(consultation for parents)
The unity of the requirements of parents is the law family education. Father and mother are the main educators of children in the family, and therefore they must act in complete unity, create a united front.

Parents agree among themselves, how to act in each case, important for education, for example, how to cook a child to school, which consolidate home work orders and self-service, how to organize free time Child.

Watching the behavior of a child, his interests and inconsistencies, for the formation of character, father and mother notice those or other features and again they decide to do how to do. For example, a child has a special interest in music or mathematics. Parents agree on how they will help the child to expand his knowledge of his beloved subject or form of art.

The child is insufficient, does not know how to work seriously. It is necessary to consult with the teacher or a class teacher, take action, prevent the development of this shortage. Acting in consent, parents many times multiply the power of their influence.

There is no such part of the life and development of children who would leave parents indifferent, and there is no such issues for which they could not agree, make the right decision, to act together and coordinated.

If parents are really concerned about the upbringing of their children, they easily overcome disagreements, come to a common opinion. Violation of this rule brings great harm to children, upbringing urgent.

Begins, it would seem, with the little things. The son asks money to the cinema, his father refuses him - the Son did not prepare lessons. The boy appeals with the same request to the mother. Instead of making the Son to do, the mother gives him money and still warns that it should be secret from the Father. Or: Mother entrusts daughters to wash the dishes. Daughter refuses, mother insists. The conflict flares up, the daughter begins to cry. Father comes out of patience, says Mother, which is not worthwhile, to raise the noise, to upset the child.

What is happening? In the first case, the boy with the help of the mother shies away from the preparation of lessons, in the second - daughter, relying on the support of his father, refuses to perform work on the house. Moreover, parents involuntarily prompted children to lie, adapt. In some families, the father is always strict, and the mother is always good and forgives everything. And the child in the presence of a strict father is quiet, and on the eyes of a long-faced mother allows himself everything. The behavior of the child is splitting, the behavior will deteriorate.

Often, grandmother and grandfather protect grandson or granddaughter from any demands of the father or mother. Mother and father of respect for grandparents are inferior. It prevents education in children of solid behavior rules, sense of responsibility for their actions.

Even worse, when the mother and father under children underdese the dispute, fell on each other accusations, in particular about the education. It causes severe experiences in a child. He loves his father and mother, it is difficult for him to decide which of them right. Such disputes undermine the authority of their parents, angry and alienate children.

page 1

Unity of Requirements in the Dow and Family

Tutor MDOU.
kindergarten
compensating type
No. 18 of Lipetsk.

