Organization of work with parents in a modern preschool educational institution

February 2, 2021

“The way childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”
V.A. Sukhomlinsky In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results.

Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.”

Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, and patience to hear and understand each other.

Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in their child’s nutrition and 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 to change this situation? How to get parents interested in working together? How to make parents participants in the educational process?

Therefore, having recruited a group of kids, I began to work on the problem of interaction between kindergarten and family on the topic “Organization of work with parents in a modern preschool educational institution.” Work to involve parents in the joint activities of the preschool educational institution was carried out in four directions.

Information and analytical direction

In order to study the family, clarify the educational needs of parents, establish contact with its members, and coordinate educational influences on the child, I began work with a survey “Cooperation between kindergarten and family.” Based on the collected data, I analyzed the peculiarities of the structure of family ties of each child, the specifics of the family and family education of the preschooler, and developed the tactics of my communication with each parent. This helped me better understand the pedagogical needs of each family and take into account its individual characteristics.

I developed a criterion for myself , which I called the “involvement” of parents in the educational process. At first, this criterion reflected quantitative indicators of the presence of parents at group events: attendance at parent meetings and consultations; the presence of parents at children's parties, the participation of parents in the preparation and conduct of excursions and thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the “Open Day”; assistance from parents in equipping the pedagogical process.

qualitative indicators for myself : initiative, responsibility, parents’ attitude towards the products of joint activities of children and adults. This analysis allowed us to identify three groups of parents.

Parents are leaders who know how and enjoy participating in the educational process and see the value of any work of a child care institution.
Parents are performers who take part subject to significant motivation.
Parents are critical observers .

A change in the perception of parents as participants in the educational process has led to a change in the understanding of types of families:

active participants in the pedagogical process, interested in the success of their children
interested, but willing to solve problems with the help of specialists
indifferent, living by the principle “I was raised the same way.”

I had the opportunity to have a differentiated approach to parents during joint events.

Cognitive direction

The cognitive direction is to enrich parents with knowledge in matters of raising preschool children. The joint work of preschool education specialists (speech therapist, educational psychologist, art teacher, physical education instructor, senior nurse) to implement the educational program provides pedagogical support for the family at all stages of preschool childhood, making parents truly equally responsible participants in the educational process. Based on the goals of the entire institution, I formulated my goals as follows:

Creating conditions for a favorable climate of interaction with parents.
Establishing trust and partnership with parents.
Involving families in a single educational space.

For the coordinated work of the kindergarten and parents, I set myself the need to solve the following tasks :

Activate and enrich the educational skills of parents.
Work closely with the families of your students.

For this purpose, I used active forms and methods of working with parents:

visiting families of pupils at home
general and group parent meetings
consultations
classes with parents
exhibitions of children's works made together with parents
joint excursions
Communication days
Days of good deeds
Open days
participation of parents in the preparation and conduct of holidays and leisure activities
design of photomontages
joint creation of a subject-development environment
morning greetings
working with the parent committee of the group
conversations with children and parents
trainings
workshop
parents' living rooms
helpline
Trust mail
family vernissage.

As a result, the level of educational activities of parents increased, which contributed to the development of their creative initiative.

Knowing how important the atmosphere of friendly relations between the teacher and parents is, the first parent meeting “Let’s get to know each other” in a non-traditional form. I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation.

I selected the music, prepared invitation cards, and tried to create an atmosphere of kindness, comfort and warmth in the group. It began with a greeting and gratitude to send the child to our kindergarten. The game “Let's get to know each other and be friends” brought the adults together (everyone stood in a circle and told a little about themselves). At first everyone was embarrassed, but this feeling quickly gave way to joy and interest. A minute of getting to know each other helped relieve tension, because parents sitting at the same table more than once during the meeting needed to discuss a situation or issue together.

Soft lighting, musical accompaniment, and a friendly tone of narration contributed to the creation of a trusting atmosphere and helped parents talk openly about problems.

For meetings, I prepare an exhibition of children's works or a photo stand, where I use photographs from family albums and the life of the group. At every meeting I express my gratitude to the parents who pay 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 education for them is extremely clear. After all, only creativity and work will give us personality in the future.
Thank you for your great work, for everything you did with your soul!
We have a dad in the group. He is a great assistant. He saws, repairs and planes. He helps us a lot in everything.
Dads, moms - well done! They help us with everything. They whiten, paint and sing, And play games.

Parents became active participants in all activities in the group, indispensable helpers, and learned to interact with each other as play partners.

I did a lot of work with parents when preparing their children for school .

Notes for joint classes “Land of Knowledge”, “Visit Winnie the Pooh”, “We are the children of planet Earth” were developed, workshops and trainings were held “Factors for the successful preparation and adaptation of children to school”, “Are you ready to send your child to school”? school”, “Defining the role of parents in the pre-school and school life of the child”. As a result, the educational experience of parents was enriched and the effect of family preparation for school increased.

The theme of the workshop, “Family on the threshold of a child’s school life,” was suggested by conversations with parents and analysis of children’s responses during classes on speech development. A survey of parents “Going to school soon”, interviews with children, tests “Do I want to go to school”, analysis of children’s drawings “How do I imagine myself at school”, and parents “How do I imagine my child at school” were conducted.

Joint preparation brought me and my parents, parents and children closer together, and made families friends. An atmosphere of goodwill became characteristic of other common activities in the group. Many parents have discovered hidden talents that they were unaware of until they had to draw themselves.

