Forms of family work dou presentation. System of working with parents in a preschool educational institution “A preschool institution is not a storage room where children are sent while the parents are working” Prepared by: senior teacher Gnutova. Basic blocks for working with parents
Filippova Elena Nikolaevna
Presentation “Forms of work of teachers with parents in preschool educational institutions”
Forms of work of teachers with parents in preschool educational institutions
Reading material
As you know, for a child, the spiritual center and moral foundation is the family, its values, foundations, relationships - the family way of life.
Therefore, it is no coincidence that in recent years, the work of an educational institution with families has acquired particular importance and significance.
The relevance of interaction between preschool educational institutions and families
– changes in socio-economic processes in society, educational goals.
The problem is the search for new forms of work with families instead of traditional ones (informing and educating parents).
The essence of interaction between preschool educational institutions and families
It lies in the interest of both parties in studying the child’s personality, discovering and developing his hidden potential.
Such interaction is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other.
The main tasks of preschool teachers in working with parents
1. Establish partnerships with the family of each student;
2. Join efforts for the development and education of children;
3. Create an atmosphere of mutual understanding and mutual support;
4. Activate and enrich the educational skills of parents;
5. Maintain their confidence in their own teaching capabilities.
Principles of interaction
1. Individual approach
2. Friendly style of communication between teachers and parents.
3. Collaboration, not mentoring
5. Dynamic forms and areas of work with parents
Where to begin?
And you need to start with an analysis of the social composition of the parents, their mood and expectations from the child’s stay in kindergarten: - Questionnaire, - Personal conversations.
Parents of children attending preschool institutions today can be divided into three groups:
1. The first group are parents who are very busy at work, kindergarten is simply vital for them; Such parents expect from the kindergarten not only good supervision and care, but also the full development of the child. And with the correct organization of interaction, they will be happy to make a family project at home together with their child for the competition, and select photos for the exhibition.
2. The second group is parents with a convenient work schedule, non-working grandparents; children of such parents can be raised at home, but parents do not want to deprive their children of full communication. The task of teachers is to prevent this parent group from remaining in the position of a passive observer, to activate their pedagogical skills, and to involve them in the work of the kindergarten.
3. The third group is families with non-working mothers. Such parents expect interesting communication with peers from kindergarten. The teacher’s task is to select energetic mothers from this group who will become members of the parent committee and active assistant teachers. The teacher needs to rely on this group in preparing parent-teacher meetings, holding holidays, competitions, and exhibitions.
Forms of interaction between preschool teachers and parents
Traditional:
Collective
Individual
Visual information
Non-traditional:
Visual information
Individual
Collective:
Information and analytical
Leisure
Cognitive
Traditional forms
Collective
General parents' meeting of the preschool educational institution;
Pedagogical council with the participation of parents;
Parent conference;
Thematic consultations;
Pedagogical council;
Group parent meetings;
"Round table";
Parent council (committee) of the group;
Open classes with children in preschool educational institutions for parents.
Individual
Pedagogical conversation with parents
Thematic consultations
“Distance” consultations
Family visit.
Visual information
Tape recordings of conversations with children;
Video fragments of the organization of various types of activities, routine moments, classes;
Photos;
Exhibitions of children's works;
Collective forms
Parent meetings, conferences, round tables, etc.
Group parent meetings are an effective form of work for educators with a group of parents, a form of organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten and family.
The meeting is prepared in advance (a weak or poorly prepared meeting can negatively affect the positive image of the institution as a whole
Experience shows that parents respond more actively to individual invitations, especially if children took part in their preparation.
Customized forms
Pedagogical conversations with parents, thematic consultations.
The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit.
As a result of the conversation, parents should gain new knowledge on the issues of teaching and raising a preschooler.
The conversation begins with general questions; it is necessary to provide facts that positively characterize the child. The conversation is individual and addressed to specific people. The teacher should select recommendations that are suitable for a given family and create an environment conducive to “pour out” the soul.
Thematic consultations are organized to answer all questions that interest parents. Part of the consultation is devoted to the difficulties of raising children. They can be carried out by specialists on general and special issues, for example, the development of musicality in a child, the protection of his psyche, literacy, etc.
