Methodological rules of interaction with the family in the dow. Dow and family interaction. The control stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

Introduction

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 role of the family in the upbringing and development of the child cannot be underestimated. 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. Another important role of family education is the influence on the value orientations, worldview of the child as a whole, his behavior in various spheres of public life. It is also known 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.

At the same time, since the interaction between the family and the preschool institution plays an important role in the development of the child and ensuring the continuity of preschool and school education, it is necessary to study in detail the views of parents and teachers about each other, their influence on interaction and the development of recommendations that would help increase the effectiveness of this interactions. In this regard, the issue of finding and implementing non-traditional forms of interaction between a preschool institution and a family is one of the most relevant today, as is the topic of our study: "Non-traditional forms of interaction between a preschool institution and a family."

Purpose of the study: theoretically substantiate and practically test the effectiveness of non-traditional forms of interaction between a preschool educational institution and a family.

Object of study: Interaction of a preschool institution with a family.

Subject of study: non-traditional forms of interaction between a preschool institution and a family.

Research methods. When writing a term paper, we made a comprehensive analysis. The main methods in the work were the following methods: questioning, experiment, comparative.

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.

In accordance with the goal and hypothesis, research objectives:

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

2. Develop criteria for assessing the interaction between the preschool educational institution and the family.

3. Develop a long-term plan for the use of non-traditional forms of interaction between a preschool institution and a family.

Research Base: MDOU 9 "Alan", Naberezhnye Chelny.

Work structure. The course work consists of an introduction, two chapters, a conclusion and a list of references.

1. Scientific and theoretical foundations for the organization of work based on the interaction of the preschool educational institution and the family

1.1. The problem of interaction between public and family education in the historical aspect

Modern pedagogical science has numerous evidence confirming what has matured for centuries in the folk practice of education, predictively noted in the works of outstanding thinkers of the past, namely: the indisputable priority of family education in the development of the child's personality (K. D. Ushinsky, V. A. Sukhomlinsky and etc.). In recent years, attention has increased to the family as an object of research, and data have been obtained that make it possible to deepen the characterization of this most important social institution of education.

The family is a source and an important link in the transfer of socio-historical experience to the child, and, above all, the experience of emotional and business relationships between people. With this in mind, we can rightfully consider that the family has been, is and will be the most important institution for the upbringing and socialization of the child.

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 it gives the child the whole gamut of feelings, the widest range of ideas about life. In addition, its strength and effectiveness are incomparable with any, even very qualified, education in a kindergarten or school (33, p. 58).

The first ideas of family education, ideas about love, parents, children, ancestors were formed in folk pedagogy on the basis of centuries of everyday experience, i.e. empirically. They were passed down from century to century, from family to family through traditions, national and ethnic rituals, customs, folklore, works of arts and crafts, which ensured the reproduction of the people, their spiritual culture, national character and psychology in a series of successive generations. It can rightly be said that folk pedagogy has defined its own way of education, its own “system” of rules and norms of behavior embodied in the code of ethics, traditions, rituals, and customs.

The family occupies a special place in folk pedagogy, since it was considered in traditional culture as a natural environment that determines the order of home education and its content. The order of home education provides a certain way of the family, traditions, customs, holidays, rituals. Home education is focused on the worldly, everyday life of a person. His goal is to prepare the child for this life, so that it is “not a burden, but a joy” to him. The moral guarantee of the well-being of human life is conscientious work, to which a child is taught from an early age. This is evidenced by folk wisdom: “Man is born for labor”, “There is no good without labor”, “There is no fruit without good labor”, “Only smoke the sky without work”, etc.

The means of folk pedagogy created many centuries ago and currently existing (fairy tales, proverbs, sayings, legends, songs, games) contain a kind of “house-building” program, which defines the basics of family life, housekeeping rules, ethics of relations, receiving guests and others (16, p. 88).

Positive heroes in fairy tales honor and respect their parents, take care of children, treat brothers and sisters with tenderness, and are ready for exploits in the name of love. The proverbs aptly express people's ideas about the family and family relationships, the rules of relationships that have not lost their moral value to this day. Let us recall some of them: “The husband is the head, the wife is the soul”, “Who did not widow, he did not endure trouble”, “It is easy to make a child, it is not easy to raise”, “Swear at a wife without children, and children without people”, “Choose wife not in a round dance, but in a garden”, “Child that the dough: as kneaded, so it grew”, “Keep a house - do not shake the reins, but you need to make ends meet”, etc.

The progressive features of Russian family pedagogy, in which, as the well-known historian V.S. Soloviev noted, the “moral principle of the people” are rooted, include reverence for the elders and special attention to the small, worship of the land-breadwinner, honoring the home, familiarizing children with the history of the family, preservation of traditions and customs that help the younger generation to realize their role as heirs of national values.

Thus, the family pedagogy of each nation reflects its ideals, ideas about the purpose and means of education, the implementation of which contributes to the formation of the best features of the national character in children, prepares them for an independent worthy life. Naturally, family pedagogy as a branch of pedagogical science, developing the theoretical foundations of home education, relies on family folk culture, in which, as a focus, the historical experience of home-family education is collected (I.V. Bestuzhev-Lada, G.N. Volkov , V.M. Petrov and others) (12, p. 43).

Noting the undoubted strengths of family folk pedagogy (stability, reliability, efficiency), one should not absolutize and try to restore as fully as possible in the current conditions the family traditional education that has developed over the history of a particular people. First of all, as rightly noted by modern scientists (I.V. Bestuzhev-Lada, I.S. Kon), the family fabric of relations, which has been created over the centuries, is undergoing transformation, new values, patterns appear that expand the socio-cultural ideas of a person. In a modern family, children are becoming the main value, the rating of emotional intra-family relations is rapidly growing, etc. It should also be taken into account that folk pedagogy also has some negative features due to the historical foundations of life: prejudices and superstitions, “dominance of verbal measures of influence” (G.N. Volkov), excessive strictness in dealing with children, despotism of parents, etc. . Evidence of this can be found in the works of historians, for example, in the book by N.I. Kostomarov "Home life and customs of the Great Russian people." This is narrated by works of art, among which are the well-known autobiographical books by A.M. Gorky “Childhood”, “In People”.

The family is one of the main themes of ancient Russian literary and pedagogical monuments dating back to the 10th-14th centuries, domestic collections of the 14th-19th centuries. The pedagogical thought of Ancient Rus' was clearly manifested in Prince Vladimir Monomakh's Instruction for Children, in such monuments of literature and writing as "Bee", "Prologues", "Chrysostom", etc. In the understanding of ancient Russian authors, the true wisdom of family education is associated with high morality , with Christian virtues.

Raising children in love and respect for their parents, honoring their ancestors is one of the leading ideas of ancient Russian pedagogy. Another idea is to raise a future family man from an early age by instilling positive moral qualities (industriousness, meekness, tolerance, compliance, diligence, modesty, honesty, etc.). Thus, Vladimir Monomakh stood up for the strengthening of the family, highly valued the father's role in educating the boy's industriousness, in preparing the defender-warrior, but most importantly, in developing the ability to manage his home prudently (25, p. 66). The pages of "Domostroy" (XVI century) present a kind of "program" for the moral education of children, their family preparation for life, teaching what is necessary in "household use". In this regard, of particular interest are the chapters "How to raise a daughter, give in marriage with an allotment", "How to love and protect and obey the children of the father and mother, and put them to rest in everything."

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

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

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".

Cooperation is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the "Dictionary of the Russian language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows: 1) the mutual connection of two phenomena; 2) mutual support.

The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. It is invaluable to help each other in understanding the child, in solving his individual problems, in optimizing his development (23, p. 64).

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic research make it possible to characterize what constitutes the openness of a preschool institution, including "openness inward" and "openness outward."

To give a preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal readiness to discover themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc.

An example of openness is demonstrated by the teacher. The teacher can demonstrate his openness to children by telling them about something of his own - interesting, seen and experienced on holidays, thereby initiating in children a desire to participate in the conversation. Communicating with parents, the teacher does not hide when he doubts something, he asks for advice, help, in every possible way emphasizing respect for the experience, knowledge, personality of the interlocutor. At the same time, pedagogical tact, the most important professional quality, will not allow the teacher to stoop to familiarity and familiarity.

By his personal readiness to discover himself, the teacher "infects" children and parents. By his example, he invites parents to confidential communication, and they share their anxieties, difficulties, ask for help and offer their services, freely express their claims, etc.

"Opening the kindergarten inside" is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution, contribute to educational work. This can be an episodic event that every family can afford. Some parents are happy to organize an excursion, a "hike" to the nearest forest, to the river, others will help in equipping the pedagogical process, and others will teach children something.

Some parents and other family members are included in the ongoing systematic educational and health work with children. For example, they lead circles, studios, teach kids some crafts, needlework, engage in theatrical activities, etc.

Thus, all subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their dads, moms, grandparents, who, it turns out, know so much, tell stories so interestingly, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn.

Thus, we can talk about a real addition to family and social education.

"The openness of the kindergarten to the outside" means that the kindergarten is open to the influences of the microsociety, its microdistrict, is ready to cooperate with social institutions located on its territory, such as: a general education school, a music school, a sports complex, a library, etc. So, on the basis of a library a "Knizhkin holiday" is held, in which older pupils of the kindergarten take part; music school students give a concert in kindergarten; children, staff and parents are involved in community activities. For example, at the holidays dedicated to the City Day, Christmas, Easter, etc., a choir of children, employees, parents of a preschool institution performs. The preschool institution presents the works of its pupils to the exhibitions of children's creativity, held on a district scale. On local cable television, a broadcast is organized from the kindergarten (for example, celebrations of Maslenitsa). On Defender of the Motherland Day, children, with the help of their parents, invite veterans and servicemen living in neighboring houses to their concert (17, p. 204).

The content of the work of a kindergarten in a microsociety can be very diverse, largely determined by its specifics. Its undoubted value is in strengthening ties with the family, expanding the social experience of children, initiating the activity and creativity of kindergarten employees, which in turn works for the authority of the preschool institution, public education in general.

In order for the kindergarten to become a real, and not a declared, open system, parents and teachers must build their relationship on the psychology of trust. Parents should be sure of the good attitude of the teacher to the child. Therefore, the teacher needs to develop a "kind look" at the child: to see in his development, personality, first of all, positive traits, create conditions for their manifestation, strengthening, attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).

In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Teachers do not always welcome such free, unscheduled "visits" of parents, mistaking them for control and verification of their activities. But parents, observing the life of the kindergarten "from the inside", begin to understand the objectivity of many difficulties (few toys, cramped washroom, etc.), and then instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first sprouts of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him. There is an involuntary comparison: does my child lag behind others in development, why does he behave differently in kindergarten than at home? Reflective activity "starts": am I doing everything right, why do I get different results of education, what should I learn.

The lines of interaction between the teacher and the family do not remain unchanged. Previously, preference was given to the direct influence of the teacher on the family, since the main task was to teach parents how to raise children. This area of activity of the teacher was called "work with the family." To save time and effort, "training" was conducted in collective forms (at meetings, collective consultations, in lecture halls, etc.). Cooperation between the kindergarten and the family assumes that both parties have something to say to each other regarding a particular child, his developmental tendencies. Hence the turn to interaction with each family, hence the preference for individual forms of work (individual conversations, consultations, family visits, etc.).

Interaction in a small group of parents with similar problems of home education is called a differentiated approach.

There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, the child is emotionally comfortable, he will definitely share his impressions with the household. For example, the group is preparing for Christmas carols, children prepare treats, gifts, come up with sketches, rhymed congratulations, wishes, etc. At the same time, one of the parents will definitely ask the teacher about the upcoming entertainment, offer their help (20, p. 162).

Of the relatively new forms of cooperation between the kindergarten and the family, it should be noted rest evenings with the participation of teachers, parents, children; sports entertainment, gatherings, preparations for performances, meetings in the form of "Let's get to know each other", "Let's make each other happy", etc. Many preschool institutions have a "helpline", "Day of good deeds", evenings of questions and answers are held.

The main goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, unite them into one team, educate 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;

Information and pedagogical materials, exhibitions of children's works, which allow parents to get to know their parents more closely with the specifics of the institution, acquaint him with the educational and developing environment;

A variety of programs for joint activities of children and parents;

Combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a child: these relationships should be considered as the art of a 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;

The 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 family and educational institution.

So, the relationship of the preschool institution with the family should be based on cooperation and interaction, provided that the kindergarten is open inside and out.

1.3. Forms of interaction between the family and the preschool educational institution

Not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, others do not understand why this is necessary. In all cases, qualified assistance from a preschool institution is needed.

Currently, individual work with the family, a differentiated approach to families of different types, care not to lose sight and influence of specialists not only difficult, but also not entirely successful in some specific, but important issues, continue to remain topical tasks. families.

Visiting the child's family does a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing, 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. The behavior and mood of the child (joyful, uninhibited, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family (31, p. 401).

An open door day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational work, to interest it and involve them in participation. It is carried out as a tour of a preschool institution with a visit to a group where children of 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 or methodologist talks with parents, finds out their impressions, and answers questions that have arisen.

The interviews are conducted both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and is presented in such a way as to encourage the interlocutors to speak. The teacher should be able not only to speak, but also to listen to parents, express their interest, goodwill.

Consultations. Usually a system of consultations is drawn up, which are carried out 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. The forms of consultations are different (a qualified report by a specialist followed by a discussion; a discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic "How to teach a poem with children").

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.

Parent meetings are held group and general (for parents of the entire institution). General meetings 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 health period, etc. You can invite a doctor, lawyer, children's writer to the general meeting. Parents are expected to attend.

Group meetings are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the teacher, 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. A topic is chosen that is topical for this group, for example, "Why do our children not like to work?", "How to raise children's interest in a book", "TV - friend or foe in raising children?".

parent conferences. The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given "for starters" in order to cause discussion, and if possible, then discussion. The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced. It is important to determine the current topic of the conference ("Caring for the health of children", "Introducing children to the national culture", "The role of the family in the upbringing of the child"). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.

Currently, in connection with the restructuring of the system of preschool education, practitioners of preschool educational institutions are looking for new, non-traditional forms of work with parents, based on cooperation and interaction between teachers and parents. Let's give examples of some of them.

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 plan of the organizers.

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

Taking into account the busyness of parents, such non-traditional forms of communication with the family as "Parental mail" and "Hotline" are also used. 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.

The library of games is also an unconventional form of interaction with the family. 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 by the Crazy Hands circle. 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. They are characterized by the fact that the parents form an attitude towards contact, there are trusting relationships with specialists, which, however, do not mean full agreement, leaving the right to their own point of view. Relationships proceed in the spirit of equality of partners. Parents do not passively listen to the recommendations of specialists, but they themselves participate in drawing up a plan for working with a child at home.

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

Chapter I Conclusions

From the beginning of the existence of Soviet power, in our country, which proclaimed a policy of public education, for many years a derogatory attitude towards the family and home education took shape, under the influence of which professional teachers became convinced of the pedagogical incompetence of parents, their unwillingness to overcome it ("They do nothing want to know, do not know how to educate"). Meanwhile, teachers did not seek to acquaint "incompetent" parents with the content, methods of raising children, the bearers of which they were - professionals. Parents were admitted to the kindergarten when their help was required in cleaning, landscaping, landscaping, repairs, they were invited to holidays and meetings. And on other days the doors of the kindergarten are closed for them. The teachers sincerely believed that their mission was to teach, control the family, point out its mistakes and shortcomings. As a result, very tenacious methods and forms of work with the family have developed with the dominance of the teacher's monologue (instructive messages at the meeting, consultations, information stands, etc.). This led to many mistakes in the teacher's communication with parents (impersonal appeals, haste in assessing the child with an emphasis on negative manifestations, neglect of the interlocutor, ignoring his mood, condition, life experience, etc.). These mistakes, negligence are evidence of the teacher's communicative incompetence, which practically nullifies his pedagogical competence: it is not enough to know a lot, you must be able to say so in order to be heard.

However, in the future, approximately from the 60s, considerable experience was accumulated in our country in the pedagogical education of parents - "schools for mothers", "universities of pedagogical knowledge", "parental general education", etc. But the content of the programs was often ideologized and politicized. In addition, teachers often chose an instructive tone for communicating with parents: they did not advise and offer, but demanded; they did not prompt, but instructed - and acted as a referee, and not a partner. All this repulsed the parents. And the result was the same - the kindergarten and the parents were engaged in raising the child without interacting with each other.

This state of affairs required not only a change in the approach to the family, but also the creation of new forms of preschool education.

At present, the system of preschool education is being restructured, and humanization and de-ideologization of the pedagogical process are at the center of this restructuring. Its purpose is not the education of a member of society, but the free development of the individual. Much attention is beginning to be paid to the interaction between the kindergarten and the family. Practitioners are looking for new, non-traditional forms of cooperation with parents, based on the principle of unity of educational influences.

2. Experimental work on the introduction of non-traditional forms of interaction between the preschool educational institution and the family in the practice of the work of a preschool educational institution

2.1. Studying the state of work with parents at the stage of ascertaining experiment

Experimental work on the introduction of non-traditional forms of interaction of a preschool educational institution into the practice of the preschool educational institution was carried out at MDOU No. 9 "Alan" in the city of Naberezhnye Chelny in the group No. 6 preparatory to school. The work was carried out in 3 stages, which are ascertaining, forming and control experiments. To conduct experimental work, we identified two groups of parents - experimental and control - 10 parents in each group.

During the ascertaining stage, the work was carried out in February 2009. During this period, the psychological and pedagogical literature on this issue was analyzed. The conceptual apparatus of the study was clarified, the apparatus of the study was formulated.

