Working with parents. Forms of work with parents. Organization of work with parents in a modern dow Material for working with parents

Parents are the most important people in the life of a child, it is on their care and support that his well-being depends. With the advent of the baby in kindergarten, this connection should not weaken. And for the full development of their son or daughter, mothers and fathers must actively participate in the life of the preschool educational institution. In the middle group, children become more independent, inquisitive, their speech develops rapidly, but at the same time, children are still too passionate about games and have unstable attention. The task of the educator is to help parents overcome this duality, to better understand their child, and also to advise them on various aspects of child education.

Theoretical aspects of working with the parent team in kindergarten

In general, work with parents in a preschool institution is aimed at solving the following tasks:

• To help moms and dads understand various aspects of preschool pedagogy and psychology.
• Prevent inappropriate actions towards the baby. After all, depending on the type of character and temperament of the child, a certain approach is required for him.
• Involve the family in cooperation - the joint solution of problems of an educational and educational nature (production of didactic materials, attributes for games, assistance to children in mastering educational areas, participation in leisure and open events).
• Contribute to the rapprochement of the parent team.

Currently, teachers have developed many effective forms of interaction with parents in order to involve them in the educational process. Among them are the usual and non-traditional.

This division is very conditional, since recently many innovative ideas have taken root and are often practiced by teachers.

Traditional forms of interaction

1. Conversations (both group and individual) are the most accessible form of establishing contact with the family. During them, the educator conveys certain information to the parents, listens to their point of view, and answers questions. An individual approach is especially important here, since all adults, like children, are different, have their own characters, attitudes, personal and professional prejudices. You should start the conversation with neutral questions, smoothly moving on to the main topic. Even if the teacher wants to point out shortcomings in the behavior of a particular child, then you need to start the conversation with his personal merits. Examples of topics for conversations: “Educating diligence in a preschooler”, “How to help a baby become more independent”, “Why hardening is important”.
2. Thematic consultations. Unlike conversation, they are aimed at giving parents specific qualified advice. Consultations are also group and individual, scheduled and unscheduled. Examples: “Testoplasty for babies 4-5 years old”, “Labor education of a child of the fifth year of life”, “How to develop mathematical abilities at home”.
3. Parent meeting is the most common form of work. As a rule, meetings are held once a quarter (if the teacher wishes, this can be done more often) and are a discussion of the accumulated issues. However, for parents to have a positive attitude towards this event, it must be interesting, creative, and not just be reduced to a monotonous sorting out of current problems.
4. Participation of the family in the design and experimental activities of the group. Moms and dads collect the necessary information, create their own presentations, colorful collages, wall newspapers, do crafts with their children, draw pictures. Examples of such work are the creation of a family hand-made book (for example, on the topic of a healthy lifestyle), wall newspapers about how the family spends their leisure time, crafts from natural material on the theme “Gifts of Autumn”.
5. Labor activity of parents. This is work on landscaping the kindergarten, elegant design of plots, participation in environmental events (“Bird feeder”, “Gifts of Golden Autumn” - collection of natural material for children's crafts).
6. Mini reports. This is a regular (for example, weekly) informing parents about the life of their children in kindergarten: what they learned new, what phenomena they observed, what song they learned, etc. It is better for the teacher to do this in writing and post information for review in the locker room.
7. Sports activities are very useful activities for strengthening family relationships, promoting a healthy lifestyle. Kids always get bright positive emotions from competitions in which their mom and dad take part. Such events certainly carry the atmosphere of the holiday. But we must remember that any competition increases the likelihood of children's experiences, so the leader-teacher must skillfully place the right accents.
8. Master classes for parents. They can be carried out by a teacher (for example, teaching some non-traditional visual technique for practicing with children at home), a speech therapist (articulatory gymnastics to develop the correct pronunciation), a nurse (massage of the auricles to stimulate biologically active points, hardening foot massage, exercises for the hands , breathing exercises, exercises to relieve visual fatigue).
9. Open views for parents. In the course of such classes, moms and dads get an idea of ​​​​educational activities in a preschool institution. The teacher, on the other hand, can give parents the role of an outside observer or involve them during the lesson (answers to questions that cause difficulty for children, assistance in making crafts, etc.).
10. Questioning. This form of work allows you to identify the opinion of parents on a specific problem: the teacher offers to answer a number of questions in writing. Anonymous surveys are especially effective, allowing you to get sometimes negative, but honest answers.
11. Family visit. The purpose of such activities is to get acquainted with the conditions in which a particular child is brought up (if necessary, repeated visits are organized). A variation is a family survey to provide material assistance, influence parents, and protect children's rights.
12. DOW website. Each kindergarten must have its own official website on the Internet, which should contain the heading “Answers to Questions” or “Forum”, where parents can get in touch with the administration to ask a question, make suggestions, etc.

Photo gallery: traditional forms of work with the family

An individual conversation is the most accessible form of establishing contact and trusting relationships The participation of parents in the project activities of the group allows them to get to know their children better During master classes, parents can learn how to draw in a certain technique Physical education activities with the participation of dads can be timed to coincide with Mother's Day form of interaction between parents and preschool educational institutions Open classes give parents an idea about the educational process in preschool educational institutions

Visual means of interaction with the family

When working with a parent team, visibility plays an important role. So, in the locker room of each age group there should be a thematic stand with various useful information (which changes periodically), a health corner, as well as folders-movers on current topics.

An interesting idea is to put a “Suggestion Box” or “Question Box” for parents, where they can drop notes with their suggestions, ideas, wishes, share their thoughts and experiences with the teacher.

Photo gallery: visual aids in working with parents

Parents leave their wishes and recommendations to the educator in an impromptu mailbox. A popular form of visibility is a thematic stand where the educator regularly places up-to-date information. The educator necessarily draws up a health corner for parents, where he gives them useful recommendations. topic

Non-traditional forms of work

To diversify the work with parents, to make it more interesting, the teacher resorts to non-traditional forms of interaction.

