Non-traditional and traditional forms of work with parents. Consultation on the topic "Non-traditional forms of work with parents in a preschool educational institution. Non-traditional forms of work with children and parents
Now meetings are being replaced by new non-traditional cognitive forms such as "KVN", "Pedagogical living room", "Round table", "Field of miracles", "What?" Where? When? "," Through the mouth of a baby "," Talk show "," Oral journal ". Such forms are built on the principle of television and entertainment programs, games, they are aimed at establishing informal contacts with parents, attracting their attention to kindergarten. Non-traditional cognitive forms are intended to familiarize parents with the peculiarities of the age and psychological development of children, rational methods and methods of education for the formation of practical skills in parents. However, the principles on the basis of which the communication of teachers and parents is built has changed here. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. An informal approach to organizing and conducting these forms of communication puts educators in front of the need to use various methods of activating parents (21, p. 96)
Preschool presentation
The goal is to acquaint parents with the preschool institution, its charter, development program and the team of teachers; show (fragmentarily) all activities for the development of the personality of each child. As a result of this form of work, parents receive useful information about the content of work with children, paid and free services provided by specialists (speech therapist, psychologist, ophthalmologist, swimming and tempering instructor, social educator, psychologist).
Open classes with children at a preschool educational institution for parents
Purpose: to acquaint parents with the structure and specifics of conducting classes in a preschool educational institution. During the lesson, the teacher can include in it an element of conversation by the parents (the child can tell something new to the guest, introduce him to the circle of his interests).
Pedagogical advice with the participation of parents
The goal is to involve parents in an active understanding of the problems of raising children in a family based on their individual needs.
Parental conferences.
Purpose: exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, provides assistance in choosing a topic, designing a speech. A specialist can speak at the conference. His speech is given as a seed, to provoke discussion, and if possible, then discussion. The conference can be held within the framework of one preschool institution, but conferences of city, district scales are also practiced. It is important to determine the actual topic of the conference ("Caring for the health of children", "The role of the family in raising a child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can end the conference with a joint concert of children, preschool staff, family members.
Mini-meetings.
An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her position in family education.
Pedagogical councils.
The council includes an educator, a head, a deputy head for basic activities, an educational psychologist, a speech therapist teacher, a head nurse, and members of the parent committee. The council discusses the upbringing potential of the family, its financial situation and the status of the child in the family. The result of the council's work may be:
Availability of information about the characteristics of a particular family;
Determination of measures to help parents in raising a child;
Development of a program for the individual correction of parental behavior.
Family clubs.
Unlike parental meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and joint searches for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one large club or split into smaller ones - it all depends on the theme of the meeting and the idea of the organizers.
The library of special literature on the problems of education, training and development of children is a significant help in the work of the clubs. Teachers monitor the timely exchange, the selection of the necessary books, make annotations of new products.
A business game is a space for creativity.
Purpose: development and consolidation of certain skills, the ability to prevent conflict situations. It brings the participants of the game as close as possible to the real situation, forms the skills of quick adoption of pedagogically correct decisions, the ability to see and correct mistakes in time. Roles in business games can be assigned in different ways. Educators, managers, social educators, parents, members of the parent committee, etc. can participate in it. The referent (there may be several of them) also takes part in the business game, who monitors his object using a special observation card.
The topic of business games can be different conflict situations.
In the process of these games, the participants not only "absorb" certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants in the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Exemplary themes for games can be: "Morning in your house", "Walk in your family", "Day off: what is it like?"
Training game exercises and tasks.
They help evaluate various ways of interacting with a child, choose more successful forms of addressing him and communicate with him, and replace unwanted constructive ones. A parent involved in play training begins communication with the child, comprehends new truths.
One of the forms of work with parents at the present stage is the holding of various competitions.
An evening of questions and answers.
Purpose: to clarify the pedagogical knowledge of parents, the ability to apply them in practice, learn about something new, replenish each other's knowledge, discuss some problems of the development of children. Evenings of questions and answers provide concentrated pedagogical information on a wide variety of questions, which are often debatable in nature, and the answers to them often turn into a heated, interested discussion. The role of Q&A evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which is very important in itself, but also in the form of these evenings. They should take place as a relaxed, equal communication.
parents and teachers, as lessons in pedagogical meditation.
Parents are announced that this evening will be held no later than a month in advance. During this time, methodologists and educators must prepare for it: collect questions, group them, distribute them in the teaching staff to prepare answers. At the evening of questions and answers, the presence of most of the members of the teaching staff is desirable, as well as specialists - doctors, lawyers, social educators, psychologists, etc., depending on the content of the questions.
When working with parents, you should use such a form as the "Parent University", where different departments can work according to the needs of the parents:
"Department of literate motherhood" (Being a mother is my new profession).
"Department of Effective Parenting" (Mom and Dad are the first and main teachers).