Experimental work began with a study of the state of work with parents in the group. To do this, we analyzed the annual plan, a long-term plan for working with parents and found out that parent meetings are held in the group once every four months, questionnaires, entertainment, and workshops are also held.

We then conducted a survey of parents. The content of the questionnaire and the results of questioning the parents of the control and experimental groups are given in Appendices 1-2.

Analysis of the responses to the questionnaire showed the following:

1. To the question "What problems of upbringing remain less studied for you?" the majority of parents in the experimental (70%) and control (60%) groups answered: "The relationship between children and parents." This suggests that parents of both groups are poorly informed about the education of preschoolers. This fact is confirmed by the answers to the following two questions: "Do you read pedagogical literature?", "Do you read newspapers and magazines devoted to the problems of educating preschoolers?" 50% of the parents of the experimental group and 40% of the parents of the control group do not read pedagogical literature. 30% of the parents of the experimental group and 50% of the parents of the control group do not read periodicals devoted to the problems of educating preschool children.

2. The vast majority of parents in the experimental and control groups take a passive position on the issue of interaction with the preschool educational institution. Thus, 60% of the parents of the experimental group and 50% of the parents of the control group would like to receive information about the upbringing of their children only at parent meetings. 90% of the parents of the experimental group and 80% of the parents of the control group did not want to participate in working with children in kindergarten, citing the lack of free time and the fact that only preschool workers should deal with this issue. Only one parent in each group we studied expressed a desire to lead a circle in kindergarten.

Based on the results of the survey, we set the following tasks for working with the parents of the experimental group:

Establish partnerships with the family of each pupil, join forces for the development and upbringing of children.

To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems.

Activate and enrich the educational skills of parents.

Maintain their confidence in their own teaching abilities

The solution of these problems is connected with the awareness of parents of their educational role in the family, their experience of relationships with the child. In psychology, this form of rethinking is called reflection (translated from Latin - "turning back").

We used a reflexive model of communication between the teacher and the family, which aims to rethink the parents of their educational attitudes and stereotypes. In the concept of "pedagogical reflection" we included the ability of parents to analyze their own educational activities, critically evaluate it, find adequate reasons for both their pedagogical successes and miscalculations, choose methods of influencing the child that correspond to his characteristics and specific situation.

Before we started work, the educators collectively discussed and then adopted the criteria for interaction with parents:

Realize that only the joint efforts of the family and the educational institution can help the child; Treat parents with respect and understanding.

Remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one like him (her) in the world, and we must value his individuality, support and develop it. In teachers, the child should always see people who are ready to give him personal support and come to the rescue.

To educate in children boundless respect for their parents, who gave them life and put a lot of mental and physical strength so that they grow up and be happy.

Consider the wishes and suggestions of parents, highly appreciate their participation in the life of the group.

Consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a specific child and his parents based on knowledge of the psychological characteristics of age, taking into account the child’s previous experience, his interests, abilities and difficulties that have arisen in the family and educational institution.

Respect what is created by the child himself (a story, a song, a building made of sand or other building material, modeling, drawing, etc.). To admire, together with parents, his initiative and independence, which contributes to the formation of self-confidence and self-confidence in the child, and in parents causes a sense of respect for the educators of their children.

Regularly in the process of individual communication with parents to discuss all issues related to the upbringing and development of children.

Show understanding, delicacy, tolerance and tact, take into account the point of view of parents.

Authoritarian methods of "education" of parents are excluded. You should interact with parents with interest and love for the child. In order for educators and parents to find time for such interaction, it must be specially organized. Each direction of a child's development involves special content and forms of communication between educators and parents, during which their psychological and pedagogical culture will increase.

The next criterion for assessing the interaction between preschool educational institutions and parents of preschool children attending this institution was the competition of family crafts made from natural materials that we proposed. We assessed the level of interaction, firstly, by the presence / absence of crafts, and secondly, by the quality of the work performed. For the quality of crafts, we adopted a three-point system of marks: "3", "4", "5". The results of this competition are presented below (Fig. 1.) in general terms, since they turned out to be identical both in the control and experimental groups.

Rice. 1. The results of evaluating crafts

Thus, according to Figure 1, we can notice that parents are extremely inactive regarding the activities in the preschool that their child attends.

2.2. The formative stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

The second, formative stage of the experiment took place in February 2009. We introduced non-traditional forms of interaction between a preschool educational institution and the family in the practice of preschool educational institutions.

From the first day we met the parents of the experimental group, we reminded them that in order for our children to grow up morally healthy, close contact between parents and educators is necessary. Acquaintance with the life of each family began with a questionnaire that parents fill out.

The following questions were included in the questionnaire:

1. How well do you know your child?

2. What is your child's temperament?

3. How often do you spend your free time with your child?

4. Do you enjoy communicating with your child?

5. What does your child like to do in his spare time?

6. What household chores does your child have?

7. How does he carry out his household duties?

8. What parenting methods do you prefer to practice?

9. Who in your family spends the most time with your child?

After analyzing these questionnaires, we learned a lot about the family: about the child's hobbies, about his behavior and duties at home, about the methods of education used by parents, about who is involved in education in the family.

The following questionnaire for parents allowed us to draw a conclusion about the child's sociability, about his character traits, and ability to communicate. We learned a lot about relationships in the family from the drawings of children.

At this stage of the pedagogical experiment, we held a meeting: "Family leisure". Drawings of children on the theme "Evening in my family" become an indicator of family leisure. All the drawings are similar: mom is in the kitchen, dad is on the couch, and the child is somewhere aside, alone with toys.

The picture is an indicator of relationships in the family. The child lacks communication, often in the family he is lonely. That is why difficult children grow up in seemingly prosperous families. They are looking for communication on the side, sometimes getting into a bad company.

Children's drawings made parents look at their child with a different look. There was only one answer: we don't talk much with children.

To the question: "What do your parents not allow you to do?" The children's answers basically came down to the following: you mustn't light the gas, open the door for strangers, light a fire, and so on. Some children said this: "I don't know what I can't do, I can do anything."

With this setup, everything is possible! - children usually come to kindergarten: you can scream, run, interrupt the teacher, behave badly during lunch, etc. The principle of educating many parents is: do what you want, just don't bother me. But parents are responsible for their child, they must make the necessary demands on him, teach him what is possible and what is not.

Analyzing the content of the questionnaires, drawings, analyzing various situations of communication between the child and adults and peers, together with the parents, we made a number of rules. Here they are:

Be moderately kind and demanding to your child if you want to achieve something.

Before you evaluate the actions of the child, try to understand the situation.

Show your child a good example.

Together with my parents, we decided to create the "Happy Family" club. We build its work under the motto "My family is my joy". Our common goal is to raise kind, helpful children who love and respect mom and dad, sisters and brothers, grandparents, all friends and relatives, to be merciful to people.

The first meeting of the club was dedicated to getting to know the children's families. Each family published a wall newspaper under the heading "Here we are!", where family hobbies were described in a playful or serious form, in verse or prose. The exhibition of family albums turned out to be very interesting. The meeting of the club turned into a wonderful holiday in which every family took part. Whether children, parents, and grandmothers showed their talents.

The second meeting of the club was dedicated to the traditions of Russian folk culture. Children together with their parents prepared Russian folk costumes, read fairy tales, learned folk songs and games, got acquainted with ancient traditions and rituals.

The holiday "Village gatherings" was interesting. Grandmothers performed Russian folk songs; mothers staged folk tales; children solved riddles, demonstrated old things: tongs, yokes, tubs found with their grandmothers and great-grandmothers.

A little later we held a marathon "My Friendly Family". In poems, songs, playful form, children expressed their attitude to grandparents, parents, brothers and sisters.

The children expressed their opinion on how they understand what "the world of the family" is. As a result, it turned out that the "world of the family" is:

home, comfort, warmth;

mutual understanding, love, respect;

holidays, traditions.

The adults tried to explain to the children that in order for peace and friendship to reign in the family, three important rules must be remembered:

respect elders and love them;

take care of the little ones;

remember that you are the helper in the family.

And the questions, what qualities should be cultivated in oneself, with what mood one should perform household duties, how family members should treat each other so that everyone is happy, were answered not only by children, but also by parents. At the end of the marathon, each family received as a gift an album-allowance "My genealogy" (author-compiler V. S. Vasilevskaya).

Folk wisdom says: "Without a root, wormwood does not grow," so we began practical work to collect materials about the genealogy of the family.

With the help of an album-allowance, where there are tasks for children and parents, we began to complete the first task. Children got acquainted with the origin of names and surnames, searched for materials in dictionaries and reference books. While completing the tasks, the children wrote about themselves, their parents, brothers and sisters, about their beloved grandparents.

Having learned a lot of interesting things about their relatives, finding out their ranks and titles, the children, together with their parents, began to draw a family tree - the tree of life of each family.

Having compiled their genealogy, having drawn a family tree, they learned to compose their family coats of arms and mottos. On the field of the shield, they painted what was most suitable for their family: someone depicted their hobbies, and someone depicted family professions passed down from generation to generation.

All owners of the coat of arms must have family mottos. Proverbs helped to find a suitable motto: "Live for a century - learn for a century", "Patience and work will grind everything", "Water does not flow under a lying stone", etc.

So, having laid the foundation for a family chronicle, restoring, as far as possible, their genealogy, and even inventing their own coat of arms and motto, the children realized that they owe their lives to many generations of their family. A person in this world is not alone and should cherish all his relatives.

All this work helped the children understand: in order to take care of loved ones, one must help in everything and do good deeds.

To begin with, it was necessary to create a special application in the album, which is called "Calendar of birthdays and family holidays", and, most importantly, to regularly look at this calendar, not forgetting to congratulate your loved ones in time.

The result of this painstaking, but at the same time interesting work was the family holiday "The Warmth of the Hearth", which was held under the motto:

Keep the fire of the native hearth

And do not covet the fires of strangers.

Our ancestors lived by this law

And bequeathed to us through the centuries:

Keep the fire of the native hearth!

O. Fokina

The holiday was held on a great emotional upsurge. Every moment of this holiday brought up not only children, but also adults, forcing them to remember the past, reconsider the present, and think about the future.

At the festival, the children told about their distant ancestors, who were wonderful farmers, blacksmiths, weavers, who baked amazing bread. And how many interesting things the children learned about their surnames, names that came to us from ancient times. Many interesting relics were presented at the exhibition: old vases, towels, candlesticks, old money.

It was amazing for the children not only to see, but also to hear the sound of the gramophone, which seemed to the children something fabulous, unreal. It turned out that some families have their own symbols of happiness that bring good luck. In one family, it is a fisherman's hat, which always brings the owner a big catch.

The effectiveness of the educational work of the educator largely depends on his ability to find a common language with parents, relying on help and support.

Parent meetings are one of the most effective forms of raising the pedagogical culture of parents and forming a parent team.

Each of our meetings with parents gives rise to reflection, causes a desire to analyze and reason. Recently, we have come to the conclusion that parent-teacher conferences need to be conducted in a new way. Our parent meetings are pedagogical education, consultation, discussion, and family holidays.

Each parent brings up his children as he sees fit, based on his knowledge, skills, feelings and beliefs. It is difficult for an outsider, even a teacher who is usually close to the parent, to resist this. And is it necessary? Should we break this tradition? Isn't it better to build it into a kind of principle: let the family raise children as they want. But she must certainly want and be able to educate. And to help parents choose the right path, we held a series of round-table discussions as part of the Happy Family Club. Parents could freely express their opinion on the problems of education, share their experience of family education.

So, talking about the relationship between mother and child, we came to the conclusion that maternal love has many faces. The main thing is to love the child for real. This means, for his sake, to overcome oneself, to suppress one's bad habits and addictions, to limit the demonstration of one's "I".

And this, it turns out, is much more difficult than meeting the basic needs of the child. Not every mother is capable of such self-restraint and self-sacrifice.

One of the main indicators of maternal love is the understanding of your child. Only by comprehending his essence, the mother is able to respond to his feelings, forgive, encourage, help overcome doubts and gain self-confidence. Understanding from the mother causes children to be frank. By understanding the child, you can protect him from negative influences. "Only the heart is vigilant, you cannot see the most important thing with your eyes" - these words from Saint-Exupery's "The Little Prince", in my opinion, express the essence of maternal love.

Preparing for the parent meeting on the topic: "Educating a culture of behavior of older preschoolers", we set ourselves the goal of helping parents see the shortcomings in the process of raising children and find ways to eliminate them.

A. S. Makarenko wrote: "Our children are our old age. Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, our guilt before other people, before the whole country."

Family upbringing is the foundation. Everything else: kindergarten, school, institute, environment - additional polishing, no more.

Thus, at this stage of the experiment, we offered tasks and exercises aimed at cooperation, interaction between parents, children and preschool workers.

2.3. The control stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

At the last control stage, the effectiveness of the work done was studied and analyzed.

Based on the results of experimental work on the introduction of non-traditional forms of interaction of a preschool educational institution into the practice of the work of a preschool educational institution, a second survey of parents was conducted (Tables 3-4) and it was proposed to make birdhouses for birds that will soon fly to us from warm countries.

After analyzing the answers of the parents of the experimental group, we came to the following conclusions.

1. Most parents began to purposefully deal with the problems of educating preschool children. Now they are interested in problems that they had not thought about before: patriotic, moral and aesthetic education of children, their culture of behavior, introducing children to cultural values. As the results of the survey showed, these problems are of interest to 55% of the parents of the experimental group (before the formative stage - 30%).

2. 80% of the parents of the experimental group read pedagogical literature. Before the formative stage - 50%.

3. Many parents of the experimental group (85%) began to take part in the life of the kindergarten with great interest (up to the formative stage - 55%).

4. 40% of parents want to receive information about the upbringing of their children in a playful way, at parent conferences - 30%. Before the formative stage - only 10%.

5. Parents expressed their desire to hold circles: "Origami", "Modeling from salt dough", "Crochet", "Young Technician", "Skillful Hands", "Young Athlete" - 60%. Before the formative stage - 10%.

Analysis of the responses of the parents of the control group showed the following.

1. Some parents have begun to show more interest in the problems of raising their children. If earlier they were mainly concerned with the issue of relationships with children, now they have become interested in the problems of physical education and a healthy lifestyle of the child, the culture of behavior and familiarizing children with cultural values - only 60% against 30% at the ascertaining stage. In all likelihood, this is due to the fact that the parents of the experimental group shared their impressions of classes in the kindergarten with the parents of the control group.

2. The attitude towards pedagogical literature has not changed, but 80% of parents began to read periodicals on the issues of raising children (regularly - only 10%).

3. 40% of parents expressed a desire to participate in joint work with children - a little more than at the ascertaining stage (20%), but much less than the parents of the experimental group (80%).

4. 20% of parents want to receive information about the upbringing of their children in a playful way. The majority prefer traditional forms - parent meetings and individual conversation - 80%.

5. Parents of the control group do not have a great desire to conduct circles: only two parents agreed to do this - "Young Technician", "Young Athlete", that is, 20%.

Figure 3 shows the comparative data of our questionnaire survey of both study groups at the beginning and end of the experiment.

Fig.2 Comparative data of the questionnaire survey of parents from the EG

Thus, we can conclude that the position of the parents of the experimental group improved significantly, in contrast to the parents of the control group.

The answers of the parents of the control group differ in many ways from the answers of the parents of the experimental group. This is due to the fact that active work was not carried out with these parents on their pedagogical training and involvement in cooperation with preschool educational institutions.

The results of the made birdhouses of the EG are presented by us in Figure 3.

Fig.3. The results of the assessment of birdhouses from the EG

Comparing the results with the initial data we obtained during the experimental phase of the study, we can conclude that the quality of crafts made by the hands of preschoolers in collaboration with their parents increased by an average of 45%.

Figure 4. We present comparative data of both study groups at the beginning and end of our experimental activities.

Fig.4. Dynamics of indicators of interaction between parents and children

Thus, we can conclude that the EG data increased significantly at the end of our study. In the control group, the indicators remained at the same level.

Chapter II Conclusions

Conclusion

We have considered the issues that the family and the kindergarten in a chronological series are connected by continuity, which ensures the continuity of the upbringing and education of children. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

The family and the kindergarten have their own special functions and cannot replace each other. An important condition for continuity is the establishment of a trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is corrected, which is especially necessary when preparing children for school.

The family is an institution of primary socialization. The nursery is included in the system of the indirect, or formal, environment of the child and is an institution of secondary socialization. All stages of the socialization process are closely interconnected.

At present, no one doubts the need for public preschool education. In recent years, increased demands have been placed on preschool institutions.

The relations of a preschool institution with a family should be based on cooperation and interaction, provided that the kindergarten is open inward (involving parents in the educational process of the kindergarten) and outward (collaboration of preschool educational institutions with social institutions located on its territory: general education, music, sports schools, libraries, etc. .d.).

If in the Soviet period our state in every possible way emphasized the social function of a preschool institution - the release of a mother to participate in social production, today the pedagogical function of a preschool institution is at the forefront: how they educate, what they teach, how successfully they prepare for school. Practitioners are looking for new, non-traditional forms of cooperation with parents; there is a restructuring of the system of preschool education, and at the center of this restructuring are the humanization and de-ideologization of the pedagogical process.

The experience of working with the parents of the experimental group showed that as a result of the formative experiment, the position of both parents and educators became more flexible. Now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children. Most parents began to purposefully deal with the problems of educating preschoolers. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, familiarizing children with cultural values. As the results of the survey showed, these problems are of interest to 70% of the parents of the experimental group (before the formative stage - 10%). All parents of the experimental group read pedagogical literature (40% - regularly) and periodicals devoted to the problems of educating preschoolers (60% - regularly). Before the formative stage - 10% regularly. After holding events with parents during the formative stage, the majority (80%) would like to take part in the life of the kindergarten with great interest (before the formative stage - 10%). Parents expressed a desire to hold circles: "Origami", "Modeling from salt dough", "Crochet", "Young Technician", "Skillful Hands", "Young Athlete" - 60%. Before the formative stage - only 10%.