1. Open day in the middle group. For adults, this is a unique opportunity to feel like preschoolers, live one day of their life. At the same time, parents can play the role of outside observers or take a more active position: they do exercises, help the nanny set the table, go for a walk, participate in the lesson.
2. Kindergarten presentation. Parents get acquainted with the preschool institution, charter, program, receive information on paid services, watch groups, fragments of classes in various educational fields. In the middle group, it is quite possible to hold such an event (especially since there are children who start attending kindergarten from this age).
3. Duty roster. At the request of the parents, the teacher invites them to participate in walks with preschoolers, excursions. In the course of such activities, mothers and fathers should not interfere in the pedagogical process; they can later voice their wishes or comments to the educator or head.
4. Excursions or weekend itineraries. The teacher organizes joint visits with parents to memorable places in their native land, trips to nature (with kids of the fifth year of life, you can already arrange walks in nearby squares, parks, etc.). Such events contribute to the rapprochement of children and adults, patriotic education.
5. Family performances. Parents, along with their children, play performances for the rest of the pupils of the group, teachers (according to the plots of fairy tales familiar to children, in the middle group these are “Three Little Pigs”, “Geese Swans”, etc.). For adults, such activity is a source of emotional experiences, unexpected discoveries.

Photo gallery: non-traditional forms of work with parents

Joint excursions contribute to even greater rapprochement between children and adults At the Open Day, parents have the opportunity to observe regime moments, classes, walks, etc. Family performances for parents are a unique opportunity to reveal themselves from an unexpected side

The work of a speech therapist with parents of babies of the fifth year of life

In the middle group, the teacher can connect a speech therapist to work with parents. This is due to the fact that a child of the fifth year of life rapidly develops speech, its phonetic, grammatical structure, and vocabulary is enriched. And it is at this age that certain problems appear - the incorrect pronunciation of individual sounds. When the child reaches 5 years old, it's time to start corrective work, because at this age the speech therapist teacher conducts diagnostics.

A specialist can speak to parents at one of the meetings and give them valuable advice and recommendations (topics of presentations: “The role of the family in correcting speech disorders in a baby”, “The importance of finger gymnastics for the development of a preschooler’s speech”, “How to develop a child’s speech along the way from a nursery garden home”, “Age norms for communication of preschoolers in a team”), if necessary, conducts individual consultations (“How to deal with a baby at home”, “Practical techniques for automating specific sounds”).

At the parent meeting, a speech therapist can arrange a mini-exhibition "Speech therapy games and educational aids."

A speech therapist also actively uses visualization, for example, he can prepare a slide folder for parents “Methods for developing a child’s coherent speech and including it in a dialogue” or “This naughty grammatical system” (to give an idea of ​​​​the main grammatical errors and ways to overcome them). In the middle group, it is desirable to allocate a special corner of a speech therapist in the locker room, where the teacher will give parents valuable recommendations on the speech development of preschoolers.

In the speech therapist's corner, parents can find important information and tips on the development of their child's speech.

Photo gallery: mini-exhibition of speech therapy games and educational aids

At the parent meeting, a speech therapist can conduct a short review of games that help correct speech disorders Speech therapy loto can be played at home by the whole family All kinds of benefits that train a baby’s fine motor skills have a positive effect on his speech development

The specifics of organizing a parent meeting

The parent meeting is a rather responsible event for the educator, requiring careful preparation. The nuances of preparation are as follows:

• Approximately a week before the event, you can distribute questionnaires on a topical topic to parents to fill out at home. The results will be used directly in the meeting. For example, if the topic of a healthy lifestyle in the family is discussed, then the survey will help to find out what percentage of the families in the group do exercises in the morning, how the family spends the weekend - actively or passively resting. Based on this, the teacher draws conclusions and makes recommendations.
• A good idea is to make invitations for each family, for example, in the form of a thematic application. Children should definitely take part in their manufacture.
• The teacher can print original handouts on the topic of the meeting. They should be concise in content, and the text should be in large print.
• Exhibitions on the topic of the meeting (for example, an exhibition of speech therapy games and manuals) will help to interest parents in the upcoming event.
• An original way to get parents interested is to record children's responses on a tape recorder on the topic of the meeting (for example, what work assignments do they perform at home).
• You can make a homemade poster, where the key points of the topic under discussion will be symbolically indicated.
• Immediately before the meeting, the teacher should take care of cozy lighting, convenient placement of parents. So, tables and chairs can be arranged in a circle and put cards with full name on them. parents, take care of pens and note paper. If the event involves elements of a master class, then paints, pencils, plasticine and other accessories are prepared in advance.

Thanks to the issued invitations to the meeting, parents will take the upcoming event more responsibly

The structure of the parent meeting

Traditionally, the parent meeting includes three parts: introductory, main and final. In terms of duration, the event lasts no more than 1 hour, because the parents gathered after the working day, when the concentration of attention is reduced.

1. The introductory part is needed in order to organize the guests, concentrate their attention and bring an atmosphere of mutual trust. One of the tricks is to create an appropriate musical background (calm classical music). It is clear that the parents have known the teacher for a long time, but if this is the first meeting in the new academic year, then the teacher should say a few words about himself (for example, about his latest achievements, won competitions, his own methodological developments, priority principles of education, etc.) . This is especially true if the group has replenished with new pupils and, accordingly, new parents. Then the teacher announces the topic of the meeting. Even if it touches on many issues, the topic should be specific: an educational problem, preparation for the holiday, etc.
2. The main part should be divided into 2-3 stages. The educator highlights the theoretical aspects of the topic, gives practical examples of raising kids in the family and kindergarten, analyzes specific pedagogical situations. At the same time, parents should not act as passive listeners, but ask questions, participate in the discussion. The main part also discusses organizational issues regarding upcoming leisure activities, excursions, etc. (this section is also called "Miscellaneous"). Some of these questions can be taken out in a separate discussion with the parent committee at another time.
3. At the final stage of the meeting, the educator sums up the results of the meeting, announces the decisions made on all issues discussed (they must be clear, specific and must be recorded in the minutes). The event should end on a positive note: a mini-drawing competition (for example, on the theme “My Family”), a tea party, a tasting of vitamin herbal drinks, fruit canapes, etc.