Specialists were invited to the meeting: school teachers, speech therapist. If at the beginning of the meeting there was some tension, a feeling of uncertainty, anxiety, then by the end of the meeting there was cheerfulness, mutual sympathy, emotional openness and interest in each other.

The work carried out contributed to increasing the attention of parents to the experiences of the child in the preschool period of life. Parents got acquainted with the requirements that the school places on students, received recommendations on speech development, and were offered games and exercises to develop children’s mental abilities, games with letters and numbers.

Visual information direction

The visual information direction includes:

parent corners
moving folders “Healthy”, “According to the advice of the whole world”
family and group albums “Our friendly family”, “Our life day by day”, “Education from all sides”
library - moving
photomontages “From the life of the group”, “We are friends of nature”, “In the family circle”
photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, me - a friendly family”
family vernissage “My best family”, “Family is a healthy lifestyle”, “Learn to be a dad”
emotional corner “This is how I am today”, “Hello, I’m here”
piggy bank of good deeds.

The form of work through parent corners is traditional. In order for it to be effective and help me activate parents, I use the following headings: “What and how to keep a child occupied at home”, “We asked - we answer”, “Children say”, “Pug noses”, “Grow up”, “Thank you” ", "This is interesting", "Let's play", "With all my heart", "Pay attention." They contain practical material that makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, and assignments.

The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. Visual information provides an opportunity to convey any information to parents in an accessible form and tactfully remind them of parental duties and responsibilities.

Leisure direction

The leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. 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 interacting not only with your child, but also with the parent community as a whole. The group carried out:

holidays “Mother’s Day”, “Come on grandmothers”, “Birthday”, “My best family”
entertainment “Family gatherings”, “April Fool’s Day”
“All professions are needed, all professions are important” (meeting with an interesting person)
sports activities “Family - healthy lifestyle”, “Growing Up Day”
vernissage “In the world of feelings and emotions”, “Our daughters and sons”
joint projects “My Pedigree”, “My Family”
publication of family newspapers “I am with my grandmother”, “We relax with the whole family”, “Miracle - child”
exhibitions of family collections, heirlooms “From Grandma’s Chest”, “That’s the Outfit”
performances “Teremok”, “The Wolf and the Seven Little Goats”
joint trips “Into the world of beauty”
excursions “We are friends of nature”, “Let’s protect our nature”

She developed holiday and entertainment scenarios together with her parents. To make these events educational for children and parents, we have developed a specific 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 parental participation in it
Distribution of adult roles
Making invitation cards.
Preparation of individual numbers (learning poems, dances, songs)
Drawing up a memo-assistant for parents and children
Individual meetings and consultations
Production of attributes, aids.

The work being carried out allows us to increase the psychological and pedagogical competence of parents in matters of parent-child relationships.

It was a little scary to hold the first family holiday : the children are small, the parents are unfamiliar. We called it "Family Gatherings." But everything turned out to be quite simple, although some parents were wary at first.

The whole holiday was built on “parents-children” games, because the purpose of the meeting was: to develop relationships between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. It’s not for nothing that the proverb says, “A child grows not from bread, but from joy.”

A holiday in kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They saw that the children were proud of them, they wanted to dance, sing songs, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. The celebration ended with the words:

Take care of each other! Warm with kindness! Take care of each other, don't let us offend you. Take care of each other, forget the vanity and in a moment of leisure, stay close together! (0. Vysotskaya)

In preparation for the holiday, I designed posters: “It happens that an hour of playing together, shared impressions will remain in the memory of a child for life,” “Being a friend of your children is much more difficult than feeding and clothing them,” invitations in the shape of a heart, selected together with music director, prepared prizes and medals for parents for participation. Parents and children were very happy and happy.

V.A. Sukhomlinsky said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.” Therefore, I decided - let the holiday meetings take place 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.

I would like to talk about one important point in the system of working with parents . Every person, having done some work, needs to have his work evaluated. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this whenever possible, and my parents pay me the same.

In modern conditions of kindergarten it is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us make a magnetic board, manuals for literacy and math classes, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate a duty corner, a nature corner, and 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 “hair salon”, a “shop”. There are “quiet” and “friendship” corners where children can sit in cozy armchairs made by their dads and look at group or family albums. Thanks to the upholstered furniture, children sit on the corner sofa and tell interesting stories and play.

We also have a cafe “Skazka”, where children love to invite guests, treating them to ice cream and tea with sweets. In a cozy kitchenette with a sink and gas stove, beautiful dishes, the girls simply love to cook.

Our “Birthday Boy's Corner” is decorated in a very unusual way. Portraits of children in the form of parachutes with the “faces” of each child are made of waste material: clay, dough, thread, tiles, paper, buttons, foil. Before starting work, I had an individual conversation and demonstration with each of the parents. My parents said they couldn’t do it, it was very difficult. But as soon as the first portraits appeared, all the others appeared behind them. The children were very happy, because they also took part in making their portrait. Now this corner is the decoration of our reception room.

Trusting relationships were gradually established in the joint activities of parents and the teacher. At events such as “Days of Good Deeds” - repairing toys, furniture, groups, helping to create a subject-development environment in the group, an atmosphere of peace and warm relationships between me and my parents was established. Together we strived to make the children in the group feel good and comfortable. Depending on the work plan, we jointly drew up a schedule for helping parents, discussed each event, and solved problems. Thanks to this, all activities were carried out with great enthusiasm, since during their implementation everyone contributed grains of their labor, skill, and creativity.