"Department of Family Traditions" (Grandmothers and grandfathers - keepers of family traditions).
In order for the work of the Parent University to be more productive, the preschool institution can organize activities with parents at different levels: general garden, intragroup, individual-family.
"Oral Journal" is one of the expedient forms of work with a team of parents, which allows them to familiarize them with several problems of raising children in a kindergarten and family at once, provides replenishment and deepening of parents' knowledge on certain issues.
Each "page" of the "Oral Journal" ends with children's presentations, which allows parents to see the existing knowledge of children on these issues. For example, the first page of the "Oral Journal" is devoted to teaching children the rules of the road. Children prepare skits and poems dedicated to the prevention of road accidents. This form of work with parents arouses their interest and desire to cooperate with teachers. An Oral Journal consists of 3-6 pages or headings, each taking 5 to 10 minutes in duration. For example, we recommend using the headings: “It’s interesting to know,” “Children say,” “Expert advice,” etc. Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, and questions for discussion.
Round table with parents
Purpose: in an unconventional setting with the obligatory participation of specialists, discuss with parents the current problems of upbringing.
Roundtable meetings broaden the educational horizons of not only parents, but also the teachers themselves. Parents are invited to the round table if they have expressed a desire to participate in the discussion of this or that topic with experts in writing or orally. The principle of partnership, dialogue is implemented in the conduct of Round Tables; parents are invited to sign a “business card” and pin it on their chest. Communication takes place in a relaxed form with discussion of urgent problems of raising children, taking into account the wishes of parents, using methods of their activation.
Parents on duty. Along with open days, shifts of parents and members of the parent committee are held. Ample opportunities for "observation are provided to parents during walks of children on the site, on holidays, evenings of entertainment. This form of pedagogical propaganda is very effective in helping the teaching staff to overcome the superficial opinion of parents about the role of kindergarten in the life and upbringing of children." to participate in excursions and walks with children outside the kindergarten, in the conduct of leisure and entertainment.
The number of shifts during the week, month, year can be set at the discretion of the management of the kindergarten and the parent committee, as well as depending on the capabilities of the parents themselves.
While on duty, parents should not interfere in the pedagogical process.
They can express their views or comments to the educator, the head, and later write them down in a special notebook.
"Correspondence" consultations. A box (envelope) for questions is being prepared
parents. By reading the mail, the teacher can prepare a full answer in advance, study the literature, consult with colleagues or redirect the question. This form receives a response from parents - they ask a variety of questions that they did not want to talk about out loud.
Leisure of parents and children allows to fill in sports - mass
Events. For example: "Mom, Dad and I are a sports family." Joint, meaningful leisure activities, when parents and children relax together, contribute to strengthening and deepening the ties between them.
Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops, a school for young parents. This form of work makes it possible to talk about the methods and techniques of teaching and show them: how to read a book, look at illustrations, talk about what was read, how to prepare a child's hand for writing, how to exercise the articulation apparatus, etc.
Meetings with parents, such as Pedagogical Kaleidoscope, Humorina, Valentine's Day, allow not only to reveal the pedagogical knowledge of parents, their horizons, but also help to get closer to each other, evoke an emotional response from communication, from the event, and also cause interest and desire to cooperate with teachers.
Of great importance in the educational process is the conduct of joint activities such as theatrical performances. At general parenting meetings, you can show the performances of parents and children in performances. This is a great joy for parents and children when preparing and showing theatrical performances. Shared success can be shared over a cup of aromatic tea.
Taking into account the busyness of the parents, such non-traditional forms of communication with the family as “Parental mail” and “Helpline” are also used.
Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents to anonymously find out any problems that are significant for them, to warn teachers about the noticed unusual manifestations of children.
The library of games is also an unconventional form of interaction with the family. Since play requires the participation of an adult, it forces the parent to interact with the child. If the tradition of joint home games is instilled, new games invented by adults together with children appear in the library.
Thematic exhibitions are created both for the parent collective of the entire kindergarten and for the parents of one group. Parents themselves can be involved in their design: entrust the selection of material on a specific topic, find clippings from newspapers and magazines, make patterns for homemade toys. Magazines for parents allow parents to acquaint parents with this or that issue of upbringing in more detail.
The goal is to supplement verbal information for parents with drawings, photographs, natural objects (samples of toys, play materials, works of art, etc.) made by the hands of children, parents, educators.
Various creative workshops, circles "Crazy hands", "Piggy banks of ideas" attract, contribute to the rapprochement of teachers, parents and children. Modern bustle and haste, as well as cramped or, on the contrary, excessive luxury of modern apartments have almost excluded from the child's life the opportunity to engage in handicrafts and handicrafts. In the room where the club works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials, etc.
The participation of families in contests for the best drawing, napkin, handicraft made from natural materials, not only enriches family leisure, but also unites children and adults in common affairs. Parents do not remain indifferent: they collect drawings, photographs, prepare interesting crafts with their children. The result of joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.
