Interaction between teacher and parents in kindergarten

For every child, the preschool period is a very important time in life. At this time, the foundations of his future are laid, character is formed, health is strengthened, various vital skills and abilities are formed and consolidated, characteristics and talents are revealed, and personal training and education begins. That is why this period receives the most attention in modern pedagogical science and in its practical application in preschool institutions. For the full formation of a child’s personality and his all-round development, the interaction of kindergarten teachers with parents or guardians of pupils is of enormous importance.

Features of education and training of preschool children

Nature and evolution have decreed that a person gives birth to offspring that are physically and psychologically unprepared for independent existence. Unlike most animals, whose young are born fully formed and able to move, children of our species require the full attention of adults. Immediately after birth and until they reach several years of age, children cannot do without support and services. All this is provided to them by the family or structures that replace it.

A child’s personality is shaped by adults who are role models through upbringing and education. These are, first of all, immediate relatives - mothers, fathers, grandfathers and grandmothers, and then kindergarten teachers. They are the ones who are next to the kids in the first, most important years of their lives. Therefore, both the family and the kindergarten have a huge influence on the upbringing and education of preschool children. In order to get a full-fledged person with strong mental and physical health, excellently prepared for future life, the activities of parents and kindergarten teachers must be coordinated and integral. This is what the interaction between the two most important “branches of education” - family and social - serves.

“Interaction of the teacher with parents and employees of preschool educational institutions” - presentation

“Interaction of the teacher with parents and employees of the preschool educational institution”
Interaction of teachers with parents presupposes mutual assistance, mutual respect and trust, knowledge and consideration by the teacher of the conditions of family education, and by parents - of the conditions of education in kindergarten. It also implies a mutual desire of parents and teachers to maintain contact with each other. At the present stage, family education is recognized as leading, which is reflected in Art. 18 of the Law of the Russian Federation “On Education”.

establishing partnerships between participants in the pedagogical process, involving parents in the life of the kindergarten.

traditional non-traditional forms

collective - parent meetings (both group meetings are held 3-4 times a year, and general meetings with all parents of pupils at the beginning and end of the year), group consultations, conferences; individual – individual consultations, conversations; visual – folders, stands, screens, exhibitions, photos, open days.

information and analytical; information and analytical; leisure; leisure; educational; educational; visual information forms visual information forms.

aimed at identifying the interests and requests of parents, establishing emotional contact between teachers, parents and children. From the questionnaires, teachers learn the characteristics of preschoolers, what the child likes, dislikes, his preferences, what to name the child. This also includes surveys, tests, “Mailbox”, information baskets where parents can place questions that concern them.

joint leisure; holidays; Exhibitions; games; fashion show of costumes and others.

parent meetings in a non-traditional form (“KVN”, “Pedagogical Field of Miracles”, “Theater Friday”, “Pedagogical Case”, “What, where when?”, “Round table”, “Talk show”, “Helpline”, "Quizzes"); group consultations

informational and educational; informational and educational.

open days; watching videos; exhibitions of children's works; joint exhibitions of children's drawings and photographs on the theme “My family on vacation”, “Crafts made from natural materials”; others, including using ICT.

publishing a newspaper for parents; computer presentation of text, drawings, diagrams; libraries for parents on the main problems of family pedagogy; information stands; master classes on various topics; participation of parents in the educational process, in the development of the institution; organization of parent interest clubs.

drawing on the topic: “What kind of mother am I?”; formulation of your concept of education; analysis of one’s own pedagogical findings and failures; exchange of experience among like-minded people; creating a book about your child with his self-portrait on the cover; project method (parents are involved in completing a certain part of a common task together with their child, for example, introducing preschoolers to their hometown).

analysis of pedagogical situations; analysis of one’s own educational activities; solving pedagogical problems; game modeling of behavior.

questions for parents in connection with the material presented; raising discussion questions; proposal for discussion of two different points of view; giving examples.

The practice of working in preschool educational institutions proves the advantage of using active forms of work. With systematic group interaction, parents develop a culture of communication and independent thinking. Parents feel like active participants in the educational and educational processes. Creatively organized work directs parents to use their knowledge in specific situations and helps to conduct self-analysis of activities.

The interaction of teachers and parents in a preschool educational institution is carried out in a variety of forms - both traditional and non-traditional. In the process of different forms, methods of activating parents and methods of forming pedagogical reflection are used.

From the experience of working as an interaction teacher

The pedagogical basis for changes in preschool education in accordance with FGT at the present stage is the active involvement of parents in the work of preschool educational institutions. Kindergarten and family are two educational phenomena, each of which gives the child social experience in its own way.

The influence of family upbringing on a child is so strong that it can nullify any pedagogical efforts of a preschool educational institution. Teachers understand that without agreement with the family, pedagogical influences lose all power. Only in combination with each other do they create optimal conditions for a little person to enter the big world. This implies the relevance of one of the mechanisms for implementing FGT - increasing the responsibility of parents for raising children, in-depth interaction between the family and the preschool educational institution.

Family education is unique in its impact and this uniqueness is determined by the following reasons:

• the primacy of the family environment due to the biological and psychological dependence of the child on the parents;
• maximum age-related sensitivity during preschool childhood to communication with a significant adult, which arises before the need to communicate with a peer;
• the duration and consistency of stay in the family, the intimate-emotional atmosphere of family relationships: love, affection, individualization of communication between family members and the child.