The result is a cozy renovated group and bedroom with beautiful curtains and colorful walls, because any work is effective when it is properly organized. The upbringing and development of a child is not possible without the participation of parents. In order for them to become teacher assistants and develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, helping in everything, being patient and delicate and then everything will work out.

Today we can say that I have developed a certain system in working with parents. The use of various forms of work yielded certain results: parents from “spectators” and “observers” became active participants in meetings and assistant teachers, and an atmosphere of mutual respect was created.

Experience has shown that the position of parents as educators has become more flexible. They now feel more competent in raising children. An analysis of joint events and a survey of parents shows: 35% of parents regularly participate in planning the educational process, 95% of families take an active part in organizing educational activities, and up to 70% in evaluating results.

Parents began to show 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. 100% of parents attend parent-teacher meetings, actively participate in holidays and entertainment, and project activities. According to the results of repeated diagnostics, there are no parent-observers in the group; the number of parent leaders increased by 30%; The number of executing parents increased to 67%.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world.

For me, this became possible only through joining forces and cooperation. Gradually, misunderstanding and mistrust of parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal.

I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Author: Koptsova G.A., teacher of preschool educational institution No. 2, Kulundinsky district, Altai Territory

Methodology for conducting a conversation with parents

Methodological recommendations for organizing and conducting conversations

This is the most accessible form of establishing communication between a teacher and a family; it can be used either independently or in combination with other forms: conversation when visiting families, at a parent meeting, consultation.

The purpose of a pedagogical conversation is to exchange opinions on a particular issue; to provide parents with timely assistance on a particular issue of education, to help achieve a common point of view on these issues. The leading role here is given to the teacher; he plans the topic and structure of the conversation in advance. When conducting a conversation, it is recommended to choose the most appropriate conditions and start it with neutral questions, then move directly to the main topics. Its peculiarity is the active participation of both the teacher and parents. Conversations can arise spontaneously on the initiative of both parents and teachers. The latter thinks through what questions he will ask the parents, announces the topic and asks them to prepare questions to which they would like to receive an answer. When planning the topics of conversations, we must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on issues of teaching and raising a preschooler. The conversation begins with general questions; it is imperative to cite facts that positively characterize the child. It is recommended to think through in detail its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The teacher should select recommendations that are suitable for a given family, create an environment conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive characterization of the child, showing, even if insignificant, his successes and achievements. Then you can ask your parents how they managed to achieve positive results in their upbringing. Next, you can tactfully dwell on the problems of raising a child, which, in the teacher’s opinion, still need to be improved. For example: “At the same time, I would like to pay attention to the education of hard work, independence, hardening the child, etc.” Give specific advice. Algorithm for conducting a conversation with parents The preliminary stage is creating conditions for an effective conversation. • It is necessary to equip a special place (a separate room or a specially fenced off space). It is better to arrange the furniture so that the principle “on equal terms”, “eye to eye” is observed: two identical chairs separated by a coffee table (1.5 m from each other); dim lighting is preferable. There should also be a hanger and a mirror. • Preliminary agreement on a meeting • Preparing the teacher for the conversation: prepare diagnostic results, drawings, applique work, manual labor, the child’s notebook; audio and video recordings of observations of his activities. Technology (rules) of conversation. 1. Greeting. Goal: create a friendly environment. Meet the parent, show him to the room and offer to choose a convenient place. Before starting a conversation, you can joke, express your opinion about the weather, etc. If people have not met before, an official introduction takes place: “What is your name and patronymic? What do you want me to call you?” In further conversation, it is necessary to address the person by name each time. This creates conditions for individualizing contact, as if bringing people closer together. During the conversation, it is necessary to take into account the cultural and national characteristics of the person, his educational level. 2. Conversation. During the conversation, the teacher sits on a chair, leaning against the back, in a comfortable position, with his head slightly tilted forward. If the initiator of the conversation is a teacher, then he begins his message with positive feedback about the child, then moves on to the goal and subject of the conversation. To better understand your interlocutor, it is recommended that you carefully but discreetly watch him and adapt to his posture and rate of speech.

It is useful to learn to use positive “open” gestures to successfully communicate with people and get rid of gestures that have a negative connotation. This will help you feel comfortable around people and make you attractive to them. The teacher must show empathy in conversation (empathy is entering into the spiritual world of another person), which helps to more objectively assess the situation and understand it. During the conversation, simple, accessible language is used, preferably without evaluative phrases (happened, worried, happened, etc.) and without scientific terms. It is very important to be able to pause so that the interlocutor can understand his experience and comprehend what was said. If you listen to your interlocutor “correctly”, then his negative experiences weaken, he begins to talk more and more about himself and, as a result, he himself “advances” in solving his problem. When answering a question from your interlocutor, it is sometimes useful to repeat how you understood what happened and to “label” his feelings. These communication skills are based on humanistic principles: respect for the personality of the interlocutor, recognition of his right to his own desires, feelings, mistakes, attention to his concerns. During the dialogue, feedback technology is used (repetition and generalization of what was said). This allows a person to understand how the interlocutor perceives him. The following introductory phrases are used: - Did I understand you correctly? - If I'm wrong, correct me. Parents have the right to disagree with the teacher. If the teacher feels such resistance, he will thus give up the desire to reorient the interlocutor and show his desire to admit that he is right in some way. You should not be afraid of parents’ negative attitude towards the results of the conversation. The main thing is to arouse their interest, feelings and understanding of the subject of conversation. Further joint work will help achieve a single positive solution. 3. End of the conversation. At the end of the conversation, you can compliment your interlocutor: “You know how to understand the situation,” making it clear that the conversation was successful. You can recommend meeting with a specialist, reading the necessary literature, inviting you to observe a child in kindergarten (“Workshop of Good Deeds”, open classes). It is advisable to arrange a second meeting. If the conversation drags on, you can look at your watch and stop the conversation with the phrase: “But this moment requires special attention. We'll talk about it next time. Today our time ends. Thank you for coming." After this, stand up and accompany your interlocutor to the door.