A trusting relationship between parents and caregivers can be
set in joint activities. At events such as "Days of Good Deeds" - the repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group, an atmosphere of peace and warm relationships between teachers and parents is being established.
Joint excursions, hikes, picnics.
The purpose of such events is to strengthen parent-child relationships. Parents have the opportunity to be with the child, to lure, to interest by personal example. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity "A birch tree stood in the field", "Miracles for children from unnecessary things", "Mom's hands, dad's hands and my little hands", "Nature and fantasy". As a result, children develop diligence, accuracy, attention to loved ones, and respect for work. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for your family.
Family opening day, photo exhibitions “My dear mother”, “The best dad”, “My friendly family”, “Family - a healthy lifestyle”. Parents' keen interest and even surprise is aroused by the exhibition stand "Family through the eyes of a child", where children share their dreams. From the point of view of adults, the dreams of children in the family were material: a new doll, a car, a robot. But the children express other wishes: “I dream of a brother and sister”, “I dream that everyone will live together”, “I dream that parents do not quarrel”. This forces parents to look at their relationships in the family from the other side, try to strengthen them, pay more attention to children.
Videos that are created on a specific topic, for example, "Labor education of a child in the family", "Labor education of children in kindergarten", etc.
An interesting form of cooperation is the publication of a newspaper. The parent newspaper is drawn up by the parents themselves. In it, they note interesting cases from the life of the family, share their upbringing experience on specific issues. For example, "Family day off", "My mom", "My dad", "I'm at home".
The administration of the kindergarten, teachers, specialists can participate in the creation of the newspaper.
We must find a place in work with parents: home teachers' councils, pedagogical living rooms, lecture halls, informal conversations, press conferences, clubs for fathers, grandmothers, and grandfathers.
Especially popular, both among teachers and parents, are non-traditional forms of communication with parents, based on the type of television and entertainment programs, games and aimed at establishing informal contacts with parents, attracting their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment, get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. Games with pedagogical content are held, for example, "Pedagogical Field of Miracles", "Pedagogical Case", "KVN", "Talk Show", bray-ring, where opposing points of view on the problem and much more are discussed. It is possible to organize a pedagogical library for parents (books are given to them at home), an exhibition of joint works of parents and children "Dad's hands, mom's hands and my little hands", leisure activities "Inseparable friends: adults and children", "Family carnivals".
You can also use with parents:
Individual notebooks, where the educator records the progress of children in various activities, parents can mark what interests them in raising children.
Information sheets that may contain the following information:
Announcements of meetings, events, excursions;
Requests for help;
Thanks to volunteers, etc.
Notes for parents.
Brochures help parents learn about kindergarten. Brochures can describe the concept of kindergarten and provide general information about it.
Bulletin.
The newsletter may be issued once or twice a month to keep families informed about special events, program changes, and more.
Weekly notes.
A weekly note, addressed directly to parents, informs the family about the child's health, mood, behavior in kindergarten, his favorite activities and other information.
Informal notes.
Caregivers can send short notes home with the child to inform the family about the child's new achievement or just
learned skill, to thank the family for the help provided; there may be records of children's speech, interesting statements by the child, etc. Families may also send notes to kindergarten expressing gratitude or containing requests.
Bulletin board.
A bulletin board is a wall-mounted display that informs parents about the day's meetings and more.
Suggestion box.
This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with a group of caregivers.
Written child development reports are a form of communication with families that can be helpful as long as they are not a substitute for personal contact.
There are techniques for creating roles for parents.
Parents can play different formal and informal roles in the program. Below are some of them.
Guest of the group.
Parents should be encouraged to come to the group to observe and play with the children.
Volunteer.
Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.
Paid position.
Some parents may take a paid position in the program as a member of the parenting community.
Thus, the creative use of traditional forms of work (conversations, consultations, questionnaires, visual agitation, etc.) and non-traditional ("Oral Journal", discussion club, evening of questions and answers, etc.) allows you to more successfully and effectively cooperate with parents. The combination of all forms of work with parents contributes to an increase in the theoretical knowledge of parents, encourages them to revise the methods and techniques of home education, to properly organize the versatile activities of the kindergarten.
“From how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today's baby will become.”
The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the nutrition of the child, they believe that kindergarten is a place where they only look after their children while parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.
How difficult it is sometimes to explain to parents that the child must not only be fed and dressed beautifully, but also communicate with him, teach him to think, reflect.
How can this situation be changed?
How to motivate parents to work together?
How to create a single space for the development of a child in the family and preschool educational institutions, to make parents participants in the educational process?
In order to change the situation and involve more parents in joint activities, we decided to introduce non-traditional forms of work with parents.