The younger generation will be like their family. Recognition of the priority of family education requires a different relationship between the family and the preschool institution. First of all, their novelty is determined by the concept of “interaction,” which is a way of organizing joint activities that are carried out through communication. I strive to ensure that both children and parents feel comfortable in the preschool educational institution, as well as to ensure that parents are confident in the support of their educational actions. In accordance with this, the position of the preschool institution in working with the family is changing, namely, improving the forms and methods of cooperation between the preschool educational institution and the family in the comprehensive development of the child.

The goal of my work is to solve problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process of preschool educational institutions.

The main objectives of interaction between preschool educational institutions and parents are the following:

1. Increasing the activity and responsibility of families of kindergarten students and involving them in cooperation in matters of child development.

2. Providing information and educational support for parents’ choice of directions in development and education through the development of a competent pedagogical position in relation to their own child.

3. Promoting the creation of conditions for the development of the child’s abilities in various types of educational activities, ensuring continuity of preparation for the next educational stage (school education).

4. Increasing the level of parental competence.

In addition to traditional forms of work for preschool educational institutions and families, I actively use innovative forms and methods:

• presentation of educational activities of preschool educational institutions;
• frontal and individual surveys of parents, studying the problems of families of pupils;
• information booklets;
• organization of Open Days;
• joint leisure activities;
• group meetings - workshops, master classes, round tables, discussions, video presentations;
• “Portfolio Day” - designing a folder of your child’s successes and achievements every month;
• themed leisure activities “My Family”, “New Year’s Kaleidoscope”, “Defenders of the Fatherland”, “Trip to the Museum”, KVN “Nature Experts”;
• joint entertainment within the framework of gender-role socialization “I am a boy, I am a girl”;
• involvement in competitions (autumn crafts, bird feeders, snow buildings, New Year's toys, “Little Beauty”, “Heroes of Russia”);
• health holidays “Dad, Mom, I – a friendly family”, “Barefoot for colds”;
• joint entertainment within the framework of the Public Educational Program “Security”.
• theatrical performances for children with the participation of parents “Umka and the New Year”, “The Adventures of Pochemuchka”.

Based on these positions, I welcome any form of inclusion of parents in the life of the kindergarten. For this:

• I inform parents about everything that is happening or will happen in the group and in kindergarten in a special calendar in the group lobby.
• I invite you to discuss the current situation in the development of the child and make a decision on further joint actions of teachers, specialists and parents who can ensure the successful development of students.
• I offer creative homework for parents with children, allowing them to build a trusting relationship with their child and at the same time participate in the educational process.
• I encourage parents to participate in methodological activities: making costumes, playing materials, video filming.

One of the main forms of work on pedagogical education of the family is the parent meeting. I would like to say that I have moved away from the outdated lecture method of conducting meetings. I use techniques that activate the attention of tired parents, make it easier to remember the essence of conversations, and create a special mood for a friendly conversation. After a short introduction, I move on to the discussion, using moments from the life of the group as examples, including staging fragments from the practice of raising children, including practical tasks, games, relay races, and musical accompaniment. In some cases, I offer parents joint activities with their children, and then I move on to discussing the problem without the children. At the end of the year I hold a meeting in the form of KVN.

Collective creative work helped unite the team of children and parents, evaluate each other differently, get to know and, perhaps, discover new facets of each other’s personality, and this applies to both adults and children.

Focusing on the problems of organizing individual and group consultations, I consider it necessary to tell parents that it is important not only to work with their child competently, but also to achieve results. It is the family that is the main source of sympathy and support for a preschooler and can provide it in a timely, subtle and unobtrusive manner. However, parents, often unaware of this aspect of interpersonal relationships, do not always understand that the child often turns to them not for specific advice, but specifically for understanding. During the consultation process, I try to explain to parents that a child usually reacts sharply to a negative assessment of his successes and is sensitive to its belittling, therefore it is home relationships that are often the main means of compensating for insufficient success or underestimation of others outside the family.

Educational work periodically concerns issues of organizing types of children's activities. In my work, I draw the attention of parents to the importance of play activities. The child develops as an individual and personality in and through play, receiving a variety of information about the world and himself from adults and peers, primarily in objective and verbal activities, in communicative communication. The game as a cultural phenomenon teaches, develops, educates, socializes, provides relaxation, and it also parodies, ironizes, laughs, and publicly demonstrates the relativity of social statuses and positions. Childhood without play is impossible. Depriving a child of play practice is depriving him not just of childhood, but also of the main source of development: creativity, mastered life experience, signs of social practice, the richness and microclimate of collective relationships, knowledge of the world. Therefore, I explain the meaning of the game to parents, who are very often concerned, first of all, with the child’s intellectual preparation for school.

Parents have the opportunity to offer their ideas on lexical topics, bring materials or books, share their knowledge with their children, teach them what they themselves know and love. To do this, parents do not need to have teaching abilities at all - children are happy when mom or dad are just in the group.

Visiting kindergarten during “Open Doors Week” - 2 times a year. At this time, parents have a unique opportunity to “live” the whole day in kindergarten with their child - watch and take part in morning warm-ups, attend classes, go for a walk, eat meals, do awakening exercises after a nap, play with children etc.