You can end the parent meeting with a sincere tea party

When talking about the wrong actions of children, the teacher should not mention their names (this is done in an individual conversation). Moreover, teachings and reproaches addressed to parents are unacceptable.

Techniques to increase the interest of parents at the meeting

• Involving guests in a discussion (the educator ensures that several points of view are expressed).
• Joint solution of pedagogical situations from family experience (for example, a child refuses to carry out work assignments, does not want to listen to fairy tales, preferring to watch cartoons, does not want to be polite).
• Appeal to the past experience of adults. The teacher asks moms and dads to remember what they themselves were like in childhood, how they behaved in this or that situation.
• Examples from fiction (for example, the story of V. Oseeva "Cookies", which touches upon the problem of greed and disrespect for elders, L.N. Tolstoy "Bone", in which the child does not tell the truth).
• To illustrate his ideas, the teacher uses audio and video recordings, photos and interviews of pupils, graphics, diagrams.
• Elements of art therapy (parents are invited to schematically depict a vacation together with their children, what is most important in the life of their family, etc.).
• Playing out pedagogical situations (an adult plays the role of a child). For example, you need to establish contact with a crying child, explain to the baby that you should not be shy to speak at the matinee.
• Various game moments. For example, parents stand in a circle, and the teacher passes the ball. Everyone should say a wish to the children and the teacher for the coming school year. Another example is the exercise “How nice it was in summer!”: the teacher asks those who swam with children in the sea in the summer, read books to them, went with them to the forest or go fishing, bought a toy for their child to develop physical activity, etc. .
• Encouragement is a means of encouraging parents to take action and encourage further cooperation. Usually takes place at closing meetings. These can be diplomas along with symbolic gifts, sweets.

Photo gallery: game moments at meetings

If the meeting touches on the topic of breathing exercises, then parents can be offered a game exercise "Who will inflate the biggest ball"

Non-traditional forms of parent meetings

1. "Conference". Approximately 2 weeks before the event, the teacher gives the parents a task - to reflect on a number of questions. For example, at what age should one resort to the help of a speech therapist, how to correct a child’s speech at home, etc. Directly at the meeting, moms and dads express their point of view, give facts, examples from life. The educator coordinates the discussion, directs it with the help of questions.
2. "Auction". This is an impromptu "sale" of useful tips, for example, on how to teach a child to be independent, self-service, how to develop his mathematical abilities. The meeting takes place in the form of a game, where chips are given out for each valuable recommendation. The tips with the most chips are then placed on the Family Experience Box.
3. "Sincere conversation". Such an unusual meeting involves those parents whose children have some kind of common problem (for example, overly shy, having difficulty communicating with classmates, or, conversely, aggressive). This issue is discussed in detail, it is recommended to invite a specialist (in the given examples - a psychologist).
4. Trainings. Parents with the help of an educator (or a child psychologist) evaluate different ways of influencing the baby. For example, they select the most appropriate forms of address, soften rude expressions. For example, instead of saying to a son or daughter, “Why didn’t you clean up your toys again?” it's better to say "I'm sure these toys will listen to their master and go to their place." Such events give parents the opportunity to better understand their child, to see why it is unacceptable to say: “I am ashamed of you!” or “I don’t care what you want!”.

During the psychological and pedagogical training, parents evaluate different ways of influencing the child

Sample Parent Meeting Minutes

Topics for parent meetings in the middle group

Here is a list of topics on which you can hold a parent meeting in the middle group:

• "Age characteristics of a child of the fifth year of life."
• "What should be a competent parent."
• "A happy child comes only from a happy family."
• The role of play in the development of preschool children.
• "The role of daily routine in the life of a preschooler".
• “A healthy lifestyle is born in the family” (a preschool nurse can be involved in the meeting).
• "The role of articulatory gymnastics in overcoming speech disorders in children of the fifth year of life."
• "Movement - Life".
• "The success of our group."
• "Caution on the road"
• How to help your child learn math.
• Raising a Little Patriot
• "Introducing children to the nature of their native land."

Topics for parent-teacher meetings that can be held in an unconventional form:

• "Men's shoulder": meeting of the fathers (round table).
• "The road to health, strength and vitality" (master class).
• "Before it's too late": educating pupils of the middle group of love for nature (training, workshop).

Table: sample summary of the parent meeting in the middle group

How to conduct an open lesson for parents in the middle group

An unusual and effective form of work with parents in a preschool institution is their invitation to open classes. Thus, moms and dads can see with their own eyes how their kids get knowledge. In the middle group, it is already possible to practice such activities, since the guys have become more mature, independent, and the presence of dad and mom at the lesson will not cause them to cry (as happens at an earlier age).

At middle preschool age, it is already possible to arrange open viewings for parents

A few days before the open viewing, the teacher informs the parents of the topic of the lesson, its program tasks, suggests paying attention to what techniques will be used, how the interest of preschoolers will be stimulated. A very important point is to warn moms and dads in advance so that they don’t distract the guys, don’t make comments to them, don’t ask questions. It is also important to think in advance how to place guests in a group: if they are simply given the role of outside observers, then parents should sit behind the children. In some cases, the teacher includes parents in the educational process: they answer questions that cause difficulty for kids, help them make crafts. When performing productive activities, mom or dad sits next to their child.

