The main forms of interaction between the dow and the family. Ways, forms and methods of interaction between the dow and the family

Ministry of Education and Science of the Russian Federation

state educational institution

secondary vocational education

"Novorossiysk Social and Pedagogical College"

Krasnodar Territory

Final qualifying work

Modern forms of interaction between a preschool educational institution and a family

student

specialty 050704 Preschool education (form of education - external study)

Scientific adviser:

Didovich A. N.

Reviewer: Kurai O.V.

Novorossiysk - 2010

Introduction 3

Chapter I . Theoretical approaches to the problem of interaction

preschool educational institution with family 6

1.1. Analysis of psychological and pedagogical literature on the problem

interactions of the preschool educational institution with the family 6

1.2. Modern approaches to the organization of interaction between the family and

preschool educational institution 13

1.4. Forms of interaction between the family and the preschool educational institution 25

Conclusions on the first chapter 35

Chapter II . Experimental and practical work on the introduction of traditional and non-traditional forms of interaction between preschool educational institutions and families 37

2.1. Organization of work with parents on the introduction of traditional and non-traditional forms of interaction between preschool educational institutions and families 37

Conclusions on chapter two 47

Conclusion 49

Bibliography 51

Introduction

Field of study- Pedagogy.

The relevance of research. Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. Each of these branches, representing the social institution of education, has its own specific capabilities in shaping the child's personality. The family and preschool institutions are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. Preschool plays an important role in the development of the child. Here he gets an education, acquires the ability to interact with other children and adults, organize his own activities. However, how effectively the child will master these skills depends on the attitude of the family towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible.

The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. It is undeniable that it is the example of parents, their personal qualities that largely determine the effectiveness of the educational function of the family. The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. However, this interaction is influenced by a number of factors, primarily what parents and the teaching staff expect from each other. Despite the fact that recently new, promising forms of cooperation have been outlined, which involve the involvement of parents in the active participation in the pedagogical process of the kindergarten, more often work with parents is carried out only in one of the areas of pedagogical propaganda, in which the family is only an object of influence. As a result, feedback from the family is not established, and the possibilities of family education are not used to the full.

Object of study: interaction of a preschool educational institution with a family.

Subject of study: forms of interaction between a preschool educational institution and a family.

Purpose of the study: to study traditional and non-traditional forms of work of preschool educational institutions with the family .

Research objectives:

1. Analyze the psychological and pedagogical literature on the problem of interaction between a preschool institution and a family.

2. Consider modern approaches to organizing interaction between the family and preschool educational institutions.

3. To study the directions of work of the teacher of the educational institution with parents.

4. Get acquainted with the forms of interaction between the family and the preschool educational institution.

5. Develop a program for the introduction of non-traditional forms of interaction between the preschool educational institution and the family.

Research hypothesis: the interaction of the preschool institution with the family will be more effective:

If non-traditional forms of interaction between the preschool educational institution and the family are used in combination with traditional ones;

If the work will be dominated by forms aimed at involving parents in the upbringing of their children.

Research methods - theoretical:

a) analysis of educational and methodical literature

b) comparison, generalization, concretization;

c) study of advanced pedagogical experience.

Research stages:

At the first stage In our study, we analyzed literary sources, outlined a research program, and selected the necessary methodological material.

At the second stage there was an analysis, systematization and generalization of the studied literature, theoretical conclusions were drawn and practical recommendations were developed on this problem.

Chapter I . Theoretical approaches to the problem of interaction between a preschool educational institution and a family

1.1. Analysis of the psychological and pedagogical literature on the problem of interaction between the preschool educational institution and the family

For a long time there has been a dispute about what is more important in the formation of a person: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, others gave the palm to public institutions.

So, Ya. A. Comenius called the maternal school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - without changes in the schedule, without days off and holidays. The more imaginative and meaningful the child's life becomes, the wider the range of maternal concerns. The humanist teacher J. G. Pestalozzi: the family is a true organ of education, it teaches by deed, and the living word only complements and, falling on the soil plowed up by life, it makes a completely different impression.

In contrast, the utopian socialist Robert Owen considered the family one of the evils on the way to the formation of a new person. His idea of ​​the need for exclusively social education of a child from an early age was actively embodied in our country with the simultaneous relegation of the family to the position of a "cell" with "backward" traditions and customs. For many years, word and deed emphasized the leading role of public education in shaping the personality of the child.

After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal of preschool education was the harmonious development of the child, then after it, its goal was to form, first of all, a citizen of the Soviet state. In this regard, the attitude of the leaders of preschool education to the concept of "free education" is indicative, according to which education should encourage the natural, spontaneous development of the child, not imposed from the outside, in which the main role belongs to the family. For example, D. A. Lazurkina called for the fight against “free education”, and education in preschool institutions began to be seen as a means of compensating for the shortcomings of family education, and often even as a means of destroying the previously existing family institution, a means of combating the “old family” , which was considered as a hindrance or even an enemy of correct, i.e., public education.

Ideas of this kind were further developed in the works of A. S. Makarenko: “Families are good and bad. We cannot vouch for the fact that the family can educate as it wants. We must organize family education, and the organizing principle must be the school as a representative of state education. The school should lead the family.” Makarenko urged teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents. At the same time, family education had to play a subordinate role, depend on the "order of society" .

In various laboratories of the Scientific Research Institute of the APS of the USSR, the problems of development and education of children of early and preschool age were considered, attention was also paid to the study of questions of family education of children of preschool age. The researchers concluded that none of these could be successfully addressed by the kindergarten without the cooperation of the family. Although these social institutions have common goals and objectives, the content and methods of raising and educating children are specific in each of them.

Here is a diagram developed by E. P. Arnautova and V. M. Ivanova, which discusses the shortcomings and positive aspects of social and family education.

Disadvantages and positive

aspects of social and family education

Based on the above table, it can be concluded that each of the social institutions has its own advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of society, the environment, etc. Therefore, it is important to combine the upbringing of the child in the family with the need to educate him in a group of peers. The above analysis confirms the need for cooperation between the kindergarten and the family, the complementary, mutually enriching influence of family and social education.

In modern society, parents often forget about the importance of the family in raising a child, they pay more attention to their work, and the responsibility for raising and educating children is shifted to state institutions: first a kindergarten, then a school. Having brought the child to kindergarten, they believe that they have done everything necessary for the development of their child, and often they are completely unwilling to establish contact with an educational institution. The involvement of parents in the educational process is one of the main problems at this stage in the development of education, for the solution of which the traditional methods of interaction between the preschool educational institution and the family have lost their relevance.

Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed, the importance of which can hardly be overestimated: family and social. Each, representing the social institution of education, has its own specific capabilities in shaping the personality of the child. .

Family education plays a dominant role in the development of the child. Family way of life, family traditions, style of communication in the family, etc. - all this leaves a certain imprint on the personality of the child. It is the parents who lay the foundations of the child's character, form the features of his relationship with the people around him. Each family in its own way determines the process of education for itself, but due to different circumstances, to varying degrees, needs qualified pedagogical assistance. .

The preschool institution plays an important role in the development of the child and the correction of negative educational influences. In addition, the efforts of the kindergarten should be aimed at raising the level of pedagogical culture of parents. The task of the teacher is to attract parents to cooperation and lead to knowledge and understanding of pedagogical principles. The quality of interaction between the kindergarten and the family determines the effectiveness of the educational and upbringing process. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible. .

The basis of the new concept of interaction between the family and the preschool institution is the idea thatparents are responsible for the upbringing of children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. The policy of transforming education from family to public is becoming a thing of the past, officially implemented in our country. .

Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".

The success of cooperation largely depends onestablishing trusting relationships between children, parents and teachers, uniting them into one team, educating the need to share their problems with each other and solve them together.

The interaction of teachers and parents of preschool children is carried out mainly through:

- involvement of parents in the pedagogical process;

- expansion of the sphere of participation of parents in the organization of the life of an educational institution;

- parents attending classes at a convenient time for them;

- creation of conditions for creative self-realization of teachers, parents, children;

- informational and educational materials, exhibitions of children's works, which allow parents to get to know the specifics of the institution, acquaint him with the educational and developing environment;

- various programs of joint activities of children and parents;

- combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;

- manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions;

- respectful relationship between the family and the educational institution .

In connection with the restructuring of the system of preschool education, establishing the priority of family education, practitioners of preschool educational institutions are looking for new,non-traditional forms work with parents based on cooperation and interaction between teachers and parents .

family clubs.Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one big club or break up into smaller ones - it all depends on the theme of the meeting and the intention of the organizers.

A significant help in the work of clubs is library of special literature on the problems of education, training and development of children. Teachers monitor the timely exchange, selection of necessary books, make annotations of new products.

Given the employment of parents, such unconventional forms of communication with family "Parent Mail" And "Helpline". Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, warn teachers about noticed unusual manifestations of children.

An unconventional form of interaction with the family is game library. Since games require adult participation, this forces parents to communicate with the child. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Grandmothers are attracted circle "Crazy Hands". Modern fuss and haste, as well as crowding or, conversely, the excessive luxury of modern apartments, almost excluded the opportunity to engage in needlework and handicrafts from a child's life. In the room where the circle works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials, etc.

The cooperation of a psychologist, educators and the family helps not only to identify the problem that caused the difficult relationship between parents and the child, but also to show the possibilities for solving it. At the same time, it is necessary to strive to establish equal relations between the teacher-psychologist, educator and parents.