The position of the parents of the control group has not changed much: parents show insufficient knowledge and skills in the field of raising children of preschool age, show little activity in interaction with the preschool educational institution on the problems of children's education and development.

Thus, the use of non-traditional forms of interaction between a preschool institution and a family contributes to an increase in the efficiency of work with parents.

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Annex 1

Answers of the parents of the experimental group to the questions of the questionnaire (stating the stage of work with parents)

Questions and Answers

Number of responses

Relationships between children

Others (name)

I read regularly

I read sometimes

I don't read

I read regularly

I read sometimes

I don't read

At parent meetings

At parent conferences

In the classroom, in the form of a game

Others (name)

Yes

isothread

Salt dough molding

Origami

Crochet

Young Technician

skillful hands

young sportsman

Others (name)

Annex 2

The answers of the parents of the control group to the questions of the questionnaire (stating the stage of work with parents)

Questions and Answers

Number of responses

Relationships between children

Relationships between children and parents

Organization of a healthy lifestyle for a child

Introduction to cultural values

Others (name)

2. Do you read pedagogical literature?

I read regularly

I read sometimes

I don't read

3. Do you read newspapers and magazines devoted to the problems of educating preschoolers?

I read regularly

I read sometimes

I don't read

4. In what form would you like to receive information about the upbringing of your children in the kindergarten?

At parent meetings

At parent conferences

In individual conversations with experts

In the classroom, in the form of a game

Others (name)

Yes

6. What circle could you lead in a group?

isothread

Salt dough molding

Origami

Crochet

Young Technician

skillful hands

young sportsman

Others (name)

Appendix 3

Answers of the parents of the experimental group to the questions of the questionnaire (control stage of work with parents)

Questions and Answers

Number of responses

1. What issues of upbringing remain less studied for you?

Relationships between children

Relationships between children and parents

Organization of a healthy lifestyle for a child

Introduction to cultural values

Others (name)

2. Do you read pedagogical literature?

I read regularly

I read sometimes

I don't read

3. Do you read newspapers and magazines devoted to the problems of educating preschoolers?

I read regularly

I read sometimes

I don't read

4. In what form would you like to receive information about the upbringing of your children in the kindergarten?

At parent meetings

At parent conferences

In individual conversations with experts

In the classroom, in the form of a game

Others (name)

5. Would you like to participate in the work with the children of your group?

Yes

6. What circle could you lead in a group?

isothread

Salt dough molding

Origami

Crochet

Young Technician

skillful hands

young sportsman

Others (name)

Appendix 4

Answers of the parents of the control group to the questions of the questionnaire (control stage of work with parents)

Questions and Answers

Number of responses

1. What problems of upbringing remain less studied for you?

Relationships between children

Relationships between children and parents

Organization of a healthy lifestyle for a child

Introduction to cultural values

Others (name)

2. Do you read pedagogical literature?

I read regularly

I read sometimes

I don't read

3. Do you read newspapers and magazines devoted to the problems of educating preschoolers?

I read regularly

I read sometimes

I don't read

4. In what form would you like to receive information about the upbringing of your children in the kindergarten?

At parent meetings

At parent conferences

In individual conversations with experts

In the classroom, in the form of a game

Others (name)

5. Do you want to participate in the work with the children of your group?

Yes

6. What circle could you lead in a group?

isothread

Salt dough molding

Origami

Crochet

Young Technician

skillful hands

young sportsman

Others (name)

Find material for any lesson,

Interaction of teachers with the family: traditions and modernity.

The child learns to

What he sees in his house ...

Sebastian Brandt

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 to the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible.

The goals of interaction between the teacher and the family:

Provide psychological and pedagogical support to the family and increase the competence of parents.

Establish partnerships with the families of each pupil.

To create an atmosphere of mutual understanding, common interests, emotional mutual support between the preschool educational institution and the family.

To assist parents in the upbringing of children and to activate their educational skills, to maintain their confidence in their own pedagogical abilities.

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. Another important role of family education is the influence on the value orientations, worldview of the child as a whole, his behavior in various spheres of public life.

The concept of interaction between the family and the preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. 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".

Cooperation is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities. The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.

The openness of a preschool institution includes such concepts as "openness in" and "openness out".

All subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their dads, moms, grandparents, who, it turns out, know so much, tell stories so interestingly, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn.

Thus, we can talk about a real addition to family and social education.

"Openness of the kindergarten to the outside" means that the kindergarten is open to the influence of the micro-society, its microdistrict, is ready to cooperate with social institutions located on its territory: a general education school, a music school, a sports complex, a library, etc.

In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Parents, observing the life of the kindergarten "from the inside", begin to understand the objectivity of many difficulties, and then, instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first sprouts of cooperation. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him. The lines of interaction between the teacher and the family do not remain unchanged. Previously, preference was given to the direct influence of the teacher on the family, since the main task was to teach parents how to raise children. This area of activity of the teacher was called "work with the family." Interaction in a small group of parents with similar problems of home education is called a differentiated approach.

The inclusion of family members of pupils in the activities of a preschool institution should imply a variety of approaches, various forms of interaction should be used, which can be divided into traditional and non-traditional.

Traditional forms of interaction between the kindergarten and the families of pupils:

Information and visual (materials on stands, folders, sliders, recommendations, exhibitions of children's works, photo exhibitions);

Individual (conversations, consultations);

Collective (parent meetings, conferences, round tables, thematic consultations).

Non-traditional forms of interaction can be divided into the following groups:

Cognitive (workshop, parent club, pedagogical lounge, brain ring);

Information and analytical (questionnaire, survey, mailbox, social passport of the family);

Leisure (joint leisure activities, holidays, exhibitions, excursions, fairs, school for a young parent);

Visual and informational (information brochures, open days, viewing classes, sensitive moments, newspaper release).

Working with parents becomes more effective if it is carried out within the framework of project activities.

So in a preschool institution, family clubs of various directions can work.

The main goals of the family clubs are:

Combining the efforts of the preschool educational institution and the family in the upbringing and development of children;

Increasing the pedagogical competence of parents;

Exchange of experience in family education;

Strengthening parent-child relationships;

Giving parents the opportunity to communicate with each other and children.

Days of Cooperation. This form of interaction with parents is the most optimal in solving the problems of upbringing and development of children in the kindergarten.

Meetings at the "round table". In this form of work, it is noteworthy that not a single parent remains on the sidelines, almost everyone takes an active part, sharing interesting observations, expressing practical advice.

Introduction

At present, the interest of teachers and heads of preschool institutions in working with families has noticeably increased. Large-scale transformations in society, the complex socio-economic and environmental conditions of our time dictate the need to search for and develop new approaches to the implementation of the tasks of educational work in preschool educational institutions. According to the Concept of Modernization of Russian Education, the family should be an active subject of educational policy. Achieving the strategic goals of modernizing education is possible only in the process of constant interaction between the educational system and various representatives, including the family as a social institution.

The beginning of 2013 was rich in events - especially significant for the development of our country and its educational system. At the end of 2012, the law "On Education in the Russian Federation" was adopted, which will come into force on September 1, 2013, which defines "general principles and provisions governing relations in the education system." The strengthening of the upbringing and educational function of the preschool institution, as well as the changes taking place in the life of society, necessitate the improvement of the forms and methods of interaction between the kindergarten and the family, teachers and parents. The further development of the child depends on the joint work of parents and teachers. And the level of pedagogical culture of parents, and, consequently, the level of family education of children, depends on the quality of the work of a preschool institution.

In order to be a real promoter of the means and methods of preschool education, the kindergarten must serve as a model for such education in its work. Only under this condition, parents will trust the recommendations of educators, they will be more willing to establish contact with them. Educators must constantly raise the requirements for themselves, for their pedagogical knowledge and skills, their attitude towards children and parents. Today, most kindergartens face a difficult task - to involve parents in pedagogical interaction with the child, while moving away from boring patterns.

Family education has always played a decisive role in the formation of the personality of a small child. At the same time, the development of the child is influenced by the environment in which he is located, namely the preschool educational institution. In kindergarten, the whole life of a child is subject to a whole system of rules and requirements: the rules of organization and life, behavior in a peer group, etc. Just like every family, a preschool institution has an established system of values and traditions. Sometimes they not only do not coincide, but are completely opposite to them. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. In this regard, there is an urgent need to establish close contact between the kindergarten and the family.

The modern family is one of the main active institutions for the formation of the child's personality, the formation of his moral and positive potential, it is in the family that children acquire the first experience of social life, receive moral lessons, their character is formed in the family, their horizons expand, their initial life positions are laid. At the same time, a lot for the child depends on the relationship between the educator and parents. The interests of the child may suffer if the relationship between the employees of the preschool educational institution and the parents does not work out. The activities of parents and educators in the interests of the child can only be successful if they become allies, which will allow them to get to know the child better, see him in different situations, and thus help adults understand the individual characteristics of children, develop their abilities, and form value life guidelines, overcoming negative actions and manifestations in behavior. Therefore, one of the main tasks of the kindergarten, teachers and psychologists is to establish positive relationships between educators and parents, develop new forms of work with parents to promote pedagogical knowledge, attract parents' attention to the child and highlight the consequences of negative relationships in the family.

E.P. Arnautova, T.N. Doronova, T.A. Markova, L.V. Vinogradova, A.V. Kozlova, O.V. Solodyankin. In their works, scientists offer forms and methods of fruitful cooperation between a preschool institution and the family (T.N. Doronova, T.A. Markova, E.P. Arnautova), reveal the need for self-development of educators and parents (A.V. Kozlova, E.P. Arnautova), offer interactive forms of work of the teacher with the family (E.P. Arnautova, T.N. Doronova, O.V. Solodyankina).

In recent years, the term “innovation” has been increasingly used in the pedagogical lexicon. This term means "innovation", "leading pedagogical experience", "innovation arising from a variety of initiatives and innovations that are promising for the development of education." At present, considerable practical experience has been accumulated in interaction with the families of pupils. However, not enough attention is paid to the work of preschool educational institutions with parents of children under 3 years of age. Early age is a valuable age stage in the development of the child. It should not be seen as preparation for kindergarten. This is a real, bright, unique piece of human life. The third year of a child's life is special in every way. The baby is undergoing intensive physical and mental development, interest in the environment at an early age is involuntary. It is impossible to force a child to watch or listen, he can only be interested. Therefore, in the development of children at an early age, the leading role belongs to an adult: parents and educators of preschool educational institutions.

The purpose of the study: to identify the preferred forms of interaction between preschool teachers and parents.

Object of study: the interaction of the preschool teacher and the family of children of the third year of life.

Subject of study: forms of interaction between the teacher of the preschool educational institution and the family of children of the third year of life.

To achieve this goal, the following tasks have been put forward:

to study a new philosophy of interaction between the preschool teacher and the family;

consider the psychological and pedagogical foundations of interaction between the family and the teacher;

to characterize the modern forms of interaction between the preschool teacher and the families of children of the third year of life;

conduct a study to identify preferred forms of interaction between the kindergarten teacher and parents.

The theoretical basis was the work of domestic psychologists and teachers on the problems of interaction between the preschool teacher and the family of preschool children.

The practical significance of the study lies in the determination of such forms and methods of work with families of young children that contribute to the active involvement of parents in interaction with preschool educational institutions.

The study was conducted in the 1st junior group "Gnomes" of MBDOU d / s No. 7 "Solnyshko" Zelenogorsk, Krasnoyarsk Territory.

The following methods were used: the study of theoretical and scientific-methodical literature on the research topic; study of pedagogical experience; diagnostic methods, observation, analysis and generalization of the obtained data.

1. A new philosophy of interaction between the preschool teacher and the family of a child of the third year of life

1.1 Concepts of interaction and cooperation

The task of a preschool institution is to reveal to parents the important aspects of the psychological and pedagogical development of a child at each age level of preschool childhood and recommend appropriate methods of education. Educators play a key role in working with parents. They are the main source of information about the child, about the activities of the institution, parents receive psychological and pedagogical information from them. They are the main responsibility. Kindergarten teachers are in constant interaction with parents, making up the inseparable trinity "child - parent - teacher", realizing that the home environment has the main upbringing and formative value. In the conditions of cooperation with the family, which implies mutual respect, understanding, trust, the desired results are achieved in the process of the formation of the child's personality. The main goal of interaction is to create a single space "Family - Kindergarten", in which all participants in the pedagogical process (children, parents, educators) will be comfortable, interesting, safe, useful, safe.

Today, all experts recognize the importance of involving parents in the work of the kindergarten, but there is a certain disharmony in the real relationship between educators and parents. Both personal and professional factors can hinder the development of these relationships, which can lead to the formation of personal and professional prejudices, and prevent families from becoming active participants in the upbringing of their children. An analysis of the current situation shows that at the moment there are a number of contradictions:

between the low level of pedagogical culture and insufficient knowledge of the basics of psychology by parents and the lack of a system for teaching them in a preschool institution;

between the desire of parents to be active in the preschool educational institution and the strictly regulatory nature of the activities of the institution;

between the rights and obligations of parents and the inability to use them;

between the need to build work with the family on the basis of interaction and cooperation and the inability of teachers to conduct this work.

At the same time, the idea of the relationship between public and family education was reflected in a number of legal documents, including the "Concept of preschool education", "Regulations on a preschool educational institution", the Law "On Education", etc. So in the main The normative document, on which the modern regulatory and legal framework of the preschool education system is based - the Concept of preschool education, outlines the guidelines for establishing a trusting business contact between the family and the kindergarten, cooperation and interaction between the teacher and parents. The Model Regulation on a preschool educational institution states that parents are participants in the educational process along with teachers. Therefore, educators must take the initiative and understand how to interact with each individual family for the benefit of the child.

Recognition of the priority of family education, the novelty of relations between the family and the preschool institution is determined by the concepts of "cooperation" and "interaction". Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication. The result of interaction is certain relationships, which, being the internal personal basis of interaction, depend on the relationship of people, on the position of the interacting. The term "interaction", in the context of the interaction between the educational institution and the family, was revealed in the works of T.A. Markova, where the interaction was considered as a unity of the lines of education in order to solve the problems of family education and was built on the basis of a common understanding. The interaction of preschool teachers with parents involves mutual assistance, mutual respect and mutual trust; knowledge and consideration by the teacher of the conditions of family education, and by parents - the conditions of education in kindergarten. It also implies the mutual desire of parents and teachers to maintain contact with each other.

The basis of the interaction between the preschool educational institution and the family is the cooperation of teachers and parents, which implies the equality of partners' positions, respectful attitude towards each other, taking into account individual capabilities and abilities. Cooperation implies not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, mutual influence. Active joint work of teachers and parents allows you to get to know each other better, helps to strengthen their relationship. The highest point of interaction between the preschool educational institution and the family is the commonwealth, which implies the unification of someone based on friendship, unity of views, interests, and implies, first of all, openness towards each other.

Thus, the main point in the context of "family - preschool" is the close cooperation and personal interaction of the preschool teacher and parents in the process of raising a child. Parental love gives a person a “margin of safety”, forms a sense of psychological security. Educators are the first helpers of parents, in their hands children become inquisitive, active, creative.

.2 New philosophy of interaction between the preschool teacher and the family

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 new philosophy of interaction between the family and the preschool educational institution presupposes new relationships. Having their own special functions, they cannot replace each other, therefore, establishing contact between them is a necessary condition for the successful upbringing of a child of primary preschool age.

The new philosophy of interaction between teachers and parents includes the following approaches.

The transition from cooperation in the exchange of information and promotion of pedagogical knowledge to cooperation as an interpersonal communication of a teacher with parents of a dialogical orientation. The key concept here is dialogue, which means personal and equal communication, the joint acquisition of experience.

An important component of dialogic relations is congruence, i.e. the ability of those communicating to sincerely express their feelings. At the same time, the principle of positive unconditional acceptance of another person is realized.

Interaction also implies a non-judgmental style of relationship. The inadmissibility of analyzing the personality of a parent according to the degree of his pedagogical “literacy-illiteracy”, “activity-passivity”, “readiness-unreadiness” for cooperation.

Confidentiality implies the willingness of the teacher to tolerate the fact that family members of young pupils, for various reasons, can hide essential information from him.

Relevant today is the orientation in the content of communication to problems that affect the development of children, taking into account the requests and wishes of parents in knowledge. In a good sense of the word, this means that the teacher "goes on about" the parents. It is also the trusting relationship between teachers and parents, personal interest, emancipation of the latter, which implies liberation from old views, the emergence of a reflective attitude to one's activities. The implementation of this principle implies the rejection of criticism of the interlocutor, the ability to interest him, aim at the analysis of his own educational activities.

As already noted, the main point in the context of "family - preschool institution" is the personal interaction of the teacher and parents in the process of raising a child. Therefore, it is especially important at present to implement the principle of openness of the kindergarten for parents. This principle assumes that parents can freely, at their own discretion, at a time convenient for them, get acquainted with the activities of the baby in kindergarten, the style of communication of the teacher with preschoolers, being included in the life of the group. Within the framework of a closed kindergarten, it is impossible to move to new forms of relations between parents and teachers. The involvement of parents in the pedagogical process of the institution is called "openness of the kindergarten inside". The cooperation of the preschool educational institution with social institutions, its openness to the influence of the microsociety, i.e. “Opening the kindergarten to the outside” is also today one of the activities of the preschool institution.

The new principles of interaction also include the variability of the content, forms and methods of parental education. The modern parent needs to explore both new topics and old ones in a new way. Therefore, teachers need to build work with parents, using a variety of forms of education, forming parents as teachers.

