Klimenko Tatyana Grigorievna Deputy Director for educational work of the Municipal government institution of additional education "Center for Children's Creativity" p. Divnoe, Stavropol region. The work is intended for teachers of additional education. One of the tasks facing teachers is the need to provide “psychological and pedagogical support to the family and increase the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution.”
Parent Engagement Program
"We are together"
Explanatory note
The specificity of the institution of additional education for children is to fulfill the state order for the socialization of children, to promote their spiritual and moral development, to create additional prerequisites and unique opportunities for the upbringing, intellectual and creative development of children with the active involvement of the family in this process.
The relevance of this program is that it outlines the main forms and methods of interaction between institutions of additional education of children and parents of students, since without help, no educational institution can provide high educational results. Here, in relation to the institution, the family no longer acts only as a social customer, but also as a partner.
The family is the most important institution for the socialization of younger generations. It represents the personal environment of life and development of children, adolescents, and young men, the quality of which is determined by a number of parameters of a particular family.
These are the following parameters:
Demographic – family structure (large, complete or incomplete, small or large).
Socio-cultural – educational level of parents, their participation in society.
Socio-economic – property characteristics and parents’ employment at work.
The study of the indicated parameters occurs using various methods, such as questionnaires, testing, interviews, conversations, and observations. The information obtained makes it possible to clarify the characteristics of the family, outline forms of cooperation, as well as the content of educational work.
In this regard, one of the tasks facing teachers is the need to provide “psychological and pedagogical support for the family and increase the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution.”
Modern parents consider the institution of additional education for children not only as a place for developing a child’s hobbies and organizing his leisure time, but also, above all, are interested in the child’s educational success and are aimed at a clear and intelligible educational result. Therefore, for a teacher of additional education, it is very important to establish partnerships with parents, create an atmosphere of support and community of interests, mutual understanding, cooperation and interaction.
An additional education teacher can and should become an authority who influences the formation and development of a child. But the work of a teacher becomes much more effective and efficient when he involves parents in joint and complementary educational activities.
The novelty of the program is the proposal to the parent community to build relationships between the family and the educational institution through interaction and partnership. This means cooperation between teachers and parents aimed at developing a creative atmosphere that is interesting for all subjects of the educational process.
The work of an additional education teacher with a family should be implemented in the following areas: studying the family, psychological and pedagogical education of the family, organizing joint activities, and involving parents in managing the educational process.
Goal: interaction between the Center for Children's Creativity and the Family;
establishment of interested dialogue and cooperation.
Tasks:
— psychological and pedagogical support for the family and increasing the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution;
— creating conditions for interaction between teachers, parents and children for the development and education of a healthy personality based on a single pedagogical position, strengthening families, preventing negative behavior, improving the pedagogical culture of parents, organizing meaningful leisure;
— a system of activities that allow parents to become more familiar with the specifics of the institution’s work and introduce them to the educational and developmental environment;
— parents’ awareness of the role of family education, the type of educational relationships in the family, the development of a positive style of family education.
Main priorities for program implementation:
— mobility – quick response to the needs of society, expansion of activities, development of new variable programs;
— personification of educational and upbringing processes, the child is at the center of interests of both the teacher and parents;
— professionalism of the teaching staff;
— integration with other social institutions;
— methodological support of the educational process.
Performance criteria:
— parents’ satisfaction with the quality and quantity of forms of interaction with the teaching staff, participation in the creative life of children’s groups and institutions;
— inclusion of parents in the educational process;
— positive feedback from teachers and parents about the results of activities:
— the presence of an effective system of interaction, parents are active participants in the life of the institution.
Implementation mechanism:
The mechanism for implementing the program is the formation of a single educational team of parents, teachers, students and the developing environment based on information interaction and co-creation in collective creative activity. Involving parents in active participation in managing the educational process.
The main idea of the mechanism for implementing the program is a dialogue discussion of the significance and conditions for the child’s creative development, and to encourage parents to develop together with the child.