Q&A evenings . They represent concentrated pedagogical information on a wide variety of issues, which are often of a debatable nature, and the answers to them often turn into a heated, interested discussion. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as a relaxed, equal communication between parents and teachers, as lessons in pedagogical reflection.

Meetings at the "round table". They expand the educational horizons of not only parents, but also the teachers themselves.

The interaction of the kindergarten with the family can be carried out in different ways. It is only important to avoid formalism.

Thus, the use of non-traditional forms, non-traditional methods of interaction between a preschool educational institution and a family helps to increase the efficiency of work with parents, as well as improve the quality of the educational process.

Literature.

1. Antonova T., Volkova E., Mishina N. Problems and the search for modern forms of cooperation between kindergarten teachers and the child's family // Preschool education. - 1998. - N 6. - S. 66 - 70.

2. Belonogova G., Khitrova L. Pedagogical knowledge for parents // Preschool education. - 2003. - N 1. - S. 82 - 92.

3. Doronova T. N. Interaction of a preschool institution with parents // Preschool education. - 2004. - N 1. - S. 60 - 68.

4. Kozlova A.V., Desheulina R.P. Work of a preschool educational institution with a family. - M.: Sphere, 2004 - 112s.

5. Metenova N.M. Adults about children. - Yaroslavl: IPK Indigo LLC, 2011. - 32p.

6. Metenova N.M. Parent meetings. - Yaroslavl: IPK Indigo LLC, 2011. - 64p.

7. Mudrik A. V. Social pedagogy. - M.: Publishing Center "Academy", 2003. - 200 p.

8. Pavlova L. On the interaction of family and social education of young children // Preschool education. - 2002. - N 8. - S. 8 - 13.

Building cooperation between the kindergarten and parents, specialists and practitioners rely on the “Concept of Preschool Education” (1989), which states that the kindergarten and the family are chronologically connected by a form of continuity, which ensures the continuity of the upbringing and education of children. The tasks of cooperation between a preschool teacher and parents– to establish partnership relations with the family of each pupil, to join forces for the development and upbringing of children; create an atmosphere of common interests, interaction: emotional mutual support and mutual penetration into each other's problems.

Positive results in the upbringing of children are achieved with a skillful combination of different forms of education and upbringing. At present, individual work with the family, care not to lose sight and influence of specialists not only difficult, but also not entirely prosperous in some specific, but important family issues, continue to remain topical tasks.

Basic forms of cooperation.

1. Visiting the child's family gives a lot for its study, establishing contact with the child, his parents, clarifying the conditions of education, if it does not turn into a formal event. The teacher must agree in advance with the parents on the time of the visit that is convenient for them, and also determine the purpose of their visit. To come to the child's home is to come to visit. So, you need to be in a good mood, friendly, benevolent. You should forget about complaints, comments, do not allow criticism of the parents, their family economy, way of life, give advice (single!) tactfully, unobtrusively. Having crossed the threshold of the house, the teacher captures the atmosphere of the family: how and which of the family members meets, supports the conversation, how directly the issues raised are discussed. The behavior and mood of the child (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family.

2. Day of open doors, being a fairly common form of work, it makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve it. It is carried out as a tour of a preschool institution with a visit to the group where the children of the new parents are brought up. You can show a fragment of the work of a preschool institution (the collective work of children, fees for a walk, etc.). After the tour and viewing, the head teacher or methodologist talks with parents, finds out their impressions, and answers questions that have arisen.

3. Consultations. Consultations are conducted individually or for a subgroup of parents. Parents of different groups who have the same problems or, conversely, success in education (capricious children; children with pronounced abilities for drawing, music) can be invited to group consultations. The goals of the consultation are the assimilation by parents of certain knowledge and skills; help them solve problems.

4. Parent meetings. General meetings (for the parents of the entire institution) are organized 2-3 times a year. They discuss tasks for the new academic year, the results of educational work, issues of physical education and problems of the summer recreation period, etc. You can invite a doctor, a lawyer to a general meeting. Group meetings are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the educator, for others, parents or one of the specialists can be invited to speak). It is advisable to dedicate one meeting each year to discussing family experience in raising children. Parents are expected to attend.

5. Discussion meetings are active forms of communication in order to enhance the educational opportunities of parents. These are, for example, "round table", "evening of questions and answers"; workshops and trainings that help parents to correct their own views on upbringing and ways of communicating with the child. Successful interaction with parents is also facilitated by emotionally rich forms of communication with them: joint leisure of adults and children, folklore family evenings, educational game quizzes, etc.

It is important for the educator to think about ways to involve parents in the educational process. So, he gives them the right to freely, at their own discretion, get acquainted with the life of a child in kindergarten, his communication with peers. It is important for parents to see the child in different activities: play, work, at the computer, while eating and walking, in the pool and gym. Such observations are a source of new, sometimes unexpected knowledge about a son or daughter. Their number during the school year can be determined both by parents' requests for information of interest to them about the life of children in kindergarten, and by the lack of information available to parents or understanding of the significance of a particular children's activity in the development of a child, revealed during conversations, observations, surveys, parent testing, etc.

When inviting parents to kindergarten, situations should be created for interaction between children and adults. For example, invite parents to sculpt, glue, draw, play, perform sports, dance movements, ask each other questions, make riddles, etc. Interacting with the child, parents begin to understand and feel better, notice changes in his development, rejoice and empathize with the successes and successes of a son or daughter.

The educator thinks over the content of communication with parents, taking into account the social factors of family education: the living conditions of the family, age, parental education, marital and parental experience; types of families indicating the uniqueness of the social situation of development of the only child in the family; having an older or younger brother (sister); living with grandparents; in an incomplete family; when a parent remarries; with guardians, etc. An analysis of the families of pupils helps the teacher to better navigate the pedagogical needs of parents and carry out differentiated communication with them, uniting them into subgroups according to similar conditions and difficulties of education (for example, having only a son or daughter; experiencing difficulties in establishing relations between two, three heterosexual or same-sex children; those who are interested in the specifics of raising the youngest child in the family, etc.).

The content of communication with parents of children one - three years can become: the organization of a healthy lifestyle of the family; creation of conditions for the safety of the life of the child in the house; hygiene issues; the importance of the emotional connection between mother and child in the development of the baby, the culture of emotional communication with the child and the value of playing communication with him in the family; features of social development and overcoming the crisis of three years. It is important to teach parents the skills to enrich the sensory, speech experience of the baby in various activities, to ensure the child's motor activity, his tool-object activity, to acquaint them with the program for the development and education of children in kindergarten.

When interacting with parents of children three to five years, the educator continues to acquaint them with ways of communicating with the child and adequate methods of pedagogical influence in the family; teaches ways to develop speech and speech communication, shows the family's opportunities for developing a child's curiosity, imagination, etc. Reflects with parents on the manifestations of the child's individuality, his behavior, habits and preferences.

With parents of children five to seven years, the educator discusses the psychophysiological maturity of the child and his readiness for school; draws the attention of parents to the importance of the formation of morally significant motives and arbitrary forms of behavior of the child, the formation of a respectful attitude towards the adults of his family and the enrichment of his sensory experience.

During discussions, it is better for the educator to direct the dialogue, and not to lead in it, to provide each participant with the opportunity to speak freely, listen to others, and form their point of view on the problem under discussion. A debatable question or discussion of several points of view on a problem will set the parents up for reflection. For example: “What, in your opinion, is the main guarantee of a child’s well-being - extraordinary willpower, good health, or bright mental abilities?”

Solving the problematic tasks of family education encourages parents to analyze educational methods, search for a more suitable way of parental behavior, exercises in the logic and evidence of pedagogical reasoning, and develops a sense of pedagogical tact in them. For example, parents are given the task: “You punished the child, but later it turned out that he was not to blame. How do you do it and why exactly? Or: “The child, sitting at the table, spilled milk. How do you usually feel about such misconduct of a child? How do you like this appeal of an adult to a child: “How! Do you allow not the hand, but the glass to be the master? You need to talk to your hand. Let's take a sponge and wipe everything."

Training exercises and role-playing of family situations allow enriching the arsenal of ways of parental behavior and interaction with the child. For example, a task for parents in a game training: “Please play out how you will establish contact with a crying child who has offended a peer ...”, etc. These can also be tasks for parents to evaluate different ways of influencing a child and forms of treatment with him, see the difference between them, choose more successful forms, replace unwanted ones with more constructive ones. For example: “I have no doubt that your toys obey you” instead of “Why didn’t you put your toys away again?”; “How nice it is to see that you already know how to take care of yourself. It is indecent to sit at the table with dirty hands!” instead of "What is this way of always sitting at the table with dirty hands?"

Analysis of children's behavior by parents helps them to see their pedagogical experience from the outside, provides an opportunity to reflect on the motives of the child's actions, teaches them to understand them from the point of view of his mental and age needs. Inviting parents to express their opinion about the child’s actions in a particular situation, the teacher can formulate the question to the parents: “What would your child do in such a situation?”