Since interaction at the present stage is not limited to pedagogical education, it is necessary to clarify and expand the concept of “interaction” with such a characteristic as the ability of parents to reflect. The task of forming in parents one of the components of pedagogical reflection is the ability to self-critically assess oneself as a teacher, one's educational activities, to take the place of the educated person and look at the situation through his eyes. This is especially true for young fathers and mothers, since their parental position is just beginning to take shape. The nature of the relationship between parents and the baby, the success of their further educational activities depends on the formation of this skill. The desire to understand the child formed in the parents, the ability to creatively apply the acquired pedagogical knowledge will contribute to the emergence of mutual understanding between them, an emotionally positive, conscious, morally motivated attitude of the child to the requirements of an adult.

The new approaches of interaction between a preschool educational institution and the family include the formation of parental competence, which involves the integration of various aspects of personal parental experience: cognitive; emotional; touch; communicative; reflective, etc.

Competence includes not only a cognitive component, but also an emotional and behavioral component, that is, the ability to apply the acquired knowledge in practice, the formation of pedagogical reflection. The quality of parental competence will be found in the ability of an adult to find in any communication situation an accurate and sincere joint language of contact with the child, including a variety of verbal and non-verbal behavior of the subjects of communication, which will allow the adult to remain in relationship with the child. When the choice of responding to the behavior of a preschooler is realized by the parents, he becomes free from the usual stereotyped reactions and “automatisms” of behavior. And, of course, the content of the interaction is all the issues of upbringing and development of a child of preschool age.

Thus, at present, there are different approaches to the interaction of preschool teachers and parents. The main goal of such interaction is to establish a trusting relationship between children, parents and teachers, unite in one team, the need to share their problems with each other and solve them together.

1.3 Psychological and pedagogical foundations of interaction between the family and the teacher

The main purpose of the family and any educational institution is the development of the child's personality. Parents and teachers are the two most powerful forces, the role of which in the process of becoming the personality of each person cannot be exaggerated. In order to grow a full-fledged person from a small child: a cultural, highly moral, creative and socially mature person, it is necessary that teachers and parents act as allies, share their kindness, experience, and knowledge with children. Here, mutual understanding, mutual complementation, co-creation of the preschool educational institution and the family in the upbringing and education of the younger generation are of particular importance.

In this context, the family in relation to the preschool educational institution acts not only as a consumer and social customer, but also, which is very important, as a partner. The success of cooperation will depend on the mutual attitudes of the family and the kindergarten. They develop most optimally if both parties are aware of the need for a targeted impact on the child and trust each other.

Of great importance are the forms of interaction with the parents of a child who first entered kindergarten. Early age is a valuable age stage in the development of the child. The third year of a person's life is special in all respects. The baby is undergoing intensive physical and mental development, interest in the environment at an early age is involuntary. It is impossible to force a child to watch or listen, he can only be interested. Therefore, in the development of children at an early age, the leading role belongs to an adult: parents and kindergarten teachers.

The kindergarten is the first educational institution that the family comes into contact with. But the kindergarten cannot replace the family, it complements it by performing its own special functions. At the same time, modern family education is not considered as an autonomous factor in personality formation. On the contrary, the effectiveness of home education increases if it is supplemented by a system of other educational institutions with which the family develops relations of cooperation and interaction.

Contacts with parents of children of primary preschool age in kindergarten begin from the moment when they bring the medical card of the future pupil, that is, 3-4 months before the child enters the preschool institution. An initial acquaintance with the parents of babies is organized, during which a conversation and questionnaire are conducted, aimed at studying the specifics of the family: living conditions, family composition, the age of the parents, their level of preparedness in matters of education, etc. In such conversations, it is necessary to find out the child’s habits, behavioral patterns, favorite toys and games, as they affectionately call him at home, what the child already knows how to do, what is still not working, and so on.

Practice shows that in order to establish a dialogue with the families of pupils, it is important for teachers to actively use the language of support and complicity, to make it clear to parents that they are being carefully listened to and heard. This is achieved through a variety of communication methods (active listening, eye contact, an appropriate compliment, a smile, etc.), but not for the sake of meeting the family's expectations in order to make a good impression or assert one's case, but to create an emotionally positive atmosphere of an interested conversation, joint problem solving.

Teachers, getting to know parents, should be told about the developmental features of children of this age. Knowledge of the age and individual characteristics of children allows parents to learn how to communicate with them correctly, increases responsibility for their upbringing and ensures unity and consistency in the requirements for children from all family members.

Special pedagogical knowledge helps develop children's inquisitiveness, observation, the simplest forms of logical thinking, manage play and work, and understand the causes of children's actions. Parents' awareness of the physiological and mental characteristics of young children helps them not only take care of the child's health, but also purposefully develop movements, cultural and hygienic skills, speech, and communication activities.

In addition, educators conduct tours of group rooms in order to acquaint parents in as much detail as possible with the features of the preschool institution, with the conditions and regime of the group. Be sure to demonstrate where children sleep, play, wash, what cultural and hygiene skills are instilled in babies, which is important for parents to take into account for the proper organization of children's lives at home. The educator introduces parents to the educational program, specialists who will work with their children. Parents are shown toys, teaching aids, children's books that the baby will use in the group; in addition, they suggest which toys and aids should be purchased for children, in accordance with the age of the child.

This approach to interaction with parents of young children increases their responsibility for raising children in the family, develops pedagogical activity: mothers and fathers strive to communicate with educators, they begin to be interested in issues related to the formation of the personality of the baby, his inner world, relationships with others; sometimes parents admit the fallacy of some of their parenting methods. As a result, a favorable emotional atmosphere is created in relations between parents and teachers, which ensures joint success in the upbringing, development and socialization of young children, and hence the success of the entire preschool educational institution.

Thus, the relations of the children's educational institution with the family are currently based on cooperation and interaction, provided that the educational institution is open inside and out.

Awareness of the priority of the family led to a change in social position: a kindergarten for the family, and not a family for the kindergarten; to the emergence of new communication links, more conscious and interested participation of parents in the pedagogical process. At the same time, there is a transition from the concept of "work with parents" to the concept of "interaction"; there is a search for a common language of contact and mutual understanding, recognition of each other's strengths and weaknesses.

A child of primary preschool age entering a kindergarten especially needs both maternal support and the care of a teacher. Therefore, the main task of the teacher during this period is to interest parents in the possibilities of joint upbringing of the child, to show parents their special role in the development of the baby.

Consequently, effectively organized cooperation between the family and the preschool educational institution gives impetus to building interaction with the family on a qualitatively new basis, which involves not just joint participation in the upbringing of the child, but an awareness of common goals, a trusting relationship and the desire for mutual understanding. The creation of a union of three social forces: teachers - children - parents is one of the topical issues of today.

2. Modern forms of interaction between the preschool teacher and the family of a child of the third year of life

2.1 Forms of work with the family in domestic pedagogy

By the middle of the 20th century, fairly stable forms of kindergarten work with families had developed, which are considered traditional in preschool pedagogy. Conventionally, they can be divided into the following groups: individual, collective, visual-informational (Table 1).

Table 1 - Forms of work of a kindergarten with a family

Collective forms1. Parent meetings (general, group) - a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a preschool and family. 2. Conferences. 3. Round tables. 4. Excursions around the preschool educational institution in order to familiarize parents with the specialists, profile and tasks of the preschool educational institution. Individual forms1. Educational interviews with parents. 2. Thematic consultations (carried out by experts). 3. Correspondence consultations - a box (envelope) for parents' questions. 4. Visiting the child's family. 5. Correspondence with parents, individual memos. Visual and informational forms1. Recordings of conversations with children. 2. Video fragments of the organization of various activities, sensitive moments and classes. 3. Photos. 4. Exhibitions of children's works. 5. Stands, screens, sliding folders.

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. Let's consider each of the proposed groups in more detail.

The individual form is one of the most accessible forms of establishing a connection with the family. Designed for differentiated work with the parents of pupils, they primarily include conversations with parents, consultations aimed at pedagogical education.

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. The conversation is individual and addressed to specific people.

Consultations are organized to answer all questions of interest to 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.

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.

Collective forms include parent meetings (group meetings 3-4 times a year and common with all parents of pupils at the beginning and end of the year), group conferences, consultations, round tables, etc.

Group parent meetings are an effective form of work of educators with a team of parents, a form of organized acquaintance 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. Traditionally, the agenda includes the reading of a report, although this should be moved away and dialogue should be better carried out using parental activation techniques. At the same time, meetings, both general and group, 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. It also gives insufficient result.

A separate group is made up of visual-informational methods. They play the role of mediated communication between teachers and parents. These include parental corners, thematic exhibitions, stands, screens, sliding folders that acquaint parents with the conditions, tasks, content and methods of raising children, help overcome superficial judgments about the role of kindergarten, and provide practical assistance to the family.

Thus, the analysis of traditional forms of work with the family shows that the leading role in the organization of work with the family is given to teachers. If carried out in good faith, they are useful and necessary to this day. At the same time, it should be noted that in modern conditions these forms of work do not give great results, because. It is impossible to see the problems of each family individually. Conversations, consultations mainly come from educators and are conducted in the direction that seems necessary to them, requests from parents are rare. Visual propaganda, most often, is made out 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. Visiting families by an educator to find out the general conditions of family education has recently caused dissatisfaction among parents due to the deteriorating economic situation of families.

All this indicates that the family is perceived by the public as a pedagogically imperfect factor in the development of a child's personality. Unfortunately, some teachers proceed from the fact that it is they who should “explain” to parents how to raise their children, and choose an edifying tone: they do not advise and offer, but demand; They don't tell, they instruct. All this repels parents. And the result is the same - a kindergarten and parents are engaged in raising a child without interacting with each other. And the forms of work with the family themselves do not give the proper results, since they are aimed at interacting with a wide range of parents, with the entire parent group of the group. Under these conditions, it is impossible to know the individuality of the family and the child, his problems and successes, to get closer and contact, to activate and work together.

Therefore, in modern conditions, kindergarten teams choose a new philosophy of interaction between the preschool educational institution and the family.

2.2 Modern forms of interaction with the family

Currently, as part of the work of the preschool educational institution and the family, innovative forms and methods of working with the family have begun to be actively used.

Modern families, different in composition, cultural traditions and views on education, understand the place of the child in the life of society in different ways. Nevertheless, they are all united in wanting the very best for their baby, but, unfortunately, not everyone is ready to respond to various initiatives of the kindergarten. The task of the teaching staff is to interest parents and involve them in the creation of a single cultural and educational space "kindergarten-family". Solving this problem, teachers are looking for new forms and methods of working with parents. At present, practice has accumulated a variety of non-traditional forms of interaction with the families of pupils. 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. So, T.V. Krotova identifies the following non-traditional forms: information-analytical, leisure, cognitive, visual-informational (Table 2).

Table 2. Non-traditional forms of organizing communication between teachers and parents

Name For what purpose this form is used Forms of communication Information and analytical Identification of the interests, needs, requests of parents, their level of pedagogical literacy Conducting sociological sections, surveys, "Mailbox" Leisure Establishing emotional contact between teachers, parents, children Joint leisure activities, holidays, participation of parents and children in exhibitions with age and psychological characteristics of preschool children. Formation of practical skills for raising children in parents Workshops, pedagogical briefing, pedagogical living room, holding meetings, consultations in an unconventional form, oral pedagogical magazines, games with pedagogical content, pedagogical library for parents Visual and informational: informational and familiarization; information and educational Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children Information brochures for parents, organization of days (weeks) of open doors, open views of classes and other activities for children. Issue of newspapers, organization of mini-libraries, mini-museums

New in the practice of kindergarten work with families is the use of written forms of communication with parents. So, the first step towards mutual understanding can be a letter that comes to parents who are still on the waiting list for kindergarten. In this letter, the teacher talks about how parents can facilitate the upcoming adaptation of the child in kindergarten, instilling the necessary skills, psychologically preparing for the daily parting. Thus, new sections are created in parental corners familiar to all, and parents and children mark each other's mood every morning at the “What is your mood” stand with colored chips. This serves as the first topic of conversation between the teacher and children at the beginning of the day and teaches children and parents to be considerate of each other.

"Ask - we answer" is a mailbox for personal questions of parents. In addition, on the locker of each child there is a place for a business card - a frame into which children insert a picture or drawing and change them during the day as they wish. In the evening, parents and the teacher can discuss the choice of the child, comment on it.

Together with parents, thematic exhibitions are organized, for example, “Things from a grandmother’s chest”, “How our grandfathers fought”, “Bird Waltz”, “Autumn Vernissage”, “Funny Vegetables”, “Golden Hands of Our Grandmothers”. Today, the Museum of One Image is very popular. Such a mini-museum is the result of communication, joint work of the teacher, pupils and their families. A distinctive feature of such a mini-museum is that it occupies a very small space, in addition, everything here can be touched.

One of the forms of interaction is the connection of parents to the life of the preschool educational institution, the organization of their joint activities with children. So, parents of different professions (seamstress, driver, doctor, librarian, artist, etc.) come to visit preschoolers. For example, dad is a fireman, or dad is a policeman, mom is a doctor, introduces pupils to the peculiarities of their profession. Parents take part in various activities with children, film events on camera, provide transport, etc. In addition, parents can be involved in subbotniks, participate in landscaping the territory of the preschool educational institution, take preschoolers to performances, excursions on weekends, visit museums together.

One of the most favorite types of joint activities is the participation of parents in the holidays. Live communication with mom or dad brings special pleasure to children, and parents, plunging into the world of a children's holiday, better understand their children, their desires and interests. Currently, the method of projects is actively used, when parents are involved in the implementation of a certain part of a common task, for example, to familiarize preschoolers with their hometown. They collect information about architecture, names of streets, squares, take photographs, etc. Then they present their work at a common event. This method contributes to the rapprochement of parents, children and teachers.

Activation methods, or active methods, involve the emergence of interest in the proposed material, associations with their own experience, the desire of parents to actively participate in the discussion. Activation techniques reduce the pressure of patterns and stereotypes. Examples of parent activation methods include:

questions to parents in connection with the material presented;

setting discussion questions;

a proposal to discuss two different points of view;

giving examples;

use of video materials, audio recordings of children's statements.

Through the use of active methods, parents find themselves in an exploratory position and at the same time can feel more comfortable and safer in relationships with others, as they begin to receive feedback and emotional support from each other. The methods of forming a conscious attitude to education include:

analysis of pedagogical situations;

analysis of their own educational activities;

solution of pedagogical problems;

homework method;

game behavior modeling.

These methods form a parental position, increase the activity of parents, update the knowledge they have received. They can be used in the process of communication between a teacher and parents in a preschool educational institution at group parent meetings, during individual conversations and consultations. Typical situations are selected for analysis, questions are aimed at analyzing the pedagogical phenomenon: conditions, causes, consequences, motives, and at assessing the phenomenon. You can use the game behavior method. For example, you can give the task to play the situation: “Calm down a crying child”, or “Find an approach to a child who does not regret fulfilling your request”, etc. In a conditional game environment, parents get the opportunity to enrich the arsenal of their educational methods of communication with the child, discover stereotypes in their behavior, which can contribute to the release of them. When parents enter into communication only on a verbal level, they, trying to present themselves in the best light, carefully control their statements, suppressing the naturalness, spontaneity of their behavior. A parent involved in play training literally begins to rediscover the joy of communicating with a child: not only verbally, but also emotionally. Many parents, as a result of participating in such trainings, discover that it is impossible to experience alienation, anger and anger towards a child and at the same time be a happy parent. From "spectators" and "observers" parents become active participants in meetings, immersed in the study of their own behavior, enriching it with new ways of communicating with the child and feeling more competent in family upbringing.

One of the forms of work with parents at the present time is the creation of the Board of Trustees at the preschool educational institution. Its members are the head of the preschool educational institution, parents of children attending this preschool institution, employees of the preschool educational institution, as well as representatives of organizations that finance the activities of the preschool educational institution. The tasks are to promote:

attracting extrabudgetary funds to ensure the functioning and development of preschool educational institutions;

organizing and improving the living conditions of children in preschool educational institutions;

improving the working conditions of the teaching staff;

organization of joint activities with parents.

The participation of parents in the work of pedagogical councils is also very effective - this helps to identify common problems and outline ways to solve them. Attending the teachers' councils "Health and safety of our children", "Learning while playing", parents expressed their opinion on the topic under discussion, made adjustments and suggestions. The participation of parents in the workshops "Portrait of a modern teacher" is also mutually beneficial, where participants exchange views on how a teacher should be who meets the requirements of high morality and the demands of modern society.

Thus, the interaction of teachers and parents in a preschool educational institution is carried out in various forms. Modern forms of work with the families of pupils, in accordance with the new philosophy of interaction between the preschool educational institution and the family, have undeniable and numerous advantages, these are:

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 whose sake this interaction is carried out;

taking into account the individuality of the child: 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 the development and upbringing of the child , which they consider necessary: thus, parents take responsibility for raising a child;

strengthening intra-family ties, emotional family communication, finding common interests and activities;

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

the possibility of taking into account the type of family and the style of family relations, which was unrealistic when using traditional forms of work with parents. The teacher, having determined the type of the pupil's family, can find the right approach for interaction and successfully work with parents.

2.3 Forms of interaction between the educator and the family of the child of the third year of life

At present, the paradigm of a new statehood is being formed, and the idea of reviving Russia on the basis of national culture and spirituality is being sought. Preserving the health and intellect of the nation at the present stage is the main task, in the solution of which the problem of the development of young children is central. In psychology and pedagogy, the uniqueness, originality and great importance of early age for the entire subsequent life of a person have been proven. That is why it is so important for adults to properly communicate with kids, educate and develop them competently.

