We make out the parent corner: new forms and approaches. Guidelines for the design of a corner for parents

A good example is contagious

An article on working with parents in kindergarten for the parent corner.

Childhood, as everyone is well aware, is a sensitive period for the development of all mental functions of a person, a period in a person’s life that creates the most favorable conditions for the formation of certain psychological properties and types of behavior in him. The Italian teacher Maria Montessori (who, in fact, was one of the first to determine the boundaries of sensitive periods of development and perception in children) noted that from birth to 3 years of age, the period of perception of the order, up to 5.5 years of sensory development, up to 6 years of speech development . The sensitive period for the development of social skills is the age of 2.5 - 6 years. The task of parents at the time of childhood is not only to develop the emerging processes of perception, attention, memory and speech, but also to form from the very cradle the correct worldview and culture of behavior in society-society.

What exactly parents should invest in the mind of the child, of course, is determined by the family, there are no prescribed postulates and it is unlikely that they will ever be legalized. But any adult who exists in society and has direct contact with people every day should understand that as soon as the child has begun the process of developing active speech, instilling a culture of communication in the child is a very important moment in his social development. And where can a child learn this if not from his parents?

It is very important not only to teach the child the correct, polite words, but also to try to explain to the child the meaning of this rite, the meaning of the entire culture of communication. Family members explain household rituals to the baby, such as washing hands and then drying them to prevent poisoning. So the words of greeting should be spoken not only because you know this person, but precisely because with these words you can express your respect and wish health to the interlocutor (Hello - from the word "health").

Very often, in kindergarten, parents send the baby to say “goodbye” to the teacher, while they themselves wait at the door, forgetting that they themselves are the best example for the child. If one of them himself regularly says goodbye to the teachers, then the child will better consolidate this action, accepting it as a norm of behavior. If the father in transport will give way to the elderly and women with children, most likely, this act will forever be the rule for the future man.

Adults in the presence of children should never deviate from certain norms, otherwise the child may become confused about which behavior is right and which is not, and which line of behavior should be followed. Children's behavior is not very stable. It constantly changes depending on what you see or read. The child has not yet learned to correlate the degree of correctness of his behavior and the "sample". During this period of life, any child is very dependent in his actions on adults or peers, he still imitates, not caring about the correctness of his behavior. Therefore, in his moral orientation, he is forced to look up to adults.

In conclusion, I would like to recall the following words of Porfiry Kavsokalivit: “It seems that it is very difficult to become good, but in reality it is easy if a good start has been made since childhood. And then, when you grow up, it is not difficult for you, because goodness is already inside you, you live by it. It is your property, which you will keep if you are attentive all your life.” Parents should not forget that a child is a mirror of the family, if you want to raise a worthy person, then do not forget that first of all you yourself must behave with dignity.

The sensitive period of a child's development is the period during which the child develops the most favorable conditions for the formation of certain qualities, psychological properties and various types of behavior.

About everything in the world:

In 1930, the film "The Rogue Song" about the kidnapping of a girl in the Caucasus mountains was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...

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Often the parents of an autistic child face great difficulties due to his extreme selectivity in food. It happens that the child refuses everything except milk and cookies. Sometimes the reason lies in the reluctance or fear to try a new product, or in an unpleasant experience (taste, smell, packaging, etc.) that turned out to be associated with an already familiar food. In these cases, it may be possible to mix the new food discreetly with the child's favorite food, and gradually introduce the new food into the diet.

Girl L. drank only cranberry juice and water, refusing any other liquid. However, at some point, the parents noticed L.'s desire to try the red liquid. It turned out to be possible to give other types of red juice, and thus slightly expand the diet.

In some cases, an autistic child recognizes the presence of an unwanted food even in a very disguised way and refuses to eat. When a child's diet is extremely limited and such selectivity can harm his health, it is important to decide what foods you really need to try to add to his diet. For example, if a child does not eat dairy products and fruits, but drinks fruit juice, then first of all, it is advisable to add something dairy to his diet, and temporarily not focus on the rest.
At first, the child is rewarded with a favorite treat every time he eats just a little bit of a new food, even just licking a spoon. One girl who was very fond of potato chips was taught to drink kefir in the following way. At the sight of chips, she opened her mouth and at that moment managed to give her a spoonful of kefir and almost simultaneously - a piece of chips.