Parenting children's age Insiscimulatingly linked with strengthening and development collaboration kindergarten and family. In the process of targeted education in a kindergarten and family, the formation of those human qualities that the child is needed in the future, in adulthood.
Family playing important role In the formation of the identity of the child. The impact of family education is incomparable with any, even very qualified public education. Family and pre-school institution are the two most important institutions of socialization of preschoolers.
Despite the difference educational functionsFor the comprehensive development of the child, the interaction of the family and kindergarten.
IN preschool institution The child receives a comprehensive education, acquires the ability to interact with other children and adults, to show its own activity.
The main feature of family education recognizes the special emotional microclimate of the family, thanks to which the child has an attitude towards himself, its sense of intrinsicness is determined. The family has an impact on the world's worldview in general.
The most important condition for psychological comfort for the child is the unity and understandability of the requirements that the surrounding adults are presented to him. If in kindergarten and houses, these requirements and the style of interaction between adults and the child are different, it will be difficult for him to navigate them, and the baby will gradually come to the conclusion that you can behave anything - the question is only about who he is currently communicating with . As a result of such behavior, the child does not form their own ideas about the correct and incorrect, poor and good, approving and reluctant.
Each child is special, with characteristic ways to manage their behavior, the ability to establish contacts with the surrounding, the ability to exercise emotional reactions.
Pedagogical impacts are effective if the adult knows how to find from the entire variety of methods and techniques the most necessary, taking into account the characteristics of the child and a specific situation, if there is peace of mind and mutual understanding between the adult and the baby.
Children capture the attitude of adults to them, and, depending on this, they have appropriate behavioral methods. They behave according to the installations that they receive from adults.
If any desire of the child is performed correctly, if the child is used to looking at his loved ones from the position of the consumer, if he is used to use the rights provided to him and does not know any duties, they grow despotic, selfish people, prone to the revaluation of their capabilities. In the future, such a person is not capable of self-protection, he will not have a discipline of desires.
In an educational attitude, an adult, whether it is a parent or educator, for the kid is authoritative personFrom which you can draw answers to emerging issues, adopt solutions for ordinary and more complex situational tasks that constantly emerge in front of a developing child. The child imites adults in everything and, mostly, those who constantly communicate with him, satisfies his life and estimated requests. In itself, imitation does not distinguish between what needs to be adopted from what is not necessary to adopter.
From nature, the child is given the so-called mechanical memory: visual, hearing, motor, emotional, allowing the child to memorize everything that he sees, hears, feels. Therefore, at this stage of education, it is important not only and not so much to explain to the child, as it should be done, but, more wetting, give him a positive example of behavior.
Especially intensive accumulation of elements of knowledge and some life experience occurs in the first five years of human life, that is, in preschool age. It was during this period that mothers and dads, grandparents, educators and just surrounding adults constantly observes the eviction eye of a developing person. And not only observes, but everything fixes, adhesives, forms, creates its "encyclopedia" of elements of behavior, moral qualities. That is why it is very important that the adults surrounding it in force in this age period that they agreed agreed, presented to him the same requirements, did not unfastened to his psychological attitude.
Family education has the strongest impact on children. preschool age "It is at this age that they are emotionally impressionable, in everyone imitate their loved ones. Therefore, a positive sample of behavior and attitudes towards the people around him, and so adversely affects the unfavorable conditions for family education affects it.
In families, where parents seek to comprehensively raise their children, are interested in the life of children in kindergarten, they share their ideas, observations, visit the kindergarten in the days of open doors, never refuse to ask for caregivers, you can clearly see the result proper education. But in the absence of agreed requirements for children, conditions are created for the voltage of their nervous system, a detrimental impact on the state of health, the formation of character. Is the child guilty of this?
Parental example in behavior, act, the way to solve any vital task leaves a deep mark in the shower. And this child, becoming an adult, hitting the situation in which he himself was never before, comes as his father or mother, or another close tutor, would have come in a distant childhood. Consciously or unconsciously, and deep in the psyche remained a trace from experienced in childhood, a model solving a difficult task, behavioral act in a difficult situation. "Encyclopedia" of composite elements of behavior, moral qualities, so intensely created in the early years of childhood is triggered at any stage of the subsequent life. Metaging remark about the value of the example of parents to raise children at one time, A. Duma: "Mother may hope for the unquestionless obedience to his daughter only if it consistently serves her an example of prudence and a model of perfection." The same father, grandmother, grandfather and general teacher.
Is the child or inerton inquisitive, whether he acts about everything and ask questions or knows the world silently, is degraded, openness or is a worn, closed - the origins of all these qualities take their origin in the family. The main reasons for the failures that are comprehended by parents in the raising of children, regardless of their level of education and social status, lie in the inability to implement the existing knowledge in practice. And it can only be overcome in close touch with a kindergarten.
Taking into account the relevance of this one of the central issues of raising children of preschool age, the pedagogical team of our group developed several events with parents of pupils. All work with the family was built on the basis of the analysis of educational needs of the family, pedagogical and psychological problems of our pupils. For this purpose, survey was conducted at the beginning of the year, and then planned work for the school year in the following areas:
Informational and analytical (conversations, consultation, solving problem situations, pedagogical problems, studying the experience of family upbringing).
Cognitive (holding parental meetings, Days of open doors, master classes, "round tables", workshops).
Vividly informational (design of stands, folders moving, albums, photo-gas, issue of memo for parents).
Educational and practical (practical classes with parents, business games, trainings).
Leisure (joint holidays, sports leisure, entertainment, shares, etc.).
Deeply analyzing the content and effectiveness of the organization of traditional forms of working with family, we realized that they require the use of more active, interesting methods and techniques of communication, cooperation with the family. So such a form of work appeared as the "School of Young Mom", the purpose of which was to help the family and the child safely survive the process of adaptation of the baby to the conditions of the kindergarten.
School tasks:
Organization of the adaptive period of the child in kindergarten.
Creating a single recreation space " Kindergarten - a family".
The study of the pedagogical needs of each family and the provision of practical and methodical assistance.
The content of the school's work provided for the organization of a cycle of practical classes with the participation of a doctor, nurses, psychologist. The peculiarity of these classes was practical assistance to parents in a particular situation.
In each age group There were their needs, and it was necessary to find more efficient and efficient forms of interaction with the family.
In the group of senior preschool age, priority in the organization of work was given intellectual Development and the development of the creative cognitive activity of children.
In this regard, there was a need to create a "Young Family" club, the main purpose of which was the provision of methodological assistance to parents in the preparation of children for school training.
Themes were: "Development logical thinking"," Games and exercises with nikitin cubes "," Development of communicative culture "," How to teach a child to read "and others.
The traditional form of working with the family was the holding of joint holidays: "Dad and I - Defenders of the Fatherland", "I need to do sports", as well as the organization of joint shares "Plock Tree", "Beautiful walking plot", etc.
Using a variety of shapes The work has given certain results: parents have become active assistants in all matters held in the group, meeting participants, assistants to educators, created an atmosphere of mutual understanding, which has a beneficial effect on the correction of the behavior of our children and high-quality education.

Applied files

Education of the younger generation is an important component of the life of adults. On
How productive will be an educational impact, not only the future of children, but the future of the whole country depends. Indeed, in each family, a citizen is growing, who, in turn, will soon become a parent itself. All universal values \u200b\u200bthat were laid since childhood, he will give his children. In the opposite case, we are waiting for an immoral and under-one-generation.