Parents must be confident that the teacher will treat their child well. In order to earn the trust of parents, a teacher can organize his interaction with them as follows (V.A. Petrovsky). Stage 1 – “Broadcasting a positive image of the child to parents.” The teacher never complains about the child, even if he has done something. Stage 2 – “Transmission to parents of knowledge about the child that they could not obtain in the family.” The teacher reports on the successes and characteristics of the child’s development in the preschool educational institution, the characteristics of his communication with other children, the results of educational activities, sociometric data, etc. At the same time, the principle “your child is the best” is observed. Stage 3 – “Familiarization of the teacher with family problems in raising a child.” At this stage, the active role belongs to the parents; the teacher only maintains the dialogue without making value judgments. Stage 4 – “Joint research and formation of the child’s personality.” Only at this stage can a teacher, who has gained the trust of parents by successfully carrying out the previous stages, begin to carefully give advice to parents.

Questions for analysis after a conversation with parents

1. What is the purpose of the meeting in terms of its pedagogical significance for parents 2. How successful was the organization of the meeting: the stages of its implementation, the methods used to activate parents, arousing their response, interest, etc. 3. Analyze your style of communication with parents during the meeting. Was it the same throughout the entire meeting or not? Was your communication with your parents dialogic in nature or reduced to your monologue? 4. What difficulties did you encounter during the meeting? Did they not depend on you or did your own actions lead to them? What helped or hindered you in coping with them? 5. Describe the emotional side of the meeting (general emotional atmosphere, elements of humor, “entertainment,” ease, etc.)

Work with parentsconsultation (junior, middle, senior, preparatory group) on the topic

Consultation for parents

"Child safety on the street"

Child safety on the street

Perhaps some parents of children will think that this article is not for them. It will take many more years until the baby is old enough to walk on his own. All this is true. But it is necessary to instill responsibility in a child from an early age. The sooner you explain to your child the rules of safe behavior on the street, the more likely it is that he will not forget science and will be able to use these lessons correctly if necessary. Your task is to teach your child to behave correctly in extreme situations.

A yard without danger

Modern children begin to walk unaccompanied by their parents much later than we ourselves did during our childhood. But it’s worth preparing the baby for independent “going out” in advance. So, while walking with your baby, go around the entire yard and pay attention to the most dangerous places: hatches, basements, attics, construction sites. It’s important not to just say: “You can’t go here! Is it dangerous!" It is necessary to explain clearly why exactly it is impossible: you can fall into the hatch, someone can close the basement door, and then the child will remain there in captivity (if the baby is locked in the basement, there is no need to scream and cry, it is better to knock on the door with all your might - this will happen sooner) someone will hear and come to the rescue).

Even cars parked near the house can pose a great danger. Usually, kids clearly understand that they need to be extremely careful with moving cars. But a stationary car does not cause them concern. Tell your child that the car can suddenly move, and the driver will not notice the baby, who, playing hide and seek, hid behind the trunk. Therefore, you cannot run, much less hide around cars, and if a ball rolls under a car, you need to turn to adults for help.

Kids love to play hospital, store, or “cook” dinner for dolls on a toy stove. To do this, they tear plants growing nearby (grass, flowers, leaves) and collect seeds. And this is not always used “for fun”. The child can taste the prepared “medicine” or the doll’s “soup”. But not all plants are as harmless as they might seem. For example, castor beans, which in recent years have often been grown at the entrances of houses (popularly called “palm trees”), have deadly poisonous seeds. It is enough for a child to swallow 2-3 seeds to get serious poisoning. Be sure to explain to your child that no plants, berries or seeds picked on the street should be put into the mouth. And for the game it is better to use harmless and well-known plants, for example, dandelion, plantain, rowan.

When walking with your baby in the yard, you must be firmly sure that there are no open sewer manholes around. The statistics are merciless: hundreds of children die and are injured precisely for this reason. And here no warnings “watch your step” and “don’t step” will help. In the excitement of active play, a child may simply not notice the danger. Therefore, do not rely on public utilities, but take the initiative into your own hands: conduct periodic inspections with other parents and close the hatches with boards.

Equipment rules

When dressing your baby for a walk, check his clothes. It would be better if it had no laces that could get caught. It is desirable that the shoes fit tightly on the foot and do not “slip”. This will make your child's games safer.

Life on the playground

It’s so good that there are playgrounds with swings in the courtyards! And how bad it is at the same time that they exist! Modern heavy iron structures have truly destructive power. And if such a swing hits a child at high speed, it could end in disaster. Danger awaits not only the tiny foolish ones who get close to the swings while their mothers are enthusiastically chatting on the bench. And older children sometimes cannot correctly assess the safe distance. Therefore, you must clearly explain to the child that you can only approach the swing from the side, and walk around it at a great distance. You need to sit down and get off only when the swing is stopped, and under no circumstances should you jump from it. Tell us what the consequences of violating these rules may be.

Merry-go-rounds can also seriously hit your baby if you don’t follow basic safety rules. Just as in the case of the swing, remind your baby often that approaching the spinning carousel is dangerous. First you need to wait for them to stop, and only then sit down on the seat. And, of course, hold on tight.