The problem of creating new content, introducing developing technologies into work with young children in the conditions of preschool education (in interaction with the child's family) today is provided by a sufficient number of basic complex and partial programs.

So, the exemplary educational program "From birth to school" (under the editorship of N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva) was developed in accordance with the current federal state requirements (FGT, Order No. 655 of 11.23. 2009) and is a modern innovative product, a general educational program document for preschool institutions, prepared taking into account the latest achievements in science and practice of domestic and foreign preschool education.

The Program highlights the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to modern scientific concepts of preschool education on the recognition of the inherent value of the preschool period of childhood. The Program lacks strict regulation of children's knowledge and subject centrism in teaching. When developing the Program, the authors relied on the best traditions of domestic education, a special role is given to play activities as a leading one in preschool childhood.

The leading goals of the Program are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of life of a preschooler . These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic.

To achieve the goals of the Program, the following are of paramount importance:

care for the health, emotional well-being and timely comprehensive development of each child;

creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

creative organization (creativity) of the educational process;

the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

respect for the results of children's creativity;

the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

observance in the work of the kindergarten and elementary school of continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

Age from 2 to 3 years, which is aimed at the study - the first younger group. In the section of the Program for a given age, characteristics of the age-related characteristics of the mental development of children, the characteristics of the organization of children's lives, the approximate daily routine and the content of psychological and pedagogical work are given. In the third year of life, children become more independent. Substantive activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved. In addition, an exemplary comprehensive thematic planning and planned intermediate results of the development of the Program are given. At the same time, the solution of program educational tasks is provided not only within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of younger preschoolers.

Direction "Physical development":

The beginning of a child's visit to a kindergarten creates the prerequisites for creating a new social situation of development. It lies in the fact that for the first time the baby goes beyond his family world and establishes relationships with the world of peers and other adults. When he comes to kindergarten, many conditions of his life change dramatically: the daily routine, the nature of nutrition, the temperature of the room, educational methods, the nature of communication, etc. The child is in a state of psycho-emotional stress, because he is cut off from familiar surroundings, familiar faces, familiar communication, and to this is added physiological stress caused by a change in the usual daily routine. It is very important that this transition be smooth, soft, non-traumatic. Therefore, the main goals of interaction between the kindergarten and the family during this period are the creation of the necessary conditions for the development of responsible and interdependent relations with the families of pupils, ensuring the holistic development of the personality of the preschooler, and increasing the competence of parents in the field of education.

The program "From Birth to School" offers a program of upbringing, education and development of a child up to 3 years old, not only in a preschool institution, but also for parents, revealing the general patterns of human development at an early age, tasks, content, forms and methods of raising children, providing full development.

In modern conditions, it is difficult for kindergarten teachers to do without the support of parents, therefore the Program also includes the main forms of interaction with the family:

) Acquaintance with the family: meetings - acquaintances, visiting families, questioning families.

) Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organizing exhibitions of children's art, inviting parents to children's concerts and holidays, creating memos, online magazines, e-mail correspondence.

) Education of parents: organizing a “mother / father school”, “school for parents” (lectures, seminars, workshops), conducting master classes, trainings, creating a library (media library).

) Joint activities: involvement of parents in the organization of evenings of music and poetry, living rooms, competitions, concerts of the family Sunday subscription, weekend routes (to the theater, museum, library, etc.), family associations (club, studio, section), family holidays, walks, excursions, family theater, to participate in children's research and project activities.

The program provides for the following areas of work with the family in educational areas:

Direction "Physical development".

Educational area "Health": to explain to parents how the lifestyle of the family affects the health of the child; inform parents about the factors affecting the physical health of the child (calm communication, nutrition, hardening, movement); talk about the effect of negative factors (hypothermia, overheating, overfeeding, etc.) that cause irreparable harm to the health of the baby; help parents maintain and strengthen the physical and mental health of the child.

To acquaint parents with recreational activities held in kindergarten; explain the importance of children visiting sections, studios focused on the improvement of preschoolers; with the participation of the medical and psychological service of the kindergarten, create individual programs for the improvement of children and support the family in their implementation.

Focus on joint reading of literature on the preservation and promotion of health, watching films.

Educational area "physical culture": to explain to parents (through the design of the appropriate section in the "corner for parents", at parent meetings, in personal conversations, recommending relevant literature) the need to create prerequisites in the family for the full physical development of the child.

Orient parents to the formation of a child's positive attitude to physical education and sports; habits to perform daily morning exercises (this is best done by personal example or through joint morning exercises); stimulation of the child's motor activity by joint sports activities (skiing, skating, fitness), joint outdoor games, long walks in the park or forest; creation of a sports corner at home; purchase of sports equipment for a child (ball, rope, skis, skates, bicycle, scooter, etc.); joint reading of literature on sports; watching films.

To inform parents about the actual tasks of physical education of children at different age stages of their development, as well as about the possibilities of the kindergarten in solving these problems.

To acquaint with the best experience of physical education of preschoolers in the family and kindergarten, demonstrating the means, forms and methods of developing important physical qualities, educating the need for motor activity.

To create conditions in the kindergarten for joint physical education and sports with parents, opening various sections and clubs (for lovers of tourism, swimming, etc.). Involve parents to participate in physical education holidays and other events organized in kindergarten (as well as in the district, city) jointly with children.

Direction "Social and personal development".

Educational area "Socialization": to acquaint parents with the achievements and difficulties of social education in kindergarten; show parents the importance of mother, father, as well as grandparents, caregivers, children (peers, younger and older children) in the development of the child's interaction with society, understanding of social norms of behavior; emphasize the value of each child for society, regardless of its individual characteristics and ethnicity.

To interest parents in the development of children's play activities, which ensure successful socialization, assimilation of gender behavior; help parents to realize the negative consequences of destructive communication in the family, excluding people close to the child from the context of development; to create motivation among parents to preserve family traditions and the emergence of new ones.

Support the family in building a child's interaction with unfamiliar adults and children in kindergarten (for example, at the stage of mastering a new subject-developing environment of a kindergarten, a group - when entering a kindergarten, moving to a new group, changing teachers and other situations), outside it (for example, the input of project activities).

Involve parents in drawing up a cooperation agreement, a program and a plan for interaction between the family and the kindergarten in raising children. Accompany and support the family in the implementation of educational influences.

Educational area "Labor": to study the traditions of labor education that have developed and are developing in the families of pupils; to acquaint parents with the possibilities of labor education in the family and kindergarten; show the need for self-service skills, helping adults, the presence of a child's household duties; to acquaint with the best experience of family labor education through exhibitions, master classes and other forms of interaction.

Encourage close adults to acquaint children with domestic and professional work, show its results, pay attention to the attitude of family members to work. To develop parents' interest in joint projects with children to study the labor traditions that have developed in the family, as well as in their hometown (village).

To draw the attention of parents to various forms of joint work with children in kindergarten and at home, which contributes to the formation of interaction between adults and children, the emergence of a sense of unity, joy, pride in the results of common work; to orient parents to reading together with the child literature devoted to various professions, work, watching films; conduct joint competitions with parents, actions for the improvement and landscaping of the territory of the kindergarten, focusing on the needs and capabilities of children and evidence-based principles and standards.

Educational area "Safety": to show parents the importance of the development of environmental consciousness as a condition for the universal survival of nature, family, individual person, all of humanity; to acquaint parents with situations dangerous to the health of the child that arise at home, in the country, on the road, in the forest, near a reservoir, and ways of behavior in them; to direct the attention of parents to the development in children of the ability to see, realize and avoid danger; inform parents about the need to create favorable and safe conditions for children to stay on the street (observe safety precautions during games and entertainment on carousels, swings, on a hill, in a sandbox, while cycling, while relaxing by a pond, etc. ); talk about the need to create safe conditions for children to stay at home (do not keep medicines, household chemicals, electrical appliances in places accessible to them; keep electrical outlets in order; do not leave children unattended in a room where windows and balconies are open, etc. ).

Inform parents what children should do in case of an unforeseen situation (call for help from adults; give their last and first names; if necessary - the last name, first name and patronymic of parents, address and phone number; if necessary, call emergency numbers).

Involve parents in active recreation with children, expanding the boundaries of the life of preschoolers and forming the skills of safe behavior during the holidays; help parents plan weekends with their children, thinking about problem situations that stimulate the formation of positive behavior patterns in different life situations; emphasize the role of an adult in shaping the child's behavior; to encourage parents by personal example to demonstrate to children the observance of the rules of safe behavior on the roads, respect for nature, etc.; to orient parents to reading together with the child literature devoted to the preservation and promotion of health, watching films. To acquaint parents with the forms of work of a preschool institution on the problem of the safety of preschool children.

Direction "Cognitive-speech development".

Educational field "Knowledge": draw the attention of parents to the possibilities of the intellectual development of the child in the family and kindergarten; to orient parents to the development of the child's need for knowledge, communication with adults and peers; draw their attention to the value of children's issues; encourage them to find answers to them through joint observations, experiments, reflections, reading fiction and educational literature, watching films with the child.

Show the benefits of walking, excursions to get a variety of experiences that cause positive emotions and sensations (visual, auditory, tactile, etc.); together with parents to plan, as well as offer ready-made weekend routes to historical, memorable places, places of rest for citizens (villagers); involve parents in joint research, project and productive activities with children in kindergarten and at home, which contribute to the emergence of cognitive activity; conduct joint competitions, quiz games with the family.

Educational area "Communication": to study the features of communication between adults and children in the family; draw the attention of parents to the possibilities of developing the communicative sphere of the child in the family and kindergarten; recommend parents to use every opportunity to communicate with the child, the reason for which may be any events and related emotional states, achievements and difficulties of the child in developing interaction with the world, etc.; show parents the value of dialogic communication with the child, which opens up the possibility for learning about the world around, exchanging information and emotions. To develop communication skills in parents, using family assemblies, communication trainings and other forms of interaction. Show the value of kind, warm communication with the child, not allowing rudeness; demonstrate the value and relevance of both business and emotional communication. Encourage parents to help the child establish relationships with peers, younger children; to suggest how it is easier to resolve the conflict (controversial) situation.

Involve parents in a variety of content and forms of cooperation (participation in the activities of family and parent clubs, maintaining family calendars, preparing concert numbers (parents - child) for parent meetings, children's leisure activities), which contribute to the development of free communication between adults and children in accordance with cognitive needs preschoolers.

Educational area "Reading fiction": to show parents the value of home reading, which is a way to develop a child's passive and active vocabulary, verbal creativity; recommend to parents works that define the range of family reading in accordance with the age and individual characteristics of the child; show the methods and techniques of familiarizing the child with fiction. To draw the attention of parents to the possibility of developing the child's interest in the course of familiarization with fiction when organizing family theaters, involving him in gaming activities, drawing; guide parents in the choice of art and cartoons aimed at developing the artistic taste of the child; together with parents to hold competitions, literary drawing rooms and quizzes, theater workshops, meetings with writers, poets, employees of the children's library, aimed at understanding the literary heritage; maintain family contacts with the children's library.

Involve parents in project activities (especially at the stage of designing albums, newspapers, magazines, books illustrated with children); Encourage support for children's writing.

Direction "Artistic and aesthetic development".

Educational field "Artistic creativity": using the best examples of family education as an example, show parents the relevance of developing interest in the aesthetic side of the surrounding reality, the early development of children's creative abilities. To acquaint with the possibilities of the kindergarten, as well as nearby institutions of additional education and culture in the artistic education of children; support the desire of parents to develop the artistic activities of children in kindergarten and at home; organize exhibitions of family art, highlighting the creative achievements of adults and children.

Involve parents in active forms of joint activities with children that contribute to the emergence of creative inspiration: classes in art studios and workshops (drawing, painting, sculpture, etc.), creative projects, excursions and walks; orient parents to a joint examination of the decorative and architectural elements of buildings; show the value of communication about what they saw, etc .; organize family visits to the museum of fine arts, exhibition halls, children's art gallery, workshops of artists and sculptors.

Educational area "Music": to acquaint parents with the possibilities of kindergarten, institutions of additional education and culture in the musical education of children; reveal the possibilities of music as a means of beneficial effects on the mental health of the child.

On the example of the best examples of family education, show parents the influence of family leisure (holidays, home music, etc.) on the development of the child's personality, child-parent relationships; involve parents in various forms of joint musical and artistic activities with children in kindergarten, which contribute to the emergence of vivid emotions, creative inspiration, and the development of communication (family holidays, classes in theater and vocal studios, etc.).

Organize meetings of parents and children with musicians, composers, festivals, musical evenings in the kindergarten; inform parents about concerts of professional and amateur groups, in institutions of additional education and culture; together with parents, plan and also offer ready-made weekend itineraries to concert halls, musical theaters, museums of musical instruments, etc. The first step towards cooperation is to get to know the families of pupils even before entering kindergarten, at the end of August, when groups are preparing for the stay children in kindergarten. Parents are invited to come along with their children, which is very important for children, as on the first of September they will enter an already familiar room and familiar teachers. The first meeting with parents should be held in an informal manner, which helps to create a trusting atmosphere. During this acquaintance, the teacher asks the parents what the child likes, what he is interested in; asks to show his favorite toys, books; offers to see an album of photos of future friends; gives him drawings prepared by children for the “new kid”; hands a colorful invitation card. In addition, parents are invited to fill out a questionnaire about children, approximately the following content: how the child is called at home; his appetite and taste preferences; what kind of sleep does the child have and does he require increased attention to himself during the period of falling asleep; can he occupy himself (does he know how to play independently); Is it easy to make contact with children and adults; How does he cope with being separated from his parents? features and habits of the baby; What difficulties do parents experience in the process of bringing up at home.

Questioning helps to navigate the pedagogical needs of each family, take into account its individual characteristics. After getting acquainted with the questionnaires, you can find out the features of the development of the child, his habits, character traits that mom and dad like or bother them; learn about their self-care skills, their play, their relationships with peers and adults. Work with parents goes on throughout the adaptation period. Teachers talk with the parents of their pupils about how children behave at home, what emotions children have at the mention of kindergarten, whether they are nervous in the morning when their parents bring them to kindergarten or behave calmly and naturally.

The “Information Corner for Parents” contains a memo for parents: “What parents need to know about the behavior of children 2-3 years old”, as well as information: about the daily routine in kindergarten and at home, about the joint activities of children and teachers, about upcoming events . During the year, information is updated with new recommendations and material. Here you can also find recommendations from medical workers: the role of the family and kindergarten in shaping the health of children, the basics of hardening, the basics of proper nutrition, and the prevention of beriberi.

Thus, at present, the work of parents and teachers of preschool educational institutions has a pronounced specific nature of cooperation, since both the content and forms of relationships have changed. The content of the teacher's work with parents is realized through both traditional and non-traditional forms of communication.

Traditional forms are divided into collective, individual and visual-informational: collective forms include parent meetings, conferences, round tables, etc.; individual forms include pedagogical conversations with parents; this is one of the most accessible forms of establishing a connection with the family; visual and informational include recordings of conversations with children, video fragments of the organization of various types of activities, regime moments, classes; photographs, exhibitions of children's works, stands, screens, sliders, etc.

Non-traditional forms of communication with parents are built on the basis of dialogue, openness, sincerity, rejection of criticism and evaluation of a communication partner. These include: information and analytical (conducting sociological sections, surveys, "mailboxes", individual notebooks, etc.), leisure (joint leisure activities, holidays, exhibitions of works, circles and sections, clubs of fathers, grandmothers, grandfathers, etc.) , cognitive (workshops, trainings, briefings, living rooms, project, role-playing, simulation and business games, etc.), visual and informational (magazines and newspapers published by preschool educational institutions for parents, open days, open viewings of classes, release wall newspapers, organization of mini-libraries, etc.).

The main principles of work within the framework of new forms of cooperation:

openness of the kindergarten for the family (each parent is provided with the opportunity to know, see how the child lives and develops);

cooperation between teachers and parents in the upbringing of children;

creation of an active developing environment, active forms of communication between children and adults, providing unified approaches to the development of the child in the family and in the preschool educational institution;

diagnostics of general and particular problems in the upbringing and development of the child.

3. Practical part

3.1 Organization of the study

A practical study was conducted on the basis of the Municipal Budgetary Preschool Educational Institution "Kindergarten No. 7" Sun "(MBDOU d / s No. 7) Zelenogorsk, Krasnoyarsk Territory.

The mission of the institution: the development of key social and personal competencies of pupils through the qualitative satisfaction of educational needs based on innovative technologies.

MBDOU "Kindergarten No. 7" implements the main educational program of the preschool educational institution, developed on the basis of the exemplary general educational program "Development +". The program of education and training in kindergarten for young children "From birth to school".

Based on the analysis of existing concepts for the development of preschool education, the leading directions in the preschool educational institution include the assertion of humane subjects - subject relations, the development of creative abilities, the intellectual powers of children; individual creative development of the personality of the child.

The interaction of educators and families is one of the priority tasks of MBDOU d / s No. 7, and is carried out using a structural-functional model, which consists of three blocks: information-analytical, practical and control-evaluative.

The information-analytical block involves the collection and analysis of information about parents and children, the study of families, their difficulties and requests, the education of parents, the transfer of necessary information to them on a particular issue, the organization of productive communication of all participants in the educational space, i.e. exchange of thoughts, ideas, experience of family education. The tasks to be solved in this block determine the forms and methods of further work of teachers.