The institution uses the following forms of work with families:
1. Interactive
2. Traditional
3. Educational
4. State-public.
Work with parents includes a set of measures - various forms of psychological education, training, counseling, prevention, which help adults understand their role in the development of family ties, better care for the well-being of the child, develop him intellectually, socially, sensory, ethically, aesthetically. .
The interaction of the teacher with parents serves to maximize their involvement in the educational process, forming their position as a subject of this process. This will change the ideas of many modern parents about their role in the life of a child, which is mainly limited to providing financial support for their children. Living together with a child, discussing successes, overcoming failures allows parents to see their son or daughter in a new way, to feel like a significant person for him.
Methods of interaction with parents
- methods of forming the consciousness of the individual (formation of beliefs, views, ideals): conversations, lectures, personal example of adults;
— methods of organizing activities and shaping public behavior: public opinion, instructions, creating educational situations;
— methods of stimulating behavior and activity: encouragement, gratitude, approval.
Clearly organized work with parents is constructive, allowing you to model a unified educational environment in the organization. Since parents are initially the main customers of educational services, teachers need to strive to pay due attention to effective forms of interaction between the organization of additional education and the families of students.
Positive changes that meet the interests of children, their upbringing and personal development occur only where teaching teams combine their professional knowledge with the efforts of the parent community, help the families of students in their cultural and spiritual development, and help strengthen mutual understanding between parents and children.
Social and pedagogical results of working with parents
At the child and parent level:
— resolving personal problems of children and parents;
— increasing the competence of parents in solving pedagogical, psychological and other problems of children.
At the institution level:
— increasing the effectiveness of the educational process by organizing joint work with parents.
Expected results
Active forms of work with parents will give teachers the opportunity to get acquainted with child-parent relationships in the family, create conditions for the formation of partnerships between parents and children, and contribute to the agreed-upon adoption of joint decisions.
Positive changes that meet the interests of children, their upbringing and personal development occur only where teaching teams combine their professional knowledge with the efforts of the parent community, help the families of students in their cultural and spiritual development, and help strengthen mutual understanding between parents and children.
Literature
1. Kozhurova O.Yu. The educational potential of the family as the basis of family pedagogy: educational and methodological manual / O.Yu. Kozhurova, D.V. Grigoriev. – Tula: GOU DPO TO “IPK and PPRO TO”, 2011. – 84 p.
2. Working with families in additional education institutions: an auction of methodological ideas / author. L.V. Tretyakova and others - Volgograd: Teacher, 2009. - 218 p. Il.
3. Forms of work with parents. 5-11 grades / Comp. L.P. Barylkina, T.A. Falkovich, G.I. Tatarenko. – M.: VAKO, 2013. – 160 p.
Organization of work with families in modern preschool educational institutions Article on the topic
“Organization of work with families in modern preschool educational institutions”
Content
Introduction…………………………………………………………………………………..3
I. Theoretical foundations for organizing work with families in modern preschool educational institutions
II. Using different forms of preschool educational institution work with families
Conclusion………………………………………………………………………………37
List of used literature……………………………………………………..39
Introduction
Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Each of these branches, representing the social institution of education, has its own specific capabilities in shaping the child’s personality. Family and preschool institutions 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. Preschool plays an important role in the development of a child. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible.
The role of the family in the upbringing and development of a child should also not be underestimated. The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. Another important role of family education is its influence on the value orientations, worldview of the child as a whole, and his behavior in various spheres of public life. It is also known that it is the example of parents and their personal qualities that largely determine the effectiveness of the educational function of the family. The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. However, this interaction is influenced by a number of factors, primarily what parents and teaching staff expect from each other. Despite the fact that recently new, promising forms of cooperation have emerged that involve involving parents in active participation in the pedagogical process of the kindergarten, more often work with parents is carried out only in one of the areas of pedagogical propaganda, in which the family is only the object of influence. As a result, feedback from the family is not established, and the opportunities for family education are not fully used.