Special delicacy from the teacher requires questions related to psychological and pedagogical assistance to parents in overcoming the difficulties of family education, for example, the emotional distress of the child due to divorce, family conflict, remarriage of the parent, etc. In these cases, the teacher works together with a practical psychologist, social pedagogue, other preschool professionals. So, together with a psychologist or a social pedagogue, it is advisable to acquaint parents with the causes of various forms of affective behavior in children (anxiety, hyperactivity, uncertainty, aggressiveness, etc.). It is useful to tell parents about the importance of creating conditions in the family for psychological comfort, safe mental development of the child. It is good to give parents, especially mothers, the skills of psychological protection of the child in connection with violations of family relationships, crisis situations in the family, since for a preschooler it is the mother who, in conditions of unstable family relations, is the main, and sometimes the only emotional support of the child. Regular individual conversations about the mental health of children will improve the psychological culture of parents, contribute to their gradual understanding and awareness of the causes of psychological problems with the child.

It is important to create conditions in the premises of a preschool institution for comfortable confidential communication between parents and specialists: teachers of additional education, a psychologist, medical workers, etc. reading.

KINDERGARTEN AND SCHOOL

Features of the organization of interaction between the preschool educational institution and the families of pupils

The renewal of the system of preschool education, the processes of humanization and democratization in it necessitated the need to intensify the interaction of the preschool institution with the family.
The family is a unique primary society that gives the child a sense of psychological security, “emotional support”, support, and unconditional, non-judgmental acceptance. This is the enduring significance of the family for a person in general, and for a preschooler in particular.
Modern specialists and scientists in the field of the family (T.A. Markova, O.L. Zvereva, E.P. Arnautova, V.P. Dubrova, I.V. Lapitskaya, etc.) speak about the same. They believe that the family institution is an institution of emotional relations. Every child today, as at all times, expects from his relatives and people close to him (mother, father, grandmother, grandfather, sister, brother) unconditional love: he is loved not for good behavior and grades, but just the way he is. he is, and for the fact that he just is.
The family for the child is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem "with the whole world": kindergarten, family, community.
Therefore, it is no coincidence that in recent years a new philosophy of interaction between the family and the preschool institution has begun to develop and be introduced. It is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to support and supplement their educational activities.
The idea of ​​the relationship between public and family education is reflected in a number of legal documents, including the "Concept of preschool education", "Regulations on a preschool educational institution", the Law "On Education", etc. Thus, in the law "On Education" in Art. 18 it is written that “parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the personality of the child at an early age.
The policy of transforming education from the family into the public, which has been officially implemented for many years in our country, is becoming a thing of the past. In accordance with this, the position of the preschool institution in working with the family is also changing. Each preschool educational institution not only educates the child, but also advises parents on the issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.
The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.
Firstly, this is a positive emotional attitude of teachers and parents to work together to raise children. Parents are sure that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the opinions of the family and proposals for interaction with the child will be taken into account. Teachers enlist the understanding of parents in solving problems (from material to economic). And the biggest winners are the children, for the sake of which this interaction is carried out.
Secondly, It's about the individuality of the child. The teacher, constantly maintaining contact with the family, knows the characteristics, habits of his pupil and takes them into account when working, which, in turn, leads to an increase in the efficiency of the pedagogical process.
Third, parents can independently choose and form already at school age the direction in the development and upbringing of the child that they consider necessary. Thus, parents take responsibility for the upbringing of the child.
Fourth, this is an opportunity to implement a unified program for the upbringing and development of the child in the preschool educational institution and the family.
On this occasion, N.K. Krupskaya in her “Pedagogical Works” wrote: “The question of working with parents is a big and important issue. Here we need to take care of the level of knowledge of the parents themselves, of helping them in self-education, arming them with a known minimum, involving them in the work of the kindergarten. An essential side of the interaction between the kindergarten and the family, N.K. Krupskaya repeatedly emphasized, is that the kindergarten serves as an “organizing center” and “influences ... on home education”, therefore it is necessary to organize the interaction between the kindergarten and the family in raising children as best as possible . “... In their community, in mutual care and responsibility, there is a huge strength.” At the same time, she believed that parents who did not know how to educate should be helped.

I. Features of organizing interaction between the preschool educational institution and the families of pupils

When organizing joint work of a preschool educational institution with families within the framework of a new philosophy, it is necessary to observe the basic principles:
openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops);
cooperation between teachers and parents in the upbringing of children;
creation of an active developing environment that provides unified approaches to the development of the individual in the family and the children's team;
diagnostics of general and particular problems in the development and upbringing of the child.
The main goal of preschool teachers is to professionally help the family in raising children, while not replacing it, but supplementing and ensuring a more complete implementation of its educational functions:
development of the interests and needs of the child;
the distribution of duties and responsibilities between parents in the ever-changing situations of raising children;
supporting openness in relationships between different generations in the family;
development of a family lifestyle, the formation of family traditions;
understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.
This goal is realized through the following tasks:
fostering respect for childhood and parenthood;
interacting with parents to explore their family microenvironment;
increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents;
providing practical and theoretical assistance to parents of pupils through the transmission of the basics of theoretical knowledge and the formation of skills and abilities of practical work with children;
the use of various forms of cooperation and joint creativity with parents, based on an individually differentiated approach to families.
The main conditions necessary for the implementation of a trusting interaction between the preschool educational institution and the family are the following:
studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education, the structure and nature of family relations, etc .;
openness of the kindergarten to the family;
orientation of the teacher to work with children and parents.
Work with parents should be built, adhering to the following steps.
1. Thinking through the content and forms of work with parents. Conducting a rapid survey to study their needs. It is important not only to inform the parent about what the preschool wants to do with his child, but also to find out what he expects from the preschool. At the same time, it should be taken into account that some parents prefer to deal with the child themselves, and the kindergarten is considered only as an environment for playful communication of their son or daughter. The obtained data should be used for further work.
2. Establishing friendly relations between educators and parents with a focus on future business cooperation. It is necessary to interest parents in the work that is supposed to be done with them, to form a positive image of the child in them.
3. Formation in parents of a more complete image of their child and its correct perception by giving them knowledge, information that cannot be obtained in the family and which turn out to be unexpected and interesting for them. This may be information about some features of the child's communication with peers, his attitude to work, achievements in productive activities.
4. Familiarization of the teacher with the problems of the family in the upbringing of the child. At this stage, educators enter into a dialogue with parents, who play an active role here, telling the educator not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child during the visit to the family.
5. Joint research with adults and the formation of the child's personality. At this stage, the specific content of the work is planned, forms of cooperation are selected.
Form (lat. - forma) - a device, a structure of something, a system for organizing something.
All forms with parents are divided into
collective (mass), individual and visual information;
traditional and non-traditional.
Collective (mass) forms involve working with all or a large number of parents of a preschool educational institution (group). This is a collaborative effort between teachers and parents. Some of them involve the participation of children.
Individual forms are designed for differentiated work with the parents of pupils.
Visual and informational - play the role of mediated communication between teachers and parents.
At present, stable forms of kindergarten work with families have developed, which are considered traditional in preschool pedagogy. These are forms of work that have stood the test of time. Their classification, structure, content, effectiveness are described in many scientific and methodological sources. Such forms include pedagogical education of parents. It is carried out in two directions:
inside the kindergarten, work is carried out with the parents of pupils of this preschool educational institution;
work with parents outside the preschool. Its goal is to reach the vast majority of parents of preschoolers, whether their children attend kindergarten or not.
Non-traditional forms of communication are especially popular among both teachers and parents. They are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers.
Practice has already accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. Today, however, the principles on the basis of which communication between teachers and parents is built have changed. It is built on the basis of dialogue, openness, sincerity, rejection of criticism and evaluation of a communication partner. Therefore, these forms are considered as non-traditional.
T.V. Krotova offers the following classification of non-traditional forms of interaction with parents (Table 1).

Table 1.

II. Cognitive forms of interaction with parents

The dominant role among the forms of communication teacher - parents to this day continue to play cognitive forms of organization of their relationship. They are designed to improve the psychological and pedagogical culture of parents, and, therefore, to help change the views of parents on raising a child in a family environment, to develop reflection. In addition, these forms of interaction make it possible to acquaint parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of their practical skills. Parents see the child in an environment different from home, and also observe the process of his communication with other children and adults.
The following traditional collective forms of communication are still leading in this group:

General parent meeting of the preschool educational institution. Its purpose is to coordinate the actions of the parent community and the teaching staff on the issues of education, upbringing, health improvement and development of pupils (Appendix 1. Regulations on the general parent meeting of the preschool educational institution). At general parent meetings, the problems of raising children are discussed. Like any parent meeting, it requires careful preliminary preparation (see below). For parents of children newly admitted to the preschool educational institution, it is advisable to conduct a tour of the kindergarten with an explanation of the profile and tasks of the institution, to acquaint with specialists; you can publish a booklet, advertising about a particular institution or show a presentation; organize an exhibition of children's work, etc.

The pedagogical council with the participation of parents. The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in the family based on individual needs.

The parent conference is one of the forms of raising the pedagogical culture of parents (Appendix 2. Scenario of the parent conference). The value of this type of work is that not only parents, but also the public participate in it. Pedagogues, employees of the district department of education, representatives of the medical service, teachers, educational psychologists, etc. speak at the conferences. In addition, this form allows teachers, professionals and parents to simulate life situations by playing them. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.

Thematic consultations are organized in order to answer all the questions of interest to parents (Appendix 3. Consultation Series for Parents). Part of the consultation is devoted to the difficulties of raising children. They can also be conducted by specialists in general and special issues, for example, the development of a child’s musicality, the protection of his psyche, literacy, etc. Consultations are close to conversations, their main difference is that the latter provide for a dialogue, it is conducted by the organizer of the conversations. The teacher seeks to give parents qualified advice, to teach something. This form helps to get to know the life of the family more closely and provide assistance where it is most needed, encourages parents to seriously look at their children, to think about how best to educate them. The main purpose of the consultation is to make sure that parents can get support and advice in the kindergarten. There are also "absentee" consultations. A box (envelope) is being prepared for parents' questions. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question. This form received a response from parents. As our experience of conducting a "distance" consultation showed, parents asked a variety of questions that they did not want to talk about aloud.