Any kid knows that ladders, horizontal bars, monkey bars, in a word, sports equipment, are very interesting and fun things. They develop agility, endurance, and coordination of movements. And mom won’t forbid you to climb and hang on them to your heart’s content. Of course, provided that the baby does all this with due care. First of all, pay attention to the surface of the playground. If it is sand, grass, sawdust, or, as a last resort, small gravel, feel free to send your baby there. If the site is concreted or paved, it is better to look for another place to play. Teach your child how to jump off a ladder or horizontal bar correctly. When a child swings on the bar, he needs to jump at the moment when the body begins to move backward. Otherwise, you can easily fall.

All kinds of slides are a favorite pastime for children. But moms and dads should pay attention to their condition before letting the baby roll away with the breeze. If the handrails or sides of the slide are wooden, then parents need to check how well the surface is treated to avoid splinters on children’s hands. For preschool children, the height of the slide should not exceed 1.2 m. Check whether the slide covering is intact and whether there are any nicks on it. From the “correct” slide, the baby rolls down without stopping to the very bottom and does not fly to the ground, but lingers on a special, raised ledge. The kid should know that slides are not a place for pampering. You need to get up and down carefully and carefully, respect the queue and under no circumstances push other children. This could result in serious injury. Of course, you don’t have to stand next to the slide and look after your baby all the time. But it is better not to let the child out of sight in order to respond in time to the dangerous behavior of children.

Forbidding children to climb trees is useless. All the same, sooner or later, they will test the strength of the surrounding trees. And to avoid falls and injuries, it is better to teach your child to do it correctly. First of all, only old trees with thick trunks and branches are suitable for climbing. A young tree can be easily damaged, and it will die, and the baby itself, standing on a thin branch, will fly down. You need to lean only on thick living branches and, under no circumstances, on dry ones. You should first check the strength of the branch, and only then stand on it. And one more thing: make sure that your child alternates between arms and legs when climbing: for example, first he grabs his arm, then moves his leg. Supporting three limbs at the same time reduces the risk of falling.

Roller skating or cycling are useful activities in all respects, but at the same time quite dangerous. First of all, take care of the protective equipment for little athletes. All kinds of helmets, knee pads and elbow pads are not just fashionable gadgets, but something that will protect the baby not only from broken knees and skinned hands, but also from much more serious injuries. Be sure to select a helmet for roller skating with fitting. It should sit comfortably on the head, cover the forehead, but not slide down into the eyes. Special fingerless gloves will also be useful. It is better to roller skate in specially designated areas. It’s easier with a bicycle, just be sure to teach your child to be attentive to “pedestrians” and not to develop high speed where there is a chance of hitting one of the kids. If you and a small cyclist need to cross the roadway, be sure to remove him from the bicycle and lead him across the road by the hand, driving the bicycle separately. And, of course, never let the little “racer” out of your sight.

Fighting is a common cause of serious injury in children. More often this is the lot of boys, but there are also cocky girls who are ready to “deal” with the offender with their fists. And fists are half the trouble. Often improvised objects are used: sticks, pieces of iron, stones, etc. One of the main reasons is very simple: the guys do not yet understand how seriously they can injure the enemy with these objects. The usual movie stereotype comes into play: the hero was hit on the head with a huge cobblestone, but he is not only alive, but also completely healthy. Such scenes distort our children’s understanding of the real force of impact, of pain, of how fragile and vulnerable a thing human life really is. And who else, if not mothers and fathers, should convey these simple truths to kids? If we talked to all children about the possible consequences of such fights, there would be much less childhood traumatism...

Another danger is large and small four-legged animals, not only stray ones, but also real domestic ones. We are talking not so much about dangerous diseases that animals can carry, but about dog aggression, of which children sometimes become victims. Undoubtedly, you must instill in your child love and trust for his smaller brothers, but the child must clearly know that dogs are different and not always kind. In addition, it is better not to approach unfamiliar animals at all. Tell your child not to wave your arms or a stick near the dog. She will think that they want to hit her and may bite her. You should not pet or cuddle an unfamiliar dog. She might not like it. The child must know how to behave when attacked by a dog. If there is no shelter nearby - a driveway or a tree - you should not run away, the dog will still catch up. Show your baby how to protect his face and neck by pressing his chin to his chest and covering himself with his arms bent at the elbows. And adults will definitely come to the rescue.

Beware: stranger!

Even if your child is still too young to walk without adults and you are not going to let him go out alone yet, he must clearly understand the basic rules of communicating with strangers. Most of us instill in our children that they need to be well-mannered and polite towards people, not to be rude or lie. All this is, of course, true. But it is quiet, well-mannered children who more often become victims of criminals. After all, it’s so easy to deceive them, and they themselves are accustomed to always tell adults only the truth. What to do, is it really necessary to raise a child to be a liar and a rude person? There is no need to raise a rude person, but it is simply necessary to explain to the child that among good and kind people there are sometimes bad ones. From early childhood, a child must clearly know important rules:

Never talk to strangers or take anything from them.

Never get into a stranger's car or go anywhere with him.

You cannot take ANYTHING from a stranger: neither candy, nor toys, nor gifts, nor anything that “needs to be given to mom.” In a situation where a child is asked to go or go somewhere with a stranger (“see the Barbie collection”, “play a movie”, “feed the kittens”, etc.), the child should answer only one thing: “Now I’ll ask my mother’s permission " The child must also be prepared for provocation from a stranger: “I thought you were already big, but you keep asking your mother for permission!” The answer in this case must be firm and unambiguous. Explain to your child that if someone grabs him by the arm and drags him somewhere or tries to push him into a car, ABSOLUTELY all methods of self-defense are permitted. You can be rude, lie, kick, bite, scream. By the way, in such a situation you should not shout “Help!”, but “This is not my dad (mom)! My name is so-and-so, call my parents at number so-and-so!”