Visual information forms
Photos;
Exhibitions of children's works;
Stands, screens, sliding folders.
They introduce parents to the conditions, tasks, content and methods of raising children, help overcome superficial judgments about the role of kindergarten, and provide practical assistance to the family.
Non-traditional forms
INDIVIDUAL:
"Mailbox;
Individual notepads.
VISUAL AND INFORMATIONAL:
Information brochures for parents;
Days (weeks) of open doors;
Open viewings of classes and other activities of children;
Release of wall newspapers;
Non-traditional collective forms:
Information and analytical
Conducting sociological surveys and surveys
Leisure
Joint leisure, holidays;
Exhibitions of works by parents and children;
Cognitive
Circles and sections;
Fathers, Grandmothers, Grandfathers Clubs;
Seminars, workshops.
Individual and information and analytical forms
Sociological cross-sections, surveys, “Mailbox”
Only on an analytical basis is it possible to implement an individual, personality-oriented approach to a child in a preschool setting, increase the effectiveness of educational work with children and build competent communication with their parents.
Leisure forms
Designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children.
This group of forms includes the holding by teachers of preschool institutions of such joint holidays and leisure activities in a group as “Autumn Holiday”, “New Year’s Eve”, “Maslenitsa”, “Mother’s Day”, “Dad, Mom, I am a friendly family”, “ Spring Festival”, etc.
Cognitive forms
Designed to familiarize parents with the characteristics of the age and psychological development of children. For example, this could be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When?”, “Through the Mouth of a Baby” and others.
18-19 slide
Visual information forms
They solve the problems of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and see the activities of the teacher more objectively.
Information and orientation forms
"Open Days". They give parents the opportunity to see the style of communication between teachers and children, and to “get involved” in the communication and activities of children and teachers. On this day, parents, as well as other people close to the child who are directly involved in his upbringing (grandparents, brothers and sisters, have the opportunity to freely visit the preschool; walk through all its premises, get acquainted with the life of the child in kindergarten, see how the child studies and relaxes, communicate with his friends and teachers, parents, observing the activities of the teacher and children, can themselves participate in games, activities, etc.
“Interaction between employees, children and parents in preschool educational institutions” Prepared by: Senior teacher Masaeva Svetlana Vladimirovna Kemerovo, 2013 website
Slide 2
Goals and objectives
Goal: to design a modern system of interaction between family and educational institution; develop and implement principles of interaction with parents. Objectives: -interaction with the family to ensure the full development of the child; - identify problems that impede the fruitful interaction of teachers with parents; - develop the ability to take a differentiated approach to organizing work with parents; - identify areas of work for teachers with families of students.
Slide 3
“Preschool childhood” is a unique period in a person’s life. When health is formed, personality development occurs
Slide 4
A teacher in a preschool educational institution must work so that the parent can:
Overcome authoritarianism and see the world from the perspective of a child; -Achieve an understanding that a child cannot be compared with other children; - Find out the strengths and weaknesses of the child’s development and take them into account; - Be an emotional support for the child.
Slide 5
To ensure favorable living conditions and upbringing of a child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close connections and interaction between the kindergarten and the family.
Slide 6
The idea of the relationship between public and family education is reflected in a number of regulatory documents, including the “Concept of Preschool Education”, “Regulations on Preschool Educational Institutions”, the Law on Education, etc.
Slide 7
Thus, the Education Law states that “parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age.” In accordance with this, the position of the preschool institution in working with the family is changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children.
Slide 8
A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.
Slide 9
Interaction, relationships are related words. And relationships are mutual connections. A person manifests himself as an individual only in interaction. In relationships with others, he learns about himself, others and the world around him. By creating a family, a person enters into a relationship; friends, work is also a relationship.
Slide 10
Society considers the most difficult and sometimes insoluble issue to be the question of gender relations. When people meet, there is an interaction that teaches something.
Slide 11
“Every meeting teaches something. Even meeting a drunkard - don’t do as he does. Do not infringe on each other’s interaction, this is the discovery of talent” (V.P. Goch).