In the course of productive activities, each mother helps her child

An open viewing with the participation of moms and dads differs from a regular open lesson in that the teacher gives explanations to the guests at the beginning and at the end of the event. This is an introductory conversation and a conclusion in a form accessible to parents: at the beginning of the event, the teacher tells what the children will do, and at the end sums up, evaluates the children's efforts, the manifestation of their activity, independence. If some children experienced difficulties, then their reasons are explained (for example, the child’s dialogic speech is not yet sufficiently developed or he is not quite able to work with scissors).

At the end of the event, you need to give the floor to the guests so that they share their impressions, note the positive aspects, and possibly highlight the shortcomings. The educator, in turn, gives valuable advice and recommendations: what pedagogical techniques seen can be used at home.

It is very important to convey to parents that home activities with the baby (drawing, creating crafts, physical exercises) are invaluable for his development and achievement of maximum results.

Table: summary of an open lesson for parents in the middle group

Perspective plan for working with parents in the middle group

At the beginning of the school year, the teacher draws up a long-term plan of work with parents for the year, where he prescribes goals and objectives, as well as all planned activities with an indication of the time.

Table: example of a long-term plan in the middle group

Related videos

Working with parents is one of the important areas of work of the preschool educational institution. It is always useful and interesting to get acquainted with the experience of colleagues in this area.

Conversation workshop for parents of the middle group on the topic "Communication with children" - video

Child-parent lesson in fine arts in the middle group - video

"Aunt Veselchak": a joint dance of kids and mothers at a matinee in the middle group - video

Photo report on the work done with parents in the middle group - video

Preschool pedagogy today pays more and more attention to the relationship between the preschool educational institution and the family. The participation of parents in the life of the kindergarten helps them to better understand their children, to transform theoretical knowledge into the joy of communicating with their baby. This is especially true for the middle preschool age, which is considered difficult in terms of the mental development of the child. The task of the teacher is not only to regularly hold parent meetings, but also to involve moms and dads in sports events, joint creative activities, family performances, making crafts - any productive interaction with children.

“From how childhood passed, who led
child by the hand in the childhood years that came
into his mind and heart from the outside world -
depends to a large extent on how
today's baby will become a man.
V.A. Sukhomlinsky

In conditions when the majority of families are concerned about solving the problems of economic, and sometimes physical survival, the tendency of self-withdrawal of many parents from solving the issues of upbringing and personal development of the child has intensified. Parents, not possessing sufficient knowledge of the age and individual characteristics of the development of the child, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results.

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

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

The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child's nutrition, they believe that a kindergarten is a place where they only look after children while their parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

How to change this situation? How to get parents interested in working together?
How to make parents participants in the educational process?

Therefore, in 2004, having recruited a group of kids, I began to work on the problem of interaction between the kindergarten and the family on the topic "Organization of work with parents in a modern preschool educational institution." The work to involve parents in joint activities was carried out by the preschool educational institution in four directions.

Information and analytical direction

In order to study the family, to find out the educational needs of parents, to establish contact with its members, to harmonize educational influences on the child, I began work with the questionnaire "Cooperation between the kindergarten and the family." Based on the collected data, I analyzed the features of the structure of family ties of each child, the specifics of the family and family education of a preschooler, and developed tactics for my communication with each parent. This helped me better navigate the pedagogical needs of each family, take into account its individual characteristics.

I have developed for myself criterion, which she called "inclusion" parents in the educational process. At first, this criterion reflected quantitative indicators the presence of parents at group events: attending parent meetings and consultations; the presence of parents at children's holidays, the participation of parents in the preparation and conduct of excursions, thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the "Open Day"; help of parents in equipping the pedagogical process.

Later I took for myself qualitative indicators: initiative, responsibility, the attitude of parents to the products of joint activities of children and adults. This analysis made it possible to distinguish three groups of parents.

• Parents-leaders who know how and enjoy participating in the educational process, see the value of any work of a children's institution.
• Parents-performers who take part under the condition of meaningful motivation.
• Parents-critical observers.

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

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

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

Cognitive direction

The cognitive direction is the enrichment of parents with knowledge in the upbringing of preschool children. The joint work of preschool specialists (speech therapist, teacher-psychologist, art teacher, physical education instructor, head nurse) in the implementation of the educational program provides pedagogical support for the family at all stages of preschool childhood, makes parents truly equally responsible participants in the educational process.
Based on the purpose of the entire institution, I formulated their goals So:

1. Creating conditions for a favorable climate of interaction with parents.
2. Establish trust and partnerships with parents.
3. Involving the family in a single educational space.

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

1. Activate and enrich the educational skills of parents.
2. Work closely with the families of their students.

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

• visiting families of pupils at home
• general and group parent meetings
• consultations
• activities with parents
• exhibitions of children's works made together with their parents
• joint excursions
• Communication days
• days of good deeds
• Open days
• participation of parents in the preparation and holding of holidays, leisure
• photomontage design
• joint creation of a subject-developing environment
• morning greetings
• work with the group's parent committee
• conversations with children and parents
• trainings
• workshop
• parent living rooms
• helpline
• Trust mail
• family reunion.

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

Knowing how important the atmosphere of friendly relations between the teacher and parents, first parent meeting "Let's get to know each other" I did it in an unconventional way. I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation.

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

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

For meetings, I prepare an exhibition of children's work or a photo booth, where I use photos from family albums, the life of the group. At every meeting I express my gratitude to the parents who pay much attention to their children and help in joint work. It was very nice to see the happy eyes of the parents when they were presented with certificates or thanks, in a poetic form of their own composition:

Our parents are wonderful people,
The meaning of education for them is very clear.
After all, only creativity and work,
We will be given a personality in the future.

Thank you for your great work
For everything that is done with the soul!

We have a dad in the group,
He is an assistant just class.
Sawing, repairing and planing,
It helps us a lot in everything.