Pedagogical Council. According to some modern authors (E.P. Arnautova, V. Lapitskaya and others), this form can and should be used when working with parents (Appendix 4. Outline of the council “Preparing children for schooling”). It helps to better and deeper understand the state of relations in a particular family, to provide effective practical assistance in time (unless, of course, the parents have a desire to change something in the current situation).
The composition of the council can include an educator, head, deputy head for core activities, a psychologist, a speech therapist teacher, a head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The result of the work of the council can be:
availability of information about the characteristics of a particular family;
determination of measures to help parents in raising a child;
development of a program for the individual correction of the behavior of parents.

parent group meetings- this is a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family (the problems of the life of the group are discussed).
It is recommended to hold 3-4 meetings per year with a duration of 1.5 hours. Topics should be formulated in a problematic way, for example: “Is your child obedient?”, “How to play with a child?”, “Should children be punished?” and etc.
When preparing for the parent meeting, the following rules should be followed:
the meeting must be purposeful;
meet the needs and interests of parents;
have a clearly defined practical character;
carried out in the form of a dialogue;
at the meeting, one should not publicize the failures of children, miscalculations of parents in education.
The agenda of the meetings can be varied, taking into account the wishes of the parents (Appendix 5. Parent meetings in a group (methodological recommendations). Traditionally, it includes reading a report, although this should be avoided, it is better to conduct a dialogue using methods of activating parents. According to the lecturers , "reading on a piece of paper causes sleep with open eyes." It is not recommended to use official words such as "report", "events", "agenda", "attendance is strictly required" when working with parents. If the teacher reads the text without looking up, it adds up the impression that he is incompetent in the issues presented.In the message, it is important to present the characteristics of the life of the group and each child.Kindergarten specialists (doctor, speech therapist, psychologist, etc.), as well as specialists among parents who are related to preschool childhood (pediatrician, lawyer, librarian, etc.).
The meeting is prepared in advance, the announcement is posted 3-5 days in advance. Small tasks for parents can be placed in the announcement, for example, to observe the behavior of children, skills formed, pay attention to children's questions, etc. Assignments are determined by the topic of the upcoming meeting. Experience shows that parents respond more actively to individual invitations, especially if children took part in their preparation.
In preparing for the meeting, you can use the following plan:
Survey of parents on the topic of the meeting. Questionnaires are filled out at home, before the meeting, their results are used during the meeting.
Production of invitations for each family (in the form of an application, drawing, postcard, etc.). It is important that children take part in the production of invitations.
Making memos with advice on the topic of the meeting. Their content should be brief, the text is printed in large print.
Preparation of competitions, exhibitions.
Tape recording of children's answers on the topic of the meeting.
An invitation to a meeting of a fairy-tale hero (using a surprise moment).
Preparation of posters on the topic of the meeting, etc.
Now meetings are being replaced by new non-traditional forms (see Appendix 5.). I would like to warn teachers against hobbies for entertainment: some believe that you should drink tea with your parents and play games. In this case, the pedagogical content "leaves". It is advisable to combine different forms of work, for example, after entertainment events with parents, you can organize conversations and meetings.

"Round table". In an unconventional setting with the obligatory participation of specialists, topical problems of education are discussed with parents (Appendix 6. Scenario of the round table "What prevents the child from developing?")

Parent Council (committee) of the group. The Parents' Council is a group of parents that meets regularly to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils, and free development of the individual; participate in the organization and conduct of joint events. As a rule, parents with an active life position who are interested in improving the stay of children in a preschool educational institution are elected as members of the parent council (Appendix 7. Organization of work with the parent committee ")

Open classes with children in preschool for parents. Parents are introduced to the structure and specifics of conducting classes in a preschool educational institution. You can include elements of a conversation with parents in the lesson.

These forms have been used before. Today, however, the principles on the basis of which communication between teachers and parents is built have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. Therefore, these forms can be considered as non-traditional. For example, it can be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When? ”,“ Through the mouth of a baby ”and others. An informal approach to organizing and conducting these forms of communication puts educators before the need to use a variety of methods for activating parents. These "old forms in a new way" include:

"Open Days". Currently, they are becoming widespread. However, today we can talk about this form of communication between teachers and parents as non-traditional, due to the change in the principles of interaction between teachers and parents. According to the researchers, a preschool institution is able to fully satisfy the needs of parents only if it is an open system. "Open Days" give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers. If earlier it was not assumed that a parent can be an active participant in the life of children when visiting a group, now preschool institutions are striving not only to demonstrate the pedagogical process to parents, but also to involve them in it. 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 a preschool institution; walk through all its premises, get acquainted with the life of a child in kindergarten, see how the child studies and rests, communicate with his friends and caregivers. Parents, watching the activities of the teacher and children, can themselves participate in games, classes, etc. (Appendix 8. Scenario of the open day).

Preschool presentation. This is a form of advertising for preschool educational institutions modernized in accordance with the computer capabilities that have opened up. As a result of this form of work, parents get acquainted with the charter of the preschool educational institution, the development program and the team of teachers, receive useful information about the content of working with children, paid and free services.

Clubs for parents. This form of communication involves the establishment of trusting relationships between teachers and parents, teachers' awareness of the importance of the family in raising a child, and parents - that teachers have the opportunity to assist them in solving the emerging difficulties of education. Parent club meetings are held regularly. The choice of a topic for discussion is determined by the interests and requests of the parents. Teachers strive not only to prepare useful and interesting information on a problem that concerns parents, but also invite various specialists (Appendix 9. Caring Parents Club)

Oral Pedagogical Journal. The magazine consists of 3-6 pages, each takes from 5 to 10 minutes in duration. The total duration is no more than 40 minutes (Appendix 10. Scenario of the oral journal). The short duration of time is of no small importance, since often parents are limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information posted in a relatively short period of time be of significant interest to parents. Each page of the magazine is an oral message that can be illustrated with didactic aids, listening to tape recordings, exhibitions of drawings, crafts, books. Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, questions for discussion. Approximate topics of oral magazines offered by teachers: "At the threshold of the school", "Ethics of family relations", "The influence of nature on the spiritual development of the child" and others. It is important that the topics are relevant to parents, meet their needs and help solve the most important issues in raising children.

Evenings of questions and answers. This form allows parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, replenish each other's knowledge, discuss some problems of children's development.

"Parent University". In order to make the work of the “Parent University” more productive, a preschool institution can organize activities with parents at different levels: general kindergarten, intra-group, individual-family (Appendix 11. Plan of work of the “Parent University”).
Different departments can work in it according to the needs of parents:
"Department of competent motherhood" (Being a mother is my new profession).
“Department of Effective Parenting” (Mom and Dad are the first and main teachers).
"Department of family traditions" (Grandmothers and grandfathers - keepers of family traditions).

Mini meetings. An interesting family is revealed, its upbringing experience is studied. Then she invites two or three families who share her positions in family education. Thus, in a narrow circle, a topic of interest to everyone is discussed.

Research and design, role-playing, simulation and business games. In the process of these games, the participants do not just “absorb” certain knowledge, but construct a new model of actions and relationships. During the discussion, the participants of the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Approximate themes of games can be: “Morning in your house”, “Walking in your family”, “Day off: what is it like?” (Appendix 12. Business game "Psychological readiness of the child for school")

Trainings. Training game exercises and tasks help to evaluate various ways of interacting with the child, to choose more successful forms of addressing him and communicating with him, to replace unwanted ones with constructive ones. The parent involved in the game training begins communication with the child, comprehends new truths. (Appendix 13. Training "Socio-emotional development of children").

Board of Trustees. One of the new forms of work with parents, which is a collegial body of self-government, permanently acting on a voluntary basis at a preschool educational institution. (Appendix 14. The generally accepted regulation on the board of trustees at the preschool educational institution).

Days of good deeds. Days of voluntary all possible assistance of parents to the group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group. This form allows you to establish an atmosphere of warm, friendly relationships between the teacher and parents. Depending on the work plan, it is necessary to draw up a schedule for parental assistance, discuss each visit, the type of assistance that a parent can provide, etc.
Similar Forms: Communication Days, Father's Day (grandparents, etc.)
The cognitive group also includes individual forms of interaction with parents. The advantage of this form of work with parents is that through the study of the specifics of the family, conversations with parents (with each individually), monitoring the communication of parents with children, both in a group and at home, teachers outline specific ways of joint interaction with the child.