Help in replenishing kindergarten funds (toys, books, magazines and materials that are no longer needed at home, but may well be useful when organizing the educational process in a preschool educational institution). Assistance in the production of didactic materials for classes and free play activities of children (selection of tasks, photocopying of cards).

I welcome the desire of parents to have full information about the issues being resolved in the process of holding the Pedagogical Council, and we also provide parents with the opportunity to take part in discussions on issues of interest to them in the upbringing and development of preschool children.

For creative communication, there is such a form of work with the family as thematic exhibitions (themes of the exhibitions are “Beautiful dishes”, “Decorative and applied arts”, “My favorite toys”, “Good deeds of our family”, “Gifts for my beloved mother”, etc.) . These exhibitions provide opportunities for parents and children to organize joint activities. Parents note that in the process of jointly preparing materials for the exhibition, adults and children get to know each other even better; the family has another opportunity to talk about the child, about his life in the group and at home.

I attach great importance to the type of cooperation - holidays. Not only teachers and children prepare them, but parents also actively participate in them. And, despite being busy, parents respond, and over time they themselves strive to participate in the holidays, since it is at such moments that they themselves become liberated, on the one hand, and on the other hand, they better understand the state of their children when they perform in front of them.

In the course of the work, the following results were obtained:

• the level of parental competence has increased;
• parent-child relationships were harmonized;
• Parents’ responsibility for the child’s fate and their activity in relations with preschool employees has increased.

How did this affect the development of the child’s personality:

• the emotional climate in the family has improved;
• the parental assessment of the child’s talents has changed towards greater objectivity, the level of parental aspirations has become better correlated with the child’s abilities;
• The emotional intensity and information content of contacts between parents and children has increased.

In conclusion, it should be noted that the advantages of innovative forms of interaction between preschool educational institutions and families of pupils are undeniable and numerous:

– a positive emotional attitude of teachers and parents to work together to raise children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the family’s opinion and suggestions for interaction with the child will be taken into account. Teachers, in turn, enlist the understanding of parents in most problems (from material to economic and many others). And the biggest winners are the children, for whose sake this interaction is carried out;

– taking into account the child’s individuality. The teacher, constantly maintaining contact with the family, knows the characteristics and habits of his pupil and takes them into account when working. Which, in turn, leads to increased efficiency of the pedagogical process;

– the opportunity for parents to independently choose and form, already in preschool age, the direction in the development and upbringing of the child that they consider necessary. In this way, parents begin to understand the responsibility they have for raising their children;

– strengthening intra-family ties, which, unfortunately, is also a problematic issue in pedagogy and psychology throughout time;

– the possibility of implementing a unified program for the upbringing and development of children in preschool educational institutions and families.

I am convinced that the better the communication between the family and the kindergarten group, the more support the child will receive, the more likely it is that his life in kindergarten will be full of impressions, love and trust in the environment, and the first social experience will be successful. I am sure that my students will easily adapt to school.

Thus, in the emotionally rich atmosphere of family relationships, which has no analogues in society, lies the most important reserve for enriching the sensory and social-moral experience of a preschooler.

Modern forms of interaction between participants in the educational process.

author: Larina Tatyana Aleksandrovna

Deputy Director of MAOU Secondary School No. 144 Krasnoyarsk

Modern forms of interaction between participants in the educational process.

Modern forms of interaction between participants

educational process.

Currently, with the rapid development of information and communication technologies, the content of all areas of general education is being modernized. This is reflected in the Federal State Educational Standard, which states that the interaction of all participants in the educational process is the most important component of the successful functioning of education. The interaction of participants in the educational process is based on principles such as voluntariness, cooperation, respect for each other’s interests, compliance with laws and regulations.

The educational process as an interaction is a multifaceted collaboration of all parties: children - teachers - parents, acting in the position of subjects. The interaction of participants in the educational process is characterized by activity, awareness, purposefulness and consistency of mutual actions, the mutual influence of people on each other, suggesting their mutual dependence on common goals, interests, joint activities and mutually oriented reactions.

In the educational system, there is an interaction between certain subjects and objects. The pedagogical subjects are the school management, the teaching staff, parents, and the patronage community.

The objects of education are the student body, certain groups of schoolchildren engaged in one or another type of activity, as well as individual schoolchildren.

The mutual activity of teacher and student in the pedagogical process is most fully reflected by the term “pedagogical interaction”.

What is pedagogical interaction?

Pedagogical interaction is a process that occurs between a teacher and a student during educational work and is aimed at developing the child’s personality.

Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education.

Pedagogical interaction is a complex process consisting of many components - didactic, educational and socio-pedagogical interactions.

Pedagogical interaction is conditioned and indirectly by educational activities, the goals of training and education. During pedagogical interaction, various connections between all participants in the educational process appear. In the process of pedagogical interaction, information connections manifested in the exchange between teacher and student, organizational and activity connections, and communication connections are especially common. The connections between management and self-government in the pedagogical process are also important.

Currently, the following approaches to organizing pedagogical interaction

:

— active

, which forms in students a variety of methods and types of activities, in which they themselves are active participants in the educational process;

— personally oriented

, providing students with the development of individual abilities, self-knowledge, and mastery of methods of self-regulation of behavior.