In our kindergarten, all conditions have been created for organizing a single space for the development and upbringing of a child. The joint work of preschool educational institutions specialists on the implementation of the educational program provides pedagogical support for the family at all stages of preschool childhood, makes parents truly equally responsible participants in the educational process.
Based on the purpose of the entire institution, we formulated ours as follows:
- 1. Creation of conditions for a favorable climate of interaction with parents.
- 2. Establishment of trust and partnership with parents.
- 3. Involvement of the family in a single educational space.
For the coordinated work of the kindergarten and parents, they set themselves the need to solve the following tasks:
- 1. To activate and enrich parenting skills.
- 2. Work closely with the families of their pupils. 3. Create a sociological passport for the families of pupils. ( cm. application).
To this end, we used active forms and methods of working with parents:
- - visiting families of pupils at home;
- - general and group parenting meetings;
- - consultations;
- - classes with the participation of parents;
- - exhibitions of children's works made together with parents;
- - joint excursions;
- - participation of parents in the preparation and conduct of holidays, leisure activities;
- - registration of photomontages;
- - joint creation of a subject-developing environment;
- - work with the parent committee of the group;
- - conversations with children and parents.
As a result, the level of upbringing and educational activity of parents increased, which contributed to the development of their creative initiative.
Parents are interested in small-volume text materials, recommendations, advice, which are in the nature of a brief memo, newspapers. (Application). Therefore, the introduction of such an unconventional form of interaction as "Issue of Newspapers" interested the parents and they began to issue a response.
The problem of protecting the rights of the child did not leave us indifferent and, therefore, we began to familiarize children with the legal culture by studying the role of the family in the life of a child. The open lesson that I conducted on the topic “The right of a child to live in a family” turned out to be interesting for parents as well. Subsequently, we held a meeting with the children, where children in a playful form (mini-scenes) showed their rights and responsibilities. (Application).
Before holding the parent meeting, we are preparing an exhibition of children's works or a photo stand, which uses photographs from family albums, the life of the group. At each meeting, gratitude is expressed to parents who give a lot of attention to their children and help in working together. It was very nice to see the happy eyes of the parents when they were presented with certificates or gratitude, in the poetic form of their own composition:
“Our parents are wonderful people. The meaning of upbringing for them is extremely clear. After all, only creativity and work, We will be given a personality in the future. "
"Thank you for your great work, For everything that has been done with the soul!"
“We have a dad in the group, He is just a class assistant. Saws, repairs and planes, It helps us a lot in everything. "
“Dads, mothers - great! They help us in everything. Whitewash, paint and sing, And play games. "
Many parents became active participants in all things in the group, indispensable helpers, learned to interact with each other as game partners. This is evidenced by the results of a questionnaire among parents, which was carried out some time after the previous questionnaire (Appendix).
The work carried out helped to increase the attention of parents to the experiences of the child in the preschool period of life. Parents get acquainted with the requirements that the school places on students, receive recommendations for the development of speech, they are offered games and game exercises to develop the mental abilities of children, games with letters and numbers.
Clearly - the information direction includes:
- - parent corners,
- - folders - moving "Zdoroveyka", "On the advice of the whole world",
- - family and group albums "Our friendly family", "Our life day by day",
- - photo exhibitions "My grandmother is the best", "Mom and I, happy moments", "Dad, mom, I am a spooky family",
- - exhibitions of works,
- - piggy bank of Good Deeds,
- - exhibitions of competitive works "Vegetable Man", "Autumn Wall Newspaper", "New Year's Toy".
Parents' activity in creating photo newspapers and exhibitions suggests that these forms of work are in demand. Clearly - the informational direction makes it possible to convey to parents any information in an accessible form, to remind tactfully about parental duties and responsibilities.
Leisure direction in working with parents turned out to be the most attractive, demanded, useful, but also the most difficult in the organization. This is explained by the fact that any joint event allows parents: to see from the inside the problems of their child, difficulties in relationships; test different approaches; see how others do it, that is, gain experience of interacting not only with your child, but also with the parental community as a whole. The children of our group are regular participants in concerts held in the rural House of Culture.
The group carried out:
- - Holidays "Autumn Ball", "Mother's Day", "Come on Grandmothers", "Birthday Boy", "My Best Sports Family",
- - entertainment "Family gatherings", "April Fool's Day or the other way around",
- - joint projects "My native home", "My family",
- - performances "Teremok", "The Wolf and the Seven Kids",
- - joint trips "Into the world of beauty",
- - excursions "We are friends of nature", "Protect our nature" (see Appendices).
Scenarios for holidays and entertainment were developed together with parents.
To make these events educational for children and parents, we have developed a certain algorithm for preparing for family holidays:
- - highlighting the goals and objectives of activities for children, parents and teachers;
- - consultations for parents;
- - drawing up a plan for the event and the participation of parents in it;
- - the distribution of the roles of adults;
- - production of invitation cards;
- - preparation of individual numbers (learning poems, dances, songs);
- - drawing up a memo - helpers for parents and children;
- - individual meetings and consultations;
- - production of attributes, manuals.