Educational interviews with parents. Providing parents with timely assistance on a particular issue of education. This is one of the most accessible forms of establishing a connection with the family. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family.
The purpose of the pedagogical conversation is the exchange of views on a particular issue; its feature is the active participation of both the educator and the parents. The conversation can arise spontaneously on the initiative of both parents and the teacher. The latter thinks about what questions he will ask the parents, informs the topic and asks them to prepare questions that they would like to receive an answer to. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler. In addition, conversations must meet certain requirements:
be specific and meaningful;
to give parents new knowledge on the education and upbringing of children;
arouse interest in pedagogical problems;
increase the sense of responsibility for the upbringing of children.
As a rule, the conversation begins with general questions, it is necessary to give facts that positively characterize the child. It is recommended to think in detail about its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The educator should choose recommendations that are suitable for this family, create an environment that is conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive description of the child, show, even if insignificant, his successes and achievements. Then you can ask the parents how they managed to achieve positive results in education. Further, you can tactfully dwell on the problems of raising a child, which, in the opinion of the educator, still need to be finalized. For example: "At the same time, I would like to pay attention to the upbringing of diligence, independence, hardening of the child, etc." Give specific advice.

family visit. The main purpose of the visit is to get to know the child and his relatives in a familiar environment. In playing with a child, in a conversation with his relatives, you can learn a lot of necessary information about the baby, his passions and interests, etc. The visit benefits both parents and the teacher: parents get an idea of ​​how the teacher communicates with the child, they have the opportunity to ask questions that concern them regarding the upbringing of their child in their usual environment, and the teacher allows them to get acquainted with the conditions in which the child lives, with the general atmosphere in the house, the traditions and customs of the family.
The educator of each age group must visit the families of their pupils. Each visit has its purpose. The purpose of the first visit to the family is to find out the general conditions of family upbringing, examination of the living conditions of the child. Return visits are scheduled as needed.
When organizing a home visit, you must comply with the following conditions:
be tactful when visiting family;
do not start a conversation in the family about the shortcomings of the child;
do not ask parents a lot of questions about raising children;
Make a home visiting guide for yourself and try to follow it.

Individual consultations. Consultations by their nature are close to conversation. The difference is that the conversation is a dialogue between the educator and the parent, and by conducting a consultation, answering the questions of the parents, the teacher seeks to give qualified advice.

Individual notebooks, where the teacher records the success of children in various activities, parents can mark what interests them in raising children.

These forms also include:
"School of a young family";
execution of individual orders;
helpline;
Trust mail;
piggy bank of Good deeds, etc..

In addition, there are techniques for creating roles for parents. They can play different formal and informal roles in the development and upbringing of their children in the kindergarten group. Below are some of them.
Group guest. Parents should be encouraged to come to the group to watch and play with their children.
Volunteer. Parents and children may have common interests or skills. Adults can help educators, take part in performances, help organize events, provide transportation, help clean, equip and decorate group rooms, etc.
Paid position. Some parents may take a paid position as a member of the parenting team.

III. Leisure forms of interaction with parents

Leisure forms of organizing communication are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. In the future, it is easier for teachers to establish contacts with them and provide pedagogical information. Such forms of cooperation with the family can be effective only if educators pay sufficient attention to the pedagogical content of the event, and establishing informal trusting relationships with parents is not the main goal of communication.

Holidays, matinees, events (concerts, competitions). This group of forms includes the holding by teachers of preschool institutions of such traditional joint holidays and leisure activities as "New Year's Eve", "Christmas Fun", "Shrovetide" (Appendix 15. Scenario "Shrovetide"), "Mom's Holiday", "Best Dad" , “Dad, Mom, I am a friendly family”, “Harvest Festival”, etc. (Appendix 16. Scenario of the holiday “Ah, come on, grandma! Ah, come on, grandfather!”), Interaction evening “How are we welcomed spring ”(Appendix 17. Scenario of the evening). You can not do without sports entertainment such as "Zarnichka", family Olympic Games (Appendix 18. Scenario "Summer Family Olympic Games"). Such evenings help create emotional comfort in the group, bring together the participants in the pedagogical process. Parents can show ingenuity and imagination in various competitions. They can act as direct participants: participate in writing a script, read poems, sing songs, play musical instruments and tell interesting stories, etc.

Exhibitions of works of parents and children, family opening days. Such exhibitions, as a rule, demonstrate the results of joint activities of parents and children. This is an important moment in building relationships between the child and the parent and significant for the educator (increasing the activity of parents in the life of the group, one of the indicators of the comfort of intra-family relations). For example, the exhibitions “A birch tree stood in a field”, “Miracles for children from unnecessary things”, vernissages “Mom's hands, dad's hands and my little hands”, “Nature and fantasy”

Joint trips and excursions. The main goal of such events is to strengthen parent-child relationships. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for one's family. Children return from these trips enriched with new impressions about nature, about insects, about their land. Then they enthusiastically draw, make handicrafts from natural materials, arrange exhibitions of joint creativity.

Charity promotions. This form of joint activity is of great educational importance not only for children who learn not only to accept gifts, but also to do. Parents will also not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and their favorite book has become even more interesting and sounds new among friends. And this is a lot of work, education of the human soul. For example, the action "Give a book to a friend." Thanks to this form of work with parents, the group's library can be updated and replenished.

These forms also include:
circles and sections;
clubs of fathers, grandmothers, grandfathers;
weekend club (Appendix 19. Weekend club program);
issue of a wall newspaper (Appendix 20. Article “Wall newspaper as a means of interaction between teachers and parents in raising children”);
home living rooms (Appendix 21. Home living room scenario);
the work of the theater troupe children - parents (joint production of performances);
family meetings;
cycling marathon dedicated to Children's Day (June 1);
musical and literary salons;
collecting, etc.

IV. Visual and informational forms of interaction with parents.

These forms of communication between teachers and parents solve the problem of acquainting parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly assess the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the educator.
Visual and informational forms are conditionally divided into two subgroups:
1. The tasks of one of them - informational and familiarization - are to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and overcoming superficial opinions about the work of a preschool institution.
2. The tasks of another group - information and education - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the features of the development and upbringing of preschool children. Their specificity lies in the fact that the communication of teachers with parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc., therefore they were singled out as an independent subgroup, and not combined with cognitive forms.
In their use, it is necessary to observe the principle of purposefulness and the principle of systematicity. The main task of these forms of work is to acquaint parents with the conditions, tasks, content and methods of raising children in a preschool educational institution (group) and to help overcome superficial judgments about the role of a kindergarten, to provide practical assistance to the family. These include:
tape recording (dictaphone) of conversations with children,
video fragments of the organization of various types of activities, sensitive moments, classes;
photos,
exhibitions of children's works,
stands, screens, sliding folders.
In pedagogical practice, various types of visualization are used and combined:
natural,
pictorial,
verbal figurative,
informational.
But it should be noted that the attitude of teachers to traditional methods of visual propaganda at the present stage of development of the relationship between the teacher and parents is ambiguous. A number of educators are convinced that visual forms of communication with parents are ineffective in modern conditions. They explain this by the fact that parents are not interested in the materials placed on the stands, folders, sliders. And teachers often seek to replace direct communication with parents with informational announcements, articles from newspapers and magazines. According to other educators, visual forms of communication are able to fulfill the tasks of familiarizing parents with the methods and techniques of education, assisting them in solving emerging problems. At the same time, the teacher needs to act as a qualified adviser who can suggest the necessary material, discuss the difficulty with the parents.
Consider a group of traditional information and familiarization forms.
Corner for parents. It is impossible to imagine a kindergarten without a beautifully and originally designed parent corner. It contains useful information for parents and children: group daily routine, class schedule, daily menu, useful articles and reference materials for parents. The materials of the parent corner can be divided into two parts according to the content:
informational materials: rules for parents, daily routine, various announcements;
materials covering the issues of raising children in kindergarten and family. They reflect the ongoing work on the upbringing and development of children. Parents will clearly see how it is possible to equip a corner or a room for a child, get answers to their questions, find out what consultations will be held in the near future.
The main thing is that the content of the parental corner should be short, clear, legible, so that parents would have a desire to refer to its content. It is also very important not only to fill the corner with the most recent and useful information, but also to make it colorful and eye-catching. For this you need:
1. Choose a suitable place on the wall. It is advisable to place a corner opposite the front door or immediately above the cabinets in the locker room. So the necessary information will immediately catch the eye of parents. Make room on the wall for the future parent corner. Make a tablet stand out of plywood or buy a ready-made one, preferably collapsible, in order to be able to increase or decrease the stand area if necessary.
2. Decide what exactly will fill the parent stand. There must be posters with background information: parents about the rights of the child, life safety for parents (personal safety rules), parents and the second child, advice from doctors, parents and their responsibilities, etc.
3. Pay attention to the content of reference materials. All articles should be written in an accessible language, without complicated terms, font size - at least 14 pt. Complete the information with colorful pictures.
4. Prepare and place information about the children's institution and staff, indicating contact numbers. This will give parents the opportunity to receive personal advice if necessary. The schedule of the day, the daily menu, information about the pupils of the group (height, weight and other indicators) - all this is an indispensable part of the parent's corner.
5. Traditionally, the parent corner is made in the form of a tower, the roof of which can be made from any material (paper, self-adhesive oilcloth, straw, branches, etc.). The corner is decorated with drawings, applications and crafts of children. You can also ask the parents themselves, who, together with the children, will be happy to take part in this creative event.
But you can also think about the non-trivial design of the corner. There are many options here. You can decorate the booth in accordance with the name of the group or the general design of the reception. For example, in the form of a locomotive with wagons. To do this, for each article or memo (they are usually issued in A4 format), glue wheels from multi-colored cardboard, make the edging of trailers with colored paper (Appendix 22. Wall newspaper "Corner for parents").

Exhibitions, vernissages of children's works. Their goal is to show parents important sections of the program or the success of children in mastering the program (drawings, homemade toys, children's books, albums, etc.).
For example: an exhibition that highlights the sections of the program “Visual activity of children in the family and kindergarten”, “Toy and its educational role” or exhibitions of children's works “Autumn is a reserve”, “Winter has come”, etc.