Although during the first attempts, at first she screamed and tried to spit out kefir, but after a few spoons she began to swallow. Gradually, it became possible to give chips after 2-3 spoons, and then do without them.
It is interesting that the same girl, despite the proposed chips, flatly refused to eat cottage cheese. The protest in this case was expressed more strongly, at the sight of a spoon with cottage cheese she instantly clenched her teeth and even the deprivation of the promised chips did not affect her determination. Forcing a child to eat in such a situation is most often impossible. Therefore, having taught a child, as in the above example, to eat kefir and yogurt, you can not insist on another additional dairy product.
The food preferred by the child should be given to him at the table, clearly indicating the time of the meal, limiting its availability at other times. The habit of biting can take hold and develop into a serious problem at an older age, when many children gain excess weight.

Sometimes a successful attempt by a child to try something new may be preceded by multiple encounters with this product in play activities. When an adult draws or plays with a child, he begins to fantasize about “how we will treat grandmother, what we will buy for our brother, what berries we will grow in the garden”, trying to infect him with the experience of his feelings: “oh, what strawberries are sweet and juicy.” In this way, we make other food more attractive for the time being in an imaginary way.

Developing and starting to actively explore the world around him, the child gradually begins to try new foods. The problem of selectivity in food is extremely difficult and requires a lot of patience from parents, but over time, the child's diet can be expanded.
Children who have the problem of selectivity in food are not so acute, it is necessary to begin to teach the rules of behavior at the table. To do this, you first need to properly organize the place. A chair that is comfortable in height should be selected. Only a plate of food is placed in front of the child and a spoon or fork is placed, and all foreign objects, as well as common dishes with food attractive to the child, are removed. It is important to monitor the correct position of the spoon in the hand, providing the child with the necessary assistance, preferably from behind. In the left hand (if the child is right-handed), you can put a piece of bread, which is good to help pick up food in a spoon.

If the child jumps up from the table with a piece in his hand, calmly but firmly put him in his place, or make sure that he leaves the food on the table before leaving. Don't forget to praise him when he sits properly at the table, this can cost him a lot of effort, which should be rewarded.

Boy I., 5 years old, when he went to the kindergarten, did not eat there on his own. After about a month and a half, very gradually they taught him (a teacher and a nanny) to eat on his own: first they fed him, then they held his hand with their hand and so they fed him, then they held him under his elbow, then they only put a finger under his elbow, then they stood next to him and, finally, complete independence.

Such a gradual easing of assistance requires a lot of patience from parents and educators. They are faced with the task, on the one hand, not to rush to complicate the task, and on the other hand, not to get stuck at an already mastered stage.
Often a child has difficulty eating because of his increased squeamishness. Even a drop of soup on the cheek or on clothes can become a source of discomfort. This problem can be alleviated by teaching the child how to use a napkin.
The ability to eat neatly, to sit at a table with other people facilitates the further socialization of an autistic child, his participation in the life of his family and peers.

AUTHIC CHILD - PROBLEMS IN HOUSEHOLD

Personal hygiene skills: brushing teeth.

It is not uncommon for an autistic child to protest strongly against attempts to brush his teeth and refuse to take a toothbrush in his mouth because of his hypersensitivity to touch, food selectivity, unwillingness to stand in one place.

Therefore, parents of autistic children often hesitate to start teaching them how to brush their teeth for a long time, not wanting to provoke additional conflict.
At the same time, for many autistic children, teeth begin to deteriorate quickly, and since going to the dentist is often an even more difficult problem, it is better to teach a child to brush his teeth as early as possible.
It is very important to make this procedure as attractive as possible for the child - to buy children's paste and a small comfortable toothbrush, which they can wash and feel. It is good if the child could watch how you brush your teeth and enjoy it.
Some of the children may immediately like the paste, which will make brushing their teeth more attractive, while another may find it easier to start using an empty brush and add paste to it as they get used to it.

It is better for the child to hold the brush from the very beginning, with the adult's hand on top of his hand. However, there may be individual solutions depending on what kind of help he can more easily tolerate.
The touch of the brush at first should be very light. It is very important not to make the child negative about this situation. As you get used to it, you can begin to increase the duration of the process, brush your teeth more thoroughly and let go of your hand.
Many children do not know how to rinse their mouth and spit water. It helps some if an adult, at the same time as a child, takes water into his mouth and spit demonstratively. Sometimes it is necessary to tilt the child's head down and touch the chin. It often takes a long time before he learns to spit out water, and you need to be prepared that a lot of pasta will be swallowed before that.