The work carried out helps to increase the psychological and pedagogical competence of parents in matters of parent-child relations.
It was a little scary to spend the first family holiday: children are small, parents are unfamiliar. We called it Family Gathering.
Parents are the dearest and closest people! They saw that the children are proud of them, they want to dance with them, sing songs, play. Years will pass, children will forget the songs that sounded at the holiday, but in their memory they will forever retain the warmth of communication, the joy of empathy.
"Take care of each other! Warm me with kindness! Take care of each other, do not offend. Take care of each other, forget the vanity And in a minute of leisure, Stay together! " (0. Vysotskaya)
V.A. Sukhomlinsky said: “Children are the happiness created by our labor. Classes, meetings with children, of course, require mental strength, time, work. But, after all, we are happy when our children are happy, when their eyes are filled with joy. "
Therefore, we decided - let the festive meetings be held constantly and be bright, useful and exciting, because as a result of their holding, positive relationships between parents and their children are formed, emotional contacts are established.
Now we have a tradition in the group to annually celebrate family holidays “Walking merrily together”, “We are a happy family”, “Grandparents' Festival” for this we go on the stage of the House of Culture, with which we have been cooperating for almost 5 years. The employees of the House of Culture are organizing a Merry Thursday, where our parents also take an active part.
The close contact of the child with the older members of the family emotionally enriches family ties, strengthens family traditions, and establishes continuity between generations.
Parents prepare a story about the child, bring photographs, try to show something interesting from the life of the whole family. Together we prepare games, contests for the whole group, decorate a booth, a bed, a birthday chair. These events are not complete without attracting sponsorship, which is at the level of the realized importance of the events held (tea party, prizes, gifts).
Children love and look forward to this holiday, they know that they will definitely be congratulated, and they will take with them not only gifts, but a lot of unforgettable impressions.
As a result, the children learned to interact with each other as play partners, the group's team became more united, an atmosphere of common interests was created; they became more attentive to each other, benevolent, learned a polite form of communication, developed aesthetic taste.
A lively interest and even surprise of parents was aroused by the exhibition - the stand "Family through the eyes of a child", where children shared their dreams. From the point of view of adults, the dreams of children in the family were material: a new doll, a car, a robot. Imagine the admiration of the parents when they read the wishes of their children: “I dream of a brother and sister”, “I dream that everyone will live together”, “I dream that parents do not quarrel”. This made the parents look at their family relationships from the other side, try to strengthen them, pay more attention to their children.
I would like to say about one important point in the system of working with parents. Every person, having done some kind of work, needs an assessment of his work. Our parents also need this.
“Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true anytime, anywhere. Don't forget to praise your parents. We always do this whenever we can, and my parents pay me the same.
In modern kindergarten conditions, it is difficult to do without parental support. That is why a lot in our group is done by the hands of the fathers and mothers of our children. They helped us make a magnetic board, aids for literacy and mathematics classes, painted colorful pictures in the bedroom, helped to decorate a puppet corner, a duty corner, a nature corner, an emotional corner. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a "hospital", "a hairdresser's", "a shop". In a cozy kitchenette with a sink and a gas stove, beautiful dishes, the girls just love to cook.
The result of joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.
Depending on the work plan drawn up at the beginning of the year (Appendix), we worked together to draw up a schedule for helping parents, discuss each event, and solve problems.
Thanks to this, all the cases were carried out with great enthusiasm, since during their implementation, everyone contributed a grain of their labor, skill, creativity.
The result is a cozy renovated group and a bedroom with beautiful curtains and colorful walls, because any work is effective when it is organized correctly. (Application).
The upbringing and development of a child is impossible without the participation of parents. In order for them to become teachers' assistants, to 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, help in everything, be patient and delicate and then everything will work out.
Today we can say that we have developed a certain system in working with parents. The use of various forms of work gave definite results: the parents from the “spectators” and “observers” became active participants in the meetings and assistants to the educator, an atmosphere of mutual respect was created.
Analysis of joint activities and questionnaires of parents shows: 35% of parents regularly participate in planning the educational process, 90% of families take an active part in organizing educational activities, up to 70% in assessing the results.
Parents began to show a sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. 90% of parents attend parent-teacher meetings, actively participate in holidays and entertainment, project activities.
According to the results of repeated diagnostics, there are no observer parents in the group; the number of parents - leaders increased by 30%; the number of parents - performers has grown up to 67%.
As a result of the work done, the use of various forms and methods of communication with parents, the psychological and pedagogical literacy of parents has increased; increased culture of interpersonal interaction of children in the group.
The organization of interaction with the family is a difficult job that does not have ready-made technologies and recipes. Her success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant in the family.