Information sheets. They may contain the following information:
information about additional activities with children (Appendix 23. Information sheet);
announcements about meetings, events, excursions;
requests for help;
thanks to volunteers, etc.

Notes for parents. A small description (instruction) of the correct (competent) way to perform any actions (Appendix 23. A series of memos for preschool educational institutions).

Moveable folders. They are formed according to the thematic principle: “So that our children do not get sick”, “The role of the father in raising children”, etc. The folder is given for temporary use to parents. When parents become familiar with the contents of the folder-slider, they should talk with them about what they have read, answer questions that have arisen, listen to suggestions, etc. (Appendix 24. Folder-slider "Note to parents").

The parent newspaper is issued by the parents themselves. In it, they note interesting cases from the life of the family, share their experience of upbringing on certain issues. For example, "Family day off", "My mom", "My dad", "I'm at home", etc.

Video films. They are created on a specific topic, for example, “Labor education of a child in a family”, “Labor education of children in kindergarten”, etc.

These forms of work with parents include
design of photomontages;
joint creation of a subject-developing environment;
family and group albums "Our friendly family", "Our life day after day", "Education from all sides";
photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, I am a friendly family”;
emotional corner “I am like this today”, “Hello, I have come” and others.

V. Information and analytical forms of organizing interaction with parents

The main task of information-analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, whether they have the necessary pedagogical knowledge, family attitudes towards the child, requests, interests, needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, student-centered approach to a child in a preschool institution, increase the effectiveness of educational work with children and build competent communication with their parents.

Questioning. One of the most common diagnostic methods that is used by employees of preschool educational institutions to study the family, find out the educational needs of parents, establish contact with its members, to coordinate educational impacts on the child (Appendix 25. Questionnaire "Interaction between parents and teachers").
Having received a real picture, on the basis of the collected data, the teacher determines and develops tactics for communicating with each parent and child. This helps to better navigate the pedagogical needs of each family, take into account its individual characteristics.
On the basis of personal data, it is possible to develop criteria for the "involvement" of parents in the educational process. It can reflect the quantitative indicators of the presence of parents at group events: attendance at 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. As well as qualitative indicators: initiative, responsibility, the attitude of parents to the products of joint activities of children and adults. This analysis allows us to distinguish three groups of parents.
Parents are leaders who know how and enjoy participating in the educational process, they see the value of any work of a children's institution.
Parents are performers who take part under the condition of significant motivation.
Parents are 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."
All this will help the teacher to find a differentiated approach to parents during joint activities.

VI. Written forms of interaction with parents

New in the practice of kindergarten work with families is the use of written forms of communication with parents. How and when to use written forms of communication?
When lack of time or difficulties with the parents' work schedule prevent you from meeting with them in person; If you don't have a phone or want to discuss something in person, there are some forms of written communication that can help you keep in touch with your parents. But you should not abuse such forms of communication. Since they do not contribute to the cohesion of the parent-child team of the group. And some (brochure, manual, bulletin, report) are more suitable for organizing work with parents within the entire kindergarten.

Brochures. Brochures help parents learn about kindergarten. Brochures can describe the concept of the kindergarten and give general information about it.

Benefits. The manuals contain detailed information about the kindergarten. Families can apply for benefits throughout the year.

Bulletin. The newsletter can be issued once or twice a month to keep families updated on special events, program changes, and more.

Weekly notes. A weekly note, addressed directly to parents, informs the family about the health, mood, behavior of the child in kindergarten, about his favorite activities and other information.
informal notes. Educators can send short notes home with the child to inform the family about the new achievement of the child or about the skill that has just been mastered, to thank the family for the help provided; there may be recordings of children's speech, interesting sayings of the child, etc. Families can also send notes to the kindergarten expressing gratitude or containing requests.

Personal notepads. Such notebooks can be circulated between the kindergarten and the family every day to share information about what is happening at home and in the kindergarten. Families can notify caregivers of special family events such as birthdays, new jobs, trips, guests.

Bulletin board. The bulletin board is a wall screen that informs parents about meetings for the day, etc.

Suggestion box. This is a box in which parents can put notes with their ideas and suggestions, allowing them to share their thoughts with the parenting group.

Reports. Written progress reports are a form of communication with families that can be helpful, provided they do not replace face-to-face contact.

VII. Criteria for the effectiveness of using various forms of work with parents in the upbringing and development of the child's personality

Unfortunately, the forms and methods themselves are not so significant. In recent years, scientists and practitioners have developed a lot of bright and interesting forms of work with parents. But in most cases, these forms exist on their own, because work with the family is evaluated by the number of events and their quality, demand from parents, and how much the efforts of the teaching staff helped parents and children are not analyzed at all.
In order to effectively solve this problem, the administration of the preschool educational institution, and even educators, need to analyze (self-analysis) the effectiveness (quantitative and qualitative) of the activities carried out by kindergarten specialists.
To determine the effectiveness of the efforts spent on interaction with parents, you can use a survey, feedback books, evaluation sheets, express diagnostics, and other methods immediately after the event. Equally important is self-analysis on the part of educators.
In work with parents, repeated diagnostics, interviews with children, observations, recording the activity of parents, etc. can be used to track and evaluate the delayed outcome.
The effectiveness of the work with parents carried out in a preschool institution is evidenced by:
manifestation of parents' interest in the content of the educational process with children;
the emergence of discussions, disputes on their initiative;
answers to parents' questions by themselves; giving examples from their own experience;
an increase in the number of questions to the teacher regarding the personality of the child, his inner world;
the desire of adults for individual contacts with the educator;
reflection of parents on the correctness of the use of certain methods of education;
increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues.
Conclusion
Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. It has long been argued what is more important in the formation of personality: family or social education? Some great teachers leaned in favor of the family, others gave the palm to public institutions.
Meanwhile, modern science has numerous data showing that without prejudice to the development of the child's personality, it is impossible to abandon family education, since its strength and effectiveness are incomparable with any, even very qualified education in a kindergarten or school.
To ensure favorable conditions for the life and upbringing of the child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close ties and interaction between the kindergarten and the family.
In the practice of a modern kindergarten, standard forms of work are often used: parent meetings, parent committees, exhibitions, less often conferences, open days, which are held irregularly, and the topic does not always coincide with the content. Few parents take part in Open Days. Events such as the tournament of connoisseurs, KVN, quizzes are not actually held.
This happens for several reasons:
not wanting to change;
stable stamps in work;
a large expenditure of time for preparation, etc.
not the ability to set specific tasks, fill them with appropriate content, choose methods;
when choosing methods and forms of cooperation, they do not take into account the opportunities and living conditions of specific families;
quite often, especially young educators use only collective forms of work with the family;
insufficient knowledge of the specifics of family education;
inability to analyze the level of pedagogical culture of parents and the peculiarities of raising children;
inability to plan joint work with children and parents;
some, especially young, educators have insufficiently developed communication skills.
The above practical material from work experience is necessary for the two systems (kindergarten and family) to become open to each other and help to reveal the abilities and capabilities of the child.
And if the work with parents described above and its analysis are carried out in the system and not “on paper”, then it will gradually give certain results: parents from “spectators” and “observers” will become active participants in meetings and assistants to the educator and administration of the preschool educational institution, since those an atmosphere of mutual respect will be created. And the position of parents as educators will become more flexible, as they have become direct participants in the educational process of their children, feeling themselves more competent in raising children.

Purpose of the council:

To reveal the current forms and methods of working with parents in a preschool institution, necessary to increase the activity of parents as participants in the educational process

Tasks of the teachers' council:

· Identify and analyze the effectiveness of the used forms and methods of interaction between the kindergarten and the family;

· Identify both traditional and new active forms of work with parents with the participation of children;

· To create conditions for a favorable climate of interaction: child - parent - teacher;

Summarize the experience of teachers in this area

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Pedagogical Council

Effective forms and methods of interaction between a preschool educational institution and a family

MBDOU kindergarten "Daisy".

Place of work:MBDOU kindergarten "Romashka"

p.g.t. Komsomolsk, Kemerovo region, st. Lenina d.16a

August, 2013

“... a preschooler is not a relay race that the family passes into the hands of kindergarten teachers. It is not the principle of parallelism that is important here, but the principle of the interpenetration of two social institutions ... The trend aimed at strengthening the family minimizes public education in favor of family education "

(From the Concept of preschool education)

Purpose of the council:

To reveal the current forms and methods of working with parents in a preschool institution, necessary to increase the activity of parents as participants in the educational process

Tasks of the teachers' council:

• To identify and analyze the effectiveness of the forms and methods of interaction between the kindergarten and the family;
• Identify both traditional and new active forms of work with parents with the participation of children;
• Create conditions for a favorable climate of interaction: child - parent - teacher;
• Summarize the experience of teachers in this area

Conduct form: business game

Preliminary work with parents:

Preliminary work with educators:

• Questionnaire "Cooperation of teachers and parents of preschoolers" was conducted
• A consultation was held on "Knowledge of modern family problems when entering kindergarten"
• An exhibition of literature was held: "Modern problems of interaction between kindergarten and family"
• An analysis of the planning of joint activities of educators and parents was carried out

business game

1. Pedagogical dictation

1. Formulate and write down your personal goals in relation to working with parents:

Involve parents in the problems of raising children in kindergarten;

Financial and economic assistance;

Proper organization of leisure for children and parents;

Compliance with all requirements of the teacher;

No goals;

Other (add your options).