At the same time, since the interaction between the family and the preschool institution plays an important role in the development of the child, it is necessary to study in detail the ideas of parents and teachers about each other, their influence on interaction and the development of recommendations that would help improve the effectiveness of this interaction. In this regard, the issue of finding and implementing different forms of interaction between a preschool institution and a family is one of the most pressing today.
Purpose of the study: to identify the effectiveness of the work of preschool educational institutions with families through the use of different forms and methods of interaction.
Research objectives:
1. Analyze the psychological and pedagogical literature on the problem of interaction between a preschool institution and the family.
2. Develop a long-term plan for the use of different forms of interaction between the preschool institution and the family.
3. Experimentally prove the effectiveness of preschool educational institutions working with families.
The following research methods were used in the study:
- Questioning parents;
- Conversation.
The methodological basis of the study is general and special works on pedagogy and psychology on the interaction of family and educational institution.
The work was carried out in the MBOU "Solnyshko" village. Crosses of the Suntarsky ulus.
- Theoretical foundations for organizing work with families
in modern preschool educational institutions
The new concept of interaction between family and preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and complement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.
The unique educational capabilities of the family are also determined by the fact that parents know their children, their responsibilities, and unique interests better than anyone else. Possibilities and psychological manifestations.
Throughout his life, a person experiences the influence of family upbringing, although at different stages of life this influence is not the same. The enormous educational potential of the family is an objective factor. The task is to ensure that it is realized as much as possible in the process of forming a harmoniously developed personality. One of the conditions for the positive educational impact of the family on children is caring for healthy moral and emotional relationships between spouses. Scientists have found that a healthy family environment has a very positive effect on the development of sensitivity, honesty, truthfulness, organization, hard work, and moral and volitional qualities. A family with coordinated marital relations provides an example of high morality, an example that is absorbed and implemented in the own behavior of a child, youth, or adult. Research convincingly shows that a favorable family climate stimulates the development of various socially significant interests and needs, altruistic feelings, strengthens an optimistic outlook on life, and the child’s faith in his own strengths, capabilities and abilities. In a family with harmonious relationships, the authority of the parents is extremely high, as a rule, a democratic style of relationships is established, the child feels like a full member of the family team, and contributes to his personal and creative development [45, p. 5].
It should be noted that maternal upbringing has always aroused the insatiable interest of many major researchers as a colossal social and pedagogical phenomenon. The great Czech teacher J. Kamensky substantiated the idea of a mother's school, relying specifically on the experience of family education. The famous Swiss teacher I. G. Pestalozzi created his book for mothers, drawing on the experience of Swiss female education. K.D. Ushinsky highly appreciated the effectiveness of women's approaches to family education. “It should be noted,” wrote V.A. Sukhomlinsky, “that the family, parents are the educational school that no educator can replace” [50, p. 83].
The educational power of parents' personal example is determined by the psychological characteristics of preschool children: imitation and concrete thinking. Children unconsciously tend to imitate both good and bad, to follow examples rather than moral teachings. Therefore, demanding control of parents over their behavior is so important, which should serve as a role model for children [7, p. 215].
Recognition of the priority of family education requires new relationships between the family and the preschool institution. The novelty of these relationships is determined by the concepts of “cooperation” and “interaction.”
Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating.
Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication.
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 is invaluable [23, p. 64].
It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic studies make it possible to characterize what makes up the openness of a preschool institution, including “openness inward” and “openness outward.”
Giving a preschool institution “openness inward” means making the pedagogical process more free, flexible, differentiated, and humanizing the relationships between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal willingness to reveal themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc.
“Openness of the kindergarten inward” is the involvement of parents in the educational process of the kindergarten. Parents and family members 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. Some parents will be happy to organize an excursion, a trip to the nearest forest, to a river, others will help in equipping the pedagogical process, and still others will teach their children something.
Thus, all subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn 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. Teachers, in turn, 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 simply learn.
Thus, we can talk about a real addition to family and public education.
