Report: Objectives of work on interaction of preschool educational institutions with families of pupilsmaterial

Goals, objectives and forms of interaction with the family

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The purpose of interaction with the family is to make parents active participants in the educational process, assisting them in realizing responsibility for the upbringing and education of children

Tasks of a preschool educational organization for working with families:

· constantly study the requests and needs for preschool education of families within the scope of activities of the preschool educational organization;

· increase the psychological competence of parents. Teach parents to communicate with children in forms appropriate to their age; non-traumatic techniques for managing children’s behavior;

· convince parents of the need to observe a daily routine for a preschool child that is consistent with the organization;

· teach parents various forms of organizing leisure time with children in the family;

· create situations of pleasant joint leisure time for children and parents in a preschool educational organization; conditions for confidential, informal communication between teachers and parents;

· help parents choose the right school for their child in accordance with his individual capabilities and abilities;

· constantly work to prevent violations and protect the rights and dignity of the child in the preschool organization and in the family.

A modern parent strives for dialogue; he wants his wishes for raising a child to be taken into account, his opinion to be heard, his views to be taken into account in the work of educators. This is not easy to do. Building harmonious, adequate interaction with parents requires a lot of patience, tact, and wisdom.

Research shows that the most difficult areas of building parent-child relationships are:

· the problem of the child’s free will and the limits of necessary control of his behavior by an adult;

· ways to influence a child’s behavior (the problem of rewards and punishments);

· the problem of adult self-control, managing one’s emotions and reflecting one’s parental behavior.

In this regard, the following main areas of interaction between preschool organizations and children’s families can be identified:

· ensuring comfortable adaptation of the child and his family to the conditions of the kindergarten;

· formation of children's health (parents together with group teachers and specialists, medical and psychological services), construction of individual programs for strengthening the child's health;

· establishing contact with parents and agreeing with them on the goals and values ​​of educational activities;

· providing constant meaningful information about the life of children in kindergarten (in a kindergarten group);

· providing parents with the opportunity to improve their pedagogical competence, learn more about the age characteristics of children, about the characteristics of a child’s development in preschool age;

· creating a situation of pleasant joint leisure with the participation of children’s families;

· creating conditions for the realization of the creative potential of the family in organizing the lives of children in kindergarten.

We list the forms of cooperation with parents of preschool students:

· general lecture on the characteristics of a child of the appropriate age with general recommendations for creating a developmental environment at home;

· issuing a printed memo to each family, which contains a brief summary of the lecture’s provisions;

· selection and placement of appropriate reference material at the stand for parents;

· creation of a library for parents, including periodicals - methodological and educational;

· individual consultations taking into account the characteristics of each child (mobility, temperament, interests, etc.);

· workshop;

· Master Class;

· discussion club;

· round table.

The most effective forms of interaction and cooperation with families of pupils from the point of view of increasing parental competence are:

· role-playing game

aimed at finding non-standard and effective ways to influence a child in various situations;

· psychological communication training

, learning the ability to see the reaction of a communication partner and take it into account, changing your own communication style; learning the ability to understand and consciously use nonverbal components of communication;

· self-control and psycho-emotional self-regulation training

;

· reflection of one's own style

parental behavior and the formation of conscious attitudes towards the desired behavior.

Experience shows that modern parents are most interested in active forms of learning, such as practical classes and trainings.

The content of work in these areas, taking into account the proposed forms of interaction, can be presented as follows:

· in terms of ensuring comfortable adaptation of the child and family to kindergarten :

o build trust of parents and children in group teachers;

o help the child and parents master a new space;

o help parents master the implementation of all the main routine moments - eating, sleeping, going to the toilet, walking (dressing and undressing), playing in a preschool organization in order to synchronize the organization of the child’s life in the family and in kindergarten;

o ensure the establishment of contacts with peers;

o ensure a reduction in the general anxiety of parents;

o implement correspondence acquaintance with the group in the family through photographs and other forms;

o create and implement the tradition of welcoming a new child upon his first arrival;

o provide support for the child’s initiatives and provide him with the necessary assistance in sensitive moments on his initiative;

o provide children with the opportunity to get used to kindergarten, gradually increasing the duration of their stay;

o create conditions for the baby to stay together with his parents;

o draw up a plan for admitting children to the group;

o help parents choose the right course of behavior with their child during the adaptation period;