From a very early age, instill in your child that his body belongs only to him and no one has the right to touch the baby without his consent. Try not to cuddle or kiss your child if he doesn't want to at the moment. And never let other people do this. The baby must clearly know that no one has the right to pick him up without his mother’s permission, and if this happens, then it is quite possible to behave in a not very mannered manner: scream loudly and even kick.

Instill in your child that you will never send a stranger to pick him up from kindergarten. And if something like this happens, the baby should not go anywhere with this person, even if the stranger assures that his mother (father, grandmother, etc.) sent him. And remind me of all this more often, more often, more often! Children so easily forget everything we teach them...

I'm lost!

Any parent who has ever lost their child (even if only for a couple of minutes) is almost certainly familiar with the all-encompassing feeling of panic that chills the body and prevents them from thinking soberly. A baby who suddenly discovers that mom or dad isn't around is no better. He is scared alone in a crowd of strangers. And even if you try not to let go of your baby’s hand in crowded places, situations when a child gets lost are not that rare. But, if both the parents and, most importantly, the baby clearly know how to behave in extreme situations, trouble will not happen. Let's teach our little one the correct behavior in public places so that we never have to go through these terrible moments.

At the supermarket. First of all, the baby must clearly understand that when making family purchases with mom and dad in a large store, he should not lose sight of his parents. Holding a child's hand all the time is almost impossible, because every now and then we stop at shop windows, pick up some product, and are distracted from the baby for a short time. This time is quite enough for a nimble, curious toddler to sneak away from his parents, get lost in the crowd, or linger in the toy department. Therefore, accustom your child to the idea that it is not you who are watching him, but HE is watching you. If the baby no longer fits into the shopping cart, let him hold on to it with his hand and certainly tell you that he wants to linger near this or that product. Then you just stop and wait for him. Tell your child what he should do if he suddenly doesn’t find his parents nearby. Instill in your child an important thought: you love him very much, worry about him and will never scold him, even if the baby got lost due to his own negligence, not following your rules. This will help him remember everything you taught him and do the right thing. The best thing a child can do when lost in a crowd is to stay still and wait. You can even sit on the floor. Sooner or later, mom and dad will certainly find him. The child should know that under no circumstances should he leave the store to “wait for his parents near the car.” Unfortunately, not all supermarkets have security guards who will not let a child go out alone. Tell us, or better yet, show your child the people you can turn to for help: police officers, security guards, supermarket employees, cashiers. In a word, all people are in uniform. You can trust them, they will help. The child should not go with anyone else, even if this person seems kind and good and promises to take him to his mother. If someone tries to take him away by force, let him shout loudly: “Dad! Mother!" A child who can speak well should know by heart his first and last name, home address and, it would be nice, telephone number. This information must be learned with the child and must be repeated from time to time. While kids remember their first and last names well, they often forget their address. It would not be bad, when going to crowded places with your child, to put a note in the pocket of his clothes with the name, surname, address and mobile phone numbers of the parents. Even better, engrave this data on a metal plate, attach it to a chain and fasten it inside the pocket of children's trousers so that the baby does not inadvertently lose it. Nowadays you can find special keychains on sale where all the information about the child is recorded.

At the station, at the airport. All the rules mentioned above are true here. You just need to watch your baby even more carefully, because there are much more dangers at the station than in the store. Every time you find yourself at a train station or airport when going on a trip, remind your child of the rules of behavior. Draw his attention to the fact that under no circumstances should he leave you anywhere without asking permission. If it gets lost, you can turn to police officers, security guards, and cashiers for help.

In the subway. When entering the train car, hold your child tightly by the hand and let him pass in front of you. Just in case, explain to your child how to behave if he finds himself in a carriage, the doors slam shut, and you remain on the platform. Even if it seems to you that this will never happen to you, it is better to be prepared for any surprises. The kid should know that, having passed one station, he should get out of the car, move away from the edge of the platform and wait for you. And you will certainly arrive on the next train. If everything happened exactly the opposite (the mother left, and the baby remained on the platform), then there is no reason to panic here either. Again, you need to move away from the edge of the platform (it’s better to sit on a bench if there is one nearby) and wait for mom.

In the park, in the forest. Walking in the park is a wonderful opportunity to spend quality time with the whole family. And in order for such a vacation not to turn into a complete hassle for you, from a very early age it should be an absolute taboo for your child to go too far from you. Of course, walking in the park solely hand in hand with your mother is stupid. But running away and, especially, “hiding” from her is absolutely unacceptable. The baby must know that he can only run and play where his parents can see, and they, in turn, must see him.

It is not uncommon for children to look for entertainment on their own during a family picnic in the forest, while the adults are busy making a fire or preparing barbecue. And it happens, as in that fairy tale about Masha and the Bear: tree after tree, bush after bush, so they moved quite far from the camp. It's very easy to get lost in the forest. And very scary. But if your baby clearly understands that YOU NEED TO STAY IN PLACE, you will find him very quickly. In this case, adults should split up, going on searches simultaneously in different directions, periodically calling out to the child. The baby, in turn, should also loudly call for help. It is very useful to buy your child a good whistle for walks in nature. And if he is lost in a forest or park, his whistle will be clearly audible for hundreds of meters.