“The openness of the kindergarten to the outside” means that the kindergarten is open to the influences of the microsocium, its microdistrict, and is ready to cooperate with social institutions located on its territory, such as: a comprehensive school, a sports complex, a library, etc. [20, p. 204]. Thus, on the basis of the library, a “Book Festival” is held, in which senior kindergarten students take part; school students give a concert in kindergarten; children, staff and parents are involved in activities. For example, a choir of children, employees, and parents of a preschool institution performs at the holidays. The preschool institution presents the works of its students at exhibitions of children's creativity.
The content of the work of a kindergarten in a microsociety can be very diverse and is largely determined by its specifics. Its undoubted value is in strengthening connections with the family, expanding the social experience of children, initiating the activity and creativity of kindergarten employees, which in turn works on the authority of the preschool institution and public education in general.
When carrying out this large and responsible work, the problems presented to society by life itself are taken into account:
- small family size, raising one child in it;
- separate living of young spouses and hence - loss of family traditions, difficulty in transferring the experience of family upbringing, the specifics of the influence of an incomplete family on the child;
- lack of communication between parents and children due to parents being very busy and young parents continuing to study;
- absorption of spiritual intellectual reserves by the so-called “materialism”.
Correct pedagogical guidance of family education is possible subject to an integrated approach to education, ensuring coordination of efforts in all areas of education - ideological, political, labor, moral, aesthetic, physical.
Establishing friendly contacts with parents is easier if the teacher builds communication purposefully, taking into account the situation, thinks in advance not only the content of the conversation, but also its course, possible options and unexpected turns. When giving advice, trying, if necessary, to make adjustments to the educational influence of parents on the child, one must remember that direct, tactless interference in the internal affairs of the family can cause protest and cause harm that is difficult to repair. After all, every parent raises their children as they see fit, based on their knowledge, skills, feelings and beliefs.
The great social significance of targeted communication with the family lies in the fact that by directing the influence of parents on children in the right direction, the teacher also influences the restructuring of intra-family relationships, contributes to the improvement of the personality of the parents themselves, thereby increasing the level of general culture of the population [35, p. 135].
In order for kindergarten to become a real, and not a declared open system, parents and teachers must build their relationships on the psychology of trust. Parents must be confident that the teacher has a good attitude towards the child. Parents' trust in a teacher is based on respect for the teacher's experience, knowledge, and competence in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).
In an open kindergarten, parents have the opportunity to come to the group at a time convenient for them, observe what the child is doing, play with the children, etc. But parents, observing the life of a kindergarten “from the inside,” begin to understand the objectivity of many difficulties (few toys, a cramped washroom, etc.), and then, instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first shoots of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful teaching techniques and enrich the content of home education. The most important result of parents’ free visit to a preschool institution is that they study their child in an unfamiliar environment, notice how he communicates, studies, and how his peers treat him.
Interaction in a small group of parents who have similar home education problems is called a differentiated approach.
There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, and the child is emotionally comfortable, he will definitely share his impressions with his family. For example, a group is preparing for a holiday, children are preparing treats, gifts, coming up with skits, congratulations, wishes, etc. At the same time, one of the parents will definitely ask the teacher about the upcoming entertainment and offer their help [22, p. 162].
Among the relatively new forms of cooperation between kindergarten and family, it should be noted recreation evenings with the participation of teachers, parents, and children; sports entertainment, get-togethers, preparations for performances, meetings in the form of “Let’s get to know each other,” “Let’s please each other,” etc. Many preschool institutions hold “Good Deeds Day,” question-and-answer evenings.
The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.
Interaction between teachers and parents of preschool children is carried out mainly through:
— involving parents in the pedagogical process;
— expanding the scope of parental participation in organizing the life of an educational institution;
- parents attending classes at a time convenient for them;
— creating conditions for creative self-realization of teachers, parents, children;
- information and pedagogical materials, exhibitions of children's works, which allow parents to become more familiar with the specifics of the institution, introduce them to the educational and developmental environment;
— various programs for joint activities of children and parents;
- combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;
- manifestation of understanding, tolerance and tact in raising and teaching a child, the desire to take into account his interests, without ignoring feelings and emotions;
— respectful relationship between family and educational institution.