Slide 12
G. James advised: “The first thing to learn in relationships with other people is that they should not be prevented from being happy in the way they want, unless it prevents us from being happy in the way we want. »
Slide 13
When interacting, a person displays positive (joy) and negative (anger, anger) emotions. Emotions, like sensations, are a form of reflection of reality. Emotions can depress thinking, but they can activate thought and inspire.
Slide 14
A person expresses his emotions and thoughts using words. Ancient wisdom says: “One good word will warm you up in severe frost, but bad speech will throw you from the heat to the chill.” Or they also say that a word can heal, and a word can kill.
Slide 15
The result of incorrect interaction is a quarrel or conflict.
(example)
Slide 16
Do not infringe on each other's interests, this is the discovery of talent. Show gratitude to those with whom you interact, even without knowing how it will happen. If the interaction was unsuccessful, draw a conclusion on what not to do. When interacting with loved ones, be grateful to them for being near you. Don't initiate interactions when you're excited. Speak and listen to yourself, what you say. When interacting, do not forget this biblical commandment: “Love your neighbor as yourself.” A soulful person lives by emotions. Spiritual - without emotions, gives real advice and helps to get out of a difficult situation.
Slide 17
8. Hesitation, doubt - loss of personal time, energy drains and a person ages.9. Poor interactions contribute to your well-being.10. Don’t feel sorry for yourself, no one will follow your path.11. The highest state that arises during interaction is complete well-being, calm.12. Don't control others. Control is a return to past experience. But a person lives in the present.13. A smile is the key to the spiritual world.14. “Great power is yours if you control yourself”
Slide 18
“Problem”, “difficult”, “complexed”, “pedagogically neglected” children are just the result of incorrect relationships in the family.
Slide 19
I would like to advise you to communicate with your child from the position of V.A. Petrovsky based on the 3 “Ps”: 1. I understand you - I look at the world through the eyes of a child. 2. I accept you - I love you for who you are. 3. I admit that you are my partner, I include you in my adult life.
Slide 20
Kindergarten and family have their own special functions and cannot replace each other.
Slide 21
Use the golden rule of psychology “YES, BUT” more often.
Slide 22
The kindergarten and the family should strive to create a unified space for the child’s development.
Slide 23
This requires a number of conditions:
Mutual trust between teacher and parents; Taking into account the individuality of each family: age, education, number, lifestyle, material and pedagogical level; Using various forms of work with parents; Systematic and consistent work with parents; Pedagogical tact.
Slide 24
To create a new model, it is necessary to reconsider the role of the teacher.
Fully informing parents about the development and success of their child; Objective assessment of the child; Tactful recommendations on what parents should do in this or that case; Recommendations for parents on how to spend productive leisure time with their children; The teacher’s competence in the development and education of the child; The teacher relies on the parent’s initiative and offers his own on this basis; Tactfully learns about the child from the parent and evaluates him objectively. The teacher does not give ready-made advice, but solves the problem together with the parents. Provides assistance to the parent in creating conditions for successful activities and fulfillment of the child’s personal needs; The teacher does not lecture parents, but gives advice as a certified specialist.
Slide 25
It is when these conditions are met that we can talk about creating a new model of interaction between family and kindergarten. This model will begin to work if it includes the collective creative activity of participants in the pedagogical process. In order for the relationship between parent and teacher to be a partnership, for parent and teacher to become collaborators, the teacher needs to reconsider his relationship with the families of his students. It is the kindergarten staff and teachers who should look for ways to establish relationships, because they have the appropriate qualifications.