Family and school interaction

The main role in the upbringing is played by the family and institutions of education. The effectiveness of this process depends on how close the relationship between them will be. Pedagogues and parents should develop uniform rules for the education of the child, to provide each other with all sorts of support and coordinate the methods and techniques of educational impact.

The family gives rise to life views and toddles. On the example of mom and dad, children learn, develop and study. The influence of parents on personality formation is huge. Only they are like no other other than their child, mental and physical characteristics, inclinations and interests. With the help of parents, the pedagogical team will be able to strengthen and develop those deposits that are laid by nature and are accentuated in the family.

Knowing the features of the microclimate, material, social and cultural position in the family, educators and teachers increase the positive effect family relationships or neutralize a negative impact in certain life situations.

So, the unity of the requirements for the education of a child is a targeted effect of family and educational institutions In order to develop moral, hardworking, healthy and intellectual personality. Unified requirements act as the main condition for effective education.

The child is a person, individuality, having a view of life, which is a reflection of his perception of the social environment. The kids perceive the behavior and statements of adults in different ways, assessing them through the prism of relations to themselves.

Often parents want to see in their children to continue themselves or, on the contrary, bring their unfulfilled dreams in them. And with surprise, they note that their favorite crumb does not want to look at the world by their eyes.
All conflicts and misunderstandings between adults and children occur solely because parents and teachers do not want to put up with the fact that those raised are capable of their own opinion. You can avoid these conflicts can constantly demonstrate the love of an adhemative person, respect for his judgments.

From the behavior of adults, their relationship to children depends on the formation of a positive or negative self-assessment of the individual.

The task of parents and pedagogical workers is to look interest in the views and interests of the younger generation, to understand the subtle mental organization and help, solving problems, and not punishing.

All families are different, and their classification will be very conditional. Consider the types of family relationships that cause the most difficulties from teachers when trying to establish cooperation with parents.

"Difficult" family

A focused and constructive dialogue in pedagogical workers does not work with representatives of disadvantaged families. Parents who abuse alcohol or use drugs not only do not engage in child raising, but also cannot provide them with decent living conditions. After all, as you know, the positive education of the child implies a healthy dream and correct care. Such families cannot provide the kids of elementary conditions of healthy livelihoods.

Children from such families cannot socially adapt in the team, have no work skills, often rude and aggressive.

In this situation, the school is the only source of upbringing, which, in fact, is a rescue circle for such children.

Teenagers are not easy to include in the targeted work of the team, but sincere interest to their problems, the ability to listen, understand and send to the right path capable of much.

"Difficult" children grow not only in families where parents have unhealthy preferences. Externally, completely prosperous parents are often bred by their hands, looking at the behavior of their offspring, sincerely not understanding the reasons for their aggressive behavior and complete ignoring generally accepted behaviors. It's all about improper upbringing, or rather, in its complete absence in early childhood.

Many parents give complete freedom to their kids, believing that they could grow an independent person. However, such a connivance can only harm. The fruits of hopeless education are visible in adolescence when children without recognizing any authorities, rules and laws often come to the crime path.

The one and only

Modern parents for one reason or another prefer to raise one child.

On the one hand, such kids receive a maximum of parental affection and love, which positively affects their development and self-esteem.

On the other hand, there are often excessive care or permissiveness in such families. The kid gets used to the fact that everything in this world is done for him and taking into account only his interests.

When Kroch comes to kindergarten, and then to school, naturally, conflicts arise not only with other children, but also with pedagogical workers. The baby sincerely does not understand why the world stopped spinning around him why he should be interested in the opinion of others and take into account their interests.

The inevitability of conflicts is obvious. The child begins to protest, show aggression and, of course, demonstrates full reluctance to obey.

Parents tend to face the beloved Chad, accusing all the problems of pedagogical workers.

In this situation, teachers are important to maintain patience and exercise maximum tacty, making contact with moms and dads. It is necessary in the personal conversations to show the need for another direction of education, to coordinate the methods, methods and forms of impact on the small little man to use both teachers and parents.

It is important to coordinate the impact methods so that the child clearly understood what is required of it.

"We need money"

Such a phrase can often be heard from parents in personal conversations with teachers. Unfortunately, financial problems do not bypass anyone. However, such families proclaim the principle: "Material benefits are more expensive."

Children every day hear adult conversations about where and how to get money that you need to buy and what is the cost of certain things. Often, people with consumer attitude towards life grow in such families. They believe that everything can be bought and sell, ignoring moral and cultural values.

Externally, such parents are well taken care of children, providing them with everything necessary. As a rule, they try to observe the day of the day, care for their children. They fairly believe that positive child education is a healthy sleep and proper care.

However, such mothers and dads do not care about the inner world of the child, unconsciously teaching them to do in school life just what can benefit them.

Work with such families implies a tactful discussion of the consumer, selfish attitude of their offspring to life. It is important to bring examples of life situations that show the consequences of such education.