So, the relationship between the preschool and the family should be based on cooperation and interaction, provided that the kindergarten is open inward and outward.
Currently, the problem of the family and its role in reproduction and in the upbringing of new generations has acquired particular relevance. Speaking about family education, we should first of all note its continuity, duration, and versatility. Indeed, a person is connected with the family and is exposed to it - in different forms and with different intensities - from the day of birth until the end of his life. The specificity of the objective influence of the family on the child also determines the originality of the process of family education as a conscious, purposeful pedagogical activity of parents.
The advantages that parents have, in contrast to educators, are that the latter have much greater opportunities for an individual approach to the child, taking into account his age and personal characteristics, and gradually introducing him to work.
Family and preschool institutions 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. Preschool plays an important role in the development of a child. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is impossible.
- Using different forms of preschool educational institution work with families
We set the following tasks for working with parents:
— Establish partnerships with the family of each pupil, join efforts for the development and upbringing of children;
— Create an atmosphere of community of interests, emotional mutual support and mutual insight into each other’s problems;
— Activate and enrich the educational skills of parents;
— Maintain their confidence in their own teaching capabilities.
Solving these problems is associated with parents’ awareness of their educational role in the family and their experience of relationships with the child. We used a reflexive model of communication between the teacher and the family, which aims at parents rethinking their educational attitudes and stereotypes. In the concept of “pedagogical reflection” we included the ability of parents to analyze their own educational activities, critically evaluate them, find adequate reasons for both their pedagogical successes and miscalculations, and choose methods of influencing the child that correspond to his characteristics and specific situation.
The work we carried out was related to:
— carrying out traditional joint activities between children and adults;
— providing pedagogical support to parents in raising children in the family.
For this purpose, a program of work between preschool educational institutions and families was developed in the following areas:
- Joint activities of children and parents. The content of the work:
– organization of labor events;
— sporting events;
- conversations;
- theatrical performances.
- Improving the pedagogical culture of parents.
During the study of working with parents, a thematic plan was developed, including:
— general introductory lectures devoted to the problems of personality formation in preschool children, their upbringing and parents’ understanding of responsibility in raising children;
— formation of parents’ ideas about the conditions of ethnocultural education of a preschooler in the family using traditional methods of raising children among the Sakha people (methods of monitoring the development of a child’s personality in the first stages of development: listening, observation, guessing, testing, checking, noting; methods of everyday knowledge: edification; exercise ; motivation; following the example of elders; methods of combining a child with nature: familiarization with nature, predicting the future of a child; fortune telling; ways of learning the experience of ancestors: perceiving the talent of ancestors, awakening one’s abilities, following the ideas of the humanism of ancestors; ways of organizing cognitive communication: direct passion for activities ; familiarization with experience; transfer of experience, enrichment with experience; means and methods of education: explanation, wish, advice, hint, approval, gratitude, reproach, prohibition, example, conversation, greeting, farewell);
- the role of the paternal and maternal clan in the development of the child’s personality: the mother is the keeper of the hearth, the father is the head of the family;
- family roots, surnames; the role of knowledge of pedigree in the development of inclinations, talents, and choice of a child’s profession;
- modern traditions in raising children in the family (March 8, Defenders of the Fatherland Day, Day of Reconciliation and Harmony) and their social function in the ethnocultural education of a child in the family.
Family work program.