Therefore, it is better to squeeze quite a bit of paste onto the brush.
As with learning other skills, you need to think of a clear sequence of actions and stick to it until the child learns this activity. Below we offer a variant of such a scheme.

1. Turn on the water
2. Open the paste
3. Take a toothbrush and moisten it
4. Squeeze out the paste and put the tube on the edge of the sink
5. Brush your teeth on the left
6. Brush your teeth on the right
7. Brush your teeth in front
8. Put the brush
9. Take a glass of water and rinse your mouth
10. Put the glass back
11. Wash the brush and put it in a glass
12. Close the toothpaste and put it away
13. Wash up
14. Close the faucet
15. Wipe face and hands
16. Hang the towel in place

I would like to note that it is necessary from an early age to teach an autistic child to monitor their appearance, to be neat and clean. In this case, it will be easier for him later to adapt in society, to find an acceptable social niche for himself, despite the remaining difficulties of behavior.

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Big "toilet training - how to solve this problem in autism?

Many children in preschool and adolescence have difficulty with bowel movements in the toilet. Such a sensitive topic often becomes a serious problem for the child himself and those around him.
Some parents try various means to solve this problem on their own and may not seek professional help. The child may develop phobias and fears about the toilet, or may develop highly undesirable behaviors such as smearing feces, playing with feces, etc. Surrounding the child - peers, educators and teachers cannot build social and pleasant relationships with the child if he goes "big" in his pants, "and this problem often becomes a serious obstacle to the socialization and inclusion of the child.

As with correcting any other behavioral problem, it should not be seen as a symptom of autism or mental retardation, but as problematic behavior. Hence, the first steps in solving this problem will be the collection and analysis of data.

Initially, data should be recorded for at least two weeks, on a daily basis. Should be recorded:
1. The date and exact time of all bowel movements (as well as the time of all meals).
2. The place where the child defecated
3. What the child was wearing.
4. Stool consistency.

After the data has been collected, an analysis should be carried out to determine for which of the reasons this problem occurs:

1. Medical reasons
2. Lack of skill (or lack of generalization of the already learned skill of urinating in the toilet)
3. Non-cooperation
4. The presence of rituals and stereotypes associated with defecation.

In children who have medical problems with defecation in the toilet, atypical signs are usually present - too frequent and loose stools, or vice versa, too rare and hard. In this case, you should contact the pediatrician, and if there really is a problem, then the pediatrician will give a referral to the appropriate specialist. In this case, you should consistently follow the recommendations that a specialist in this field will provide.

If the child "goes" big "in pants" because the skill to defecate in the toilet is missing, it will be apparent from the analysis of the data that there are no specific characteristics or stereotypes associated with this process. In this case, a correction procedure based on proactive and reactive methods should be applied.

First of all, you should make sure that the child can sit for a long time on the toilet. If the child does not sit on the toilet, or sits very tense, just for a few seconds - in this case there is no possibility that the child can defecate in the toilet. In this case, you should build the training of sitting on the toilet - as a separate exercise. For training, you can use physical cues and rewards or tokens.

In addition to learning to sit on the toilet, you should build a schedule for visiting the toilet. Based on the initial data, you should choose the time that is closest to the time when the child usually defecates. You should take the child to the toilet at this time and help him sit on the toilet for 5 minutes. If nothing happened - the child can leave the toilet, but after that you will take the child to the toilet every 10 minutes.

If the child manages to go "in a big way" in the toilet - you need to give him the most desirable and motivational prize.

If the child still manages to get his pants dirty - here it is recommended to use a reactive procedure - either "Over-correction" (for example, clean and wash his clothes), or "Reaction cost" (deprivation of any privileges, for example, a ban on watching cartoons for a evenings).

Sometimes motivational encouragement alone is enough, but since bowel movements do not occur as often as urination, additional reactive procedures are sometimes required to bring the learning process forward.

If incidents occur because the child refuses to cooperate- this will become noticeable when the child begins to pinch and actively hold the “chair” at your request to go to the toilet. This behavior usually characterizes the child not only in what is connected with the toilet, but also in other areas of daily requirements too.
In such cases, the use of medical products, such as glycerin suppositories or enemas, is often effective. But it is advisable to resort to themas helper methods, while behavioral correction procedure will be the main. In this case, the reward for a successful defecation in the toilet should be very significant. A technique that can sometimes be used is to prevent access to all significant incentives for two weeks prior to the introduction of this program. This will increase the motivational value of the reward, and condition the receipt of this reward on defecation in the toilet.