The interaction of a teacher with students is one of the most important ways of educational influence of adults. The teacher must be prepared to organize and maintain relationships with students. However, in practice, relationships are not always optimal. This largely depends on the style of pedagogical communication of the teacher and the implementation of the basic principles of educational processes

. Let's call them:

1. The value of an individual is revealed in its spiritual content of the inner world and the acceptance of its own image. The realization of inner freedom is ensured by trust as a component of a person’s thinking and culture of communication.
2. For the formation and development of personality, a subject-development environment is necessary, among the principles of its organization there is the category of openness to the world of people, the world of art, and the world of nature. Openness is the most important ethical category that explains many depths of unconscious processes. This is a measure of a person’s freedom and consent in relation to himself and others.
3. The organizer of the developmental environment is the teacher, in relation to whom the student also feels trust or distrust, and, therefore, will be open or closed to interact with him.
4. A positive psychological atmosphere is one of the conditions for effective education and development of a person’s personality. Trust is one of the signs of a favorable atmosphere, as it ensures friendly criticism, free expression of one’s own opinion, lack of pressure, recognition of rights, satisfaction with belonging to a team, and high emotional involvement.
5. The principle of integrity presupposes the unity of social, moral and general cultural development of the individual.

In the process of interaction, interpersonal relationships are formed, manifested and implemented; experience is acquired, knowledge is accumulated, practical skills are developed, spiritual needs, views and beliefs, moral and aesthetic feelings are formed. Structural components

interactions are:

— emotional

– shows the ability to understand experiences and empathize in the process of interpersonal relationships, express solidarity and agreement, and find a compromise;

— evaluative-reflective

– determines the ability for self-observation in the system of relations, for assessing the quality of interaction and awareness of the necessary changes;

— operational-activity

– reflects the ability to work together: defining a goal, creating a project, program and action plan in the problematic field of education;

— value-semantic

– characterized by recognition of parents’ experience in raising children, awareness of the value of joint activities, understanding of one’s place and role in various forms of interaction;

— need-motivational

– determines the needs for mutually open, equal and free actions to each other, for constructive resolution of contradictions;

— intellectual-cognitive

– manifests itself in the ability to study interaction, acquire the necessary knowledge about the peculiarities of the formation and development of relationships.

Levels of pedagogical interaction

In the theory of interaction, of great importance, according to T.M. Paliy, have factors, conditions and principles of its success for the subsequent transition from the level of communication to the level of cooperation and partnership. Researchers identify risk factors that reduce the effectiveness of interaction. These are an authoritarian style of communication, mistrust, low pedagogical culture, inability to correctly assess educational opportunities, lack of desire to systematically engage in education, overestimation of opportunities, a subjective approach to assessing the quality of education, inconsistency of social requirements with specific tasks of interaction.

Taking these factors into account allows for an effective transition to a higher level of interaction.

Levels of pedagogical interaction

Initial (first) level

– communication is based on the principles of tact, respect for each other’s rights and freedoms, recognizing the priority of parents in the education and upbringing of children; correct assessment of the reliability of information obtained during the family research process; understanding the subjectivity of teachers’ point of view.

Second level

– increasing pedagogical culture and pedagogical self-education based on the principles of diversity of forms of collective, group and individual work based on differentiated and individual approaches, relying on the positive experience of family education for further improvement of pedagogical skills; unity of pedagogical education and self-education.

It is advisable to highlight the types of interaction in the educational process from the point of view of its subjects: teacher - student, parent - child, teacher - parent, teacher - colleague, head of educational institution - teacher, interaction of the teacher with the team of students.

Forms of interaction between participants in the educational process

Teacher - student

The teacher and the child are the two most important figures in the holistic pedagogical process. And success in the process of training and education largely depends on the kind of relationship that develops between them. Forms of interaction can be positive and negative.

Let's consider positive forms of interaction.

Dialogue

is characterized by a high level of empathy of the teacher, the ability to accept the child for who he really is, the flexibility of the teacher’s thinking, the ability to adequately evaluate himself, and the teacher’s lack of stereotypes in the perception of students.

Cooperation

involves joint determination of educational goals and planning of the educational process, joint distribution of forces and resources based on the capabilities of the teacher and students, contact, goodwill, mobility, social activity, politeness, and emotional stability of the teacher.

Guardianship,

as a form of interaction, includes the teacher’s concern for students, social activity, a high level of empathy and the teacher’s ability to come to the rescue.

The Federal State Educational Standard requires a change in the relationship between the teacher and students and the establishment of collaboration. Relationships based on cooperation are currently relevant and allow solving the following interrelated tasks:

— creating relationships of trust;

— ensuring cooperation of decisions between participants in the holistic pedagogical process;

— actualization of motivational resources of teaching;

— development of the teacher’s personal attitudes that are adequate to humanistic teaching;

— assistance to teachers and students in personal development.

The personal attitudes of the teacher play an important role. K. Rogers identifies the following as the main ones:

- the teacher’s “openness” to his own thoughts, feelings, experiences, as well as the ability to openly express them in interpersonal communication with students;

— expression of the teacher’s inner confidence in the capabilities of each student;

- the teacher’s vision of the student, assessment of his reactions, actions, actions from the point of view of the child himself, this is the so-called “empathic understanding”.

Psychological support as a form of relationship

In a modern educational institution, the basis of pedagogical interactions along the teacher-student line is psychological support, the main forms of which are aimed at achieving educational results.