Pedagogical illiteracy

Teachers are called pedagogically with illiterate those families in which the external well-being is hidden by the indifferent attitude of the parents to their offspring. And this is not connected with the fact that moms and dads do not care about children. Not at all. They check homework, regularly attend parent meetings, provide positive education of the child - healthy sleep and proper care. However, studying inner world The parents do not have time for their kids. As a rule, adults in such families work a lot, often get tired. This affects the relationship with children: parents are not trying to settle conflict situations in the family, but only provoke them under the influence of overwork and irritability.
Having come to school, such students suffer dissatisfaction with life in the family on relationships with teachers and peers, which manifests itself in violation of the discipline and provoking conflicts.

Pedagogical workers should show special attention to such a type of parents: they are easiest to come to contact the school, realizing the need for close interaction.

Let's summarize

The unity of the requirements for the education of families and educational institutions provides an effective, targeted educational process, which will bring up a harmoniously developed personality. Proper education in childhood will serve as a guarantee of a successful life in the future, for which they do not have to blush neither parents nor caregivers.

Report on the topic:

"Unity of demand requirements»

This is a painful problem: the school requires one, and society, the media, family, the street teach another. Even teachers within school are not always consistent. The need and importance of the interaction of all teachers in this process are obvious.

Achieving success in the process of education is possible only subject to the unification of efforts, all participants in the process of upbringing. The unity of demands for child education is the leading condition for the effectiveness of education.

If such unity and coordination of efforts are not achieved, then participants educational process The woven characters are likely to Craq, Swan and Pike, who, as you know, have been pulling WHO in different directions. The success of the achievement of a child depends on who and how affects its development. It is difficult to achieve success in educational work, if one is achieved by the student of order and organization, while others show undepair and liberalism. It happens that the teacher disagrees with the opinion of the team, criticizes the actions and actions of other teachers, etc.

All this can not not be reflected negatively on the formation of the views and beliefs of the person.

The pupil at the same time is experiencing huge mental overloads, as it does not know who to believe, for whom to go, cannot determine and choose among authoritative effects to him right. The child will just play teachers on the "weak strings", he will not have a clear understanding, which is good, and what is bad.

The absence of uniform requirements - evil, which, we want this or not, gives birth to the child's adaptation and bobbies.

Free it from this overload, fold the effect of all forces, thereby increasing the impact on the person, and requires the principle of unity of educational influences.

The principle of unity of requirements and respect for the personality of the pupil.

This provision is bright and convincingly formulated by A. S. Makarenko:

not permissiveness and unlimited liberalism, but demanding with maximum respect for personality.

The conditions for the implementation of this principle are the following:

1. Ensuring the system in the presentation of requirements;

2. consistent complication of requirements;

3. Fastening and improving previously imposed requirements;

4. perseverance in the presentation of the requirements;

The practical implementation of this principle requires creating a single education system, both in lessons and after school hours.

The systematics of the process of education is ensured by observing continuity and sequence in the formation of personality traits. In educational work should be relying on the previously acquired positive qualities, norms of behavior. Gradually and norms, and the means of pedagogical impact should be more complicated. Teachers should be recommended to comply with the same requirements in the family, advising parents.

The teacher must always be remembered and about the need to maintain the reasonable requirements of each other, carefully refer to the authority of the collective.

The process of education in school, the actions of teachers should be aimed at ensuring concerted actions and mutual understanding, unity of requirements, views.

All this will help to avoid many differences and even conflict situations between all the participants of the educational process.

If the opinion of school teachers on this topic is clear and obviously, the opinion of the parents is very different.

"Requirements in education. Unity of requirements. Do I need it? "

"How many educators are so many requirements

It would seem that the generally accepted, reasonable, orthodox pedagogical rule: everyone who is involved in the upbringing of the child should behave in one way - and require one, and instill one, and give the same assessments - the demands in education should be one.

Otherwise, they say, the child will be disoriented, learn to deceive, builds his "wrong", favorable, hierarchy of relations to caregivers and so on. That is, roughly speaking, Dad and Mom, grandparents, educators and teachers, and others who come into contact with our child must blear in one duffer and strictly promote our child in his bright future.

Requirements in education. Unity of requirements. Do I need it?

First, naturally, it does not happen: even if we strongly tense and agree, we still do not become the same educators.

And, secondly, it, in my opinion, is absolutely not necessary. Even within the family.

Let Dad, Mom, Grandparents, teachers will be different for a child. Different not only externally, according to the status, in proximity, but also by different educators.

Let mom require one, dad is another, and the third teachers - let them have different requirements in the upbringing of the child. Only, under the only condition: so that this is different in the demand for the child, the "good and eternal" in the child, and did not put the child of vices and bad habits.

And how else, our child will break the grain separated from the whores? Good from bad? How will learn to think on your own?

How will he bearing for the fact that the world is controversial and people in it are not only good and bad, but also simply, different? How will not be accustomed to the categorical of judgments and not the authoritarianism of relations either towards him or others?

And let the requirements for education, methods, assessments and other educators, let them be different. If only they were ... And they were not clearly directed against the child. In the end, starting from the mother and ending with a nurse in the kindergarten, everyone wants to children.