Table 1
| the date of the | Joint activities of children and parents | Improving the pedagogical culture of parents |
| September | Conversation for children “Ule kiini kiergeter”. Labor joint event “Harvest” | Excursion to the museum. |
| October | Conversation for children “Ebugelerbit ayil5a5a syyannara” | Lecture “Age characteristics of the senior preschool period” |
| November | Exhibition of family heirlooms, family photo albums, crafts, family hobbies “Warmth of the Hearth”. | Conversation “Kut-sur of the Sakha people” |
| December | Leisure “Celebrating the New Year” | Solving problematic problems of family education “Is it necessary to punish a child” |
| January | Sport. competition in national sports between families | Lecture “The role of knowledge of pedigree in the development of inclinations, talents, and choice of a child’s profession” |
| February | Family holiday “My family tree” | Training session for fathers “The role of the father in raising children” |
| March | Family festival “Yrya-toyuk yyya5a” | Discussion “Modern woman: what is she like?” |
| April | Joint labor event “Yard Ecology” | Dispute “Ethnocultural education of preschool children in the family” |
| May June | Final event “Ysyakh” |
The effectiveness of a teacher’s educational work largely depends on his ability to find a common language with parents, relying on help and support.
Parent meetings are one of the most effective forms of improving the pedagogical culture of parents and forming a parent team.
Each of our meetings with parents gives rise to thought, evokes a desire to analyze and reason. Recently, we have come to the conclusion that parent meetings need to be held in a new way. Our parent meetings include pedagogical education, consultation, discussion, and family celebrations.
We consider this form of cooperation between the teacher, parents and children to be very effective; during preparation for various events, there are many opportunities for communication between children and parents. Preparatory work creates an atmosphere for creativity and activity. Common causes and interests unite children and parents and have a positive impact on the formation of the child’s personality. Parents become heroes in front of their children. The receptive souls of children are the soil of grace, capable of cultivating the seeds of goodness and morality.
Pedagogical education classes are conducted in the form of group discussions. It can be assumed that the group discussion method will help reduce pedagogical and psychological tension in families, increase the interest of parents in the child, his problems, concerns, give parents the opportunity to look at the methods and techniques of raising their own children, and will significantly expand the arsenal of various means of influencing the child. The peculiarity of a group discussion is that any point of view here has the right to exist, it just needs to be carefully argued. The discussion will be beneficial if those gathered think about what exactly each educational impact brings to their children.
Next, we solved one of the main tasks of the experiment: developing methods for developing parents’ reflection of their own educational techniques. To do this, we used: discussion of different points of view on the issue, solving problematic problems of family education, role-playing family situations, training game exercises and tasks, analysis by parents of the child’s behavior, appeal to the experience of parents, game interaction between parents and children.
Discussing different points of view on an issue will get parents thinking. The question might be: what, in your opinion, is the main guarantee of a child’s well-being - extraordinary willpower, good health, or bright mental abilities?
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? 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: “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me?”, “What can you do?” so with me!” etc. Analysis by parents of the child’s behavior helps them understand the motives of his actions, mental and age-related needs.
Appeal to the experience of parents. 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 listed methods provide parents with the opportunity to model their behavior in a play environment. Experimental observations show: when a parent models his own behavior in a game, his view of the educational problem expands. He may even question his previous understanding of the problem.
Thus, common causes and interests unite children and parents and have a positive impact on the formation of the child’s personality.
To check the effectiveness of the work being carried out, a survey of parents was conducted (Table 2).
table 2
Parents' answers to survey questions
| Questions and answer options | Number of responses |
| 1. What issues of education remain less studied for you? |
| Relationships between children | 0 |
| Relationships between children and parents | 0 |
| Organization of a healthy lifestyle for a child | 3 |
| Introduction to cultural values | 3 |
| Others (name) | 4 |
| 2. Do you read pedagogical literature? |
| I read regularly | 4 |
| I read sometimes | 6 |
| I don't read | 0 |
| 3. Do you read newspapers and magazines devoted to the problems of raising preschool children? |
| I read regularly | 6 |
| I read sometimes | 4 |
| I don't read | 0 |
| 4. In what forms would you like to receive information about raising your children in kindergarten? |
| At parent-teacher meetings | 2 |
| At parent conferences | 3 |
| In individual conversations with specialists | 1 |
| In classes, in a playful way | 4 |
| Others (name) | 0 |
| 5. Do you wish to participate in working with the children of your group? |
| Yes | 8 |
| No | 2 |
| 6. What kind of circle could you lead in a group? |
| "Iso" | 0 |
| "Salt Dough Modeling" | 1 |
| "Origami" | 1 |
| "Knitting" | 1 |
| "Young Technician" | 1 |
| "Skillful Hands" | 1 |
| "Young Athlete" | 1 |
| Others (name) | 0 |
Analysis of parents' responses shows the dynamics of increasing interest in the problems of raising children, reading pedagogical literature, and participation in the life of the kindergarten. They became interested in various forms of work, many wanted to do something themselves.