When avoiding bowel movements in the toilet is associated with routines and stereotypes(for example, a child defecates only at home, and only in a diaper, and only standing at the sofa) - this routine is very difficult to stop or interrupt. In this case, a more efficient method would begradual and slow formation of a new routine, which will be close to the behavior of defecation in the toilet. In the formation of this routine, the encouragement of each new approximate form of reaction is required. It is important not to rush or move too fast, otherwise this can lead to constipation and additional difficulties.
Provided that the child always defecates in a diaper, standing behind the sofa, you can build the following steps:

1. Help the child to stand in front of the sofa, and if he manages to go "big" in the diaper, but in front of the sofa - he gets a reward.
2. Help the child to stand in the corridor in front of the toilet, and if he manages to go "big" in the diaper, but in the corridor in front of the toilet - he gets a reward.
3. Help the child to stand in the toilet, and if he manages to go "big" in the diaper, but in the toilet - he is rewarded.
4. Help the child go "big" in the diaper while sitting on the toilet in the toilet, and if he can go "big" in the diaper, but sitting on the toilet in the toilet - he gets a reward.
5. Help the child to go "big" sitting on the toilet in the toilet with the diaper lowered to the knees, and if he can go "big" while sitting on the toilet in the toilet, but with the diaper lowered to the knees, he is rewarded.
6. Help the child to go "big" sitting on the toilet in the toilet, holding the diaper in his hands, and if he manages to go "big" while sitting on the toilet in the toilet, but holding the diaper in his hands - he is rewarded.
7. Help the child to go "big" sitting on the toilet in the toilet, without a diaper, and if he can go "big" sitting on the toilet in the toilet, but without a diaper - he gets a reward.

It should be remembered that choosing the stages and steps for teaching a child to defecate in the toilet should bebased on his individual abilities and needs. For some babies, a more gradual process or other way to stop using the diaper will be needed (for example, skipping the diaper, but leaving the diaper on the baby, but cutting a hole in it beforehand, and gradually increasing it until the diaper is no longer needed).

For the successful implementation of the "big" toilet training procedure, you need:

1. Strengthening the skills of "small" toilet training- i.e. the child should already be able to urinate in the toilet.

2. Permanent data recording. Do not stop taking notes until the child has fully mastered this skill.

3. Consistent application of procedures for learning- requires at least 3 weeks of consecutive application of the procedure to evaluate its effectiveness. Children who go "big" in pants for years cannot wean themselves from this within two to three days.

Consequently, the process of learning and consolidating an alternative skill, i.e. bowel movements in the toilet can occur for a long time. Therefore, it is very important to apply the procedure consistently and keep records so that the dynamics of the process can be tracked.

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MEMO TO PARENTS FROM THE CHILD

This “Memo” is not only a kind of monologue of a child defending his rights, but also an open invitation to adults for dialogue and mutual understanding.

Let's listen to the advice of our children!

"Than listening to a sermon, I'd rather take a look,
And it is better to guide me than to show me the way.
Eyes are smarter than hearing - they will understand everything without difficulty.
The words are sometimes confused, but the example is never.
That is the best preacher who has led faith in life.
Welcome to see in action - that's the best school.
And if you tell me everything, I will learn a lesson.
But the movement of hands is clearer to me than a stream of fast words.
It must be possible to believe in clever words,
But I'd rather see what you're doing yourself.
What if I misunderstand your beautiful advice,
But I will understand how you live: in truth or not.

Eternal children's wisdom

Don't spoil me, you spoil me with it. I know very well that it is not necessary to provide me with everything I request. I'm just testing you.
Don't be afraid to be firm with me. I prefer this approach. This allows me to define my place.
Don't let my bad habits get me too much of your attention. This will only inspire me to continue them.
Don't make me feel younger than I really am. I will recoup you for this by becoming a "crybaby" and a "whiner."
Do not do for me and for me what I can do for myself. I can continue to use you as a servant.
Do not demand from me immediate explanations why I did this or that. Sometimes I myself don’t know why I act this way and not otherwise.
Don't test my honesty too much. Being intimidated, I easily turn into a liar.
Don't be inconsistent. This confuses me and makes me try harder in all cases to have the last word.
Don't pick on me and don't yell at me. If you do this, I will be forced to defend myself by pretending to be deaf.
Don't try to lecture me and lecture me. You will be surprised to discover how perfectly I know what is good and what is bad.
Do not forget that I cannot develop successfully without understanding and approval, but praise, when it is honestly deserved, is sometimes forgotten. And catch up, it seems, never.
Do not rely on force in dealing with me. This will teach me that it is necessary to reckon only with force. I will respond more readily to your initiatives.
Treat me the same way you treat your friends. Then I will be your friend. Remember that I learn by imitating examples rather than being criticized.
It is important for me to know from you what is right and what is not. But most of all, it is important for me to see in your actions a confirmation of whether you yourself understand what is right and what is not.