2. Write, what methods, methods, techniques do you use in your daily work with parents, trying to improve their relationship with children?

3. How would you like to see the attitude of parents towards yourself as a professional? Does this match with how parents actually behave?

4. Write what, in your opinion, the teaching staff can learn from parents?

5. Write what, in your opinion, parents can learn from kindergarten specialists?

6. What do you think needs to be done so that the family understands the daily life of the kindergarten and actively participates in it?

1. Theoretical part

Manager's report

"On the need for interaction between the kindergarten and the family"

"Preschool childhood" -a unique period in a person’s life, when health is formed, personal development is carried out”

At the same time, this is a period during which the child is completely dependent on the surrounding adults - parents, teachers. Therefore, inadequate care, behavioral, social and emotional problems that arise at this age lead to severe consequences in the future.

In accordance with the Law “On Education” and the Model Regulation on a preschool educational institution, one of the main tasks facing a kindergarten is “interactionfamily to ensure the full development of the child. .

Therefore, an active course is needed to create a unified O child development areas, as in preschool education h rezheniya, and in the family.

The teacher of a preschool educational institution must work in such a way that the parent can:

• Overcome authoritarianism and see the world from the perspective of a child.
• Reach 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.B
• Be emotional support for the child.

Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. It has long been argued what is more important in the formation of personality: the family or social education? Some great teachers leaned in favor of the family, others gave the palm to public institutions.

Meanwhile, modern science has numerous s mi data indicating that without prejudice to the h development of the personality of the child, it is impossible to abandon the family With nutrition, since its strength and effectiveness are incomparable with any A Kim, even a very skilled upbringing in a kindergarten or school.

To ensure favorable conditions for the life and upbringing of the child, the formation of the foundations of a full-fledged, harmonious personal O In order to achieve this, it is necessary to strengthen and develop close communication and interaction T Via kindergarten and family.

The idea of ​​the relationship between public and family education is reflected in a number of legal documents, including the "Concept of preschool education", "Regulations on preschool educational institutions", the Law "On images a nii”, etc.

So, in the Law "On Education" it is written that "parents are I are the first teachers. They are obliged to lay the foundations of physical e moral and intellectual development of the personality of the rebbe n at an early age."

In accordance with this, the position of the preschool institution is also changing. e living at work with the family. Each preschool educational h The decision not only educates the child, but also advises the family And tel on the education of children. Preschool teacher and denia is not only the educator of children, but also the partner of parents in their upbringing.

An essential aspect of the interaction between the kindergarten and the family, as N.K. Krupskaya, is that the kindergarten serves as an "organizing center" and "influences ... on home education", therefore it is necessary to organize the interaction between the kindergarten and the family in raising children as best as possible. "... In their commonwealth, in mutual care and responsibility, there is a huge strength." At the same time, she believed that parents who did not know how to educate should be helped.

The main areas of interaction with the family are I am:

• Studying the needs of parents in educational services.
• Education of parents in order to improve their legal and pedagogical culture.
• Proceeding from these directions, work is being carried out on mutual And cooperation with families of preschool children.

Report of the senior educator

"Search for effective forms and methods of cooperation between a preschool educational institution and a family"

The upbringing and development of the child is impossible without the participation of parents. Thu O if they become assistants to the teacher, 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.

However, in practice, not all parents are fully aware of the importance of communication with the child, so they often spend much more time on b with each other, with friends and acquaintances, than with your child. Such a O position can be explained by the busyness of adults, the introduction of bodies into our lives e vision and computer, other objective reasons, but for the child, the harmful effects of parental deprivation from such explanations do not decrease.

The educator of any age group, carrying out the solution of the tasks provided for by the program, is obliged to study each child: what are his relationships with adults and peers; how he treats younger children; how he plays and works, what he knows how to do and what he does not know how to do; what is he interested in; whether active morally and mentally or passive, etc. However, these observations of the pupil only in the conditions of kindergarten and even conversations with parents will never be really true, accurate and deep if the teacher was not in his family.

Individual forms include pedagogical conversations with parents; it is one of the most accessible forms of establishing a connection with the family.A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family. The purpose of the pedagogical conversation is the exchange of views on a particular issue; its feature is the active participation of both the educator and the parents. The conversation can arise spontaneously on the initiative of both parents and the teacher. The latter thinks about what questions he will ask the parents, informs the topic and asks them to prepare questions that they would like to receive an answer to. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler.

Another individual form of work is family visits. When going to a family, it is necessary to outline a plan for the preliminary preparation of parents for the upcoming conversation, it is imperative to observe pedagogical tact in a conversation with them. You can’t start a conversation by pointing out the negative factors in the child’s behavior; you must certainly note the positive aspects in his development. You should carefully, patiently listen to the doubts, objections, comments, complaints of parents. Mistakes must be tactfully pointed out. It is advisable to give only sound advice. It is necessary to inspire parents to believe in their child, subject to cooperation with the preschool educational institution.

The purpose of the first visit is to find out the general conditions of family education. Repeat visits are carried out as needed, and they provide for more specific tasks (checking the implementation of recommendations, studying the most valuable aspects of family education).

One of the extremely important forms of contact with parents is individual work.To properly plan conversations with parents, you can make a memo.

1. How do children meet their parents?
2. What happens when you separate from your parents?
3. What is the nature of the questions, requests of the child to the parents and vice versa?
4. What is the reaction of parents to children's pranks, whims?
5. How do parents communicate with children (speech, facial expressions, gestures)?
6. What from the life of a child in a preschool educational institution interests parents in the first place (success, behavior, nutrition, sleep, etc.)?

The following themes follow from this:

- "How do parental relationships affect the formation of a child's personality?"

How to teach a child to respect his mother? And etc.

Caring for a child, his upbringing raises a number of questions for parents. For some of them they find answers themselves, for some they consult with friends. The more authority and trust the preschool teachers enjoy, the more actively and willingly parents turn to them with questions. To answer their questions, consultations on a particular topic are organized.

Consultations are close in nature to conversations. The main difference is that when conducting a consultation, answering parents' questions, the teacher seeks to give qualified advice, to teach something. The conversation involves dialogue. Consultations are scheduled and unscheduled, group and individual. Their goal is to help, to get to know the life of the family more closely, to provide assistance where it is most needed - on the one hand, on the other, it encourages parents to take a serious look at their children, identify their character traits, and think about what methods are best to educate them.

And most importantly, mothers and fathers are convinced that in preschool they will always find support and advice.

Collective forms include parent meetings, conferences, round tables, etc. Group parent meetings are an effective form of work of educators with a team 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 agenda of the meetings can be varied, taking into account the wishes of the parents. For example, we offer the following topics: “Do you know your child?”, “Education of obedience in children”, “Methods of pedagogical influence”, etc. Traditionally, the agenda includes reading a report, although this should be avoided, it is better to conduct a dialogue using methods of activating parents. According to many, "reading on a piece of paper induces sleep with open eyes." It is not recommended to use official words such as “report”, “events”, “agenda”, “attendance is strictly required” when working with parents. If the teacher reads the text without stopping, one gets the impression that he is incompetent in the issues presented. In the message, it is important to present the characteristics of the life of the group and each child. Specialists of the kindergarten (nurse, teacher-psychologist, etc.), as well as specialists among parents who are related to preschool childhood (pediatrician, lawyer, librarian, etc.) can join the speech at the meetings. The meeting is prepared in advance, the announcement is posted 3-5 days in advance. We recommend formulating the topic in a problematic way, for example: “Is your child obedient?”, “How to play with a child?”, “Should children be punished?” etc. Small tasks for parents can be placed in the announcement, for example, observe the behavior of children, skills formed, pay attention to children's questions, etc. Assignments are determined by the topic of the upcoming meeting. Experience shows that parents respond more actively to individual invitations, especially if children took part in their preparation. For example, for a meeting on labor education, you can prepare invitations in the form of an apron or a broom, for the New Year - in the form of a Christmas tree, etc. The point, of course, is not in the name of the form of work with parents. Now the meetings are being replaced by new non-traditional forms, such as the Oral Journal, the Pedagogical Living Room, the Round Table, etc. I would like to warn teachers against getting carried away with entertainment: some people think that they should drink tea with their parents, play games. In this case, the pedagogical content "leaves". It is advisable to combine different forms of work, for example, after entertainment events with parents, you can organize conversations and meetings. At general parent meetings, the problems of raising children are discussed. It is advisable to conduct a tour of the preschool educational institution, to acquaint parents with specialists, with an explanation of the profile and tasks of the institution; you can publish a booklet, advertising, telling about a particular institution.

A separate group is made up of visual-informational methods. They acquaint parents with the conditions, tasks, content and methods of raising children, help overcome superficial judgments about the role of the kindergarten, and provide practical assistance to the family. These include tape recordings of conversations with children, video fragments of the organization of various activities, regime moments, educational activities; photographs, exhibitions of children's works, stands, screens, sliding folders.

