article on the topic “Organization of a family club in a preschool educational institution” from work experience

Interest club at preschool educational institution. Work plan

Interest club in kindergarten

Author: Olga Aleksandrovna Berdnikova, teacher, MBDOU “CRR-d/s “Rosinka”, Abakan, Republic of Khakassia

Interest club - as one of the forms of cooperation between teachers, parents and children

(for parents and children of the senior, preparatory group for school) The process of becoming a full-fledged personality takes place under the influence of various factors, the first and most important of which is the family. This is an environment that incorporates a wide range of parameters that influence a person’s mental development, the capabilities and nature of his personal and social functioning, and the possibilities of self-realization. A kindergarten is the first non-family social institution, the first educational institution with which the family comes into contact for the purpose of raising and educating the child, preparing him for life in society. We, specialists of a preschool institution, provided that we competently structure interaction with the family, have a unique opportunity to systematically communicate with the family, close contact with parents, which opens up the broadest opportunities for organizing joint work in the triad “family - child - kindergarten”. Regardless of what form of interaction with the family we choose, it is important to consider that awareness of oneself in the new status of a parent is accompanied by a revision of life principles, value systems, and aspirations. Therefore, it is necessary that a competent teacher be next to the parent, on whose competent help he could count in any situation. Our teaching staff has constantly set and is setting a goal: to look for new forms of interaction, fill them with relevant content and present it in such a way that parents want to use it. Today it is impossible to limit ourselves only to the promotion of pedagogical knowledge, in which parents are only passive participants. That is why, as one of the main forms of work with the families of our students, we have chosen such an association of parents, children and teachers as a parent-child club. The members of the club are all interested parents of our students, preschool teachers and children. The topics of meetings in the club are chosen taking into account the characteristics and needs of families based on the problems that arise during the educational process. Each parent can choose a seminar, training, joint activity - everything that is important and interesting for him to attend.

Long-term work plan for the club “Lovers of Correct Speech”

Goal: to unite the efforts of teachers and parents in developing children’s correct spoken language. Objectives: - to acquaint parents with the work of preschool educational institutions on the development of children’s speech; — develop parents’ ideas about the methods and forms of children’s speech development; — provide methodological assistance to parents in the development of children’s correct speech. The first year of classes at the club serves to establish contact between parents and preschool specialists; it is expected that in the course of the work, group members will become familiar with the basics of correct speech.

Long-term club work plan 1 year

September

The topic of the meeting is “How our word will respond.” Contents. The word has always had power. The ancients said that the doctor has three medicines - herbs, minerals and the word. Speech performs important functions in the development of a child and must be literate, correct, and beautiful. Speech therapist's recommendations Fragment of a speech therapist's lesson on speech sound culture

December

Topic of the meeting: “Lessons in politeness and beauty” Good manners, politeness, beauty are closely related to the moral education of a child Recommendations of a teacher-psychologist

February

Topic of the meeting: “Raising a child using the native language and folk art” Contents. The possibilities of art in the development of children's speech. The age of 5-6 years is the age of development of imagination, which is the basis of creativity. Recommendations from a music director, teacher of additional education on art activities

May

Topic of the meeting: “Entertainment “Journey to the Land of Games” Contents: Games with children and parents aimed at developing speech

Long-term plan for the club's work, year 2

The second year of classes is a joint work of teachers, children and parents. At this stage, parents can put the acquired knowledge into practice in games and exercises with their children.

September

Topic of the meeting: “We play wherever possible” Contents. Methodological assistance to parents in organizing children's games

December

Topic of the meeting: “On the importance and benefits of games with words” Contents. Preparing children for school, reinforcing correct pronunciation in speech. The development of a child’s vocabulary is a defining part of speech culture

February

Topic of the meeting: “Movement and speech” Contents. Properly organized physical education using elements of kinesiology promotes the mental development of children, as favorable conditions are created for the normal functioning of the nervous system

May

Celebration Summing up the club's work

We recommend watching:

Parent meeting on traffic rules in the preparatory group Creative workshop in kindergarten “Making laboratory materials with your own hands” Lesson with parents in kindergarten. Abstract Literary quiz on fairy tales for kindergarten

Similar articles:

Plan of interaction with families of children of the middle group of general developmental orientation

Methodological recommendations for drawing up an individual development program

Parents' club is an unconventional form of effective interaction between teachers and parents in preschool educational institutions

Plotnikova Anna Evgenievna

teacher

"Kindergarten No. 22"

Kamensk-Uralsky

Parents' club is an unconventional form of effective interaction between teachers and parents in preschool educational institutions

Brief description: experience in creating a family parent club in a preschool institution (group) for effective interaction with parents and an approximate annual work plan for the club will be interesting and useful for preschool teachers.