But everyone, it understands and realizes in its own way. That's life.

And let this life, children learn from the youngsters.

And what is your opinion about this?

Requirements in education should be one? "

Literature:

1. Pedagogy Volume 2 - Sub-clause I.P. - Unity of educational influences

Unity of the school and family in the upbringing and development of the younger generation, the creation of a single educational environment.

Pedagogy should be science for

all - both for teachers, and for parents ...

No matter how beautiful our institutions were,

the most important "masters" forming the mind

thoughts of children are mother and father.

So we, teachers, first of all, needed

to increase the pedagogical culture of parents,

clarify the meaning of education and work

with them in one direction.

V. A. Sukhomlinsky

Family and school are two public institutions that are at the origins of our future, the closest allies in general, in the upbringing and development of the younger generation. In unified efforts of teachers and parents, the formation of comprehensively developed, highly educated, spiritually rich, moral, and physically perfect people.

Unity of the family and school - this topic is always difficult, always relevant, there is no on this topic finished recipes. There are always many questions, but there are few answers.

If you delimit clearly functions of the family and school, then the school should always be engaged in training, and the family is to raise the child. But the goal and school, and families - the development of the personality. Therefore, two distinctive features are united by the development of the personality, i.e. target.

The school cannot do pure learning. This training will certainly be raising. And the family, except for education, should ensure the control of learning. The successes of schoolchildren's training activities are largely dependent on the right organization of their independent homework, the regime.

School and family will coordinate to eliminate contradictions and create a homogeneous educational and developing environment, in relations of which there are confidence, mutual maintenance of authority, the development of the norms of communication most favorable for both parties. Often, the family conveys the relay of education and school development, thereby self-sucking from the process of upbringing and developing a child as a person. Such parents are mistaken.

Unfavorable child is inextricably linked disadvantaged family. Everything dysfunctional families Can be divided into several types.

1. Semia, where the child is the only

2. Family, where the material side overshadows the spiritual life of parents and children

3. Family type where hopelessness dominates

4. Type of family characterized by pedagogical illiteracy

5. Female incomplete, large

The main load on ensuring real connection with the family falls on the shoulders class teacher. It is the teacher who is able to strengthen the influence of the family on a child or, on the contrary, to neutralize this effect if the life situation requires. It organizes its activities through the Cool Parent Committee, parental meetings, as well as through teachers working in this class. An important part of the practical activity of the class teacher to maintain contacts with the family is the regular personal visit to students at home, studying the conditions of their life in place, coordination and coordination with the parents of joint measures to strengthen the educational impact, prevent undesirable results. The traditional function of the class teacher remains enlightened: many families need pedagogical councils, professional support.

To form a collaborative relationship, it is important to represent a class team as a single whole, as a large family that rushes and interestingly lives, if organized team work Teachers, parents, children.

Family today is experiencing huge economic and spiritual difficulties. After all, not all parents have a sufficient level of common culture and pedagogical knowledge necessary to raise a child, and educated parents may not be interested in specific things. There is no institution that would teach how to be good parents.

An innovative approach in family cooperation and school provides:

Development of the personal potential of the child under the interaction of school, family, external society;

Gradual individualization of the educational process due to services, an extended network of circles, close connection with institutions of culture, art and sports;

Formation of our pupils of communicative skills, the ability to understand themselves and others.

One of the important directions in my activity, as a class manager, is working with a family in which the child grows and is brought up. In its program "Development of the creative potential of a schoolchild personality through the system educational work"In the" Family "section, I define a goal: to make parents with active assistants in learning and educating students. The slogan in this direction is: "In the friendship of adults and children - the power of school and families." The following tasks are delivered:

Contribute to increasing the pedagogical culture of parents, replenishing the arsenal from knowledge on a specific issue of child education in the family and school;

Facilitate the cohesion of the parent team, the involvement of mothers and dads in the vital activity of the class community;

Develop collective solutions and uniform requirements for raising children.

The system of work of the class teacher and parents is built as follows:

Study of families of students;

Psychological and pedagogical education of parents;

Public events with parents, open lessons, training and participation in scientific and practical conferences;

Parent medianship begins with preparatory group. As a teacher of the future first class, I get in advance with my parents, I am talking about those primary knowledge, skills and skills, about the development that requires student training in the first grade.

Valuable information about the domestic environment of the child gives a visit to me families of students. The teacher's visit to the house of the pupil is always an event for a schoolboy and his relatives. Visiting the family of his pupils, studying on the spot not only the household conditions, but also the nature of the organization of family education, the teacher can tell a lot of atmosphere atmosphere, the relationship between family members.

An important form Communication and cooperation of the school and family are parent meetings. A constant topic for discussion on parent meetings is the compliance with the unity of family and school requirements.

Individual work Parents have a positive impact on parents, contributes to the establishment of frank, trusting relations with them.

One of the forms of cooperation, which brings together teachers, parents and children in our school is to carry out collective-creative affairs.