Traditional forms
Unconventional forms
.
"Doors open days"
.
Days of good deeds.
In order to plan work with parents, you need to know well the parents of your pupils. Therefore, I begin my work with an analysis of the social composition of parents, their mood and expectations from the child's stay in the kindergarten. Every September, parents are surveyed on the topic “Social portrait of the family”. Based on the results of studying the questionnaires, the following became clear: if earlier parents were divided into a group of employees and workers, then with the change in social conditions, entrepreneurs appeared, unemployed, many single-parent families, large families.
When working with parents, teachers use traditional and non-traditional forms of communication with parents of preschoolers.
Traditional forms subdivided into collective (parent meetings, conferences, round tables) and individual (conversations, consultations, home visits), as well as visual and informational (exhibitions, stands, screens, moving folders).
Unconventional forms organization of communication between teachers and parents.
- Information and analytical. This includes identifying the interests, needs, requests of parents, the level of their pedagogical literacy. (slices, polls)
- Cognitive. This is familiarization of parents with the age and psychological characteristics of preschool children, the formation of practical skills in raising children. Workshops, a pedagogical living room, meetings in an unconventional form, a pedagogical library for parents are held.
- Visual and informational. This is to familiarize parents with the work of the preschool educational institution, the peculiarities of raising children. This includes projects for parents, organizing open doors, open views of classes and other activities for children, publishing wall newspapers, days of good deeds.
- Leisure. Establishing emotional contact between teachers and children. These are joint leisure activities, holidays, participation of parents and children in exhibitions, joint trips and excursions, etc.
Open classes with children at a preschool educational institution for parents . Parents are introduced to the structure and specifics of conducting classes in a preschool educational institution. You can include elements of conversation with parents in the lesson.
"Doors open days"
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Currently, they are becoming widespread. Open Doors Days give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers. If earlier it was not assumed that a parent could be an active participant in the life of children when visiting a group, now preschool institutions are striving not only to demonstrate the pedagogical process to parents, but also to involve them in it. On this day, parents, as well as other people close to the child who are directly involved in his upbringing (grandmothers, grandfathers, brothers and sisters), have the opportunity to freely visit the preschool institution; walk through all its rooms, get acquainted with the life of the child in kindergarten, see how the child is engaged and relaxed, chat with his friends and educators. Parents, observing the activities of the teacher and children, can themselves take part in games, classes, etc.
Days of good deeds. Days of voluntary feasible help for parents to a group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in a group. This form allows you to establish an atmosphere of warm, benevolent relationship between the teacher and the parents. Depending on the work plan, it is necessary to draw up a schedule of parental assistance, discuss each visit, the type of assistance the parent can provide, etc.
Holidays, matinees, events (concerts, competitions)... This group of forms includes the conduct of such traditional joint holidays and leisure activities by preschool teachers as "New Year's Eve", "Christmas Fun", "Maslenitsa", "Mothers' Day", "Best Dad", "Dad, Mom, I am friendly family ”,“ Harvest Festival ”, etc., an evening of interaction“ How we met the spring. You cannot do without sports entertainment such as "Zarnichka", family Olympic Games. Such evenings help to create emotional comfort in the group, to bring the participants of the pedagogical process closer together. Parents can show their wit and imagination in various contests. They can act as direct participants: participate in writing a script, read poems, sing songs, play musical instruments and tell interesting stories, etc.
Joint trips and excursions. The main goal of such events is to strengthen parent-child relationships. As a result, children develop diligence, accuracy, attention to loved ones, and respect for work. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for your family. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity.
I would like to say about one important aspect of working with parents. Every person, having done some kind of work, needs praise, an assessment of his work. This is what our parents need. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. This is true anytime, anywhere.
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Name |
Purpose of use |
Forms of communication |
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Information and analytical |
Revealing the interests, needs, requests of parents, the level of their pedagogical literacy. |
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Cognitive |
Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills of parenting in parents |
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Leisure |
Establishing emotional contact between teachers, parents, children |
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Visual and informational: informational and familiarization; outreach |
Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of knowledge among parents about the upbringing and development of children |
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Also, non-traditional forms include:
"Pedagogical living room"
Recommended at the beginning or end of the year. At these meetings, parents' participation in various activities is discussed. The questionnaire "Parent-child-kindergarten" is being conducted. Either the planned activities are discussed, or the past are analyzed and the 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, his features. Parents are introduced to the events planned for the year, they listen to the parents' suggestions, what kind of help and support they can provide in the planned events, as well as their wishes and suggestions for the academic year. At the end of the year, at such meetings, they summarize the results of the past year, assess and analyze achievements and mistakes.