The success of the educational process in kindergarten directly depends on the degree of coordination between teachers and parents. In this connection, the exchange of information, experience, the search for interesting ways to organize work with children, as well as awareness of the results of the educational activities of children are very important. All these aspects of cooperation are reflected in the corner for parents. And the task of the educator is to methodically competently and aesthetically arrange it.

The goals of creating a corner for parents

A stand or shelf, as well as tablets and a passe-partout, which are located in the reception room and are designed to familiarize parents with the life of the group where their baby is brought up, is called a corner for parents. The goals of its creation are:

awakening the interest of the family in the life of the group and the garden (materials for planned excursions, creative projects, etc.);
demonstration of the results of work on the education, development and upbringing of children (photos, collages from photos, drawings of kids, crafts, including those made with parents, etc.);
acquaintance with the normative documents relating to parenthood (information on the rights of the child, the list of rights and obligations of parents, the charter of the preschool institution, etc.).

Parents' corner should be neat and tidy

Material submission form

In order for the corner to fulfill its purpose as much as possible, its design should be varied, but not redundant. Based on the methodological experience of generations of educators, we can conclude that for a beautiful and meaningful parental corner, it is enough to choose one of the following positions:

1–2 stands;
3-4 tablets (the size is selected according to the dimensions of the corner);
1 table or shelf for an exhibition of children's works (they are conveniently placed in a passe-partout);
posters or images of silhouettes of toys, fairy tale characters.

Children's drawings, bright pictures, photographs of kids during classes and walks - this is only part of the design of the corner for parents, the content of which can be divided into two groups of materials: permanent and temporary. The first ones include:

annually updated age characteristics of children;
a list of age-relevant skills and abilities (rewritten every year);
daily routine for the current academic year;
menu;
rules “Every parent should know this”;
information about the program under which the preschool children's institution operates;
phone numbers of the educator, assistant educator, social service, ambulance, trust service;
information from specialists (their names, office hours, phone numbers);
tips for training fine motor skills, logic, memory, speaking;
notes on the prevention of morbidity (organized, for example, in a folder-slider);
a table with data on weighing and measuring the growth of babies;
letters of thanks for parents (for helping the group, garden, etc.).

It is convenient when in the parent's corner there is a place for the lost things of the kids

Temporary materials require the following information:

list of birthdays for the month;
health sheet with information on a specific day;
a list of classes for the whole week (with topics, tasks and a brief description of the content);
information about the results of the work of kids (an exhibition of works, the results of psychological and pedagogical tests, etc.);
a list of topics that need to be repeated with children (for example, learn a riddle, poem, proverb);
a list of events for a segment of the study period (usually for a month);
news from the life of the kindergarten;
information about upcoming competitions (for example, "Summer vacation for my family", "Weekend with dad", etc.)

Where to locate

It is best if the corner is located near the window. Any well-lit area of the room will also work.

In many kindergartens, information for parents is placed above the lockers.

Requirements

As with all educational materials, there are several requirements for the parent's corner:

rubric titles are highlighted in bright, for example, red;
the text must be divided into paragraphs;
availability of permanent and updated information;
the main principle of material presentation is lapidarity.

This is interesting. Lapidary - extremely short, concise.

As for the issue of information content, the relevance of the information is important. And the task is not only to match the material to a given moment in the life of the group, such as: a report on events, a work plan for the week or a menu, but to create a selection of useful recommendations for parents of a specific age group. So, it will be useful for parents of children in the first younger group to read about the daily routine in kindergarten, so that relatives at home can build a similar rhythm to facilitate the adaptation of the baby to new living conditions in the group. But for moms and dads of preschoolers, for example, it is very important to learn in advance about tests for first graders, as well as about the work that is done in kindergarten to prepare children for the first tests.