Joint planning of educational work makes this process entertaining and creative not only for me, but also for children and parents. Parents also belong to their participation in class life if they see the high activity of their own children. Jointly held: "Knowledge Day", " New Year"," Day of Defenders of the Fatherland "," March 8 "," Last call" On these holidays, not only children, but also parents are included in the games and contests. The position of the parents changes and the position of the parents: if at first they are listeners, then allies, then participants in creative affairs.

These examples show the effectiveness of family and school cooperation. Given the importance of such cooperation for successful work on the upbringing and development of the younger generation, the formation of a single educational space "Family School", I consider it necessary to continue this activity.

Of all the above, it can be concluded: the solution to the problem of the socialization of the identity of the child is impossible without close cooperation and the active interaction of the school and parents, it is impossible without absolute unity between them, mutual support and consistency in the approach to the child, in the requirements for it, in the methods and receptions of education and Development of the younger generation.

Tutor MDOU.

kindergarten

compensating type

No. 18 of Lipetsk.

Education of children's children is inextricably linked with the strengthening and development of the collaboration of kindergarten and family. In the process of targeted education in a kindergarten and family, the formation of those human qualities that the child is needed in the future, in adulthood.

Family plays an important role in the formation of the child's personality. The impact of family education is incomparable with any, even very qualified public education. Family and pre-school institution are the two most important institutions of socialization of preschoolers.

Despite the difference in educational functions, the interaction of the family and kindergarten is necessary for the comprehensive development of the child.

In a preschool institution, the child receives a comprehensive education, acquires the ability to interact with other children and adults, to show its own activity.

The main feature of family education recognizes the special emotional microclimate of the family, thanks to which the child has an attitude towards himself, its sense of intrinsicness is determined. The family has an impact on the world's worldview in general.

The most important condition for psychological comfort for the child is the unity and understandability of the requirements that the surrounding adults are presented to him. If in kindergarten and houses, these requirements and the style of interaction between adults and the child are different, it will be difficult for him to navigate them, and the baby will gradually come to the conclusion that you can behave anything - the question is only about who he is currently communicating with . As a result of such behavior, the child does not form their own ideas about the correct and incorrect, poor and good, approving and reluctant.

Each child is special, with characteristic ways to manage their behavior, the ability to establish contacts with the surrounding, the ability to exercise emotional reactions.

Pedagogical impacts are effective if the adult knows how to find from the entire variety of methods and techniques the most necessary, taking into account the characteristics of the child and a specific situation, if there is peace of mind and mutual understanding between the adult and the baby.

Children capture the attitude of adults to them, and, depending on this, they have appropriate behavioral methods. They behave according to the installations that they receive from adults.

If any desire of the child is performed correctly, if the child is used to looking at his loved ones from the position of the consumer, if he is used to use the rights provided to him and does not know any duties, they grow despotic, selfish people, prone to the revaluation of their capabilities. In the future, such a person is not capable of self-protection, he will not have a discipline of desires.

In an educational attitude, an adult, whether it is a parent or educator, for the baby is an authoritative person from which you can draw answers to emerging issues, adopt solutions to ordinary and more complex situational tasks that constantly emerge in front of a developing child. The child imites adults in everything and, mostly, those who constantly communicate with him, satisfies his life and estimated requests. In itself, imitation does not distinguish between what needs to be adopted from what is not necessary to adopter.

From nature, the child is given the so-called mechanical memory: visual, hearing, motor, emotional, allowing the child to memorize everything that he sees, hears, feels. Therefore, at this stage of education, it is important not only and not so much to explain to the child, as it should be done, but, more wetting, give him a positive example of behavior.

Especially intensive accumulation of elements of knowledge and some life experience occurs in the first five years of human life, that is, in preschool age. It was during this period that mothers and dads, grandparents, educators and just surrounding adults constantly observes the eviction eye of a developing person. And not only observes, but everything fixes, adhesives, forms, creates its "encyclopedia" of elements of behavior, moral qualities. That is why it is very important that the adults surrounding it in force in this age period that they agreed agreed, presented to him the same requirements, did not unfastened to his psychological attitude.

Family education has a strongest impact on preschool children - it is at this age that they are emotional, impressionable, to imitate their loved ones. Therefore, a positive sample of behavior and attitudes towards the people around him, and so adversely affects the unfavorable conditions for family education affects it.

In families where parents seek to comprehensively raise their children, they are interested in the life of children in kindergarten, they share their ideas, observations, visit the kindergarten in the days of open doors, never refuse to caregres, you can clearly see the result of the right upbringing. But in the absence of agreed requirements for children, conditions are created for the voltage of their nervous system, a detrimental impact on the state of health, the formation of character. Is the child guilty of this?