"Pedagogical conference"
When preparing an event, a preparatory stage is carried out, where parents are given an assignment on a specific topic. The prepared task is discussed from different positions. Two weeks before the meeting, parents are given materials on a certain topic, the teacher asks for comment on this or that statement, covers the essence of the topic and asks questions during the discussion. For example, a meeting in the second junior group can be devoted to the topic "Crisis of 3 years". Parents are invited to comment on several statements of the classics: how they understand this statement, then parents and teachers give their advice on the problem, how they solve it. The most successful advice is drawn up in card files or albums "Pedagogical piggy bank: parents for teachers", "Pedagogical piggy bank: teachers for parents"
"Pedagogical conference - auction"
"Workshop"
At such a meeting, not only educators can speak, but also parents, speech therapist, psychologist and other specialists. Together with parents, playing around or solving problem situations takes place, elements of training may be present. The topic of the meeting and the presenter are determined in advance, he can be both an educator and parents or invited specialists. For example, if a meeting is devoted to the topic of children's fears, then a teacher-psychologist will act as the moderator of such a meeting. A small theoretical message is prepared, then parents are asked to express their opinion about the causes of children's fears and how to overcome them, small situations can be played up. Further, mini-training on self-regulation is conducted with parents, game techniques for relieving anxiety and fears are demonstrated so that parents can help their children in case of difficulties.
"Sincere conversation"
Such a meeting may not be designed for all parents, but only for those whose children have common problems (for example, in communication with peers, aggressiveness, etc.). You can conduct a questionnaire on the topic, playing out situations, demonstrating short videos or video clips. The peculiarity of such a meeting is that at the end of the conversation, parents are not given specific recommendations, but they themselves come to them. For example, the topic of the meeting is “Your child is left-handed”. A questionnaire is conducted with parents in order to learn more about the peculiarity of their children, and to establish what degree of left-handedness the child has - weak or pronounced. The problem is discussed from all sides, specialists can be invited. Parents are offered various tasks for left-handed children in order to develop the motor skills of both hands. The psychological problems associated with left-handedness are discussed. At the end of such a meeting, it is necessary to think over in what form the reflection (receiving feedback) will take place: it can be a questionnaire, exchange of views and impressions from the meeting, etc.
"Master Class"
"Talk show"
A meeting organized in this form implies a discussion of one problem from different points of view, detailing the problem and possible ways of solving it. Parents, educators can speak at the Talk Show, and specialists can be invited. For example, the topic of the meeting is “Pets - Pros and Cons”, the participants of the meeting are arbitrarily divided into two subgroups, one of which defends the opinion that if there are pets in the house, then this is good, and the other - the opinion that if there are pets in there are pets at home, this is bad. Parents are offered various situations, they need to be considered from different points of view, be sure to argue for them. All positions are discussed together. At the end of the meeting, members of each team are invited to move to another team if they change their point of view, or to stay in their team. You can also vote to determine which viewpoint wins.
"Training"
Parenting training is an active form of work with parents who want to change their interaction with their own child. Both parents must participate in it. To be effective, the training should include 5-8 sessions. As a rule, it is carried out by a psychologist, who enables parents to feel like a child for a while, to relive emotionally childhood impressions again. Training tasks can be as follows: "Children's grimaces", "Favorite toy", "My fairy-tale image", "Memories of childhood", etc. Also, parenting trainings can be prepared in the form of answers to questions on pedagogical problems. One question is answered by two families, which may have different opinions. The experts determine which family in the answers to the question was closest to the truth.
"Game modeling"
This form consists in role-playing problematic situations of family education, game interaction between parents and children in various children's activities, modeling ways of parenting behavior, sharing experiences of family education, etc. The positive side of such forms is that they contribute to the establishment of informal contacts with parents, exclude imposing a ready-made point of view, aim at finding their own way out of the current situation.
cool parents educational pedagogical
Non-traditional forms of work with parents.
A person gets both good and bad in the family. The influence of the family on the child is stronger than the influence of the school, the street, and the media.
It is the family that was, is and, apparently, will always be the most important medium for the formation of the personality and the main institution of upbringing. It is the family from early childhood that is called upon to lay in the child moral values, guidelines for building a reasonable way of life. The school can play a significant role in educating the younger generation, organize a creative union of children and adults:
TEACHER - CHILD - ADULT
The school was, is and will remain an organization providing the educational and upbringing process, the real interaction of the child, parents and society.
Parents sometimes do not know how to find a "common language" with a child, as they do not have special knowledge in the field of upbringing, and experience difficulties in establishing contacts with children. The activities of parents and educators in the interests of the child can only be successful if they become allies.
GOALS AND OBJECTIVES of the work of the teaching staff in organizing work with parents:
The school has the following goals:
SCHOOL - Educational - to teach parents to see and understand the changes taking place with children
Consultative - joint psychological and pedagogical search for methods of effective influence on the child in the process of acquiring social and educational skills
Communicative - enriching the experience of the culture of interaction between the child and the parents. The tasks of these same persons include creating conditions for the creative development of children, protecting their rights, analyzing, generalizing and designing the interaction between the family and the school in order to educate students, as well as:
- 1. Compilation of characteristics of the families of students (social passport).