If the sheets with information are not protected by the frame coating, then the information will not stay on the stand for a long time

Design example

There are many options for creating a corner. It all depends on the creativity of the teacher and the possibilities of the material and technical base of the kindergarten. In other words, using improvised material to implement creative ideas, you can arrange a corner for parents in a unique author's style. Consider the most accessible in terms of materials, simple in execution and easy to use form in the form of train trailers.

Materials:

ceiling tiles;
narrow plinth for the ceiling;
cardboard (dense);
colored sticker;
PVA glue;
scissors and a paper knife;
colored paper;
A4 plastic pockets.

To create a corner for parents with their own hands, you will need quite affordable materials

Instruction:

We cut out rectangles of the desired size from the ceiling tiles (it all depends on the size of the corner, as well as on the dimensions of the train and the number of trailers in it).
We glue the blanks onto cardboard.
Glue with self-adhesive.
At the edges we place a ceiling plinth. It can also be used to simulate frames for information sheets (instead of plastic pockets).
We attach plastic pockets to the cars with a stapler or glue.
Cutting out a locomotive is a rather troublesome business, because it must be proportional to the rest of the cars
We cut out flowers from colored paper, which we use to bundle trailers.
We print out information on A4 sheets and place it in pockets.
You can decorate the corner with paper clouds located above the train

Scheme for analyzing work and designing a corner for parents

The indicators by which the effectiveness of a visual community with parents is assessed are determined by the methodological council of a preschool children's institution, taking into account the specifics of the educational direction of the kindergarten (for example, the organization of the educational process for children with visual impairments). On the website of the Educational Resource Base (ERB), a sample is given that can be used to assess the compliance of the content and form of visual work with the family with the requirements of the Federal State Educational Standard (Federal State Educational Standard).

Table: plan for pedagogical analysis of the parental corner

Indicators

Points

Stand Travelers

We work in a large kindergarten with twelve groups. In our team, in addition to educators, there are different specialists: a teacher-psychologist, defectologist, physical education instructor. And everyone needs to convey important and useful information to the parents of kindergarten students. Selecting material for parental corners is a special job. And to do this twelve times, you see, is not easy.

Therefore, experts teamed up and came up with travel stands. Developed layouts, colorfully designed and sent to travel in groups.

Each floor has its own stand-traveler. A boat “floats” in the younger groups, trains “ride” in groups for middle-aged and older children. We tried to arrange the stands taking into account the interiors of groups of different ages.

In each group's locker room on the floor, the stand-traveller stops for a week and then goes to the next destination. After the stand has "passed" along the entire designated route, the information on it is updated.

We made an exception for only one booth. This stand, dedicated to the problems of preserving and strengthening the health of children, is addressed to all kindergarten teachers. He firmly settled in the gym. Teachers bring children here for morning exercises and physical education classes and have the opportunity to get acquainted with the information posted on the stand.

Sofia Molyavko, educational psychologist
Kindergarten "Goldfish"
Abakan, Republic of Khakassia

The article was published with the support of the Internet project www.Stander.ru. By visiting the project website www.Stander.ru, you can buy a pillar of any shape and size, made by experienced professionals using modern high-strength materials, at a bargain price. You can choose from a wide range of pavement signs of all shapes and sizes, which includes rectangular, square, arched and chalk pavement signs, as well as stand pavement signs and stationary information stands. The ability to order urgent production of pavement signs in bulk and the delivery of purchased products will save you money and time.

Five rules for the design of the parent corner

A wise teacher always uses every opportunity to communicate with parents. He regularly informs them even about the minor successes of the child, informs them about the content of the classes, gives advice and recommendations on education. By doing this, the teacher helps parents learn to be attentive to the development of their child, makes it possible to understand the importance of the work of the kindergarten in the upbringing and education of children and reveals the value of their own work.
Parent corners are a familiar and long-used way for parents to get to know the life of the group. But how often we do not have enough time and opportunities for their competent design!
In the corners hang useless, small-print articles from unknown magazines, obligatory menus and stingy words of the program content of classes that frighten parents with pedagogical terms. As a result, parents simply ignore these corners.
In order for the parental corners in our kindergarten to really fulfill their functions, we adhere to the following simple rules.

Parents' corner in kindergarten No. 1 "Golden Key", Sterlitamak, Republic of Bashkortostan

1. We choose articles that are small in volume, but provide comprehensive information and make parents want to continue communicating with the teacher on this topic.