The work of this block includes:

survey, questioning, patronage, interviewing, observation, study of medical records, information sheets, newspapers, memo sheets, a library for parents, booklets, photo exhibitions, etc.;

creative homework (offered at the first meeting with the child) - fill out the “This is me” questionnaire, which will help teachers learn more about the child; design a house "Our family house" (blanks are offered for designing a house in which the child, together with his parents, will place photos of his family members); draw your palm, where on each finger mom or dad will write how family members call the child at home. Such creative tasks contribute to the development of the interest of the child and parents in their new conditions, help to feel the interested attitude of educators towards their future pupil. These creative tasks will later become the pages of the child's "Family Album";

"Entertaining pages" are issued to inform parents about the educational process within the framework of a thematic week. From such pages, parents will learn about the information that will be offered to children, as well as recommendations for fixing this or that material;

in the corners of Health, parents are offered various information about childhood diseases and their prevention in the form of information sheets, various consultations, memos, booklets.

The practical block involves practical activities that are associated with the inclusion of parents in a single educational process of the preschool educational institution, and related to the development of children. The forms and methods of work used by teachers of preschool educational institutions depend on the information obtained in the analysis of the situation of the first block, these are:

activities for the improvement of children, the production of non-traditional benefits, the organization of excursions, trips, family exhibitions, photo exhibitions;

"Mom's (dad's) five-minute" - moms or dads "tell" (draw up with pictures, drawings, etc.) to children either about their profession, or about their sports hobbies, or about their favorite childhood books, etc. This form of work contributes to the rapprochement of parents and their children, contributes to the education of children's respect for their parents, develops children's interest in the world of adults;

“Day off with the whole family” - teachers, together with the children, prepare invitations for parents to any family event (going to the theater, library, skiing, etc.). In addition, parents and children are offered a "traveler's leaflet", which offers questions that can be discussed with children during a walk or excursion, some kind of creative task, etc.

The indicators of its effectiveness are:

satisfaction of parents with the work of the preschool educational institution;

satisfaction of parents with the nature of their interaction with teachers and heads of preschool educational institutions.

The control and evaluation block involves an analysis of the effectiveness of activities carried out by kindergarten specialists (in quantitative and qualitative terms), basic data on the effectiveness of the work done.

To determine the effectiveness of joint work with parents, a survey or questionnaire is used, which are conducted immediately after any event. Parents leave their small reviews about the event, which are drawn up in the "Portfolio of the group » and illustrated with photographs from the event.

As the analysis of the work showed, such a system of cooperation with the family effectively contributes to the formation of parents' experience in managing children's activities.

However, there are also problems of interaction, the main of which is the busyness of modern parents, which does not always allow them to be near the child at important moments in his life. Meanwhile, early age is a period of small achievements, it is at this age stage that the child is actively developing and learning about the world around him, so the participation of parents is very important for the development of the baby, and the organization of interaction with parents of young children is of great importance. This indicates the need to integrate family education and preschool education, the transition to a qualitatively new content of education, a change in the style and forms of interaction between the preschool institution and the family, and the active involvement of parents in interaction with preschool teachers.

The study of the forms of interaction was carried out in the 1st junior group "Gnomes". 18 parents of children took part.

The purpose of the study: to identify the preferred forms of interaction between the teacher of the group and the parent.

Taking into account the relevance of this problem, for the coordinated work of the educator and parents, we set ourselves the need to solve the following tasks:

identify preferred forms of interaction between preschool educational institutions and parents;

encouraging parents to actively participate in the life of the kindergarten;

making parents responsible for their children;

education of parents in matters of raising children in the family.

.2 Study results

The annual long-term work plan of the educator of the 1st junior group "Gnomes" with parents includes:

) Information and analytical block.

At a younger preschool age, the main task of the teacher is to interest parents in the possibilities of joint upbringing of the child, to show parents their special role in the development of the baby. To do this, the educator introduces parents to the features of the preschool institution, the originality of the day regimen of the group and the educational program, and the specialists who will work with their children. 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. Therefore, the tasks of the information and analytical unit for organizing communication with parents are:

collection, processing, use of data on the family of each pupil;

identifying their needs for educational services;

determination of the level of pedagogical culture,

identification of possible forms of interaction.

To solve the set tasks, we held the first parent meeting "Your child has come to kindergarten."

When working with parents of young children, in order to obtain the most complete information on certain issues of interaction, analyze it and correctly plan further work in this direction, due to the age characteristics of children of this age, the method of collecting information - questioning parents is actively used.

In order to study the social portrait of the parents of pupils, we conducted a survey using the "Let's get to know each other" questionnaire.

Figure 1 - Social portrait of pupils' parents, %

The results of the questionnaire are as follows (Fig. 1): the composition of the families of pupils: complete 86%, incomplete 14%, large families 7%. The social status of parents: employees 70%, workers 18%, unemployed 12%. Education of parents of pupils: higher 41%, secondary special 35%, secondary 24%. Thus, in general, the contingent of parents of our pupils is socially prosperous, mainly children of employees, the percentage of complete families prevails, 12% are mothers - housewives. In more than 40% of families, one of the parents has a higher education.

The level of pedagogical culture of the child's parents was determined by us using a questionnaire. The results of the survey indicate the need to educate their pedagogical culture: 10% receive pedagogical knowledge from the media; 30% read pedagogical literature; 60% of families receive pedagogical knowledge from life experience. In addition, 20% of parents answered that this knowledge helps them in raising children; 45% - chose the answer "rather no than yes" and 35% of families answered that knowledge does not help in solving the problems of education.

None of the parents answered that there were no difficulties in upbringing. Parents face the following difficulties in upbringing: disobedience of the child - 40% of families; do not support other family members - 20%; 25% of families lack pedagogical knowledge; the child is restless, inattentive - 15%.

In general, the data obtained allow us to conclude that at the time of the study of the pedagogical culture of parents, only 15% had a high level, 40% had an average level, and 45% had a low level.

The results of the questionnaire "Identification of the needs of parents" showed the following: 7 parents would like to see the attitude of the employees of the preschool educational institution respectful; 5 parents - friendly, kind, polite; 2 - everything suits; the rest did not answer the question.

Then we analyzed our own pedagogical activity, without which it would be difficult for us to choose the appropriate methods of interaction and it turned out that educators, when asked “What forms of interaction with the family do you use in your daily work with parents”, prefer traditional methods, such as: consultations, conversations, meetings , pedagogical literature, visual aids, sliding folders.

% of parents joint activities in holding children's holidays and leisure;

% of parents prefer a non-traditional meeting of parents (in the form of game training, discussions, round tables, seminars, etc.);

% open classes with children for parents;

% participation in the work of the parent club;

% visual design of stands together with parents;

% joint competitions;

% expert advice;

% individual conversation.

Figure 2 - Forms of interaction preferred by parents, %

So, the most acceptable forms of interaction between parents and the teacher of the preschool educational institution, which were identified during the study, are: joint activities with children and practical exercises in the form of training, discussion, round table, seminars.

2) Practical block. The tasks of this stage are the direct communication of the educator with the parents in accordance with their requests.

The forms and methods of work depend on the results obtained in the analysis of the problems of the first block, namely:

To improve the pedagogical culture of parents.

To involve parents in the life of the garden through the introduction of the most effective and preferred forms of work with the family of a child of the third year of life.

To do this, we used cognitive, leisure and visual-information forms of work with parents.

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 parents' practical skills in raising children. And although an important role continues to belong to such forms of communication as meetings, group consultations. At the same time, at the request of parents, we organize meetings in a non-traditional form, namely: round tables, workshops, trainings, etc.; we arrange a pedagogical briefing, a pedagogical lounge, oral pedagogical magazines, games with pedagogical content, a pedagogical library for parents.

At the same time, communication between teachers and parents is based on the following principles: dialogue, openness, sincerity in communication, rejection of criticism and evaluation of a communication partner. So, at the beginning of the academic year, consultations were held on the topic “Peculiarities of the development and upbringing of children of 3 years of age”. And within the framework of an organized round table, we raised the issues of physical education of a young child in the family on the following topics: “Fundamentals of a healthy lifestyle”, “How to acquaint kids with the values of a healthy lifestyle”, “Features of hardening a child in kindergarten and family”, “Development movements of young children.

We presented to parents the components of health-saving activities included in the educational process of the preschool educational institution that can be used in the family: morning exercises, finger and breathing exercises. They did this by showing a video film, performing physical exercises by parents. At the end of the meeting, parents and children performed physical exercises, musical and rhythmic movements. And following the results of the round table, a survey was conducted, which showed that the majority of parents are positive, demonstrate their readiness to attend parent-teacher meetings and discuss issues of concern to them.

Leisure forms of communication organization are designed to establish informal relationships between teachers and parents, as well as more trusting relationships between parents and children. 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. Joint leisure activities include the participation of parents and children in joint holidays, exhibitions, and games.

In order to organize joint leisure and creative activities of parents and children, we held joint classes and sports activities. For example, joint sports activities "Merry Physical Education", "I'll Grow Like a Dad" for parents and young children. In terms of content, joint sports holidays are physical exercises, fun relay races, outdoor games, riddles, meetings with fairy-tale heroes, unexpected surprises, demonstration performances of children.

Joint parent-child activities allow not only parents to see the positive aspects of the child, but also children - to perceive parents in a new way - as allies. After all, a parent participating in all activities knows the problems and ways to overcome them, tries to understand the feelings of the child, his point of view. And in children who constantly feel the support, understanding of their parents, self-esteem and self-confidence increase.

Thanks to joint leisure activities, the child develops not only cognitive interest, mental activity, fine and gross motor skills, but also influences the creation and maintenance of a favorable psychological microclimate, contributes to the emergence of joyful emotions in both children and adults.

Visual and informational forms of organizing communication between teachers and parents solve the problem of familiarizing 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.

We constantly informed parents about various facts from the life of children in kindergarten, about the state of each child (his well-being, mood), about the development of children. The sources of information received by parents are: the release of newspapers, magazines, family calendars, various information brochures and booklets, stands, the organization of pedagogical mini-libraries.

Traditional stands contain operational information that is of the greatest interest to educators and includes information about expected or past events in the group: promotions, competitions, rehearsals, exhibitions, meetings, joint projects, weekend excursions, etc. It meets the information needs of the family, is well structured and aesthetically designed, the text is combined with photographs, illustrative material. It is non-traditional that for the design and preparation of poster information, we recommend involving the parents of pupils - this is of particular interest to them, because. they are aware of their responsibility for the timely promotion of relevant information for them.

And such forms as the handwritten book "Introducing the child to a healthy lifestyle in our family", the child's portfolio, family newspapers, contribute to the dissemination of family experience in the upbringing and physical development of a young child in the family.

One of the most relevant forms of work with the family has become parent-child events: meetings - workshops, game projects, the purpose of which is to create conditions for the establishment and development of partnerships and cooperation between the teacher, parent, child.

) Control and evaluation block.

As part of the control and evaluation block, to determine the effectiveness of the work done, we used repeated diagnostics, observation and recording of the activity of parents immediately after a particular event. The following results have been achieved:

) The percentage of attendance and participation of parents in events held at the preschool educational institution has increased (joint creative, sports, educational and social projects; parent meetings; consultations; master classes, etc.)

) Increased satisfaction of parents with the services provided in the preschool educational institution (according to the results of the survey): from 67% to 88% c.

) The satisfaction of parents with the forms of interaction in the preschool educational institution has increased (according to the results of the survey): from 54% to 92%.

The work on interaction with the family within the framework of the study was aimed at involving the parents of pupils in pedagogical activities, as a result of which:

) Parents became active participants in exhibitions and competitions at the preschool level:

"Miracles from an ordinary garden" (crafts made from natural material).

"The happiness of motherhood" (wall newspapers for Mother's Day).

“Vitamins and family are inseparable friends!” (newspapers for Health Day).

"The most original Christmas decoration" (DOE).

"Congratulations to the kindergarten" (greeting cards for the birthday of the kindergarten).

) They shared the experience of family education through information stands in groups and in the lobby of the kindergarten: "Family passion", "Joy of creativity", "One, two - we are a sports family."

) Together with the teachers, we built a snow town on the territory of the kindergarten.

) Took part in the competitions "Familiar Stranger" and "Each Birdie in a Feeding Trough", held as part of the city action "Winter Planet of Childhood".

) Parents have become regular participants in holidays and sporting events:

sports entertainment "Exercising with Mom" (40% of parents), "Funny Starts" (50% of parents), "Kids and Carlson" (70% of parents);

entertainments were held jointly by the music director, educators, specialists and parents: "Mother's Heart" (for Mother's Day), "Constellation of Talents";

) As part of the celebration of the “Family Day”, the parents of the pupils had the opportunity to learn how to sculpt the “Bird of Happiness” from salt dough;

) In April, within the framework of the city action "Stop violence against children", a parent conference "Great rights for a small person" was held,

) During the year, thematic exhibitions of children's drawings, poster information for parents functioned in the preschool educational institution.

Thus, the study showed the effectiveness of using the structural-functional model of interaction in working with families, which contributes to a more effective inclusion of parents in a single educational process of preschool educational institutions. At the meeting following the results of the adaptation period, we found that as a result of the active pedagogical position of parents, a favorable microclimate is maintained in the group and in the family, and children adapt more easily to kindergarten.

An analysis of the practical stage of the work showed that the position of parents has become more flexible, now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children. As a result of the use of various forms and methods of communication with parents, both traditional and non-traditional, the educational skills of parents have been significantly enriched. So, if at the initial stage only 10% of parents regularly read pedagogical literature, purposefully dealt with the problems of raising children, wanted to participate in work with preschoolers in kindergarten, then after working with parents their number increased significantly - up to 30%. Parents have become more conscious of all activities, have mastered the techniques of effective interaction with the child, and the pedagogical level of culture of parents has noticeably increased from 15% to 45%.

The performance indicator is the increase in parental satisfaction with both the level of upbringing and education of children in the preschool educational institution, and the forms of interaction with teachers and leaders of the preschool educational institution: workshops, discussions, a round table, creative workshops, as well as joint activities with children in the form of a variety of joint leisure activities and sports events.

In the course of the study, the forms of interaction preferred by parents with the preschool teacher were identified, which were successfully implemented. New forms of cooperation with parents have been introduced: master class, workshops; a wide information environment for parents has been created: information stands, regular presentations of various projects. As a result, what happened:

increasing the pedagogical and psychological literacy of parents in the upbringing and education of young children (parent-teacher meetings, consultations, conversations, exhibitions, visual pedagogical information, etc.);

inclusion of parents in the educational process (organization of leisure and sports events);

Parents have become more conscious of the proposed activities, have mastered the techniques of effective interaction with the child and the creation of a healthy psychological climate in the family.

Parents began to show a sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. All parents began to attend parent meetings, they actively participate in holidays and entertainment, project activities. Gradually, the misunderstanding and distrust of the parents disappeared.

Thus, such changes allow us to talk about the effectiveness of using this model of work with parents - this allows us to structure the activities of the teaching staff, both at the level of a separate group of kindergarten, and at the level of an institution. Such cooperation with preschool teachers helps parents apply the acquired knowledge and skills with their children at home.

Conclusion

In the first chapter, a theoretical analysis of the problem of interaction and cooperation is carried out in the light of the new philosophy of interaction between the preschool teacher and the family of a child of the third year of life. The meaning of such concepts as "interaction" and "cooperation" is specified; psychological and pedagogical foundations of interaction between the family and the teacher.

The second chapter is devoted to modern forms of interaction between the preschool educational institution and the family. Modern forms of work with the families of pupils, in accordance with the new philosophy of interaction between the preschool educational institution and the family, have undeniable and numerous advantages. The main areas of work with parents: information-analytical, cognitive direction, visual-information direction, leisure direction. The goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, to educate the need to share their problems with each other and solve them together.

In the third chapter, a study was conducted to identify the preferred forms of interaction between the educator and the parent in the 1st junior group "Gnomes" of kindergarten No. 7 in Zelenogorsk.

The interaction between educators and the family is carried out using a structural-functional model, which consists of three blocks: information-analytical, practical and control-evaluative. To implement these activities, cognitive, leisure and visual-informational forms of work with parents were used.

The study revealed that parents prefer modern models of interaction with the preschool teacher, which were successfully implemented: a master class, workshops, various projects; a wide information environment for parents has been created: information stands, regular project presentations, etc.

The following results have been achieved:

) The satisfaction of parents with the services provided in the preschool educational institution increased from 67% to 88% c.

) The satisfaction of parents with the forms of interaction in preschool educational institutions increased from 54% to 92%.

) The pedagogical culture of parents in the upbringing and education of young children has increased from 15% to 45%.

) The educational skills of parents have increased from 10% to 30%.

The number of parents who actively participate in events has significantly increased: joint creative, sports, educational and social projects; parent meetings; consultations; master classes, etc.

Thus, the study confirmed the effectiveness of the use of non-traditional forms of interaction, which contribute to a more effective inclusion of parents in the unified educational process of preschool educational institutions. As a result of the introduction of new forms of interaction, the educational and upbringing skills of parents have significantly increased, they have become active participants in exhibitions and competitions, shared their experience in family education through information stands, took an active part in holidays and sports events, etc.

Consequently, the tasks facing us have been completed, and the goal has been achieved.

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Zimina Irina Petrovna
Job title: educator
Educational institution: MBDOU Kindergarten №13 "Kolosok"
Locality: Nizhny Novgorod region, the city of Kulebaki, the village of Murzitsy
Material name: Essay
Subject:"Interaction of family and preschool educational institution"
Publication date: 01.04.2017
Chapter: preschool education

Introduction

1 Concepts of interaction and cooperation

2 Principles of interaction between the preschool educational institution and the family

3. The main areas of work of the preschool educational institution with the family

4. Forms of interaction between the educator and the child's family

Conclusion

Bibliography

Introduction

At present, the interest of teachers and leaders has increased markedly

preschool institutions to work with the family. According to the Concept

modernization of Russian education, the family must be active

the subject of educational policy. Achievement of strategic goals

modernization of education is possible only in the process of constant

interaction of the educational system with various representatives, in

including with the family as a social institution.