- 2. Organization of diagnostic work on the study of families (the use of different forms and methods in the study of the family).
- 3. Organization of psychological and pedagogical education of parents.
- 4. Identification and use in practice of the positive experience of family education.
- 5. Providing assistance to parents in the formation of a moral lifestyle of the family, in the prevention and diagnosis of drug addiction, in the prevention of other negative manifestations in children.
- 6. Using various forms of cooperation with parent-fathers. Involving them in socially significant activities with children, aimed at increasing their authority.
- 7. Creation of conditions for ensuring the rights of parents to participate in the management of an educational institution, the organization of the educational process (board of trustees, parent committee, etc.).
- 8. Active involvement with the family in the work with the family of a teacher-psychologist, social teachers, teacher-organizers, librarian, educators, etc.
- 9. Implementation of interaction between teachers and parents through information and pedagogical materials, exhibitions of children's works.
Traditional forms of parenting include:
- 1. Psychological and pedagogical lectures
- 2. Involvement of parents in the educational process (creative work, parent meetings, individual thematic consultations, sociological surveys).
- 3. Parents' participation in school management (parental committees, board of trustees).
- 4. Conducting briefings (question-answer), round tables (discussion of the topic, exchange of views and experience of their work).
- 5. Involvement of parents in labor affairs (subbotniks, participation in repairs).
Among unconventional forms work with parents can be distinguished parent readings, parental evenings, trainings, round table. electronic journal, Internet consultations, student information sheet, student portfolio.
Parent readings- a very interesting form of work with parents, which allows parents not only to listen to lectures by teachers, but also to study literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them the most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified with the help of which you can get the answer to the question posed. Parents read books and then use the recommended reading in parenting readings. A feature of parental readings is that, while analyzing the book, parents must state their own understanding of the issue and the change in approaches to its solution after reading the book.
Parents' evenings- a form of work that perfectly unites the parental team. Parents' evenings are held in the classroom 2-3 times a year without the presence of children. Parents' evening is a holiday of communication with the parents of a friend of your child, it is a holiday of memories of the infancy and childhood of your own child, it is a search for answers to questions that life and their own child pose to parents. The topics of parenting evenings can be very diverse. The main thing is that they should teach to listen and hear each other, themselves, their inner voice.
- · The first books of the child.
- · The future of my child. How do I see it?
- · Friends of my child.
- · The traditions of our family.
- · "It is allowed" and "it is not allowed" in our family.
Forms of evenings allow you not only to express your opinion on the proposed topics, but also to hear something useful for yourself in the arguments of other parents, to adopt something new and interesting in your educational arsenal. Events called “ Pantry of master classes". Delicious and healthy food for the child, ideas for the home, medical first aid, family vacations, and many other topics of master classes provide an opportunity to interest and involve parents in joint leisure activities with children.
Parental trainings. Parenting trainings are an active form of work with parents who want to change their interaction with their own child, make him more open and trusting. The training is conducted with a group of 12-15 people. Parenting trainings will be successful if all parents actively participate in them and attend them regularly. Parental training is conducted by a school psychologist. Parenting trainings are one of the debatable forms of parental communication and parenting collective formation. The parental ring is prepared in the form of answers to questions on pedagogical problems. The parents themselves choose the questions. Two families answer one question. They may have different positions, different opinions. The rest of the audience does not enter into polemics, but only supports the opinion of the families with applause. Pupils of the class act as experts in parenting rings, determining which family in the answers to the question was the closest to the correct interpretation of the answer to the question.
In the practice of our school teachers are used unconventional forms holding meetings.
Among them:
Meeting is a business game aims to reveal in the course of the game the ideas of parents on the designated problem, ways and means of solving it, as well as to promote the rallying of the parental team, the formation of friendly and trusting relationships between parents and teachers.
The work of parents at the meeting is carried out in groups, which can be such: "children", "school administration", "educators", "parents", and in accordance with the name received, the participants will play a certain role in the game. The expert group may be chaired by a school psychologist. Each group prepares its own analysis of the problem and outlines a way to solve it. At the end of the game, the participants' self-assessment takes place, during which each parent needs to continue the phrase: while working with the group, I realized that ... Meeting - contests can be conducted under the following titles: "Dad, Mom, I am a reading family" or "Dad, Mom, I am a sports family", where, having received information about the importance of parents in raising children to love books and sports, the participants can immediately demonstrate their success in these areas.
Meeting - workshop not only introduces parents to some concept, but also teaches social exercises during the meeting, helps to apply the information received in practice. For example, one of the topics of such a meeting may sound like this: "How to help a child become attentive", where participants get acquainted with the concept of attention and its main properties, study and demonstrate games and exercises to develop attention.