Currently, non-traditional forms of communication with parents are especially popular among both teachers and parents. They are built according to the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, and get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. Games with pedagogical content are held, for example, "Pedagogical field of miracles", "Pedagogical case", "KVN", "Talk show", where opposite points of view on the problem are discussed and much more. In a number of kindergartens, a pedagogical library is organized for parents, books are given to them at home. You can organize an exhibition of joint works of parents and children "Dad's hands, mom's hands and my little hands", leisure activities "Inseparable friends: adults and children", "Family carnivals". Parents are offered literature in advance to familiarize themselves with the problem, practical tasks, questions for discussion. Especially popular are "Open Days", during which parents can visit any group. The principle of partnership and dialogue is implemented in holding "Round Tables", parents are invited to sign a "business card" and pin it on their chests. Communication takes place in a relaxed manner with a discussion of topical issues of raising children, taking into account the wishes of parents, using methods to activate them.

At present, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. The classification scheme for non-traditional forms is offered by T. V. Krotova. The author distinguishes the following non-traditional forms: information-analytical (although, in fact, they are close to the methods of studying the family), leisure, cognitive, visual-informational. They are presented in the table.

Non-traditional forms of organizing communication between teachers and parents

The main task of information-analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, whether they have the necessary pedagogical knowledge, family attitudes towards the child, requests, interests, needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, student-centered approach to a child in a preschool institution, increase the effectiveness of educational work with children and build competent communication with their parents.

Leisure forms of organizing communication are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. To this group of forms, we attributed the holding by teachers of the preschool educational institution of such joint holidays and leisure activities in the group as “New Year's Eve”, “Christmas Fun”, “Shrovetide”, “Mom's Holiday”, “Best Dad”, “Dad, Mom, I - friendly family”, “Harvest Festival”, etc. Such evenings help to create emotional comfort in the group, bring together the participants in the pedagogical process. Parents can show ingenuity and imagination in various competitions. The use of leisure forms contributes to the fact that, thanks to the establishment of a positive emotional atmosphere, parents become more open to communication, in the future it is easier for teachers to establish contacts with them and provide pedagogical information.

Parents on holidays can read poems, sing songs, play musical instruments and tell interesting stories. An effective form of communication that helps to establish friendly informal relations is the organization of various competitions by teachers. Leisure forms of cooperation with the family can only be effective if educators pay sufficient attention to the pedagogical content of the event. Establishing informal trusting relationships with parents is not the main goal of communication.

Cognitive forms of organizing communication between teachers and families are designed to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents.

The main role continues to belong to such collective forms of communication as meetings, group consultations, etc. These forms have been used before. Today, however, the principles on the basis of which communication between teachers and parents is built have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate a communication partner. Therefore, these forms are considered by us as non-traditional. For example, it can be holding parent meetings based on famous television games: “KVN”, “Field of Miracles”, “What? Where? When? ”,“ Through the mouth of a baby ”and others. An informal approach to organizing and conducting these forms of communication puts educators before the need to use a variety of methods for activating parents.

Visual-informational forms are conditionally divided into two subgroups. The tasks of one of them - information and familiarization - are to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and overcoming superficial opinions about the work of a preschool institution. The tasks of another group - information and education - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the features of the development and upbringing of preschool children. Their specificity lies in the fact that the communication of teachers with parents here is not direct, but indirect - through newspapers, organizing exhibitions, etc., therefore they were singled out as an independent subgroup, and not combined with cognitive forms.

Forms with parents are varied, but I want to emphasize that any of them justifies itself only if it is carefully thought out and prepared.

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.

Our main goal is to educate future creators of life. What a person is - such is the world that he creates around himself. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Modern problems of interaction between kindergarten and family

Widespread pedagogical propaganda was clearly aimed at convincing parents of the importance of family and social education. Under these conditions, it is impossible to see the problems of each family individually.

A visit to a family by an educator to clarify the general conditions of family education has recently caused dissatisfaction among parents due to the deteriorating economic situation of families. Many parents feel embarrassed because of the modest environment of the apartment.

Conversations, consultations mainly come from educators and are conducted in the direction that seems necessary to them, rarely the request comes from parents.

General or group meetings also leave parents in the role of passive listeners and performers. Educators carry out these forms of work in accordance with the topic of interest to them. Time for parental speeches and questions is allotted at the end of the meeting, chaotically, without preparation. This gives little result.

They do not always pay attention to visual propaganda, which is drawn up by teachers in the form of stands, thematic exhibitions. Parents get to know her purely mechanically when they take their children home from the group.

Not all parents go to the site of the preschool educational institution, since not all parents have the opportunity to connect to the Internet, or they simply do not feel the desire to be interested in the events taking place in the preschool educational institution and unwillingness to cooperate with the kindergarten.

Working with difficult families and those not attending kindergarten.

An analysis of the traditional forms of work with the family showed that the leading role in organizing work with the family is given to teachers: the purpose of many forms is to help parents, recommendations, and advice. This indicates that the family is perceived by the public as a pedagogically imperfect factor in the development of the child's personality.

Benefits of interaction between the preschool educational institution and the family

This positive emotional attitude of teachers and parents to work together to raise children. Parents are sure that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not hurt them in any way, since the opinions of the family and proposals for interaction with the child will be taken into account. teachers, in turn, enlist the understanding of parents in solving pedagogical problems. And the biggest winners are the children, for the sake of which this interaction is carried out.

This is accounting child's personality. The teacher, constantly maintaining contact with the family, knows the peculiarities of the habits of his pupil and takes them into account when working, which, in turn, leads to an increase in the efficiency of the pedagogical process.

- Parents can independently choose and form already at preschool age that direction in development andraising a childwhich they consider necessary. Thus, parents take responsibility for the upbringing of the child.

- This is the strengthening of intra-family ties,emotional family communication, finding common interests and activities.

This the possibility of implementing a unified program for the upbringing and development of the child in the preschool educational institution and the family.

This the possibility of taking into account the type of family and the style of family relationswhich was unrealistic when using traditional forms of work with parents. the teacher, having determined the type of the pupil's family, will be able to find the right approach for interaction and successfully work with parents.

The following types of events are held in family clubs and associations:

- "Round table" on any topic;

Thematic exhibitions;

Social examination, diagnostics, tests, survey on any topic;

Expert advice;

Oral magazine for parents, with different topics on each page;

Family sports meetings;

Helpline, helpline;

Family projects "Our family tree";

Open classes for parents to view;

Intellectual rings for children and parents;

Intellectual rings for preschool children with their older brothers and sisters;

Control for parents;

Interviews with parents and children on specific topics;

Parent's living room;

Family Talent Competition;

Family Success Portfolio;

Auction of the secrets of education, etc.

Criteria for evaluating the effectiveness of the work of a preschool educational institution with a family

Changing the nature of parents' questions to educators, the head of the preschool educational institution, as an indicator of the growth of pedagogical interests, knowledge about raising children in the family, the desire to improve them.

Growth in attendance by parents of events on pedagogical education, the desire of parents to analyze their own experience and the experience of other parents.

Changes in the microclimate in unfavorable families in a positive direction.

The manifestation in parents of a conscious attitude to educational activities, the desire to understand the child, to analyze their achievements and mistakes, the use of pedagogical literature by parents, the participation of parents in clubs, associations, family competitions, holidays, subbotniks organized in preschool educational institutions. Awareness by adult family members of not only the practical, but also the educational significance of their assistance to preschool educational institutions in pedagogical activities.

Positive public opinion of parents about the education of preschoolers in preschool.

1. Parent survey results (questionnaire attached)

To determine the prospects for the development of the institution, the content of work and forms of organization, parents are surveyed and surveyed.

Parents were offered a questionnaire, after analyzing which we saw the following results.

The attitude of parents to the sources of information from where they draw it:

60% of parents use their intuition;

46% use pedagogical literature and literature on psychology;

40% take information from educators;

little trust is given to the advice of the teacher, the advice of other parents and friends.

From kindergarten, parents would like to receive:

86% of the most complete information from the child;

48% advice on communicating with a child;

22% advice from a psychologist.

Few parents are interested in participating c a activities of the kindergarten, the possibility of greater communication with the O parents of other children.

31% - the child does not eat well;

20% - do not obey their parents;

13% - parents show self-doubt, having experienced and there are fears.

But parents turn to kindergarten teachers for help T only in 35%, 58% do not apply, because:

33% believe they can handle it themselves;

17% do not attach much importance to these difficulties;

13% consider it inconvenient, since this kind of n advice is not the responsibility of the teacher.

Of course, the solution of these complex and multifaceted O proces will not happen on their own. This requires a system A tic and purposeful work.

So we smoothly moved to the second direction of interaction. th Interaction with the family is the education of parents in order to improve their legal and pedagogical culture.

Let's now try to determine with you what regulatory documents parents need to be acquainted with, O to improve their legal culture.

The UN created a children's fund - UNICEF, which for the first time began to protect the rights of the child. This fund has created a number of documents.

1. Summarizing

“A child should be happy to go to kindergarten and be happy to return home. It is necessary that the child in kindergarten was in e the village, well, it is interesting that he be friends with the guys, he knew that d O ma, loving adults are waiting for him.”

Solving the problems of cooperation requires that educators participate T were involved in the psychological and pedagogical education of parents; study A whether families, their educational opportunities; involvement of parents in the educational work of the kindergarten.

The decision of the pedagogical council:

Bibliography

to prepare for the teacher's council

1. Gorb R.A., Isachenkova I.M.Raising children in a family and kindergarten: Sat. Art. and reports. - SPb.: Detstvo-Press. -2003.
2. Kolominsky Ya.L. Child psychology. - Mn.: Univers and Tetskoe, 1998.
3. Doronova T.N. Preschool institutions and the family are a single space for child development. - M., 2001.