After analyzing the parents' responses, we came to the following conclusions.
1. Most parents began to purposefully deal with the problems of raising preschoolers. Now they are interested in problems that they had not thought about before: the patriotic, moral and aesthetic education of children, their culture of behavior, introducing children to cultural values. As the survey results showed, these problems are of interest to 70% of parents.
2. All parents read pedagogical literature (40% - regularly) and periodicals devoted to the problems of raising preschool children (60% - regularly).
3. Many parents (80%) take part in the life of the kindergarten with great interest.
4. 40% of parents want to receive information about raising their children in a playful way, and 30% at parent conferences.
5. Parents conduct clubs: “Origami”, “Salt dough modeling”, “Crocheting”, “Young technician”, “Skillful hands”, “Young athlete”.
Experience working with parents has shown that as a result of the formative experiment, the position of both parents and educators has become more flexible. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children. Most parents began to purposefully deal with the problems of raising preschoolers. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, and introducing children to cultural values.
Conclusion
Family and kindergarten have their own special functions and cannot replace each other. An important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is adjusted, which is especially necessary when preparing children for school.
Currently, no one doubts the need for public preschool education. In recent years, increased demands have been placed on preschool institutions.
The relationship between a preschool institution and a family should be based on cooperation and interaction, subject to the openness of the kindergarten inward (involvement of parents in the educational process of the kindergarten) and outward (cooperation of the preschool educational institution with social institutions located on its territory: schools, libraries, etc.).
The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, to foster the need to share their problems with each other and solve them together.
Experience working with parents has shown that the position of parents has become more flexible. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children. Most parents began to purposefully deal with the problems of raising preschoolers. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, and introducing children to cultural values.
Thus, the use of different forms and methods of interaction between a preschool institution and a family helps to increase the effectiveness of work with parents.
List of used literature:
- Bayborodova L.V. Interaction between school and family: Educational manual. - Yaroslavl: Academy of Development, 2003. - 224 p.
- Interaction of an educational institution with the family as the main partner in organizing the educational process (methodological recommendations). - Orenburg: Orenburg IPK, 2003.
- Dalinina T. Modern problems of interaction between a preschool institution and the family // Preschool education. 2000. - No. 1. - P. 41 - 49.
- Doronova T. N. Interaction of a preschool institution with parents // Preschool education. 2004. - No. 1. — P. 60 — 68.
- Doronova T. N. On the interaction of a preschool educational institution with the family on the basis of a unified program for parents and educators “From childhood to adolescence” // Preschool education. 2000. - No. 3. - P. 87 - 91.
- Preschool institution and family - a single space of child development / T. N. Doronova, E. V. Solovyova, A. E. Zhichkina, etc. - M.: Linka-Press. - 2001. - P. 25 - 26.
- Kozlova A.V., Desheulina R.P. Work of a preschool educational institution with the family. - M.: Sfera, 2004 - 112 p.
- Makarenko A.S. Book for parents / A.S. Makarenko - M.: Pedagogika, 1988. - 304 p.
- Malenkova L.I. Theory and methods of education. / L.I. Malenkova. - Textbook., M., 2004 -480 p.
- Markova T.A. Raising a preschooler in the family / Ed. T.A. Markova, M., 1979. – 318 p.
- Pavlova L. On the interaction of family and public education of young children // Preschool education. 2002. - No. 8. - P. 8 - 13.
- Portnyagin I.S. Ethnopedagogist K.S. Chiryaev: “Pedagogical thoughts, ideas, views” / I.S. Portnyagin - Yakutsk: YSU, 2002. - 168 p.