Dads, moms - well done!
They help us in everything.
White, paint and sing,
And they play games.

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

A lot of work with parents was carried out by me during preparing children for school.

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

subject workshop "Family on the threshold of a child's school life" prompted conversations with parents and analysis of children's responses in the classroom for the development of speech. Questioning of parents "Soon to school", interviews with children, tests "Do I want to go to school", analysis of children's drawings "How do I imagine myself at school", parents "How do I imagine my child at school" were conducted.

Joint training brought me and my parents, parents and children closer together, made families friends. The atmosphere of benevolence became characteristic of other common activities in the group. Many parents have discovered hidden talents that they did not suspect until they had to draw themselves.

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

The work carried out contributed to increasing the attention of parents to the experiences of the child in the pre-school period of life. Parents got acquainted with the requirements that the school makes for students, received recommendations for the development of speech, they were offered games and game exercises to develop the mental abilities of children, games with letters and numbers.

Visual and information direction

The visual-informational direction includes:

• parent corners
• sliding folders "Healthy", "On the advice of the whole world"
• family and group albums "Our friendly family", "Our life day by day", "Education from all sides"
• library - mobile
• photo montages "From the life of the group", "We are friends of nature", "In the family circle"
• photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, I am a friendly family”
• family vernissage "My best family", "Family - a healthy lifestyle",
  "Learn to Be a Dad"
• emotional corner “I am like this today”, “Hello, I have come”
• box of good deeds.

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

The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. The visual-informational direction makes it possible to convey any information to parents in an accessible form, to remind tactfully about parental duties and responsibilities.

Leisure direction

The leisure direction in work 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; to see how others do it, that is, to gain experience of interaction not only with your child, but also with the parent community as a whole. The group carried out:

• holidays "Mother's Day", "Come on grandmothers", "Birthday", "My best family"
• entertainment "Family gatherings", "April Fool's Day"
• “All professions are needed, all professions are important” (meeting with an interesting person)
• sports activities "Family - a healthy lifestyle", "Growing up Day"
• vernissage "In the world of feelings and emotions", "Our daughters and sons"
• joint projects "My family tree", "My family"
• issue of family newspapers “I am with my grandmother”, “We have a rest with the whole family”, “Miracle child”
• exhibitions of family collections, relics "From Grandma's Chest", "That's the outfit"
• performances "Teremok", "The Wolf and the Seven Kids"
• joint trips "To the world of beauty"
• excursions "We are friends of nature", "Let's protect our nature"

She developed scenarios for holidays and entertainment together with her parents. To make these activities educational for children and parents, we have developed a specific preparation algorithm for family holidays:

1. Identification of the purpose and objectives of activities for children, parents and teachers.
2. Advice for parents
3. Drawing up a plan for the event and the participation of parents in it
4. Distribution of adult roles
5. Production of invitation cards.
6. Preparation of individual numbers (learning poems, dances, songs)
7. Compilation of a memo-assistant for parents and children
8. Individual meetings and consultations
9. Production of attributes, manuals.

The ongoing work allows to increase the psychological and pedagogical competence of parents in matters of child-parent relationships.

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

The whole holiday was built on games "parents-children", because the purpose of the meeting was: to develop relationships between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. After all, it is not in vain that the proverb says “A child grows not from bread, but from joy.”

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

Take care of each other!
Kindness warm!
Take care of each other,
Let's not offend.
Take care of each other,
Forget the fuss
And in a moment of leisure
Stay close together!
(0. Vysotskaya)

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

V.A. Sukhomlinsky said: “Children are happiness created by our labor. Classes, meetings with children, of course, require mental strength, time, work. But, after all, we are happy when our children are happy, when their eyes are filled with joy. Therefore, I decided - let the festive meetings be held constantly and be bright, useful and exciting, because as a result of their holding, positive relationships are formed between parents and their children, emotional contacts are established.

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

In today's 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 to make a magnetic board, teaching aids for literacy and mathematics, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate the corner of duty, the corner of nature, the 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", "barber shop", "shop". There are “quiet” and “friendship” corners where children can sit in cozy armchairs made by dads and look at group or family albums. Thanks to upholstered furniture, children sit on the corner sofa and tell interesting stories and play.

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

Our “Birthday Corner” is decorated in a very unusual way. Portraits of children in the form of parachutes with "muzzles" of each child are made of waste materials: clay, dough, thread, tiles, paper, buttons, foil. Before starting work, I had an individual conversation, a demonstration with each of the parents. Parents said that they could not, it was very difficult. But as soon as the first portraits appeared, all the rest appeared behind them. The children were very happy, because they also took part in making their own portrait. Now this corner is the decoration of our reception room.

Trusting relationships were established gradually in the joint activities of the parents with the educator. At such events as "Days of Good Deeds" - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group, an atmosphere of peace and warm relationships between me and my parents was established. Together we tried to make the children in the group feel good and comfortable. Depending on the work plan, they jointly drew up a schedule for helping parents, discussed each event, and solved problems. Thanks to this, all cases were carried out with great enthusiasm, since in their implementation everyone contributed grains of their work, skills, and creativity.

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

Today, I can say that I have certain system in work with parents. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to the educator, an atmosphere of mutual respect was created.

Work experience has shown: the position of parents as educators has become more flexible. Now they feel more competent in raising children. An analysis of joint events and a survey of parents shows that 35% of parents are regularly involved in planning the educational process, 95% of families are actively involved in organizing educational activities, up to 70% in the evaluation of results.

Parents began to show a sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. 100% of parents attend parent meetings, actively participate in holidays and entertainment, project activities. According to the results of repeated diagnostics, there are no parent-observers in the group; the number of parent-leaders increased by 30%; the number of parent-performers increased to 67%.