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Slide captions:
Working with parents in the preschool educational institution “Volshebnik” No. 67
For many years, our preschool educational institution has been carrying out systematic, targeted work with parents under a single goal: “Creating a unified educational and health space “kindergarten - family.” In working with parents, the following tasks, identified by us as priorities, are solved: 1. Improving the pedagogical culture of parents. 2. Study and generalization of the best experience of family education. 3. Involving parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. To solve the set tasks, at the beginning of each school year, a long-term plan for working with parents is drawn up, which outlines work in several directions: · as part of the implementation of the program for raising and educating a child in kindergarten; · within the framework of the implementation of the program for preserving and strengthening the health of children; · as part of the implementation of a targeted program of work with families. At the beginning of the school year, group meetings are held in each age group, at which parents are introduced to the tasks of raising and educating children for a given school year. Propaganda of pedagogical knowledge is carried out through a system of visual propaganda. The groups have set up “Parent Corners”, where consultations are held on all sections of the program, on issues of health improvement and education of children. In special folders there is a selection of methodological recommendations for parents compiled by teachers of the State Educational Institution
On issues of maintaining and strengthening the health of children, sanitary bulletins are issued by the head nurse and physical education instructor in accordance with the annual work plan. Special “Health Corners” have been set up, where parents can receive all the information they are interested in regarding the health of their children. Each group has notebooks for individual work with children, which are led by specialists from the preschool department: a physical education instructor, a visual arts teacher, a literacy and mathematics teacher. Every day, educators set up information boards for parents: “What we did,” “Attach at home,” “Learn with your children.” Throughout the year, the head, medical workers, speech therapist, and physical education instructor conduct individual consultations with parents. Teachers of preschool groups, when drawing up calendar planning, at the beginning of each month, prescribe work with parents, where they indicate the topics of individual and group consultations, the topics of visual information, and work with the parent committee. To ensure the greatest effectiveness of work with parents for the new school year, a survey is conducted in all groups in the month of May in order to identify the most acceptable and effective forms of work with the parent community.
The leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. This is explained by the fact that any joint event allows parents to: see from the inside the problems of their child, difficulties in relationships; test different approaches; see how others do it, that is, gain experience interacting not only with your child, but also with the parent community as a whole. The group held: - holidays “Mother’s Day”, “Come on Grandmothers”, “Birthday”, “My Best Family”, joint projects “My Genealogy”, “Russian Izba”, exhibitions of family collections, relics “From Grandmother’s chest", "Folk doll", "New Year's toy". The participation of families in competitions for the best drawing, napkin, or craft made from natural materials not only enriches family leisure time, but also unites children and adults in common activities. They do not remain indifferent: they collect drawings, photographs, and prepare interesting crafts together with the children. This helps me get to know my students better. I would like to talk about one important point in the system of working with parents. Every person, having done some work, needs an assessment of his work. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. In modern conditions of kindergarten it is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us make a magnetic board, manuals for literacy and math classes, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate a duty corner, a nature corner, and an emotional corner. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a “hospital”, a “hair salon”, a “shop”.
She developed holiday and entertainment scenarios together with her parents. To make these events educational for children and parents, we have developed a certain algorithm for preparing for family holidays: - highlighting the goals and objectives of the events for children, parents and teachers; - consultations for parents; - drawing up a plan for the event and the participation of parents in it; - distribution of adult roles; - production of invitation cards; - preparation of individual numbers (learning poems, dances, songs); - drawing up a memo - assistant for parents and children; - individual meetings and consultations; - production of attributes, benefits. The work being carried out allows us to increase the psychological and pedagogical competence of parents in matters of parent-child relationships. A holiday in kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They saw that the children were proud of them, they wanted to dance, sing songs, and play with them. Years will pass, the children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. After all, we have one goal - to educate future creators of life. What a person is like is the world he creates around himself. I would like to believe that when our children grow up, they will love and protect their loved ones.
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Slide captions:
STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE CITY OF MOSCOW KINDERGARTEN OF COMPENSATING TYPE No. 320
Our interesting life with our parents! 04/08/2012 2 Family means happiness, love and luck, Family means trips to the country in the summer. Family is work, taking care of each other, Family is a lot of homework. Family is important! Family is difficult! But it is impossible to live happily alone! Always be together, take care of love, drive away grievances and quarrels!
04/08/2012 3 Even before the child arrives at the preschool educational institution, the first contacts appear between the kindergarten and parents, which allow parents to get to know our kindergarten better: - parents visit kindergarten groups, get acquainted with the teachers, the subject-development environment, - parents get acquainted with the normative documents of the preschool educational institution (Charter, license),
Parents are introduced to important adaptation issues and a parental agreement is drawn up. Working with parents is based on the principle of cooperation and interaction. Parents are the first assistants and active participants in the pedagogical process; they are constantly in charge of all areas of the kindergarten’s work. 04/08/2012 4
An important form of interaction between kindergarten and family is the joint activity of teachers, parents and children, which not only develops the relationship between teachers and parents, parents and children, but also promotes the development of relationships between the families of pupils. We highlight the main tasks facing a preschool institution in working with parents: -studying children's families; -involving parents in active participation in the activities of the institution; - education of parents in the field of pedagogy and child psychology. In our work, we use both traditional forms (meetings, consultations, conversations) and new ones: round tables, game trainings, where parents, teachers and children come together.