The family and kindergarten are the main institutions for raising a child. Public and family education of children should be a unified system of both educational and educational practices, implemented jointly by all participants in the educational process. The main goals should be: the formation of a moral, fully developed personality, ready for life in modern society. And every modern teacher faces the task of organizing effective interaction with the families of pupils, actively involving parents in the joint development of children in preschool educational institutions and families, developing uniform requirements, goals and objectives for the development of preschool children.

In this regard, each preschool educational institution uses different forms of work with families. Traditional and non-traditional forms of interaction with family can be distinguished. Traditional forms include:

• parent meetings,
• conversations, visiting families,
• joint holidays and entertainment,
• consultations,
• design of stands, travel folders with information for parents,
• exhibitions of family works, photo exhibitions,
• open days.

To non-traditional:

• conducting master classes,
• joint walks, entertainment, excursions on holidays and weekends,
• round tables, issues of family and group newspapers and posters,
• presentations
• video competitions,
• joint ICT presentations,
• production of brochures, leaflets, booklets,
• exhibitions of family heirlooms,
• creation and operation of a family club.

Today I want to share my experience of creating a family club in a kindergarten group. This is a wonderful opportunity to organize the most effective interaction between teachers and parents in a preschool institution.

The purpose of the family club: to create a unified educational process in the preschool educational institution and the family, the active involvement of parents in all activities of the kindergarten and group, effective interaction between adults and children.

Objectives of the Club:

• providing advisory, psychological and pedagogical education and assistance to parents,
• improving the pedagogical culture of parents,
• attracting parents to participate in the life of the preschool educational institution,
• creating conditions for full communication and cooperation between parents and teachers (exchange of opinions and experiences in family education).

Important conditions for the club to operate:

• making a joint decision to create a club at the first parent meeting,
• to captivate parents with an interesting direction (topic) for a year,
• determining the frequency of meetings (monthly, quarterly),
• drawing up a club work plan,
• meetings are held jointly with children and parents with the involvement of specialists.

I offer you a sample plan for the work of a club in a preschool institution in accordance with the annual / project theme.

Work plan of the family club “We are together”

Annual theme: “Getting to know your hometown”

In conclusion: the influence of family on raising children is enormous. And success in the unified and integral education of the personality of each child depends on the organization of work with parents, their inclusion and involvement in the educational process, and effective interaction.

Family club in kindergarten

• January 12, 2012

Competition “My Pedagogical Initiative - 2011”
Nomination “Working with Parents” (in preschool educational institutions)

The first school for educating a growing person is the family. All human paths begin in the family. She is the whole world for a child, here he learns to love, endure, rejoice, and sympathize. In the family he acquires his first experience of communication, the experience of “living among people.”

Any pedagogical system without a family is a pure abstraction. It is important to find a form of communication with the family in which mutual understanding and mutual assistance are possible in solving complex problems of raising, training and correcting the development of children. In our opinion, one of these forms is a family club, based on the principles of voluntariness, personal interest, and mutual respect. We did not come to this conclusion overnight. Over the course of many years, we have carried out systematic work with parents, subordinated to the main goal - the creation of a unified educational and health space “kindergarten - family”, while solving priority tasks :

• improving the pedagogical culture of parents;
• studying and summarizing the best experience of family education;
• involving parents in participating in the life of the group and kindergarten.

When conducting a survey to identify the most acceptable and effective forms of work, we found that the most popular are joint events with the participation of children and parents, they are preferred by 90% of parents.

Even in the second junior group (at the end of the year), at the round table they chose such a form of work as a family club and identified 3 main directions of the Club’s work :

• psychological and pedagogical education of parents (identified the most important topics for meetings, outlined the timing of activities),
• participation of parents in the cognitive development of children through “meetings with interesting people”,
• joint productive activities in the “skillful hands” circle for children and parents.

The family club began its work with the middle group. This is an energy-intensive event, but it returns the costs a hundredfold with its efficiency. During round table meetings, we help parents understand the importance of family traditions in raising a child, provide practical assistance in preparing and holding holidays at home, and ask them to share their experience of family education.

The goal of our family club is to: establish trusting relationships between children, parents, teachers, unite them into one team, cultivate the need to share their problems with each other and solve them together, rejoice in the successes of everyone.