· regarding the formation of children’s health , the construction of individual programs for strengthening the child’s health:

o conduct regular preventive medical examinations of children and formulate recommendations from medical specialists to preserve and strengthen the health of children;

o organize individual consultations with parents on issues of protecting and promoting the health of children with the involvement of specialists from the children's clinic, medical workers and teachers of preschool organizations;

o create individual information sheets for parents with recommendations on the physical development of children;

o synchronize the daily routine in the preschool organization and in the child’s family, coordinate the diet in order to maintain the child’s health;

o involve parents in participating in sports events and health days, encouraging them to support their children’s physical activity;

· in terms of establishing contact with parents and agreeing on the goals and values ​​of educational activities:

o talk about the educational organization and its program of activities (head

o preschool educational organization);

o use visual information on the walls of the organization;

o create printed information about the educational organization, handed out to parents;

o conduct a survey of parents to determine their needs for improving pedagogical competence;

· in terms of providing constant meaningful information about the life of children in the group:

o create information stands (information folders), ensuring the replacement of materials on them. When selecting the content of stands, take into account parental interests;

o hold exhibitions of children's works;

o tell parents about the life of children in the group and answer questions within the framework of time regulations and equality;

o create photo albums dedicated to children's parties, daily work with children, organization of walks, other interesting events (competitions, quizzes, meetings of children with interesting people, excursions, etc.);

· in terms of providing parents with the opportunity to improve their pedagogical competence, learn more about the age characteristics of children, about the characteristics of a child’s development in preschool age:

o conduct a parent lecture . Approximate topics of lectures, which are held, as a rule, in September - October: “Adaptation of the child and family to kindergarten”, “Psychological characteristics of a 2-3 year old child”, “Crisis of 3 years. Psychological characteristics of a child 3-4 years old”, “Psychological characteristics of a child 4-5 (5-6, 6-8) years old”;

o organize workshops focused not only on communicating certain information to parents, but also on developing certain skills in them (communication with children, organizing productive activities together with a child, organizing physical activity of children, etc.), and sharing experiences. Sample topics for workshops: “How to raise a helper”, “Interior of a nursery and the living space of a child at home”, “Holiday in the family”, “How to develop a child’s speech”, “How to organize a home theater”, “How to involve a child in artistic creativity” ", "How to instill in a child a love of reading", "What is school readiness and how to develop it in a child", "Preparing for literacy", "Preschoolers and the natural world", "Development of emotions: why is it important for a child", " What to do with your child in the summer";

o conduct discussion clubs where parents can ask questions that interest them and express their opinions. Sample topics for holding discussion clubs: “Does and Don’ts” at home and in kindergarten”, “What kind of music do we listen to with our children”, “TV, cinema, computer”, “Is there Santa Claus?”, “Choosing a school” ;

o organize round tables with the obligatory participation of kindergarten specialists, as well as invited consultants (psychologists, pediatricians, speech therapists, researchers and teachers of pedagogical colleges and universities). Sample topics for round tables: “Fairy tales in the life of a child”, “Toys in the life of a child”, “Boys and girls”, “Cognitive activity and information space of a child”, “Plot-role play and the development of a preschooler”, “Gifted child: how to support and develop children's talents", "Aggressive child: myths and reality";

o organize role-playing games aimed at finding non-standard and effective ways to influence a child in various situations. Examples of situations played out: “We are in a toy store. How to avoid children’s whims”, “How to calm a hyperactive child”, “How to help a child overcome childhood fears”, “How our word translates into action: what and how we say in the presence of a child”, “How to properly punish a naughty person”, “Punishment and encouragement ", "How to create a situation of success for a child and why it is important for him";

o organize psychological trainings for parent-child communication, trainings in self-control and psycho-emotional self-regulation in different situations;

· in terms of creating situations of pleasant joint leisure with the participation of children’s families, provide conditions for involving parents in organizing children’s parties, leisure activities, theatrical performances, and “Weekend Club” meetings as not only spectators or sponsors, but also active participants and initiators.

o Reasons for organizing joint leisure: children's birthdays, New Year, Defender of the Fatherland Day, International Women's Day, seasonal holidays based on folklore, professional holidays, international cultural holidays - International Music Day, International Theater Day, International Children's Book Day, World Poetry Day, World Smile Day, Day of Slavic Literature and Culture, seasonal holidays in the cultures of different countries, etc.;

· in terms of creating conditions for realizing the creative potential of the family :

o stage puppet and dramatic performances in which parents play the roles and show them to children;

o conduct master classes for parents on applied creativity, arts and crafts: organize exhibitions of joint creativity between children and parents, preschool teachers; family collections;

o carry out creative projects with the participation of families (theater, concert, etc.);

o carry out family research projects.

