The degree of children’s participation in project activities depends on their age characteristics: in younger groups, children observe the activities of the teacher and parents, in middle age, children begin to participate in the implementation of the project, in older age they are full participants in the project.
Joint projects between kindergarten and family are especially important, as they allow “to create a natural situation of communication and practical interaction between children and adults (including parents).”
The experience of collective creativity is carried out against the background of general positive emotional experiences, which contributes to the development of friendly relations between children.
Children feel unhappy when they are outside the group. Therefore, pair, group and frontal projects are necessary for the development of children.
A paired project is carried out by a pair(s) of participants. Children acquire cooperation skills, learn to act together in the same space, solve a common problem, and choose adequate ways to solve it. A group project is carried out by a group of participants (from 3 to 10-12 people).