Working within the family club for two years, we became convinced that in the process of joint activities, children begin to perceive their parents in a new way, as allies. By showing themselves to the child from the best side, demonstrating the qualities that they want to pass on to him, parents give the child the opportunity to be proud of them. And pride in one’s parents is an excellent foundation for personal development.

In addition, the work of the family club has shown that the atmosphere that arises in the process of communication between children and parents in kindergarten is transferred to the home environment and encourages parents to be an example for their children. A wise proverb says that words teach, but example makes you imitate.

Appendix 1: Family club in kindergarten.

Appendix 2: Presentation.

Author: Vera Vladimirovna Zatheeva, teacher of the highest qualification category at the Novoselovsky kindergarten “Rosinka No. 24”, p. Novoselovo, Krasnoyarsk Territory. Teaching experience 26 years.

Experience in the work of the children's and parents' club "Commonwealth".

Model of social partnership of MADOU of the city of Nizhnevartovsk

DS No. 83 “Pearl” and families.

Experience in the work of the children's and parents' club "Commonwealth".

The preschool age of a child is the time when the foundations of a person’s physical, mental, and personal development are laid. Losses incurred during this period cannot be fully recovered in later life. This circumstance places a special responsibility on adults for the fate of a growing person.

In the Federal Law of the Russian Federation dated December 29, 2012 No. 273 - Federal Law “On Education in the Russian Federation” in Article 44. “Rights, duties and responsibilities in the field of education of parents (legal representatives) of minor students”, in paragraphs 1 and 2 it is indicated:

1. Parents (legal representatives) of minor students have a priority right to the education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.

2. State authorities and local governments, educational organizations provide assistance to parents (legal representatives) of minor students in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.

In the Basic educational program of our preschool institution in paragraph 2.6. “Features of the interaction of the teaching staff with the families of pupils”, it is stated that the family is the most important social institution, which is of decisive importance both for the individual life of a person and for the social, economic and cultural development of society”, it is stated that the general requirements for preparing parents for accompanying A preschool child within the framework of his development trajectory during the implementation of an approximate basic general education program for preschool education are:

• informing parents about the compliance of the child’s development with the tasks set in the basic general education program along the following lines of development:
• health and physical development;
• cognitive and speech development;
• social and personal development;
• artistic - aesthetic.

Clause 2.9 «

The specificity of national sociocultural and other conditions in which educational activities are carried out” indicates that the educational level of parents is at different levels and presupposes the need for individual close cooperation between teachers and the family. The solution to educational problems should be carried out in close cooperation with the family, directly at various meetings with parents (legal representatives), through the activities of the parent committee.

The purpose of interaction between preschool educational institutions is to involve parents (legal representatives) in the education, training, upbringing and development of children. A preschool educational institution acts as an open socio-educational environment for parents, in the creation of which they take a direct part: interacting with educators and specialists in the process of organizing planned events with children, in the process of organizing an environment in groups.

Taking into account all these provisions, our kindergarten has built a model of social partnership with the family.

Model of social partnership between preschool educational institutions and families within the framework of the Federal State Educational Standard for Preschool Education

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

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.

The model of social partnership between preschool educational institutions and families that we have developed allows us to build a system of interaction “Parent – ​​Child – Teacher”, where the child is the leading subject of attention, and the relationships between adults are emotionally equal, mutually acceptable, free, independent, but friendly and constructive.
The model of social partnership Parent - preschool educational institution is solved in three directions: working with the preschool educational institution team to organize interaction with the family, familiarizing teachers with the system of new forms of work with parents;
improving the pedagogical culture of parents; involvement of parents in the activities of preschool educational institutions, joint work to exchange experience. In the process of implementing this model of cooperation, the attitude towards the “prestige of parenthood” changes radically. Parents develop the skills of conscious inclusion in a single process of raising and educating a child together with teachers, and teachers overcome the stereotype of parents distancing themselves from the education system.

MADOU of the city of Nizhnevartovsk DS No. 83 “Pearl” is an open system, the main “tool” of which is social partnership, the collaboration of the kindergarten staff with parents, operating on democratic and humanistic principles. For several years, our preschool institution has been implementing the following model of interaction between the preschool educational institution and the family:

Principles of working with parents (persons replacing them)

Family Study Methods

• Focused, systematic, planned;
• A differentiated approach to working with parents, taking into account the multidimensional specifics of each family;
• Age-related nature of work with parents;
• friendliness, openness.

• Questionnaire;
• child monitoring;
• visiting the child's family;
• family examination using projective techniques;
• conversation with a child;
• conversation with parents.