Psychological prevention

– this is the promotion of the full socio-psychological, personal, professional development of the child; prevention of possible personal and interpersonal problems of ill-being and socio-psychological conflicts, including the development of recommendations on the part of the teacher to improve the socio-psychological conditions of self-realization, taking into account the socio-economic, cultural-ethnic and other conditions of the child’s life.

Psychological counseling

– this is the provision of assistance to the child by the teacher in self-knowledge, adequate self-esteem, adaptation to real life conditions, the formation of a value-motivational sphere, overcoming crisis situations and achieving emotional stability. All of the above should contribute to continuous personal and psychological growth in self-development.

Psychological correction

– this is the active psychological influence of the teacher on the student’s personality in order to eliminate various deviations in his personal, psychological development in specific socio-psychological conditions of life.

Psychological and pedagogical training technologies

.

Social-psychological training

: business communication training, perceptual training, sensitivity training, family relationships training.

Intellectual trainings

: training for the development of attention and observation, training for flexibility of thinking, training for increasing memory capacity and developing its characteristics, training for the development of creative thinking (creativity).

Organizational trainings

: training for building team (class) cohesion, decision-making training, training for student behavior in extreme situations, training for conflict-free communication in the classroom, training for improving the efficiency and joint activities of students in the classroom.

Self-regulation training

: psychological trainings, auto-trainings, relaxation trainings and biofeedback trainings.

Personal growth trainings

students: dynamic orientation training (psychodrama), social perception training, humanistic orientation training (Gestalt), role training, self-regulation training for the emotional-volitional sphere of students.

Teacher - parent

The conditions of current education have proclaimed parents as subjects of the educational process. This means that parents are also responsible for the quality of their children’s education. Interaction with parents is the main key point in building the educational work of an educational organization. The leading role in organizing cooperation between school and family is assigned to teachers. The interaction between family and school should be based on the principles of mutual trust and respect, support and assistance, patience and tolerance towards each other. In the work of teachers with parents, a significant place is given to psychological and pedagogical education. The accumulation of psychological and pedagogical knowledge of parents should be closely related to the development of their pedagogical thinking, practical skills in the field of education. It is necessary that the information be of a preventive nature, based on practical expediency, and demonstrate experience and specific facts. This determines the selection of content, as well as forms of interaction between participants in the educational process.

The interaction of teachers with parents of schoolchildren is realized through various forms. There are traditional and non-traditional forms.

Traditional forms

are divided into the following groups:

- collective - parent meetings (both group and general meetings are held with all parents of students);

— group (consultations, conferences);

— individual (individual consultations, conversations);

— visual (moving folders, stands, screens, exhibitions, photos, open days).

Non-traditional forms

Information and analytical forms are aimed at identifying the interests and requests of parents, establishing emotional contact between teachers, parents and children. This also includes surveys, tests, questionnaires.

Leisure forms include joint leisure activities, holidays, and exhibitions. They are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure activities allow you to create emotional comfort in the group/class.

Cognitive forms include familiarizing parents with the age and psychological characteristics of students, developing practical parenting skills in them. The main role belongs to meetings in non-traditional form and group consultations.

Visual information forms are conditionally divided into two subgroups: informational and educational and informational.

The purpose of the information and orientation form is to familiarize parents with the institution, the features of its work, and teachers. These include: publication of a newspaper for parents, computer presentation of text, drawings, diagrams, libraries for parents on the main problems of family pedagogy.

The objectives of the information and educational form are close to the objectives of the cognitive forms and are aimed at enriching parents’ knowledge about the features of development, training and education. These include: conferences, seminars, master classes.

Let us divide the designated forms of interaction between teachers and parents into two large groups – innovative and traditional forms.

Traditional forms of interaction: parent meeting; work with the parent committee; organization of competitions; consultations; conversations; joint celebrations; home visit.

Innovative forms of interaction: parent universities; conferences; trainings; parent rings; question and answer hour; debate-reflection on problems; open days; parent clubs, collective creative activities; business game; network interaction.

Interaction in an educational institution between a teacher and a parent includes the following functions:

- informational - the teacher provides the most reliable and complete information about the stages of child development;

- educational and developmental - interaction between the teacher and parents is aimed at nurturing and developing the correct attitude of parents towards the child, which will ultimately lead to increased academic performance and improved psychological development of the child;

- formative - the teacher, with the help of pedagogical techniques, forms in parents the idea of ​​the child as a subject of educational activity;

— protective and health-improving – forms the correct idea of ​​parents about a schoolchild, aimed at preserving the health of students;

— controlling – with the help of interaction, the teacher can control the level of development of parents’ awareness in relation to their children;

- everyday - parents’ correct understanding of their functions in relation to the child leads to improvement of everyday relationships in the family, increasing understanding between parents and children.

Administration - teachers

Forms of interaction between the administration of an educational organization and teachers can be represented in the form of two interconnected groups:

— group forms of methodological work: pedagogical councils, seminars, workshops, consultations, creative micro-groups, open screenings, work on common methodological topics, business games.

— individual forms of methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.)

Let's look at some of them:

Pedagogical Council,

as the highest management body of the entire educational process, it poses and solves specific problems of the institution.

Of the various forms of methodological work in school, such a form as consulting teachers

. Consultations can be individual or group; consultations on the main areas of work of the entire team, on current problems of pedagogy.

Seminars and workshops

remain the most effective form of methodological work. The main goal of workshops is to improve the skills of teachers, so they are usually led by teachers who have experience working on this issue.