The main forms of work with parents: 1. Joint holidays and leisure activities. 2. Group and general parent meetings 3. Individual and group consultations 4. Open days 5. Visual campaigning 6. Questioning
Pedagogical council with the participation of parents Goal: to attract parents to actively reflect on the problems of raising children in the family based on taking into account their individual needs. Open classes with children in preschool educational institutions for parents Purpose: to acquaint parents with the structure and specifics of conducting classes in preschool educational institutions. When conducting a lesson, the teacher can include an element of conversation with parents (the child can tell something new to the guest, introduce him to his circle of interests).
Pedagogical conversations with parents This is the most accessible form of establishing communication between a teacher and a family; it can be used either independently or in combination with other forms: conversation when visiting families, at a parent meeting, consultation. Goal: to provide parents with timely assistance on this or that issue of education, to contribute to the achievement of a common point of view on these issues. The leading role here is given to the teacher; he plans the topic and structure of the conversation in advance. When conducting a conversation, it is recommended to choose the most appropriate conditions and start it with neutral questions, then move directly to the main topics.
Thematic consultations Consultations are close to conversations, their main difference is that the teacher, conducting a consultation, seeks to give parents qualified advice. Consultations can be planned or unplanned, individual or group. "Round table" with parents Goal: in a non-traditional setting with the obligatory participation of specialists, discuss current problems of education with parents. Parents who have expressed in writing or orally a desire to participate in a discussion of a particular topic with specialists are invited to the round table meeting.
The interaction of the kindergarten with the families of pupils is systematic and planned. The preschool educational institution strives to instill in children love for their parents and loved ones.
Game trainings with parents and even our dear grandmothers come to the aid of their grandchildren!
Open classes with parents! 04/08/2012 14
The influence of the family on the development of the child. For a child, a family is his place of birth and his main habitat. It determines a lot in a child’s life. The bond between parents and children is one of the strongest human bonds.
The well-being of the child is facilitated by a friendly atmosphere and a system of family relationships that gives a feeling of security, love and acceptance, stimulates and guides his development.
Parents' love is the greatest and irreplaceable source of a child's spiritual and emotional development, his moral qualities, a sense of self-confidence, and a positive perception of the world.
What parents can do in kindergarten: - read stories, fairy tales, stories to children; - bring various toys for general games; - collect natural materials for children’s activities: pebbles, seeds, shells, etc.; - participate in holidays (for example, for the Family Day holiday, bring albums, family heirlooms, tell children about yourself, your family, etc.)
MEMO FOR TEACHERS Recommendations for involving parents in joint activities It is important to create and use opportunities for trusting communication. It is necessary to use different activities and exchange information with each other. Make time for joint discussions with families. Create different clubs (based on interests). Try to listen carefully. It is important to introduce a large number of interesting roles for parents.
Tips to help increase parental involvement: Show mutual respect for each other. Encourage initiative, creativity and imagination of parents, help them. Involve parents in entertaining kindergarten and group activities. Use a variety of parental involvement and be sensitive and understanding. Remember!!! All people have different resources and lifestyles. What suits one person may not suit another. Allow parents to choose how much help they can provide to the kindergarten. Bring to the attention of parents that their participation in the life of the preschool educational institution and the group is valued, and any help from them is welcome. Talk to families about the expectations educators have for parents. Be patient with them.
Emphasize the family's strengths and provide positive feedback. Maintain close contacts. Show your appreciation to them. Remind parents that you welcome any participation. Try to interest and involve the whole family. Encourage attendance at parent-teacher conferences. Keep all information confidential. Learn collaboration skills. Create joint educational activities with parents and children to strengthen their mutual understanding.
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