If there is a pond in a park or forest, you will need additional attention. Moreover, even a very shallow depth can pose a danger to the baby. Do not allow the baby to approach the water alone, but do it together. If the shore is flat, the baby can play by the water under your constant supervision. If the bank is steep, under no circumstances let go of the child’s hand and do not come close to the edge.

Attention, road!

First of all, it is very important to always follow the traffic rules yourself. If, when walking with your child, you cross the road only when the light is green, use above-ground and underground pedestrian crossings, your child will learn from early childhood that this is what you need to do and not otherwise. If we ourselves often neglect these simple rules, all our moral teachings will be an empty phrase for the child. Children copy adults in everything, remember this. Why can’t a child cross the road in the wrong place if his mother does the same, even occasionally? It is better to be patient and wait an extra minute for the green light than to teach your child that it is acceptable to not follow the rules.

Every time you cross the road with your baby, say the algorithm. Teach your child to look carefully at the road, even if you are walking at a green traffic light. Unfortunately, there are drivers for whom the rules are not written... Explain to your child the purpose of a zebra crossing on the road, figure out what certain road signs mean. It would be great to play at home with toy cars and plush “pedestrians”, drawing traffic signs on sheets of paper and hanging traffic signs around the apartment. Any science is better remembered in the game...

Be careful when traveling on public transport and teach your child to be careful. Do not neglect the rules, no matter how simple they may seem to you. You should approach the doors of a bus, trolleybus or minibus only after the transport has come to a complete stop, otherwise you may slip and end up under the wheels. In addition, you may be pushed by one of the passengers pressing behind you. When entering a tram or bus, let your child pass first. It is better to take the smallest ones in your arms. Get out of the vehicle first, then help your baby get out, holding his hand.

An elevator is not exactly a vehicle, but like any mechanism it can pose an extreme danger. An adult always enters the elevator when it opens, followed by a child. It is better to hold the baby's hand. When leaving, it’s the other way around: the child goes first, the mother follows. Don't let your child jump in the elevator - this could cause him to get stuck.

Dear parents, remember that children's safety depends on us. The task of adults is not only to constantly look after and protect children. We simply have to teach them to take care of themselves. But this must be done competently and carefully so that the baby does not perceive the world around him as hostile, full of dangers, troubles and evil people. No, the world is beautiful and amazing, discovering it is interesting and fun. You just need to always be attentive to yourself and your loved ones. And then troubles will bypass you and your wonderful kids!

Consultation for parents “Child safety on the street” - about how to protect a child from injury, warn, teach how to behave correctly on the playground, in the entrance, in transport.

Forms of work with children and parents on moral education

Elena Gorokhova

Forms of work with children and parents on moral education

The spiritual and moral development and education of preschool children is one of the most difficult tasks of education in the conditions of preschool education. This is caused, first of all, by the fact that modern Russian society is faced with the problem of lack of spirituality and sometimes cynicism in the behavior of the younger generation, the loss of spiritual and moral guidelines among children and youth. Therefore, the moral education of preschool children is the basis of all foundations, the matrix of the family model of raising children . What knowledge an adult or a teacher has invested in a child at this age will determine what he himself will achieve in the future, how he will build his relationships with the outside world.

For workers in the field of preschool education, the main thesis should be the words of the great teacher Anton Semenovich Makarenko: “... He educates everything : people, things, phenomena, but first of all and for the longest time - people. parents and teachers come first .” Therefore, we all need to put deeper meaning into these words.

Today, the child is surrounded by many different sources of strong influence, both positive and negative.

This is primarily the means of mass communication on the INTERNET, animated films, “not for children”

animated films that daily attack the fragile intellect and feelings of a child.
Spiritual and moral education is a complex problem, and it can only be solved together, including in this process all members of society, both children and adults.
I believe that the basis of the spiritual and moral education of a little person , first of all, is the spiritual culture of the environment in which the child lives, in which his formation and development takes place - this is the spiritual culture of the family, kindergarten, school. The atmosphere that reigns in the family is transferred by the child as a model of activity in kindergarten; turns out to be decisive in the formation of his inner world. Therefore, the purpose of teachers and educators in a preschool institution is to be a mentor in the education of spiritual and moral principles , the preservation and enhancement of pure, bright and beautiful images on the path to the formation of the individuality of a little person.

No wonder there is a saying: “The most difficult thing in working with children is working with adults .” The destruction and crisis of the family, the extremely low level of spiritual and moral culture of the majority of modern parents , the incompetence of the family in matters of the spiritual development and upbringing of the child leads to big problems in raising children in preschool settings. Many parents lack such a concept as “responsibility”

for
education . As a consequence of this problem, there is a need for mass education of parents and pedagogical support for families in matters of spiritual and moral education of children .
From psychology we know that the thinking of preschool children is extremely concrete, so they need the help of adults and teachers to understand general moral principles, such as justice, kindness, caring, politeness, etc., which are the basis of the moral education of children . Therefore, the role preschool teacher perceive basic moral principles and whether they relate their own and others’ actions and deeds to them.

At the same time, the teacher himself must always be “at his best”

: educated, have aesthetic taste, meet moral and
ethical criteria , i.e., by example and deeds, show the correctness of actions and actions in relation to the world around us and people. If children 3 see the formal attitude of adults towards their work or what is happening , then they are sensitive to falsehood, which means that general ideas about the correct attitude towards others are not transformed into specific actions and can do no less harm than the lack of a coherent system of moral education for preschool children . This means that we, educators , need to make sure that the little person begins to trust the educator and opens up to him . And this is a direct path to acquiring new knowledge; acquiring skills and abilities to understand oneself and the world around us, to Russian folk art (stories, fairy tales, books about good and evil, which are based on spirituality and a tolerant attitude towards people; to understand what is “ good”
and what is
” Badly"
.