Open display.

Each teacher has his own teaching experience and teaching skills. The manager organizing an open display can set several goals: promotion of experience; training teachers in methods and techniques of working in the classroom.

Business game

increases interest, causes high activity, improves the ability to solve real pedagogical problems.

"Round table" -

one of the forms of interaction between teachers. When discussing any issues of education and training, circular pedagogical forms of placing participants make it possible to make the team self-governing, put all participants in an equal position, and ensure interaction and openness.

Educational organizations often introduce an interesting form of work that unites employees - a pedagogical newspaper.

Goal: to show the development of creative capabilities of teachers, children and parents.

One of the most important strategic directions for the modernization of Russian education is the introduction of information and communication technologies into the holistic pedagogical process, providing conditions for the formation of a new type of education that meets the needs of development and self-development of the individual in a new socio-cultural situation. It can be:

An electronic diary
is
one of the options for working with parents and all other participants in the educational process. It provides the necessary, complete, reliable information about the activities of the school by creating an information system. And this unites all participants in the educational process. The electronic diary system allows parents to monitor the educational process with the institution where their child is studying. Interactive communication is an excellent opportunity for parents to communicate directly with the administration of the school institution. It is enough to subscribe to the SMS newsletter, and parents will receive the latest news about events at school in a timely manner.

A blog
is
a type of website where web pages are sorted by date, with the oldest publications (posts) at the top. It bears the imprint of the author’s personality; it is not impersonal.

Subject teacher's blog

may contain: lesson plan or materials, short notes, assignments for students, useful links, additional information for students, educational videos, useful and interesting gadgets, feedback form, etc.

You can create a class blog

, invite parents and students as co-authors, post information about events that are being held; extracurricular plans; educational materials; information for parents; class photos and videos, etc.

Online community blog.

Online communities are an exchange of experience and knowledge, a collection of educational materials, useful links and online work. This could include a blog of a subject association or professional community. Such blogs are created with the aim of uniting teachers of subject sections. They may contain information for subject teachers, announcements of competitions and their results, news in their subject area, educational materials and links to interesting blogs.

Blog project.

This is a very interesting blog dedicated to the study of a topic, which can be defined both as a “blog - an educational project” and as a “blog dedicated to a specific topic.” The blog contains questionnaires, tasks, dictionaries. The students’ work is organized and thought out: there is a project methodological passport and an assessment table.

Blog – school newspaper.

A convenient form for creating, using and editing a school newspaper. A wide field of activity for students: allows you to conduct various surveys, organize discussions, competitions, demonstrate photographs, videos.

One of the modern forms of development of pedagogical interaction is social networks.

More and more teachers interact with children and parents using social networks. Organizational goals achieved with the help of social networks include the organization of educational and extracurricular activities of students. To achieve these goals, “groups” are created on the social networks “VKontakte” or “public page”, where you can exchange the necessary information online, gain access to homework, electronic textbooks or reference books. The main differences between them are that in a “group” all members of the community can express their opinions on this or that matter, post photos, videos, audio materials, and the “public page” acts as a kind of “bulletin board”, and the opportunity Only the creator of this page can edit or comment on the information contained in it.

The choice of one or another interactive form depends directly on the style of pedagogical communication chosen by the teacher.

The complexity of these forms of organizing activities lies in the fact that, while solving organizational issues, the teacher simultaneously realizes methodological goals. The methodological goals of the teacher, as a rule, are to transform teaching technologies, forms and methods of educational activities. By introducing social networks into his professional arsenal, the teacher changes the attitude of the students themselves towards them. They become not only a means of communication and entertainment, but also a means of education. Let's determine the advantages of social networks as a learning platform:

— a familiar environment for students;

— Wiki technology allows all network participants to create online educational content;

— possibility of collaboration;

— presence of a forum, wall, chat;

— each participant can create his own blog;

— the activity of participants can be tracked through the friends’ feed;

— convenient to use for project implementation;

- can be used as a portfolio.

Thus, a new educational space appears, which is also a familiar environment for the modern child and is not perceived by him as hostile. And also new forms of interaction, more familiar to the modern generation, are appearing.

Literature

1. Arakelova, T.L., Bezrodnykh, T.V. Theory and practice of pedagogical interactions in the modern education system: collective monograph / Ed. E.V. Korotaeva. - Novosibirsk: CRNS, 2010.

2.Abramova L.A. Moral relations between the participants of the pedagogical

process: Lectures and practical classes. Cheboksary, 1997.

1. Belyakova E.G. Meaning formation in pedagogical interaction:

Monograph. Tyumen, 2008.

4.Borisova, L.G., Dakhin, A.N. Monitoring school conflicts: causes, analysis, conclusions / Borisova L.G., Dakhin A.N.; Moscow, 2010. - Research Institute of School Technologies, magazine “Pedagogical Technologies” No. 1, 2010.

5. Vennetskaya O., Tanacheva V. Problems and practice of social partnership in

conditions for the introduction of the Federal State Educational Standard. M.: Publishing house "Creative Center Sphere". 2014

1. Volokitina Yu. N., Baranova O. I. Innovative forms of interaction between primary school teachers and parents. Scientific and methodological electronic journal "Concept". – 2017
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the current stage of development of school education. M., 2009.