Family and kindergarten are two educational phenomena, each of which gives the child a social experience in its own way, but only in combination with each other they create optimal conditions for the entry of a small person into the big world. For me, this became possible only thanks to the unification of forces and cooperation. Gradually, the misunderstanding and distrust of the parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, a long and painstaking work that requires patient, steady pursuit of the chosen goal. I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Working with parents in elementary school

The family is the first collective of the child, the natural environment for its development, where the foundations of the future personality are laid. From the moment when a child enters an educational institution, a “pedagogical triangle” arises (teacher - student - parent). Achievements in the upbringing and development of children depend on how relations develop between teachers, students and their parents. The family becomes not only an object, but also a subject of interaction. It is she who is responsible for the upbringing and education of children, the family should become a socially active participant in the educational process.

Working with parents of students is an important activity. Only in close contact with parents, improving their pedagogical culture, teachers can achieve positive results in preparing children for life in society.

The school cannot but take into account the fact that the influence of the family on the development of children is largely due to the effect of early education. Many teachers and psychologists noted that the foundations of a person's personal development are laid in early childhood, up to the age of five. At the same time, the influence of parents and the family continues in the years of the subsequent formation of a person, which also cannot be ignored in the process of school education.

The educational activity of the family has a great influence on its own strengthening. The fact is that children, as you know, cement the family, bring into it the spirit of vivacity and healthy unity. It follows that the better the family educates children, the better the children behave, the more joy they bring to parents and contribute to the maintenance of healthy The creation in society of a single moral influence on the younger generation should be considered today as one of the main pedagogical tasks. Its solution is largely provided by the school, namely: the active organizing activities of the teaching staff, the preparedness of each teacher to implement it in work with a specific children's team, with families and parents. An analysis of the experience of schools, the ever-increasing attention to the issues of family education testify to the need to improve the preparation of teachers for working with parents.

Preparing a teacher to work with parents is an urgent and difficult task. Solving it involves providing an important direction, developing a pedagogical ability to mobilize all the factors that form an individual and a team to achieve the necessary educational results, the ability to integrate all types of influences into a purposeful educational process.

Key issues of teamwork, families and schools to educate students.

Combining their pedagogical efforts, teachers and parents should be well aware of the problems on which they must work together. The range of these problems is quite wide and, with some degree of conventionality, they can be divided into three main groups.

The first group should include those problems that are related to the goals and content of the educational work of the school and the family.

The second group consists of the problems of methods of stimulating students in the family to work on their personal development and formation.

Finally, the third group includes the problems of taking into account the age and individual characteristics of students in the process of family education. What is the essence of these problems, and what should be the joint work of the school and the family to solve them?

The educational work of the school cannot be built without taking into account the fact that the individuality of the child is formed in the family.

The basis of interaction between the class teacher and the family is that both parties are interested in studying the child, revealing and developing the best qualities and properties in him.

Working with parents is an integral part of the class teacher's work system. According to their status, the class teacher in the school is the main subject of educational work with the parents of students. He develops the main strategy and tactics of interaction between the school and the family in the education of the student's personality; being a specialist in the field of pedagogy and psychology, he helps parents in resolving the contradictions of family education, in correcting the educational influences of the surrounding social environment. The class teacher should act as an adviser, specialist consultant, direct representative of the educational process carried out by the school.

The following functions of the class teacher are distinguished:

• 1) familiarization of parents with the content and methodology of the educational process organized by the school;
• 2) psychological and pedagogical education of parents;
• 3) involvement of parents in joint activities with children;
• 4) adjustment of education in the families of individual students;
• 5) interaction with public organizations.

Another function of the work of the school and the class teacher with parents is the adjustment of the upbringing in the families of individual students.

The first aspect is the provision of psychological and pedagogical assistance to students (gifted, interested in any form of extracurricular activities, etc.).

Another area of ​​concern for the class teacher is the provision of psychological and pedagogical assistance to parents in solving difficult problems of family education.

The last function of the school's work with parents is interaction with public organizations of parents: parent committees of the school and class, school councils, councils in the place of residence, etc. Their competence includes:

• 1) assistance to the school and classes in carrying out educational work with students;
• 2) collective decision of individual issues of school life;
• 3) communication with administrative and law enforcement agencies;
• 4) participation in work with parents of students (holding parent meetings, conferences; providing financial assistance and legal influence on parents)

Thus, we can say that these functions contribute to the creation of a normal educational environment for the organization of the school educational process.

As for the main ways of communication between parents and class teachers, the following ways of interaction are distinguished:

• 1) organization of parent conferences, meetings, individual meetings of parents and teachers;
• 2) the organization of the work of a telephone line through which parents can contact the teacher or get advice about homework and how to do it;
• 3) use of telecommunications and regular mail;
• 4) the development of homework, during which the children should discuss with their parents what is happening at school, or prepare a research project with them;
• 5) creation of a parent club or center in the school;
• 6) holding informal meetings of parents, children, and teachers (holidays, etc.)
• 7) respectful communication, taking into account cultural, religious and ethnic affiliation

Thus, we can say that the work of the class teacher with the family should be based on actions and activities aimed at strengthening and increasing the authority of parents. There should be trust in the educational capabilities of parents, an increase in the level of their pedagogical culture and activity in education. Psychologically, parents are ready to support all the requirements, affairs and undertakings of the school. Even those parents who do not have pedagogical training and high education treat their children with deep understanding and responsibility. The effectiveness of the process of raising a child depends on the coordination of the actions of the school and the family. The school is obliged to help parents, becoming for them the center of psychological and pedagogical education and counseling - organizing parental universities, lectures, conferences, seminars, parent associations at the school

Forms of work with parents:

customized;

Group;

Collective;

home visiting;

school invitation;

individual consultations of the teacher;

correspondence;

parent lecture;

thematic consultations;

cool kids activities

parent evenings

class parent meetings;

school-wide parent meetings;

open days;

concerts;

exhibitions of educational works;

creative reports

Family visit at home.