Together with the children, we learn poems about the Motherland , draw the nature of our native land, and reflect the inner world of the family. parents (legal representatives) in educational activities

to carry out joint creative
work ; We invite you to participate in project activities. But the main thing is the child’s independent activity. He has the right to choose paints and brushes in creating his own destiny. But he cannot be allowed to “grab”
the first thing he comes across.
He must see everything . And the teacher’s task here is to direct the child to paints and brushes - Good, Eternal, Beautiful, and what shades he will choose is up to him to decide. This is the purpose of a teacher .
The educational process is planned taking into account the level of moral , spiritual and social development of children through thematic classes, project activities, research work , conversations, reading literature, looking at illustrations, listening to audio recordings. Talking with children on the topic : “Your good deeds”

,
“What can you do to please your mother”
,
“What is friendship?”
,
“What is a feat?”
,
“Good and Evil”
and others,
educators encourage them to think and speak.
By asking them questions, they allow the children to speak. This allows teachers to understand what children think and know from personal experience. The aesthetic background for our classes is created by poems, riddles, and songs. Literary material is indispensable in the spiritual and moral education of a child , since it is easier for children to evaluate the behavior and actions of others than their own. Already from a young age, by reading folk tales, we instill in children a love for their roots, 5 for their origins. The guys create their own drawings based on fairy tales and stories, and we organize exhibitions of their works . In our activities we use not only didactic, but also folk games: during classes, in free activities, on a walk. "Let's greet each other"

;
“Match the picture with “good”
and
“bad”
”;
story “My character and my actions”
;
“Tell me how you help at home,”
etc. Laying flowers at
the “Eternal Flame
,” learning poems dedicated to Great Victory Day on May 9, holding matinees and events on a patriotic theme has become a tradition.

As an element of visual and effective perception , many holidays are held in kindergarten. And Orthodox holidays are special holidays. Beforehand, the children are explained in detail the traditions, customs, words associated directly with this holiday, such as “The Nativity of Christ”

,
“Christmastide”
,
“Maslenitsa”
,
“Easter”
,
“Trinity”
. Children are introduced to stories about the lives of Christians that are understandable to them. For the holiday, children make gifts, decorations, learn poems, songs, and dances.

A special place is occupied by the formation of a caring and respectful attitude of children towards women and their mother. The revival of the tradition of celebrating Orthodox holidays promotes understanding of the role of women in the world, provides an opportunity to demonstrate and consolidate a worthy attitude towards women on a deeper basis. And the celebration of “March 8”

and
“Mother’s Day”
reinforce these qualities.

The inclusion of labor in the education makes possible the holistic development of the child’s personality. The formation of a good, reasonable attitude towards nature involves not so much the accumulation of knowledge about nature, but rather the cultivation of love for it . The ability to look at the world with love indicates the positive development of the spiritual, moral and sociocultural sphere of the child.

The main tasks of teachers’ work

on moral education of children :

1. Foster respect for moral standards . Learn to distinguish between good and evil, to be able to do good. Suppress (in various
forms ) immoral manifestations in the child’s aspirations and actions.
2. Create conditions for developing a holistic picture of the world.

3. To form a feeling of love for the Motherland based on the study of national cultural traditions.

4. Develop the ability to perceive and analyze literary works, learn to express feelings, and enrich vocabulary.

5. Develop musical culture, introduce people to choral singing, classical, sacred and folk music.

6. Carry out targeted work on physical education , strengthening will and endurance.

7. Instill labor skills, teach how to perform simple household tasks, teach the basics of manual labor and productive activities.

8. Orient the family towards the spiritual and moral education of children (familiarizing parents with the basics of Orthodox pedagogy and psychology, forming ideas about the forms of traditional family life).

The content and forms of the work are as follows :

1. Classes on cognitive development on the topic of spiritual and moral education of children . With the aim of nurturing in a child love and affection for his family, home, kindergarten, city, region, country;

2. Excursions, targeted walks around the native village and city.

3. Introducing children to symbols: coat of arms, flag, anthem.

4. Themed leisure evenings with an aesthetic focus (painting, music, poetry)

5. Formation of a caring attitude towards nature and all living things.

6. Fostering respect for work.

7. Conversations with children about rules of behavior.

8. Listening to sacred music, bells, lullabies, getting to know the works and biography of Russian composers.

9. Ethical conversations. (V. I. Petrova, T. D. Stulnik “Ethical conversations with preschoolers”

complies with the Federal State Educational Standard)

10. Meetings with families (stories about family traditions, relics, design of visual and illustrative material “My Family”

).
Joint creative work of children and parents .
11. Reading fiction on spiritual and moral topics .

12. Visiting a museum or library to get acquainted with the spiritual values and history of the Fatherland.

13. Exhibitions of photographic materials, family wall newspapers, joint creative works of children and parents .

14. Holding joint holidays with parents .

15. Developing a sense of responsibility and pride for the achievements of fellow countrymen.

16. Development of interest in traditions and crafts.

By developing in a preschool institution the foundations of spiritual and moral education of pupils , we try to form in their character , mind, soul and heart kindness, obedience, modesty, patience, attention, friendliness, and most importantly, love for the world around them, family, people.