Family education has always played a decisive role in

development of the personality of a small child. At the same time, development

the child is influenced by the environment in which he is, namely

preschool educational institution. In kindergarten, the whole life of a child

subject to a whole system of rules and requirements: the rules of organization and

life, behavior in a group of peers, etc. As well as

every family, preschool institution has an established system

values and traditions. Sometimes they not only do not coincide, but completely

are opposite to them. Their educational functions are different, but for

the comprehensive development of the child requires their interaction. In connection with

this creates an urgent need to establish close contact

between kindergarten and family.

The modern family is one of the main actors

institutions for the formation of the child's personality, the formation of

moral and positive potential, it is in the family that children acquire

the first experience of social life, receive lessons in morality, in the family

their character is formed, their horizons expand, the initial

life positions. At the same time, a lot for the child depends on

developing relationships between teachers and parents. Interests

the child may suffer if the relationship between the employees of the preschool educational institution and

parents did not work out.

The activities of parents and educators in the interests of the child can

be successful only if they become allies, which

will allow them to get to know the child better, to see him in different situations, and thus

helping adults to understand individual characteristics

children, the development of their abilities, the formation of valuable life

guidelines, overcoming negative actions and manifestations in behavior.

Therefore, one of the main tasks of the kindergarten, teachers and psychologists

is to establish a positive relationship between

educators and parents, development of new forms of work with parents

to promote pedagogical knowledge, to attract the attention of parents to

child and highlighting the consequences of negative relationships in the family

The purpose of the study: to identify preferred forms of interaction

DOW and parents.

Object of study: the interaction of the preschool educational institution and the family.

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

To achieve this goal, the following tasks have been put forward:

- to study the interaction between the preschool educational institution and the family;

– consider the psychological and pedagogical foundations of family interaction

and teacher;

- to characterize the modern forms of interaction of the educator

preschool with families;

- identify the preferred forms of interaction between the educator

kindergarten and parents.

The theoretical basis was the works of domestic psychologists and

teachers on the problems of interaction between the teacher of the preschool educational institution and the family of children

preschool age.

1 Concepts of interaction and cooperation

Today, all experts recognize the importance of involving parents in

participation in the work of the kindergarten, but in real relationships

educators and parents there is a certain disharmony.

These relationships can be hindered by both personal and

professional factors that may lead to the formation

personal and professional prejudices, and prevent families from becoming

active participants in the upbringing of their children. Analysis of the current

situation shows that at the moment there are a number of contradictions:

- between the low level of pedagogical culture and insufficient

knowledge of the basics of psychology by parents and the lack of a system for teaching them

in a preschool;

- between the desire of parents to be active in the preschool educational institution and

the strictly regulatory nature of the activities of the institution;

between the rights and obligations of parents and their inability to

enjoy;

- between the need to build work with the family on the basis of

interaction and cooperation and the inability of teachers to conduct this work.

Recognition of the priority of family education, novelty of relationships

family and preschool institution is defined by the concepts of "cooperation"

and "interaction". Interaction is a way

organization of joint activities, which is carried out on the basis of

social perception and through communication.

The result of the interaction are certain

relationships, which, being an internal personal basis

interactions depend on the relationship of people, on the position

interacting. The term "interaction", in the context of interaction

educational institution and family, was revealed in the works of T.A. Markova,

where the interaction was seen as the unity of the lines of education with the aim

solving the problems of family education and was built on the basis of a single

understanding. The interaction of preschool teachers with parents involves

mutual assistance, mutual respect and mutual trust; knowledge and account of the teacher

conditions of family upbringing, and by parents - the conditions of upbringing in

kindergarten. It also implies the mutual desire of parents and

teachers to keep in touch with each other.

Collaboration is at the heart of the interaction between the preschool educational institution and the family

teachers and parents, which implies equality of partners' positions,

respectful attitude towards each other, taking into account individual

opportunities and abilities. Collaboration is not only

mutual actions, but also mutual understanding, mutual respect, mutual trust,

mutual knowledge, mutual influence. Active collaboration between teachers and

parents allows you to get to know each other better, helps to strengthen their

relationships. The highest point of interaction between the preschool educational institution and the family

is a commonwealth, which implies the association of someone,

based on friendship, unity of views, interests, and presupposes, first of all,

of everything, openness towards each other.

Thus, the main point in the context of "family - preschool

institution" - close cooperation and personal interaction of the teacher

Preschool educational institution and parents in the process of raising a child. Parental love gives

a person "margin of safety", forms a sense of psychological

security. Educators are the first helpers of parents, children are in their hands

become inquisitive, active, creative.

Renovation of the preschool education system, humanization processes

and democratization in it led to the need to intensify

interaction between the preschool institution and the family. Family is unique

primary society that gives the child a sense of psychological

security, "emotional rear", support, unconditional

unconditional acceptance. This is the enduring meaning of the family for a person.

in general, but especially for preschoolers. They also talk about the same

modern specialists and scientists in the field of family (T.A. Markova,

O.L. Zvereva, E.P. Arnautova, V.P. Dubrova, I.V. Lapitskaya and others). 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 it is, and just the way it is, and for the fact that it just is.

The family for the child is also a source of social experience. Here

he finds role models, this is where his social

birth. And if we want to raise a morally healthy generation, then

should solve this problem "with the whole world": kindergarten, family,

public. Therefore, it is no coincidence that in recent years it has begun to develop

and introduce a new philosophy of interaction between the family and preschool

institutions. It is based on the idea that the upbringing of children is

parents are responsible, and all other social institutions are called upon

support and complement their educational activities.

The new philosophy of interaction between the family and the preschool educational institution also involves new

relationship. Having their own special functions, they cannot replace each other,

Therefore, establishing contact between them is a necessary condition.

successful upbringing of a child of primary preschool age.

The main purpose of the family and any educational institution

- the formation of the personality of the child. Parents and teachers are the two most powerful

forces, the role of which in the process of formation of the personality of each person

impossible to exaggerate. To grow from a small child

a full-fledged person: cultural, highly moral, creative and

socially mature personality, it is necessary that teachers and parents

acted as allies, shared with children their kindness, experience,

knowledge. Here, mutual understanding is of particular importance, mutual

addition, co-creation of preschool educational institutions and families in upbringing and education

the rising generation.

In this context, the family in relation to the preschool educational institution acts not only

as a consumer and social customer, but also, what is very important, in the role

partner. The success of cooperation will depend on the mutual attitudes of the family

and kindergarten. They fold most optimally if both sides

aware of the need for a targeted impact on the child and

trust each other.

Kindergarten is the first educational institution with which

family comes into contact. But the kindergarten cannot replace the family, it

complements it by performing its own special functions. At the same time, modern

family education is not seen as an autonomous factor

personality formation. On the contrary, the effectiveness of home education

increases if it is supplemented by a system of other educational

institutions with which the family develops cooperative relationships,

interactions.

Practice shows that in order to establish a dialogue with families

pupils, it is important for teachers to actively use the language of support and

participation, to make it clear to parents that they are being carefully listened to and heard.

This is achieved through a variety of communication methods.

(active listening, eye contact, appropriate compliment, smile, etc.), but not

to meet the family's expectations, to make a good impression

or assert one's innocence, but in order to create an emotional

positive atmosphere of interested conversation, joint

problem solution.

Awareness of the priority of the family led to a change in social position:

a kindergarten for a family, not a family for a kindergarten; to the emergence of new

communication links, more conscious and interested participation

parents in the educational process. In doing so, there is a transition from

the concept of "work with parents" to the concept of "interaction"; search in progress

common language of contact and mutual understanding, recognition of strengths and

each other's weaknesses.

Therefore, effectively organized cooperation between

family and preschool provides an impetus to build interaction with the family on

a qualitatively new basis, involving not just joint participation in

raising a child, and awareness of common goals, trusting attitude and

desire for mutual understanding. Creating an alliance of three social forces:

teachers - children - parents - one of the topical issues of today.

2 Principles of interaction between the preschool educational institution and the family

The new philosophy of interaction between teachers and parents includes

the following principles.

The principle of transition from cooperation on the exchange of information and

promotion of pedagogical knowledge to cooperation as an interpersonal

communication between the teacher and parents of a dialogical orientation. key

the concept here is a dialogue, which means personal-

equal communication, joint acquisition of experience.

Interaction also implies a non-judgmental style of relationship.

The inadmissibility of analyzing the personality of the parent according to the degree of his pedagogical

"literacy-illiteracy", "activity-passivity", "readiness-

unwillingness to cooperate.

Confidentiality implies the readiness of the teacher tolerantly

treat the fact that family members of small pupils for different

reasons may withhold material information from him.

Relevant today is the orientation in the content of communication to

problems affecting the development of children, taking into account requests and wishes

parents in knowledge. In a good sense of the word, this means that the teacher

"goes on about" the parents. It is also a trusting relationship between

teachers and parents, self-interest, emancipation

the latter, suggesting liberation from old views, the emergence

reflective attitude towards their work. Implementation of this principle

implies a refusal to criticize the interlocutor, the ability to interest him,

focus on the analysis of their own educational activities.

As already noted, the main point in the context of "family -

preschool institution" - personal interaction between the teacher and parents

in the process of raising a child. Therefore, it is especially important at present

is the implementation of the principle of openness of the kindergarten for parents. This

The principle assumes that parents can have the opportunity freely, according to

at their own discretion, at a convenient time for them to get acquainted with the activities

baby in kindergarten, the style of communication of the teacher with preschoolers,

getting involved in the life of the group. As part of a closed kindergarten, go to

new forms of relations between parents and teachers is impossible. Involvement

parents in the educational process of the institution is called "openness

kindergarten inside. Cooperation of preschool educational institutions with social institutions,

its openness to the influences of the micro-society, i.e. open kindergarten

outside", is also today one of the activities

preschool institution.

The new principles of interaction include variability

needs to study both new topics and old ones in a new sound.

Therefore, teachers need to build work with parents, using

various forms of education, shaping parents as educators.

Since interaction at the present stage is not limited to

pedagogical education, it is necessary to clarify and expand the concept

"interaction" with such a characteristic as the ability of parents to

reflections. The task of forming one of the components in parents

pedagogical reflection - the ability to self-critically evaluate oneself as

educator, their educational activities, stand in place

educator and look at the situation through his eyes. This is especially

relevant for young fathers and mothers, because they are just beginning to

stack parent position. From the development of this skill

depends on the nature of the relationship between parents and the baby, their success

further educational activities. Formed by parents

the desire to understand the child, the ability to creatively apply the received

pedagogical knowledge will contribute to the emergence of mutual understanding

between them, emotionally positive, conscious, moral

motivated attitude of the child to the requirements of the adult.

Toward new principles of interaction between preschool educational

institutions and families include the formation of parental competence,

which involves the integration of different aspects of personal

parental experience: cognitive; emotional; touch;

communicative; reflective, etc.

Competence includes not only a cognitive component, but

both emotional and behavioral, that is, the ability to apply the received

knowledge in practice, the formation of pedagogical reflection. Quality

parental competence will be found in the ability of an adult

find an accurate and sincere joint language in any communication situation

contact with the child, including a variety of verbal and

non-verbal behavior of the subjects of communication, which will allow an adult

stay connected with the child. When the choice of response to

the behavior of a preschooler is recognized by his parents, he becomes free from

habitual stereotyped reactions and "automatisms" of behavior.

Thus, the main goal of interaction is to establish

uniting in one team, the need to share with each other their

problems and solve them together.

3. The main areas of work of the preschool educational institution with the family

By the middle of the 20th century, fairly stable forms of work had developed.

kindergarten with a family, which in preschool pedagogy is considered to be

traditional. Conventionally, they can be divided into the following groups:

individual, collective, visual and informational (Table 1).

Table 1 - Traditional forms of kindergarten work with families

Collective

1. Parental meetings (general, group) - a form of organized

familiarization of parents with the tasks, content and methods of raising children

a certain age in the conditions of the preschool educational institution and the family.

2. Conferences.

3. Round tables.

4. Excursions around the preschool educational institution in order to familiarize parents with specialists, profile

and tasks of the DOW.

Individual

1. Pedagogical conversations with parents.

2. Thematic consultations (carried out by experts).

3. Correspondence consultations - a box (envelope) for questions from parents.

4. Visiting the child's family.

5. Correspondence with parents, individual memos.

Visually-

informational

1. Recordings of conversations with children.

2. Video clips of the organization of various types of activities, regime

moments and activities.

3. Photos.

4. Exhibitions of children's works.

5. Stands, screens, sliding folders.

These are forms of work that have stood the test of time. Their classification,

structure, content, efficiency are described in many scientific and

methodological sources.

Analysis of traditional forms of work with the family shows that the leading

the role in the organization of work with the family is given to teachers. At

conscientiously carried out, they are useful and necessary to this day. At the same

time, it should be noted that in modern conditions these forms of work

does not give great results, tk. impossible to see the problems of each

families individually. Conversations, consultations mainly come from

educators and are led in the direction that seems necessary

them, the request from the parents is rare. Visual propaganda, most often,

is made out by teachers in the form of stands, thematic exhibitions. Parents

they get to know her purely mechanically when they take the children home from the group.

A visit to the family by an educator to clarify the general conditions of the family

parenting has recently caused dissatisfaction among parents due to

deteriorating economic situation of families.

All this indicates that the family is perceived by the public

as a pedagogically imperfect factor in the development of a child's personality.

Unfortunately, some teachers proceed from the fact that they should

"explain" to parents how to raise their children, and choose

didactic tone: they do not advise and offer, but demand; do not suggest, but

instruct. All this repels parents. And the result is one - kindergarten and

parents are engaged in raising a child without interacting with each other.

And the forms of work with the family themselves do not give proper results, since

aimed at interacting with a wide range of parents, with all

group parent team. Under these conditions, it is impossible to know

the individuality of the family and the child, his problems and successes, to get closer and

contact, activate and work together.

Currently, as part of the work of preschool educational institutions and families, they have begun to actively

use innovative forms and methods of working with the family.

Modern families, different in composition, cultural traditions and

views on education, differently understand the place of the child in life

society. However, they are all united in wanting the very best for

their baby, but, unfortunately, not everyone is ready to respond to

various kindergarten initiatives. The task of the teaching staff

to interest parents and involve them in the creation of a unified cultural and

educational space "kindergarten-family". Solving this problem,

teachers are looking for new forms and methods of working with parents. At present

time practice has accumulated a variety of non-traditional forms

interactions with families of pupils. They aim to establish

informal contacts with parents, drawing their attention to children's

garden. Parents get to know their child better because they see him in another,

a new environment for themselves, get closer to the teachers. So, T.V. Krotov

identifies the following non-traditional forms: information-

analytical, leisure, cognitive, visual and informational

Table 2. Non-traditional forms of organization of communication between teachers and

parents

Name

What is the purpose of this form?

Forms of communication

Information-

analytical

Identification of interests, needs,

requests of parents, their level

pedagogical literacy

Conducting sociological surveys,

polls, "Mailbox"

Leisure

Establishing an emotional connection

between teachers, parents, children

Joint leisure, holidays, participation

parents and children in exhibitions

cognitive

Informing parents about age

and psychological characteristics

preschool children.

Formation in parents

practical skills for raising children

Workshops, pedagogical

briefing, pedagogical lounge,

meetings, consultations

unconventional form, oral

pedagogical magazines, games with

pedagogical content,

pedagogical library for

parents

Visually-

informational

: information-

fact-finding;

information and

educational

Introducing parents to work

preschool,

features of child rearing.

Formation of parents' knowledge about

upbringing and development of children

Information leaflets for

parents, organizing days (weeks)

classes and other activities

children. Issue of newspapers, organization of mini-

libraries, mini-museums

To implement the content of this work in a preschool institution

collective and individual forms of activity are also used.

These forms can only become effective if

find an individual style of relationship with each parent, it is important

win over parents, win their trust, call on

doubts. All this will help to better understand the child, to find the best

ways to solve the problems of educating a particular person in preschool

institution and at home.

New in the practice of kindergarten work with families is the use of

written forms of communication with parents. So, the first step to

mutual understanding can be a letter that comes to parents, more

waiting in line for kindergarten. In this letter, the teacher talks about

how parents can facilitate the upcoming adaptation of the child in

kindergarten, instilling the necessary skills, psychologically preparing

to daily separation. So, in familiar parental corners

every morning, children mark each other's mood with colored chips. This

serves as the first topic of conversation between the teacher and the children at the beginning of the day and teaches

children and parents to be attentive to each other.

"Ask - we answer" is a mailbox for personal questions

parents. In addition, there is a place for a business card on the locker of each child -

a frame in which children insert a picture or drawing and change it to

during the day as you wish. In the evening parents and teacher can

discuss the choice of the child, comment on it.

Thematic exhibitions are organized together with parents,

for example, "Things from a grandmother's chest", "How our grandfathers fought",

"Bird Waltz", "Autumn Opening Day", "Funny Vegetables", "Golden Hands

our grandmothers." Today the Museum is very popular.

one image. Such a mini-museum is the result of communication, collaboration

teachers, pupils and their families. A distinctive feature of this mini-

museum is that it occupies a very small space apart from

Moreover, here everything can be touched.

One of the forms of interaction is the connection of parents to

the life of the preschool educational institution, the organization of their joint activities with children. So,

parents of different professions (seamstress, driver, doctor, librarian, artist and

etc.) come to visit preschoolers. For example, dad is a fireman, or dad

policeman, mother doctor introduces pupils to the peculiarities of their

professions. Parents take part in different activities with children,

film events on camera, provide transport, etc. In addition,

parents can be involved in subbotniks, to participate in landscaping

territory of the preschool educational institution, to take preschoolers to performances, excursions to

weekends, visit museums together.