2. We do not use terms that are incomprehensible to parents.

3. We have information at the level of the parents' eyes. In printed materials, we use a font size of at least 14.

4. Articles are supplemented with colorful drawings, photographs or pictures.

5. In the corner for parents, we highlight the following headings: “About our children”, “Advice and recommendations”, “Our activities”, “How the group lives”. We put all the information about the kindergarten in a dense folder with files.

Elena Gorbunova,
Deputy Head of Kindergarten No. 100,
Astrakhan

parent under umbrella

How to draw the attention of parents to important information?
We abandoned traditional flat stands, which parents often simply do not pay attention to, and use umbrellas as information carriers. Yes, yes, Mary Poppins umbrellas.
On the ceiling in different areas of the group and changing rooms, we attach metal hooks on which you can easily and simply hang umbrellas. This way of placing information, on the one hand, does not clutter up the space, and on the other hand, allows you to present much more materials.
Creative works of children, photographs of excursions and holidays, greeting cards for birthdays, congratulations to moms and dads on holidays are attached to the umbrellas.
We also have umbrellas, on which parents and their children can find instructions in pictures about the correct behavior in the forest, rules for handling sharp and piercing objects, warnings about children playing with fire, and more.
And on the umbrella called "Interesting Meetings" we hang out photos taken while visiting children at home, original parental decisions on organizing home book corners, aquariums, places to store toys.
Whatever information we post on umbrellas, it invariably attracts the attention of parents. And parents love to look at umbrellas with their children.

Ludmila Balatsenko,
Alla Musintseva, educators
kindergarten No. 110 "Dolphin",
Bratsk, Irkutsk region

Who's birthday today?

In the city of Fokino, Primorsky Territory, a review competition "Original Parents' Corner" was held. The objectives of the competition were to encourage kindergarten teachers to look for new forms of interaction with parents, to make sure that the information posted in the corners really reached moms and dads.
The parent's corner, according to the teachers of the younger group of kindergarten No. 35, should not only serve as an information stand, but also be a design element that matches the age characteristics of the group's children.
Therefore, as the basis of the parental corner, they took an image well-known to the kids -
teremok.

The tower itself is made of hardboard, and the roof is made of real straw. The necessary information is located in the windows of the house and in the attic.

And on the opposite wall is the railroad. There is a train on the road. In each trailer there is a funny face. These are not heroes of fairy tales or cartoons. These are the children of the group. Their portraits were made with love and humor by the parents themselves: who molded them from salt dough, who knitted them, who sewed them, who drew them. On the way, a cheerful train is accompanied by knitted butterflies. If such a butterfly sat on someone's portrait, then this child has a birthday today. Those wishing to take part in the birthday celebrations purchase tickets at a special box office. Tickets are issued free of charge, but then the person present must contribute - to say kind words to the birthday man.

Based on the materials of Natalia Andreeva, Deputy Head
kindergarten No. 35, Fokino (Danube village), Primorsky Territory

Working with parents

Our corner is addressed to caring parents - mothers and fathers, grandparents, whose children attend our preschool. After all, it is here, in the kindergarten, that the mechanisms of communication between the baby and peers and adults are laid, the first, and therefore invaluable, steps are taken towards the formation of personality.

Our corner was created in order to preserve the childhood of children and help parents raise them.

We are glad that our meetings take place not only in kindergarten.

In our kindergarten, the following rules for parents have been adopted.

Necessary:

1. Bring children on time so that they are not late for morning exercises and classes.

2. Provide children with comfortable changeable shoes; sports shoes for joint physical education activities; "Czech", for music lessons and holidays; spare linen.

3. Keep track of the sports form of children, wash at least 1 time per week.

4. Attend kindergarten daily.

5. In the event of a child's illness, inform the kindergarten in a timely manner.

It is forbidden:

1. Give children dangerous toys (inappropriate for age, various sharp objects, toy weapons, coins, and so on) with them to kindergarten.

2. Leave gifts, vitamins, medicines for children (without first informing the teacher about this).

3. For a child's birthday, bring chips, ice cream, crisps and any food that can cause poisoning and allergic reactions in children to the kindergarten as a treat.

Reception of children is carried out from 7.30 to 8.10 daily, except weekends and holidays. Timely arrival in kindergarten is a necessary condition for the proper organization of the educational process.
Teachers are ready to talk with you in the morning until 8.10 and in the evening from 17.00 to 18.00. At other times, the teacher works with a group of children, and it is not recommended to distract him.
The teachers of the group, regardless of their age, must be addressed to you, by name and patronymic. Conflict disputes must be resolved in the absence of children. If you could not resolve any issue with the teachers of the group, contact the deputy head or head.