Forms of work with parents (persons replacing them)

Interactive

Traditional

Educational

• discussions;
• round tables;
• conferences;
• family chronicles;
• game trainings;
• parent clubs;
• seminars and workshops.

• theme weeks;
• parent meetings;
• leisure;
• creative joint exhibitions;
• photo exhibitions;
• competitions;
• open days.

• visual information;
• individual consultations;
• media use; stands and corners for parents.

The main idea of ​​interaction between teachers and parents is to establish partnerships that will allow them to combine efforts to raise children, create an atmosphere of common interests, and enhance the educational skills of parents.

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;

— 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, we can 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. It seems to us that the fundamental conditions for solving it are to create a special form of communication between the parents of pupils, the administration and teachers of preschool educational institutions, which can be designated as confidential contact.

At each stage, a certain relationship and movement of internal and external goals can be noted.

The first stage is broadcasting a positive image of the child to parents. Thanks to this, from the very beginning, friendly relations with a focus on future cooperation develop between parents and teachers.

The second stage is the transmission to parents of the knowledge that they could have acquired in the family (features of the child’s communication with peers).

The third stage is to familiarize teachers with family problems in raising a child. At this stage, the educational psychologist and educator maintain a dialogue with parents, in which the latter play an active role. It is necessary to clarify that this stage is the third and not the first (which would seem to be more logical) not by chance. Only after the first two stages do parents, based on the achieved trust, have a need to share with the educational psychologist information about the manifestations of the child’s individuality (his tastes, behavior, habits) at home, and not only about the positive aspects, but also the negative ones.

The fourth stage is joint research and formation of the child’s personality.

The most important result of such meaningful, emotionally rich, activity-mediated communication between teachers and parents should be the active position of parents in raising a child, their willingness to correct their own attitudes, “transmitted” to the child.

As part of this model of interaction between kindergarten and family, a parent club “Commonwealth” has been organized in our preschool institution.

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.

Implementing the ideas of social partnership, humanizing the environment and expanding sociocultural boundaries, the administration of the preschool educational institution is guided by the developed program of the parent club “Commonwealth”.

These and other events expand the boundaries of preschool education as a social institution of education and enrich the content of social partnership in order to humanize the socio-cultural space.

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.

The implementation of the social partnership model allows us 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;

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

– increasing the pedagogical, psychological and legal literacy of parents in the upbringing and education of preschool children;

– harmonization of parent-child relationships;

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

We believe that the model of social and pedagogical partnership between family and educational institution that we have developed 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.

Increasingly, our kindergarten teachers are faced with the fact that parents are experiencing various difficulties in raising their children. There are many reasons for this, and one of them is the heavy workload of parents (physical and emotional), since they spend a lot of energy on financially supporting the family. Therefore, it is easier for them to sit the child in front of the TV or provide him with a large number of toys that replace parental communication. There are also immature parents who are not adequately involved in the upbringing and development of their children (they do not understand the importance or have no desire). Young parents experience especially many difficulties in raising children, since they have little life and parenting experience. Some of them are often confused in situations when children begin to disobey, become capricious, and persistently demand something. And sometimes it is easier for an adult to give in to a child or punish him than to try to look for adequate ways out of the current situation, to understand and accept his child. For many parents, the period of adaptation of a child to kindergarten is especially difficult. There are also many requests for help from psychologists and educators from parents during a crisis period in a child’s development (the three-year crisis).

Therefore, it is so important to work with parents, paying special attention to young mothers and fathers. Involving parents in the joint upbringing of preschool children, the kindergarten staff for several years has been searching for new effective forms of working with families that would make it possible to stimulate interest in the life of children in a preschool institution and to intensify the participation of parents in various events.

One of these forms was the organization of a parent club - “Commonwealth”.

In the first year, the Club's Regulations and a long-term work plan were developed, which presented the topics of the meetings.

The main activities of the club are providing psychological and pedagogical assistance to parents of pupils, promoting the positive experience of family education, increasing the competence of parents in matters of development of preschool children.

Activities are planned taking into account the interests and requests of parents, based on the results of a survey at the end of the school year.

During the functioning of the club, the most difficult thing for us was to involve the parents themselves in active interaction; there were problems with attendance and low activity of parents.

Careful preparation for each meeting, a clear selection of material, unconventional forms, practical activities, unobtrusive teaching of various techniques for working with children - all this contributed to the interest of parents in attending club meetings.