One of the most favorite types of joint activities remains

participation of parents in holidays. Live chat with mom or dad

brings special pleasure to children, and parents, plunging into the world of children's

holiday, better understand their children, their desires and interests. IN

Currently, the method of projects is actively used, when parents

are connected to the execution of a certain part of a common task, for example,

to familiarize preschoolers with their hometown. They collect

information about architecture, names of streets, squares, take photos

and others. Then they present their work at a general event. This method

promotes rapprochement of parents, children and teachers.

Through the use of active methods, parents find themselves in

research position and at the same time can feel in

relationships with others are more comfortable and safer, as they begin to receive

feedback and emotional support from each other.

One of the forms of work with parents is currently

creation of the Board of Trustees at the DOW. Its members are

head of the preschool educational institution, parents of children attending this preschool

institution, employees of the preschool educational institution, as well as representatives of organizations,

financing the activities of a preschool educational institution.

The participation of parents in the work of pedagogical

advice - this helps to identify common problems, outline ways to

solutions. Attending the teachers' councils "Health and safety of our

children”, “Learning by playing”, parents expressed their opinion on the discussed

topic, made corrections and suggestions. Mutually beneficial is

participation of parents in workshops "Portrait of a modern

teacher”, where the participants exchange opinions about what should be

an educator who meets the requirements of high morality and demands

modern society.

Thus, the interaction of teachers and parents in preschool

educational institution is carried out in various forms.

Modern forms of work with the families of pupils, in accordance with

new philosophy of interaction between the preschool educational institution and the family, have undeniable and

interaction with the child;

child in preschool and family;

4. Forms of interaction between the educator and the child's family on the example

d/s Kolosok in the village of Murzitsa, Nizhny Novgorod Region

The relationship between caregivers and families is one of the

priority tasks of the MBDOU, and is carried out using

structural-functional model, which consists of three blocks:

information and analytical, practical and control and evaluation.

The information and analytical block involves the collection and analysis

information about parents and children, study of families, their difficulties and requests,

educating parents, providing them with the necessary information on this or that

other issue, organization of productive communication of all participants

educational space, i.e. exchange of thoughts, ideas, experiences

family education. Tasks to be solved in this block

determine the forms and methods of further work of teachers.

The work of this block includes:

- polling, questioning, patronage, interviewing, observation,

study of medical records, information sheets, newspapers, memo sheets,

library for parents, booklets, photo exhibitions, etc.;

– creative homework assignments (offered at the first meeting

with a child) - fill out the “This is me” questionnaire, which will help teachers get closer

learn about the child design a house "Our family teremok"

(blanks are offered for constructing a house in which the child

will place photos of his family members together with his parents);

draw your palm, where mom or dad will write on each finger,

what family members call the child at home. Such creative tasks

contribute to the development of the interest of the child and parents in their new conditions,

help to feel the interested attitude of educators to their

future student. These creative tasks will later become

pages of the "Family Album" of the child;

– “Entertaining Pages” are issued to inform

parents about the educational process within the framework of any

theme week. From these pages, parents will learn about information,

or other material

– in the Health corners, parents are offered various information about

childhood diseases and their prevention in the form of information sheets,

various consultations, memos, booklets.

The practical block involves practical activities that

associated with the inclusion of parents in a single educational process of the preschool educational institution, and

related to the development of children. Forms and methods of work used

preschool teachers depend on the information obtained in the analysis of the situation

the first block is:

– activities for the improvement of children, the production of non-traditional

allowances, organization of excursions, hikes, family exhibitions,

photo exhibitions;

- "Mom's (father's) five-minute" - moms or dads "tell"

(draw up with pictures, drawings, etc.) for children or about their own

profession, or about your hobbies for sports, or about your favorite books

childhood, etc. This form of work contributes to the rapprochement of parents and their

children, contributes to the education of children's respect for parents, develops

children's interest in the world of adults;

- "Day off with the whole family" - teachers, together with the children, prepare

invitations for parents to any family event (going to

theater, library, ski trip, etc.). In addition, parents and children

a "traveler's leaflet" is offered, which proposes questions that

you can discuss with the children during a walk or excursion, some

creative task, etc.

The indicators of its effectiveness are:

- satisfaction of parents with the work of the preschool educational institution;

- satisfaction of parents with the nature of their interaction with

teachers and leaders of preschool educational institutions.

The control and evaluation block involves the analysis of efficiency

activities carried out by kindergarten specialists (in

quantitative and qualitative indicators), basic data

the effectiveness of the work done.

To determine the effectiveness of joint work with parents,

surveys or questionnaires are used, which are conducted immediately after

any event. Parents leave their little feedback about

events, which are drawn up in the "Portfolio of the group » And

Illustrated with photographs from the event.

As the analysis of the work showed, such a system of cooperation with the family

effectively contributes to the formation of leadership experience in parents

children's activities.

However, there are also problems of interaction, the main of which is

this is the busyness of modern parents, which does not always allow them to be

next to the child at important moments of his life. Meanwhile, early age

period of small achievements, it is at this age stage that the child

actively develops and learns the world around him, therefore participation

parents is very important for the development of the baby, and the organization of interaction

with parents of young children is of great importance.

This indicates the need to integrate the family

upbringing and preschool education, the transition to a qualitatively new

preschool and family, active involvement of parents in

interaction with preschool teachers.

Conclusion

Interaction between teachers and parents in preschool education

institutions take a variety of forms.

Modern forms of work with the families of pupils, in accordance

with a new philosophy of interaction between the preschool educational institution and the family, have undeniable and

numerous advantages are:

- positive emotional attitude of teachers and parents on

working together to raise children. Parents are confident that preschool

will always help them in solving pedagogical problems and at the same time in no way

does not hurt, as the opinions of the family and suggestions for

interaction with the child. Teachers, in turn, enlist

understanding on the part of parents in solving pedagogical problems. And in

the biggest winners are the children, for whose sake the

it is an interaction;

- taking into account the individuality of the child: the teacher, constantly supporting

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

effectiveness of the pedagogical process;

- parents can independently choose and form already in

preschool age is the direction in the development and upbringing of the child,

which they see fit: thus, parents take over

responsibility for the upbringing of the child;

- strengthening intra-family ties, emotional family

communication, finding common interests and activities;

– the possibility of implementing a unified program of education and development

child in preschool and family;

- the possibility of taking into account the type of family and the style of family relations, which

was unrealistic when using traditional forms of work with parents.

The teacher, having determined the type of family of the pupil, can find the correct

approach to interact and successfully carry out work with parents.

The main principles of work within the framework of new forms of cooperation:

– openness of the kindergarten for the family (each parent

the opportunity to know, see how the child lives and develops is provided);

- cooperation between teachers and parents in the upbringing of children;

– creation of an active developing environment, active forms of communication

children and adults, providing unified approaches to the development of the child in

family and preschool;

– diagnostics of general and particular problems in education and development

The main areas of work with parents: information and

analytical, cognitive direction, visual-informational

direction, leisure direction.

The goal of all forms and types of interaction between the preschool educational institution and the family is to establish

trusting relationships between children, parents and teachers,

nurturing the need to share with each other their problems and

solve them together.

Bibliography

Grigorieva N. How we work with parents / N. Grigorieva,

L. Kozlova // Preschool education, 2006. - No. 9. – P. 23–31.

Kindergarten - family: aspects of interaction: pract. allowance /

Aut.-stat. S.V. Glebov. - Voronezh: TC "Teacher", 2005. - 111 p.

Doronova T.N. Preschool and family are one

space of child development: Methodological guide / T.N. Doronova,

E.V. Solovyova, A.E. Zhichkina and others. - M.: LINKA-PRESS, 2006. - S. 25–26.

Zvereva O.L. Communication between the teacher and parents in the preschool educational institution:

Methodological aspect / O.L. Zvereva, T.V. Krotov. - M.: Sphere, 2005. - 80 p.

Zvereva O.L. Family pedagogy and home education of children

Early and preschool age: textbook. allowance / A.N. Ganicheva, T.V. Krotov.

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cooperation / N.A. Petrushchenko, N.E. Zenchenko // Educator of the preschool educational institution. -

The first school of education of a growing person is the family. Here he learns to love, endure, rejoice, sympathize. Any pedagogical system without a family is a pure abstraction. In the conditions of the family, emotional and moral experience is formed, the family determines the level and content of the emotional and social development of the child. Therefore, it is so important to help parents understand that the development of a child's personality should not go spontaneously.

Today, the potential of the family is undergoing a major transformation. Teachers note a decrease in her educational potential, a change in her role in the process of primary socialization of the child. Modern parents have a hard time due to lack of time, employment, lack of competence in matters of preschool pedagogy and psychology. Closest to the preschooler and the problems of his upbringing are the teachers of the preschool educational institution, who are interested in creating favorable conditions for the development of each child, increasing the degree of participation of parents in the upbringing of their children. The full-fledged upbringing of a preschooler takes place in conditions simultaneous family and preschool influences. The dialogue between the kindergarten and the family is built, as a rule, on the basis of the teacher's demonstration of the child's achievements, his positive qualities, abilities, etc. The teacher in such a positive role is accepted as an equal partner in education.

In order for parents to become active assistants to educators, it is necessary to involve them in the life of the kindergarten. Working with a family is a difficult task, both organizationally and psychologically and pedagogically. The development of such interaction involves several stages.

The first stage is a demonstration of a positive image of the child to parents, thanks to which friendly relations with an attitude towards cooperation develop between parents and educators. The significance of this stage is determined by the fact that parents often fix their attention only on the negative manifestations of the development and behavior of the child.

At the second stage, parents are given practical knowledge of the psychological and pedagogical features of raising a child. In this case, various forms and methods are used. These can be general parent meetings, group thematic exhibitions of children's works, competitive programs, projects, etc.

Thus, the establishment of a trusting relationship with parents smoothly leads to joint research and the formation of a harmoniously developed personality of the child. In this process, the professional competence of preschool teachers plays an important role, which implies not only the totality of knowledge and experience, but also the personal qualities of the educator.

For many years we have been working on solving the problem of increasing the efficiency of interaction between the kindergarten and the family. The main goal of this work is the comprehensive and harmonious development of each child. The priority areas in the activities of the teaching staff of the preschool educational institution are:

increasing the professional competence of preschool teachers on issues of interaction with the family;
involvement of parents in the life of the kindergarten and the socialization of the child through the search and implementation of the most effective forms of interaction;
improving the educational skills and pedagogical culture of parents.

Parents often experience certain difficulties in that they cannot find enough free time to work with children at home, they are not sure of their abilities. Therefore, it seems so necessary to implement an integral system of interaction between the preschool educational institution and the family. At the same time, the use of various forms of cooperation with parents makes it possible to form their interest in the issues of education, arouse a desire to expand and deepen the existing pedagogical knowledge, and develop creative abilities.

One of the effective forms of interaction between the preschool educational institution and the family is the organization family club in DOW. This form is interesting in that the topics of club meetings may vary depending on the social request of the parents. "Branches" of the club can be opened in each group. Various specialists of the preschool educational institution (medical workers, ecologist, valeologist, psychologist), as well as librarians, parents of pupils, children take part in the work of the club. Such broad social contacts enrich all participants, create a positive emotional atmosphere for both children and adults.

Approximate topics of clubs:

"Grow up healthy, baby!"

"Development of artistic and creative abilities"

"Introducing children to nature"

"Patriotic education of preschoolers"

"Speech development of preschoolers", etc.

Thanks to the activities of such clubs, a strong relationship with families has been established, parents began to show an increased interest in the development and upbringing of their children, to make changes in the organization and content of the pedagogical process, becoming its active participants. The activities of the family club showed the vital necessity and practical significance of the principle of interpenetration of two social institutions - kindergarten and family.

The materials of the activities of the family club are presented in the form of a project on the topic “Kindergarten and family - the first society for a child”, which was tested in the municipal preschool educational institution “Kindergarten of a combined type No. 29 “Zhuravushka” in Michurinsk, Tambov Region.

Project: "Kindergarten and family - the first society for a child"

The family will always be the foundation of society
Honore de Balzac

The family is a society in miniature
whose integrity depends
the safety of everything
human society
Felix Adler

Creative name of the project: "Family Club"

Before the development of the project, contradictions were identified that led to the choice of the project topic:

between the need to improve the system of interconnection between the preschool educational institution and the family and the search for new forms of interaction;
between the need for the formation of pedagogical competence in parents and the insufficient number of technological solutions for the implementation of this problem.

Project summary

To educate a full-fledged personality, it is necessary to promote the socialization of the child in his first societies - the family and the kindergarten group, which can contribute to his socio-psychological adaptation to later life in society and successful interaction with the outside world.

A preschool educational institution is an organizational system mechanism with clear approaches to solving the problems of the educational process, a model of the adult world in which a child will live. Integration of a child in a group of peers (society) occurs through the distribution and observance of certain rules. Obtaining the skills of moral education, the child becomes the bearer of social consciousness, and therefore, a full-fledged personality.

The family club is a promising form of work with parents that takes into account the urgent needs of families and contributes to the formation of an active life position of the participants in the process, strengthening the institution of the family, and transferring experience in raising children.

Project type: practice-oriented, long-term, open, collective

Project participants: preschool teachers, pupils and their parents

Project implementation conditions: the interest of children and parents, the regularity and systematic work of the club

Activities:

1. Educational (presentation of information to improve the psychological and pedagogical culture of parents);

2. Practical-effective (increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full-fledged emotional communication.

In accordance with pedagogical principles (purposefulness, variability of forms and methods, cooperation, complexity), it was possible to nominate project hypotheses:

If you properly organize the interaction between the family and the kindergarten, form the pedagogical competence of parents in matters of raising children, then you can achieve an increase in the effectiveness of the educational process.

In connection with the hypothesis put forward, it was determined objective of the project:

Strengthening the institution of the family, the revival of family traditions in the education of a full-fledged personality of the child as a carrier of social consciousness

To achieve this goal, it is necessary to solve the following tasks:

Create a positive emotional environment for communication between children, parents and teachers
Activate and enrich the pedagogical knowledge and skills of parents.
Raise the legal culture of parents to form a conscious attitude to the upbringing of children.
To improve the psychological and pedagogical culture of parents.
To develop the creative abilities of children and parents in joint activities.
Summarize the experience of family education.
Contribute to the establishment of successive ties with graduates of preschool educational institutions and their parents.

The project is being implemented in three stages. The preparatory stage (1 month - September) provides for the following activities:

development of regulations on the club;
mini-pedagogical council "Kindergarten and family";
master class for teachers of the preschool educational institution "The system of interaction between teachers and parents in the group";
survey-diagnosis of parents on the subject of social order;
drawing up a long-term plan of events, preparation for holding events;
discussion of general issues related to the organization of the work of the family club.

During the main stage of the project implementation (from October to April), various events are held in preschool educational institutions with the involvement of parents. It should be noted that the topics of club meetings vary depending on the social needs of parents.

Here is an example of an event plan:

activities		members
1. Club meeting "Wizard Workshop" (based on senior groups)	Workshop on making crafts from paper, thread and natural materials. Exhibition decoration.	Educators, children, parents
2. Club meeting "Entertaining sounds" (speech therapy group)	Speech therapy leisure	Speech therapist, educators, parents, children
3. Meeting of the club of creativity "Add autumn colors" (on the basis of the senior group)	Joint creative work of children, parents and art teacher.	Art teacher for children, parents
4. Meeting of the club "We are ecologists" (middle group)	Advice for parents on environmental education of children. Pet supervision. Competition-photo exhibition "Pets"	Educators, children, parents
5. Meeting of the club "Healthy preschooler" (preparatory group for school) Theme evening "Grow up healthy, baby!"	Discussion. Outdoor activity in the pool	Educators, children, parents, medical staff, physical education instructor
6. Club meeting Family leisure "Mothers are different	Competition "Drawing Mom's Portrait with Dad", Reading competition "Poems about mom"	Educators, children, parents
7. Family week. Project and research activity "My family tree" (preparatory groups for school)	Parent meetings in groups Making a photo album "Family Traditions". Exhibition of family drawings "My family tree".	Educators, children, parents

In May, the results of work on the project are summed up, prospects for further work are determined. This is the final stage of the project implementation.

Work results over the project can be represented as follows.

The work of the family club in kindergarten contributed to:

Creating a positive emotional environment for communication between children, parents and teachers
Activation and enrichment of pedagogical knowledge and skills of parents
Improving the psychological, pedagogical and legal culture of parents
Development of creative abilities of children and parents in joint activities
Generalizing the experience of family education
Establishing successive ties with graduates of preschool educational institutions and their parents

Conclusions:

The organization of interaction between the preschool educational institution and the family in the form of a family club is an interesting modern model of work to attract parents to actively participate in the educational process and helps to strengthen the relationship between the preschool institution and the families of pupils. As a result of informal communication between children and adults, not only intra-family, but also inter-family friendly atmosphere was created, which served to reveal the creative abilities of children and adults.

At the general parent meeting in the preschool educational institution, a decision was made to continue work on the implementation of the Family Club project in the next academic year.

Literature

1. Gurov V.N. Social work of preschool educational institutions with the family. - M .: Pedagogical Society of Russia, 2003. - 160 p.

2. Davydova O.I., Bogoslavets L.G., Maier A.A. Working with parents in kindergarten: Ethnopedagogical approach. - M.: TC Sphere, 2005. - 144 p. - (Supplement to the journal "Management of preschool educational institutions".

3. Evdokimova E.S. Pedagogical support of the family in the upbringing of a preschooler. - M.: TC Sphere, 2008. - 96 p.

4. Unified educational space for kindergarten, family and society / Authors and compilers: T.P. Kolodyazhnaya, R.M. etc. - Rostov-n / D, 2002. - 119 p.