8. Ershova A. P., Bukatov V. M. Directing a lesson, communication and teacher behavior. M., 2010.

9.Kodzhaspirova G.M. Pedagogy: Textbook for educational students

vocational education institutions. M., 2004

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2005.

11.Kartseva, L.V. Psychology and pedagogy of social work with families: Textbook / L.V. Kartseva. - M.: Dashkov and K, 2013.

12. Kovalev G. A. Three paradigms in psychology - three strategies of psychological influence. St. Petersburg Peter, 2001

1. Panyushkin V.P. Forms of educational cooperation and levels of regulation

interconnected educational activities // Innovative training: strategy

and practice. – M.: Pedagogy, 1994.

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15. Lisina M. I. Formation of a child’s personality in communication. St. Petersburg: Peter, 2009

16. Rean A.A., Kolominsky Ya.L. Social educational psychology. St. Petersburg, 2006.

1. Mitina L.M. Psychological diagnostics of a teacher’s communication abilities: Textbook. Kemerovo, 1996.
2. Postalyuk N.Yu. Pedagogy of cooperation: the path to success. – Kazan, 1992.
3. Yubozov N.N. On the three-component structure of interpersonal interaction // Psychology of interpersonal cognition. M.: Pedagogy, 1981

Modern forms of interaction between participants in the educational process.

Features of project activities in preschool education

The project method is considered as a way of organizing the educational process, based on the interaction of teachers, students and their parents, a way of interacting with the environment, and step-by-step practical activities to achieve the goal.

The American educator and philosopher J. Dewey founded the project-based teaching method, the essence of which is briefly expressed by the slogan “Learn by doing.” According to him, the educational process should be built around a specific problem, the solution of which is relevant and significant for the child at the moment. The external result will be visible, understandable and applicable in practice. The internal result - the experience of activity - becomes an invaluable asset of the student, connecting knowledge and skills, competencies and values.

The main goal of the project method is to give children the opportunity to independently acquire knowledge by solving practical problems or problems. The topic chosen for the project is projected by the teacher onto all educational areas offered by the Federal State Educational Standard and onto various types of children's activities. This ensures the integrity of the educational process. Integration of knowledge from different thematic areas forms a holistic vision of the world around us, develops the child’s cognitive interest, allows him to “live” the topic in different types of activities (thinking, speech, work, creativity, etc.), absorb more information, understand the connections between subjects and phenomena and get tangible results. So, project activity is a special type of intellectual and creative activity; a set of techniques and operations for mastering a certain area of ​​practical or theoretical knowledge, one or another activity; a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or define a goal (idea). Therefore, in the educational process of ECE centers, project activities are collaborative in nature, in which children and teachers of the ECE center, as well as parents, participate. The degree of children’s participation in project activities depends on their age characteristics: in younger groups, children observe the activities of the teacher and parents, in middle age, children begin to participate in the implementation of the project, in older age they are full participants in the project.

Joint projects between kindergarten and family are especially important, as they allow “to create a natural situation of communication and practical interaction between children and adults (including parents).”

The experience of collective creativity is carried out against the background of general positive emotional experiences, which contributes to the development of friendly relations between children.

Children feel unhappy when they are outside the group. Therefore, pair, group and frontal projects are necessary for the development of children.

A paired project is carried out by a pair(s) of participants. Children acquire cooperation skills, learn to act together in the same space, solve a common problem, and choose adequate ways to solve it. A group project is carried out by a group of participants (from 3 to 10-12 people).

Model of interaction between kindergarten and family; methodological development

“Model of interaction between kindergarten and family”

Model of interaction between preschool educational institutions and families.

The modern model of social partnership between preschool educational institutions and families of pupils is understood as a process of interpersonal communication, the result of which is the formation in parents of a conscious attitude towards their own views and attitudes in raising a child.

In modern research, partnership is understood as mutually beneficial constructive interaction, characterized by “trust, common goals and values, voluntariness and long-term relationships, as well as recognition of the parties’ responsibility for the result.”

The effectiveness of a kindergarten depends largely on constructive interaction and mutual understanding between preschool staff and parents.

Modeling is one of the universal methods that allows you to reproduce the most important components, properties, connections of the processes under study, adequately evaluate them, predict trends in their development, and also effectively manage this development.

The goal is to create effective conditions for interaction between the preschool educational institution and the family, which contributes to the successful development and realization of the child’s personality.

The developed model allows us to build a system of interaction “Parent – ​​Child – Teacher”, where the child will become the leading subject of attention, and the relationships between adults will be emotionally equal, mutually acceptable, free and independent.

Cooperation presupposes a more active participation of the family in the interaction process, however, this activity is still local in nature, since it involves only feasible participation in specific activities.

Parents develop the skills of conscious inclusion in a single process of raising and educating a child together with teachers.

To prevent and overcome the difficulties of family education, it is necessary to coordinate it with work with children, including all preschool specialists in the work.

Building a model of interaction between parents and teachers in the educational process of a preschool institution involves solving the following tasks:

— to activate the educational capabilities of parents;

-involve parents to participate in the educational process of the preschool institution and the public life of the preschool educational institution;

— use the experience of family education to implement educational programs;

— contribute to the personal enrichment of all participants in interaction through activity, its transformation and change;

The development of optimal methods and forms for developing the self-awareness of parents in a preschool institution is part of the general task of organizing work with parents.