The parents' club specially organizes free communication, accompanied by psychological support. In this case, gaming and interactive technologies are used, as well as exchange of opinions with teachers, specialists and more experienced parents. Moms and dads get acquainted with positive examples of family education. And such principles of conducting club meetings as non-judgmental acceptance of everyone, maintaining confidentiality, and voluntary participation can increase the level of trust and emotional safety of participants.

PURPOSE AND TASKS OF THE CLUB

The goal of the “Commonwealth” parent club program is to create conditions for increasing parental competence in matters of the comprehensive development and upbringing of a preschool child.

Tasks:

• Expanding parents' ideas about the characteristics of the development and upbringing of preschool children.
• Contribute to the activation of the formation of reflection on parents’ own educational activities.
• To update the understanding of the importance of parental participation in the comprehensive development of their child.
• Formation of ideas among parents about the importance of maintaining mental and physical health.
• Promote increased mutual understanding between parents and kindergarten teachers.

Work with parents within the framework of the “Commonwealth” club is based on a new philosophy of interaction between family and preschool institution, which centers on the idea that parents are responsible for raising children, and all other social institutions (including preschool institutions) are called upon to help , support, guide, supplement their educational activities. ABOUT

Experience shows that parents’ positive attitude towards joint activities has enormous pedagogical value. Parents are confident that the preschool institution will always help them in solving pedagogical problems, and at the same time will not do any harm, since it will take into account the opinion of the family and suggestions for interaction with the child. The biggest winners are the children, for whose sake this interaction is carried out, which will contribute to the child’s comfortable stay in the preschool educational institution, and in the future his successful preparation and adaptation to school.

Program of meetings of the club "Commonwealth"

intended for interested parents. The group can be a team, or the parents of one group can become members of the club. The club program consists of 9-10 meetings.

Frequency of meetings: once a month. Club meetings are led by an educational psychologist. Preschool education specialists (deputy head of medical education, group teachers, speech therapist, head nurse and others) are invited to participate in club meetings for consultations on issues of interest to parents and as assistants in organizing interactive activities in subgroups.

Classes are held in the form of game training using conversations, discussions, problem situations, games and exercises. The topics and content of some club meetings are vague, as they are prepared in accordance with the requests of the participants. The preparatory stage of work with parents begins with getting acquainted with the program of the “Commonwealth” club and with teachers - kindergarten specialists. At this stage, a survey of parents is carried out in order to identify their pedagogical competence. Conversations with parents help teachers and specialists identify the most popular topics and problems in the upbringing and development of preschool children; taking into account the requests of parents, determine the work of the club for the entire school year.

In organizing club meetings, we use both proprietary methods developed by us.

At the end of the meeting, parents are offered reminders on the main topics of the meetings. Efficiency is determined through a survey of parents' opinions at the end of meetings and based on the results of the work program of the Commonwealth club.

Parents are informed in advance by teachers about the club meeting verbally, as well as through an announcement indicating the topic of the meeting.

Principles for conducting meetings:

1. Voluntariness of participation.
2. Maintaining confidentiality.
3. Non-judgmental acceptance.
4. Openness of the group.
5. Leader competence.

In our opinion, the performance criteria are:

— high attendance by parents at all planned meetings,

- parents’ use of the proposed materials when working with children,

- positive assessment of the family and feedback on further cooperation with the preschool institution.

From the survey results, we can see a meaningful difference in the parents’ answers to the survey questions that they gave in October, at the first introductory meeting, and in April, when they had the opportunity to participate in the work of the “Commonwealth” parent club. If at the beginning of the year parents were more concerned about generally accepted problems: “What did you eat?”, “It is necessary to teach the child to count, write,” etc., then at the end of the school year 100% believe that the basis for the development of a preschool child - the game lies.

When organizing meetings in the parents' club, we very carefully thought through the topics, selected exercises that would help parents establish contact with each other, identify problems that concern parents, and help them find the right solution. Parents gladly came to the meetings, answered questionnaires, participated in discussions, played games, shared their experiences, impressions, and talked about their children and problems. Parents had the opportunity to ask questions of concern to the kindergarten specialists and receive qualified assistance from the staff of our preschool institution.

Thus, the cooperation of the kindergarten and the family within the framework of the work of the “Commonwealth” club helped to activate the pedagogical potential of parents, involve them in the upbringing and development of children, help them in this; parents had the opportunity to share their experience and gain new ones.

And indeed, the professionally coordinated work of the preschool staff

institutions, favorable microclimate in kindergarten, individual

approach to each family - all this contributes to increased efficiency

educational work with children and building literate

communication with parents (legal representatives) of pupils.

N.B. Shakhova, Deputy Head of VMR