Visiting students at home, the conditions of family education are clarified. Information about the microclimate in the family, about the peculiarities of the attitude towards the child, about the orientation of parents in matters of upbringing made it possible to work individually with the family, as well as more accurately determine the directions and means of corrective influence on the child at school. We are interested in the living conditions of the child, the attitude of relatives towards him, the attitude of the child to family members. Without this information, it is impossible to provide the student with the necessary support.

It is very important that parents be sure that the teacher comes to the family not to reprimand the student, not with complaints about him, but as an assistant in raising the child. The teacher's complaints about the student or the parents' accusations only depress the parents and often cause a cruel and unfair attitude towards the child, and on the part of the student - an embittered conflicting attitude towards the teacher and a loss of interest in learning.

Parents are notified in advance of arrival. When visiting a student at home, the following rules are observed:

• Show high tact in a conversation with parents, always start with praise and compliments;
• exclude complaints about the student, talk about problems, suggest ways to solve them;
• · talk in the presence of the student, only in exceptional cases require a confidential meeting;
• · do not make claims to parents;
• in every possible way to emphasize their interest in the fate of the pupil;
• give advice and recommendations unobtrusively, weigh the level of their requirements and the possibilities of the family;
• to agree on specific joint cases;
• · not to give groundless promises, to be extremely restrained in difficult cases, to express cautious optimism.

School invitation.

You should try not to invite parents to school in order to complain about the child's bad behavior or poor academic performance. Such invitations cause parents to have a negative attitude towards the school.

Individual consultations of the teacher.

This is one of the most important forms of interaction between the class teacher and the family. Consultations are carried out in order to overcome the anxiety of parents, the fear of talking about their child. They help create good contact between parents and teachers.

Consultations are held as needed, often at the initiative of the parents. In the process of conversations with parents in an informal setting, the information necessary for professional work is clarified (features of the child's health; his hobbies, interests; behavioral reactions; character traits; motivation for learning, etc.).

Correspondence.

Correspondence is widely used in work with parents. Especially often this form of work is applied to those parents who are not able to attend school often, work hard or live very far away.

Parent lectures.

The tasks of the lecture hall are diverse: to acquaint parents with the system of correctional and educational work at school, to give practical advice and recommendations on raising a child in a family, etc.

As noted, one of the essential aspects of the joint activities of the family and the school is a unified approach to the implementation of targets and increasing the content of educational work by students. The family should help the school, prepare educated and enterprising citizens of our country, form their adherence to principles and progressive convictions. Contacts between family and school in this direction should cover the following issues.

It is very important that parents are well aware of the target settings of education, which is based on the need for civic personality formation, and pay attention not only to the educational work of children, but also show daily concern for their labor and technical training, physical, moral, etc. aesthetic education. It is no secret that some parents focus their main efforts only on improving the academic performance of their children and do not attach due importance to other aspects of their development.

Education involves the development and formation of creative inclinations and abilities of students. By maintaining ties with the family, teachers have the opportunity to explore the interests and hobbies of children in depth and contribute to their development. At the same time school. needs parents to encourage their children's creative pursuits, be sympathetic to their participation in hobby groups, technical modeling, help them create home work areas, etc.

The task of parents is to develop healthy spiritual needs and interests in students. In this sense, the moral atmosphere that develops in the family is of great importance. If "proper interests" and concerns about the search for material benefits prevail among parents, if personal calculation obscures civic duty and feelings, this has a very negative effect on the upbringing of children. That is why the school should carry out work to enrich the spiritual needs of parents, acquaint them with the development of art and literature, science and technology, and direct their attention to the comprehensive development of healthy spiritual needs of students, encourage them to acquire knowledge, to read, to introduce them to art and artistic creativity.

A high effect in family education is the skillful use of the principle of exactingness, combined with respect and a humane attitude towards children.

A person is sensitive to the family atmosphere, its state and prospects throughout his life. However, the family has the greatest influence on the emerging personality. In the family, the child's attitude towards himself and the people around him is formed. In it, the primary socialization of the individual takes place, the first social roles are mastered, and the basic values ​​of life are laid.

Thus, the education of parents today is one of the most important tasks in the work facing teachers and psychologists working at school.

An important task in working with parents is to increase their parental competence, increase their communicative culture, the ability to cooperate with children, find a “common language” with them, and develop their parental feelings. One of the ways to help children and their parents is the psychological education of parents, teaching them the skills of cooperation with children, and improving their psychological and pedagogical literacy.

In its model of psychological support for younger students, the goal of educating and counseling parents is to create socio-psychological conditions for involving the family in accompanying the child in the process of schooling, creating a situation of cooperation and reforming the attitude of parents in relation to the problems of schooling and child development. Psychological education of parents takes place through: group counseling within the framework of a parent meeting in order to increase the psychological competence of parents in those issues that are relevant from the point of view of the period of development experienced by children.

Before starting developmental work, I always tell parents about its goals and objectives, I give certain tasks to parents to monitor children during the period of psychological work. Trainings for parents with specific topics. So, at the beginning of the 1st grade, the training “Our Common Goals and Tasks” is held, which allows parents to get to know each other, to develop an opinion that the development and upbringing of a child is a common task of the family and the school, that only cooperation between the school and the family will give positive results. Most often, after this training, primary school teachers, together with their parents, draw up a plan of educational work for a year. Psychological counseling of parents is most often carried out as an aid in organizing effective parent-child communication. But there are also situations where parental counseling is an occasion for obtaining additional diagnostic information from parents about the impact of the family situation on the well-being of the child at school. In any case, the result of counseling parents is an agreement on the joint actions of parents and a psychologist in solving the problems of accompanying a child during his schooling.

Non-traditional forms of work with parents.