By uniting and mobilizing the joint efforts of parents, educators and preschool specialists, it is possible to more effectively solve the problems of supporting the personal and age-related development of children.

Combining the efforts of a preschool institution and parents in the process of raising children is a difficult task in organizational and psychological-pedagogical terms. The fundamental conditions for its solution are to create a special form of communication between parents, administration and teachers of preschool educational institutions, which can be designated as confidential business contact.

Since the population of preschool children is constant at all age stages of children’s development, each parent has a unique opportunity to communicate more with preschool teachers and their child, learn new things, learn to listen and hear, and find compromise options in emerging problems.

Influence as a psychological category is carried out by communication, its communicative and interactive sides.

The role of the accumulated knowledge base during the first years of life is much more significant than one might imagine. If parents understand this, they are much more attentive to the connection between what they themselves and teachers do for the child, and the colossal work that the child does on his own, trying to learn something.

Many teachers consider working with families to be one of the most difficult types of professional activity. There are a number of reasons for this, including the problems of the modern family, which, as practice shows, cannot be solved by traditional methods. And they significantly affect the well-being and well-being of both the child and the adult.

Activities within the framework of the proposed model of interaction between kindergarten and family involve:

-formation of a data bank of social characteristics of families;

-drawing up a program for studying the family (its structure, psychological climate, principles of family relationships, lifestyle, social status of the father and mother, features of the home pedagogical system);

-studying (through questionnaires) the needs of parents to participate in the life activities of a preschool institution;

-equipment of premises for communication with parents;

-coordination work on the content of the functionality of each project participant;

- systematic holding of open days for families of pupils (mothers, fathers, grandmothers, grandfathers);

- testing ways to realize the potential of preschool families;

-creation of family clubs based on interests (pedagogical capabilities);

-studying the pedagogical initiatives of parents, presenting opportunities to share their opinions on the problems of raising and educating children, interaction with teachers;

- compilation of card files, booklets “Pedagogical piggy bank: parents for teachers”, “Pedagogical piggy bank: teachers for parents” (with the aim of mutual enrichment of pedagogical skills);

- generalization of the experience of parents’ participation in the life of a preschool institution;

- information and analytical work on project implementation;

-systematization of educational and methodological developments;

- planning work to disseminate the initiative.

To implement the basic conceptual provisions of this model of cooperation, a system of psychological, pedagogical and social support for the educational process in a preschool institution is required.

To bring parents closer to preschool educational institutions, a number of programs are being implemented that provide for communication in parental living rooms, holding joint holidays, and weeks of creativity based on the ideas of social partnership. Practical forms of parental participation in the activities of the institution together with their children play an important role, for example, projects aimed at improving the health of pupils. A very important condition for interaction is the parties’ trust and respect for each other. In addition, the image of the institution, the results of the participation of children and teachers in various competitions, exhibitions, etc. are important for parents. In this regard, information about achievements is accessible and open to all participants in the educational process. The institution’s system of work provides for joint determination of perspectives with the family, parallel actions, mutual addition and mutual correction. All this is reflected in work with parents, meetings of the parent committee of the preschool institution, and the council of the preschool educational institution.

Each kindergarten employee participates in organizing work with parents and developing common goals and objectives together with parents. This work requires great personal effort from teachers, constant creative search, and replenishment of the existing knowledge base. A preschool psychologist plays an important role in building a constructive dialogue between educators, parents, children, and kindergarten administration.

Implementation of the model allows you to achieve the following results:

-creating emotional and psychological comfort for keeping a child in kindergarten in conditions as close as possible to family ones;

— achieving common value orientations among teachers and parents;

-reducing the number of dysfunctional families and pedagogical neglect in raising children;

- recognition of the importance of the social and pedagogical role of the family in the life of a child;

– harmonization of parent-child relationships;

– increasing the level of parental involvement in the activities of the preschool institution;

The model of social and pedagogical partnership between family and educational institution is a promising and effective type of social interaction. It is focused on a humanistic approach and forces a change in the traditional pedagogical worldview: the main character becomes the child, his development, the disclosure of personal potential, and the preschool institution is a mediator between the child and parents, helping to harmonize their relationships.

The involvement of parents in the field of pedagogical activity, their interested participation in the educational process is necessary for their own child. Thus, an analysis of the state of this problem of interaction between preschool specialists and parents determined the relevance for the development of this model.

Forms of work with families in MBDOU Kindergarten No. 16 “Bear Cub”

List of used literature:

1. Antonova T.S. Problems and search for modern forms of cooperation between kindergarten teachers and the child’s family / T.S. Antonova, E. Volkova, N. Mishina//Management of preschool education.-2003.-No.4-p.80-84.

2. Arnautova E.P. We are planning to work with our family. //Management of preschool educational institutions 2002, No. 4. - 66 p.

3. Evdokimova N.V., Dodokina N.V., Kudryavtseva E.A. Kindergarten and family: methods of working with parents: A manual for teachers and parents. M: Mosaic - Synthesis, 2007 - 167 p.

4. Evdokimova E.S. Department of Kindergarten and Family / E.S. Evdokimova // Management of a preschool educational institution. - 2008. - No. 5. - p. 8-15.

5. Doronova T.N. On the interaction of the preschool educational institution with the family / T.N. Doronova//Preschool education.-2004.-No.3.-P.13-90.