Parental example in behavior, act, the way to solve any vital task leaves a deep mark in the shower. And this child, becoming an adult, hitting the situation in which he himself was never before, comes as his father or mother, or another close tutor, would have come in a distant childhood. Consciously or unconsciously, and deep in the psyche remained a trace from experienced in childhood, a model solving a difficult task, behavioral act in a difficult situation. "Encyclopedia" of composite elements of behavior, moral qualities, so intensely created in the early years of childhood is triggered at any stage of the subsequent life. Metaging remark about the value of the example of parents to raise children at one time, A. Duma: "Mother may hope for the unquestionless obedience to his daughter only if it consistently serves her an example of prudence and a model of perfection." The same father, grandmother, grandfather and general teacher.

Is the child or inerton inquisitive, whether he acts about everything and ask questions or knows the world silently, is degraded, openness or is a worn, closed - the origins of all these qualities take their origin in the family. The main reasons for the failures that are comprehended by parents in the raising of children, regardless of their level of education and social status, lie in the inability to implement the existing knowledge in practice. And this can be overcome only in close connection with a kindergarten.

Taking into account the relevance of this one of the central issues of raising children of preschool age, the pedagogical team of our group developed several events with parents of pupils. All work with the family was built on the basis of the analysis of educational needs of the family, pedagogical and psychological problems of our pupils. For this purpose, survey was conducted at the beginning of the year, and then planned work for the school year in the following areas:

· Informational and analytical (conversations, consultations, solving problem situations, pedagogical problems, studying the experience of family upbringing).

· Cognitive (holding parental meetings, days of open doors, master classes, "round tables", workshops).

· Vividly informational (design stands, folders moving, albums, photo-gas, issue of memos for parents).

· Educational and practical (practical classes with parents, business games, trainings).

· Leisure (joint holidays, sports leisure, entertainment, shares, etc.).

Deeply analyzing the content and effectiveness of the organization of traditional forms of working with family, we realized that they require the use of more active, interesting methods and techniques of communication, cooperation with the family. So such a form of work appeared as the "School of Young Mom", the purpose of which was to help the family and the child safely survive the process of adaptation of the baby to the conditions of the kindergarten.

School tasks:

· Organization of the child's adaptation period in kindergarten.

· Creating a single recreation space "Kindergarten - Family."

· Study of the pedagogical needs of each family and the provision of practical and methodical assistance.

In each age group, their needs arose, and it was necessary to find more efficient and efficient forms of interaction with the family.

In the group of senior preschool age, the priority in organizing work was given to the intellectual development and development of the creative cognitive activity of children.

In this regard, there was a need to create a "Young Family" club, the main purpose of which was the provision of methodological assistance to parents in the preparation of children for school training.

Themes were: "Development of logical thinking", "Games and exercises with nikitin cubes", "Development of communicative culture", "How to teach a child to read" and others.

The traditional form of working with the family was the holding of joint holidays: "Dad and I - Defenders of the Fatherland", "I need to do sports", as well as the organization of joint shares "Plock Tree", "Beautiful walking plot", etc.

The use of a variety of forms of work gave certain results: Parents became active assistants in all matters held in the group, meeting participants, assistants to educators, created an atmosphere of understanding, which has a beneficial effect on the correction of the behavior of our children and high-quality education.

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Unity of Requirements in the Dow and Family

Tutor MDOU.

kindergarten

compensating type

No. 18 of Lipetsk.

Education of children's children is inextricably linked with the strengthening and development of the collaboration of kindergarten and family. In the process of targeted education in a kindergarten and family, the formation of those human qualities that the child is needed in the future, in adulthood.

Family plays an important role in the formation of the child's personality. The impact of family education is incomparable with any, even very qualified public education. Family and pre-school institution are the two most important institutions of socialization of preschoolers.

Despite the difference in educational functions, the interaction of the family and kindergarten is necessary for the comprehensive development of the child.

In a preschool institution, the child receives a comprehensive education, acquires the ability to interact with other children and adults, to show its own activity.

The main feature of family education recognizes the special emotional microclimate of the family, thanks to which the child has an attitude towards himself, its sense of intrinsicness is determined. The family has an impact on the world's worldview in general.

The most important condition for psychological comfort for the child is the unity and understandability of the requirements that the surrounding adults are presented to him. If in kindergarten and houses, these requirements and the style of interaction between adults and the child are different, it will be difficult for him to navigate them, and the baby will gradually come to the conclusion that you can behave anything - the question is only about who he is currently communicating with . As a result of such behavior, the child does not form their own ideas about the correct and incorrect, poor and good, approving and reluctant.

Each child is special, with characteristic ways to manage their behavior, the ability to establish contacts with the surrounding, the ability to exercise emotional reactions.

Pedagogical impacts are effective if the adult knows how to find from the entire variety of methods and techniques the most necessary, taking into account the characteristics of the child and a specific situation, if there is peace of mind and mutual understanding between the adult and the baby.

Children capture the attitude of adults to them, and, depending on this, they have appropriate behavioral methods. They behave according to the installations that they receive from adults.

If any desire of the child is performed correctly, if the child is used to looking at his loved ones from the position of the consumer, if he is used to use the rights provided to him and does not know any duties, they grow despotic, selfish people, prone to the revaluation of their capabilities. In the future, such a person is not capable of self-protection, he will not have a discipline of desires.