• - thematic consultations
• - parent readings
• - parental evenings

Thematic consultations provide recommendations on a problem that worries parents. There are students and families in every class who are experiencing the same problem. Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites. Sample topics:

• 1. The child does not want to study.
• 2. How to develop a child's bad memory.
• 3. The only child in the family.
• 4. What anxiety can lead to in children.
• 5. Talented child in the family.

Parental readings give parents the opportunity not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion.

The steps for reading are as follows:

• - at the first meeting, parents determine the issues of pedagogy and psychology
• The teacher collects and analyzes information
• - defines a list of references on the subject
• - study of literature by parents
• - presentation of their own understanding of the issue by parents at readings

Parental evenings are aimed at rallying the parent team. They are held two or three times a year without the presence of children. The topics of parenting evenings can be varied. Most importantly, they must teach to listen and hear each other, themselves, their inner voice.

Sample topic:

• 1. The first year of the child, as he was.
• 2. How do I see the future of my child.
• 3. Friends of my child.
• 4. Holidays of our family.

So, summing up the results of the work done, we can say with confidence that adults are able to create acceptable conditions for the full development of the child. The basis of such development is psychological health, on which human health as a whole largely depends.

Children need to be trained, set up for a healthy lifestyle. Gradually, the process of educating a healthy psyche should turn into its self-education. The emotional component of the relationship to health is most fully revealed in the mood that dominates the personality. It is for primary school age that environmental factors are very significant as a source of risk of mental health disorders. To preserve the psychological health of children, it is important not only to have a specially organized impact on children in order to remove the negative effects of deprivation, but also psychological education of teachers and parents in order to familiarize them with the methods of proper communication with children, provide them with psychological support, create a favorable psychological environment in the family and school. climate.

Working with parents in kindergarten is a section of the site dedicated to topical issues of family education. Teachers share methodological ideas for holding holidays, evenings of rest, concerts for parents. Here you can find examples of joint activities for adults and children: projects, exhibitions, trips, interesting meetings. Specialists of kindergartens and elementary schools will find in this section options for planning work with parents, tips on organizing family events, materials for individual work.

Methodological materials for working with parents

• Interaction between preschool and family. Cooperation between teachers and parents
• Entertainment with parents. Scenarios of holidays and leisure activities with the participation of parents
• Sport family. Scenarios of family sports holidays and entertainment

Showing posts 1-10 out of 4937 .
All sections | Working with parents

Working with parents Events of various orientation and content Thematic events Date Direction, theme, content, form of the event Category of families Date Direction, theme, content, form of the event Category of families 1 2 3 4 5 6 September * Teacher ...

Description of innovative approaches, methods, techniques, tools in working with children, parents, teachers Description of innovative approaches, methods, techniques, means in working with children(parents, teachers) I Working in a mixed age group. A mixed-age group is visited by children with different knowledge, skills, abilities, and the main task of the educator is to combine them into a single ...

Working with parents - Scenario for holding a club with parents "Mom's Helpers" with theatricalization

Publication "Scenario of holding a club with parents" Mom's helpers "with ..." Scenario of holding a club with parents "Mom's helpers" with theatricalization Second junior group. Prepared and conducted by: teacher Chugunova L.A. Purpose: - to promote the rallying of parent-child relationships. Creating a warm emotional climate between mothers and children....

Plan of work with parents in the first junior group for the 2019-2020 academic year Plan of work with parents in the first junior group "Bees" for the 2019-2020 academic year Purpose: to create the necessary conditions in kindergarten for the development of responsible relationships with the families of pupils, ensuring the holistic development of the personality of a preschooler, to increase ...

Working with parents as a means of successful socialization of visually impaired children (from work experience) Specialized institutions for children with disabilities have a specific purpose. In order for a child's stay in it to bring tangible benefits, it is necessary to create in it a whole range of conditions that ensure complete social rehabilitation, life, opportunity ...

Plan of work with parents in the preparatory group Plan of work with parents in the preparatory group. Educator Kolieva O. M. September 1. Group parent meeting "Age characteristics of children in the preparatory group." Acquaintance of parents with the tasks of raising and educating children for the school year, psychological and ...

Working with parents - Interaction with parents in the work on the project "I will tell you about the war"

In the upbringing and educational process of a preschool institution, project activities always have the character of cooperation, in which both teachers and children and, of course, their parents take part. - Poll - a survey of parents "Fiction works about the war in ...

The involvement of the family in the educational process helps to improve the emotional well-being of children, enrich the educational experience of parents, and increase their parental and pedagogical competence. Forms of interaction between the teacher and parents are ways ...

A long-term plan for working with parents of a physical education instructor for the 2019–2020 academic year A long-term plan for working with parents of a physical education instructor for the 2019-2020 academic year Completed by physical education instructor Chikunova M.N. Municipal budgetary preschool educational institution kindergarten No. 3 "Smile" September "Form for classes ...

The use of scribing elements by the teacher when working with parents Scribing is the process of visualizing a complex meaning with simple images, in which images are drawn in the process of conveying information. The peculiarity of scribing, in comparison with other ways of conveying complex information, is that it simultaneously involves hearing,...

Working with parents in a children's institution is a priority area of ​​pedagogical activity. The need to strengthen the institution of the family is understood by all specialists working in the children's environment. Only in a family can a child live a full life, and in a good family can he be happy.

An educator working with children cannot be the educator of parents - relationships "down" have never been effective. Relations with parents can be built only on the principle of pedagogical support - to help, suggest, draw attention to an urgent children's problem.

Planning work with parents of pupils and students is the first step towards building effective interaction. Using various forms of holding parent meetings, involving parents in the life of the children's team, the teacher can achieve unity of the parent asset. The Parents' Committee is the first assistant teacher in the group and the teacher in the class.

Joint holidays, excursions, celebrations, exhibitions of family art - the pedagogical experience is replete with examples of the connection of the pedagogical, children's and parental communities. In such unity, children understand that the world of adults is reliable, strong, and safe.