Information policy of an educational organization,

working under the Rainbow Program

Information that parents should receive on paper:

· business card of the manager with the logo, name of the organization, contact information, website address;

· memo for parents - a leaflet describing the corporate culture;

· list of necessary documents for a child’s admission to kindergarten;

· a list of things a child needs in kindergarten;

· advertising booklet and other souvenirs, if available (possibly made by children).

Current “feedback” about the life of the group . The work of educators with families can be divided into daily, weekly, monthly and one-time.

Daily work consists of:

· direct communications with parents, timed to certain routine moments at the beginning and end of the day;

· ensuring parents are systematically informed about the child’s life in kindergarten.

First of all, this purpose is served by an information stand for parents.

Approximate contents of a permanent information stand in the group:

· monthly medical program: current recommendations for hardening, health improvement, disease prevention, etc.; a list of necessary clothes for a boy/girl by season;

· characteristics of age-related psychological characteristics of children in this group;

· action plan for parents for the month;

· model of the group's day of life;

· last names, first names, patronymics of the group teachers, head and methodologist, psychologist and medical workers; parents' reception time;

· last names, first names, patronymics of additional education teachers, specialists, their professional portrait: education, length of service, area of ​​creative interests (if any).

The work practice also includes providing parents with a reminder about the general rules of life of the group, as well as posting a daily report “How we spent the day” on the information stand (mini-stand).

Every week, each parent should have the opportunity to talk with the teacher about the individual development of their child. In order for this process to cease to be spontaneous and spontaneous, you need to create a schedule of conversations with parents about children. If necessary, such conversations with parents of problem children can even be held daily for a certain period of time (but no more than two weeks).

How to show your family educational work in a group . It is desirable that the enormous, innovative and versatile work of teachers should be immediately visible to everyone entering an educational organization.

The following will be successful in achieving this goal:

· exhibitions of children's works in groups, as well as thematic vernissages in corridors and halls (it is advisable to equip display cases for modeling and applied arts);

· thematic stands in the corridors with an abundance of informative large format photographs; photo galleries;

· presentations on the screen or in electronic photo frames;

· exhibition of publications about preschool organizations;

· information on the website, on social networks, on the forum;

· Various types of promotional products.

Advertising of an educational organization . Advertising is part of an organization's marketing activities. It is divided into informational and stimulating.

A preschool educational organization can use all existing types of advertising. The most common currently are the following:

· publication of information about the organization in address directories. Effective and necessary primarily in large cities, with an extensive, complex network of organizations - for all categories of organizations;

· creation of a website on the Internet;

· installation of advertising boards - near the kindergarten all year round, as well as on busy city highways during the period when parents actively choose a kindergarten: March-May, August. It is effective due to its novelty: preschool organizations still rarely use this form of advertising;

· publication of information and meaningful articles in the local press;

· informative information and commercials on local or cable

· television;

· development of advertising brochures for the organization;

· development of advertising and information posters, leaflets for placement in children's clinics, antenatal clinics, residential buildings;

· preparation of targeted information letters for distribution to families with preschool children;

· production of souvenirs - items with the symbols of the kindergarten (T-shirts, badges, envelopes).

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The concept of "interaction"

Often, interaction refers to the usual distribution of roles between educators and parents so as to achieve common goals. But interaction also implies control and feedback. It is important that kindergarten staff exercise unobtrusive control over the situation in families.

Among other things, interaction with the family also means open discussion, exchange of feelings, and communication with the child’s parents. According to the works of I.M. Markov’s interaction with the child’s family is manifested in the unity of the educational process, which can only be built if both parents and educators have the same attitude towards it.

Other sources indicate that the teaching role of a kindergarten teacher has certain characteristics. He should maintain formal and informal interactions with parents. To do this, he needs to be very tactful, he needs to listen to his parents attentively, respect their position. At the same time, edifying intonation should not be allowed when communicating with family members of children.

It will be much more useful to enter into equal relationships with them, based on trust.