In an educational attitude, an adult, whether it is a parent or educator, for the baby is an authoritative person from which you can draw answers to emerging issues, adopt solutions to ordinary and more complex situational tasks that constantly emerge in front of a developing child. The child imites adults in everything and, mostly, those who constantly communicate with him, satisfies his life and estimated requests. In itself, imitation does not distinguish between what needs to be adopted from what is not necessary to adopter.

From nature, the child is given the so-called mechanical memory: visual, hearing, motor, emotional, allowing the child to memorize everything that he sees, hears, feels. Therefore, at this stage of education, it is important not only and not so much to explain to the child, as it should be done, but, more wetting, give him a positive example of behavior.

Especially intensive accumulation of elements of knowledge and some life experience occurs in the first five years of human life, that is, in preschool age. It was during this period that mothers and dads, grandparents, educators and just surrounding adults constantly observes the eviction eye of a developing person. And not only observes, but everything fixes, adhesives, forms, creates its "encyclopedia" of elements of behavior, moral qualities. That is why it is very important that the adults surrounding it in force in this age period that they agreed agreed, presented to him the same requirements, did not unfastened to his psychological attitude.

Family education has a strongest impact on preschool children - it is at this age that they are emotional, impressionable, to imitate their loved ones. Therefore, a positive sample of behavior and attitudes towards the people around him, and so adversely affects the unfavorable conditions for family education affects it.

In families where parents seek to comprehensively raise their children, they are interested in the life of children in kindergarten, they share their ideas, observations, visit the kindergarten in the days of open doors, never refuse to caregres, you can clearly see the result of the right upbringing. But in the absence of agreed requirements for children, conditions are created for the voltage of their nervous system, a detrimental impact on the state of health, the formation of character. Is the child guilty of this?

Parental example in behavior, act, the way to solve any vital task leaves a deep mark in the shower. And this child, becoming an adult, hitting the situation in which he himself was never before, comes as his father or mother, or another close tutor, would have come in a distant childhood. Consciously or unconsciously, and deep in the psyche remained a trace from experienced in childhood, a model solving a difficult task, behavioral act in a difficult situation. "Encyclopedia" of compositeelements of behavior, moral qualities, so intensely created in the early years of childhood work at any stage of subsequent life. Metaging remark about the value of the example of parents to raise children at one time, A. Duma: "Mother may hope for the unquestionless obedience to his daughter only if it consistently serves her an example of prudence and a model of perfection." The same father, grandmother, grandfather and general teacher.

Is the child or inerton inquisitive, whether he acts about everything and ask questions or knows the world silently, is degraded, openness or is a worn, closed - the origins of all these qualities take their origin in the family. The main reasons for the failures that are comprehended by parents in the raising of children, regardless of their level of education and social status, lie in the inability to implement the existing knowledge in practice. And this can be overcome only in close connection with a kindergarten.

Taking into account the relevance of this one of the central issues of raising children of preschool age, the pedagogical team of our group developed several events with parents of pupils. All work with the family was built on the basis of the analysis of educational needs of the family, pedagogical and psychological problems of our pupils. For this purpose, survey was conducted at the beginning of the year, and then planned work for the school year in the following areas:

• Information and analytical (conversations, consultations, solving problem situations, pedagogical problems, studying the experience of family education).
• Cognitive (holding parental meetings, days of open doors, master classes, "round tables", workshops).
• Vividly informational (design of stands, folders moving, albums, photo-gas, issue of memo for parents).
• Educational and practical (practical classes with parents, business games, trainings).
• Leisure (joint holidays, sports leisure, entertainment, shares, etc.).

Deeply analyzing the content and effectiveness of the organization of traditional forms of working with family, we realized that they require the use of more active, interesting methods and techniques of communication, cooperation with the family. So such a form of work appeared as the "School of Young Mom", the purpose of which was to help the family and the child safely survive the process of adaptation of the baby to the conditions of the kindergarten.

School tasks:

• Organization of the adaptive period of the child in kindergarten.
• Creation of a single recreational space "Kindergarten - family."
• The study of the pedagogical needs of each family and the provision of practical and methodical assistance.

In each age group, their needs arose, and it was necessary to find more efficient and efficient forms of interaction with the family.

In the group of senior preschool age, the priority in organizing work was given to the intellectual development and development of the creative cognitive activity of children.

In this regard, there was a need to create a "Young Family" club, the main purpose of which was the provision of methodological assistance to parents in the preparation of children for school training.

Themes were: "Development of logical thinking", "Games and exercises with nikitin cubes", "Development of communicative culture", "How to teach a child to read" and others.

The traditional form of working with the family was the holding of joint holidays: "Dad and I - Defenders of the Fatherland", "I need to do sports", as well as the organization of joint shares "Plock Tree", "Beautiful walking plot", etc.

The use of a variety of forms of work gave certain results: Parents became active assistants in all matters held in the group, meeting participants, assistants to educators, created an atmosphere of understanding, which has a beneficial effect on the correction of the behavior of our children and high-quality education.