We ask you not to give your child chewing gum, sucking sweets, chips and crackers with you to kindergarten.
We strongly do not recommend that the child wear gold and silver jewelry, give expensive toys with him.

Requirements for the appearance of children

A neat appearance, clothes and shoes fastened to all buttons;
washed face;
Clean nose, hands, trimmed nails;
Trimmed and carefully combed hair;
Clean underwear;
The presence of a sufficient number of handkerchiefs.

To create comfortable conditions for a child to stay in a preschool educational institution, it is necessary:

At least 2 sets of changeable underwear: for boys - shorts, panties, tights; girls - tights, panties. In warm weather - socks, stockings.
At least 2 sets of changeable sleepwear (pajamas).
Two bags for storing clean and used linen.
Linen, clothes and other things must be marked.

Before you take your child to kindergarten, check whether his suit is appropriate for the season and air temperature. Make sure that the clothes are not too big and do not hinder his movements. Ties and fasteners should be located so that the child can serve himself. Shoes should be light, warm, exactly fit the child's foot, easy to put on and take off. It is not recommended to wear overalls. A handkerchief is necessary for a child, both indoors and on a walk. Make convenient pockets on your clothes for storing it.
To avoid injury, parents should check the contents of the pockets in the child's clothing for the presence of dangerous items. It is strictly forbidden to bring sharp, cutting objects (scissors, knives, pins, nails, wire, mirrors, glass bottles), as well as small objects (beads, buttons, etc.), tablets to the preschool.

Dear parents! If you brought your child after the beginning of any regimen, please undress him and wait with him in the locker room until the next break.
Teachers are ready to talk with you about your child in the morning before 8.10 and in the evening after 17.00. at other times, the teacher is obliged to work with a group of children and cannot be distracted.
The teachers of the group, regardless of their age, must be addressed to you, by name and patronymic.
Disputes and conflict situations must be resolved in the absence of children.
If you could not resolve any issue with the teachers of the group, contact the head.
Remember that in the kindergarten you can seek advice and individual assistance on all issues of interest to you regarding the upbringing of your child.
We ask you to make sure that there are no sharp, cutting and piercing objects in the child's pockets.
Please do not give your child chewing gum in kindergarten.
In a group, children are not allowed to beat and offend each other, take personal items without permission, including toys of other children brought from home, spoil and break the results of the work of other children. Children are not allowed to "strike back", as well as to attack each other. This requirement is dictated by the safety of each child.
The child must take care of the toys brought from home, the educators are not responsible for these toys.
We ask you in the family to support these requirements!

Responsibilities of parents
? bring the child neatly dressed and personally transfer it to the teacher and pick it up! Parents, remember! Educators are strictly forbidden to give children to persons in a state of intoxication, children ml. school age, release children at the request of parents, give children to strangers without warning parents!
? resolve all disputes in a calm and businesslike atmosphere, indicating the reasons for the dispute and involving the administration! Parents, remember! Conflict situations should be resolved without children.
? assist in the improvement of the kindergarten

Dress your children according to the season and according to the weather! Parents, remember! Excessive wrapping or insufficiently warm clothing can lead to illness in the child!
? do not bring a sick child to the kindergarten and promptly report the reasons for the child's non-attendance by phone to the kindergarten. Parents, remember! If a child does not attend kindergarten for three days or more, then he is admitted to kindergarten only with a medical certificate!
? present a medical certificate with permission to visit a kindergarten! Parents, remember! You must bring a healthy child! An untreated child will not only get sick himself, but also infect healthy children.
? pay a fee for the maintenance of a child in kindergarten until the 15th day of each month

Information for parents

Family collaboration. Forms of work.

Children learn from what surrounds them.
If a child is often criticized, he learns to condemn
If a child is often shown hostility, he learns to fight
If a child is often ridiculed, he learns to be timid
If a child is often shamed, he learns to feel guilty
If a child is often indulgent, he learns to be tolerant
If a child is often encouraged, he learns self-confidence
If a child is often praised, he learns to appreciate
If a child is usually honest, he learns justice
If a child lives with a sense of security, he learns to believe
If a child lives in an atmosphere of friendship and feels needed, he learns to find love in this world.