A preschooler spends most of his time in kindergarten... It is on the shoulders of this that a great burden falls on the formation of a comprehensively developed personality. Nevertheless, one should not forget about the role of legal representatives in the upbringing of children. Working with parents in kindergarten, despite all its seeming ease, is a difficult daily work of the entire pedagogical staff of a preschool institution. First of all, this concerns educators, since it is they who every day, and sometimes more than once, behold the parents of their pupils. How professionally they carry out their activities, possess the skills of partner communication, pedagogical ethics, depends on what will be the attitude specifically towards them and towards the institution as a whole.

It all depends on the situation

All people are individual, each with their own characteristics, therefore, to adapt to a specific person, to understand what he expects from the educator - this is sometimes the point. main job with parents in kindergarten. Taking a child out of the group, someone wants to find out how he behaved, felt what he was doing, etc., and someone wants to quickly dress his child and leave, is reluctant to communicate, it is difficult to make contact. The task of the educator is to choose a "key" for everyone, because in order for a child to attend a preschool institution with a desire, it is necessary to competently build interaction in the entire triad "pupil-teacher-parent". It is important to convey to the legal representatives the model of organizing work with their children, to voice the goals and objectives of upbringing, to differentiate the responsibilities of teachers and parents.

Choosing the form of work

Working with parents in kindergarten involves various forms and methods. These can be both traditional conversations and meetings, and round tables, joint leisure, open days.

The teacher not only brings certain knowledge of theoretical science to the legal representatives, but also explains in practice how to interact with children.

Using Presentations with Parents

V last years with the advent of information technology in our life, various presentations are successfully used, after watching which parents are invited to discuss certain shown conflict situations in which the representatives of the child often find themselves.

Such forms of work with parents in kindergarten bring interest to the process of acquaintance with new skills and knowledge, which is often so lacking at parent meetings. After all, the information conveyed in this form is much easier to assimilate and process. In addition, adults have a unique opportunity to simulate a situation and find ways to solve it, look at alternative options, choose the one that is not always initially possible to see.

Let's get acquainted?

When a child enters a kindergarten, work with parents is for informational purposes, a questionnaire is conducted in order to identify problems during the adaptation period, to advise on the development and upbringing of the child.

The preschool institution can also prepare brochures and booklets telling about the kindergarten, its history, teaching staff, developing environment. Many stop at the traditional form - parent meeting, at which the daily routine is announced, educational program, adopted in a preschool institution, other organizational issues.

As a result

Work with parents in kindergarten should be structured in such a way that the participants educational process they easily made contact so that their interaction would bring positive results, then it will be interesting and comfortable for the child to stay in a preschool institution.

Forms of work with parents in kindergarten

It is no secret that in our modern world, teachers are less and less able to do without parents. However, parents do not always have a sufficient amount of knowledge and skills in raising children. preschool age... Parents influence the child every day, so they have more opportunities to form the child's personality traits. Teachers can only help parents in this, direct them in the right direction, offering their parents their help.

There are many different forms interaction with parents. We can divide these forms into traditional and non-traditional.

We can refer to the traditional forms of work:

• collective ( parenting meetings, conferences, "Round tables", etc.);
• individual (pedagogical discussions with parents);
• visual information (recordings of conversations with children on a tape recorder, video fragments of the organization of various activities, regime moments, GCD, photographs, exhibitions of children's works, stands, screens, moving folders).

Let's consider some of the listed forms.

Parents' meetings.Parents' meetings are held in order to improve the pedagogical culture of parents, to activate their role in the life of the children's collective, to increase the responsibility for the upbringing of their children.

Conversation it can be either an independent form or used in combination with others, for example, it can be included in a meeting, family visit. The purpose of the pedagogical conversation is to exchange views on a particular issue; its feature - Active participation and educator and parents. Conversation can arise spontaneously on the initiative of both parents and a teacher. The latter thinks over what questions he will ask the parents, informs the topic and asks them to prepare the questions that they would like to receive an answer to. When planning the topics of conversations, one must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of training and education of a preschooler.

Especially popular with both teachers and parents are unconventional forms of communication with parents. They are built on the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents, attracting their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. At present, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized.

The classification scheme for unconventional forms offers T.V. Krotova. The author distinguishes the following unconventional forms:information and analytical(although they are essentially close to family study methods), leisure, cognitive, visual and informational.

Information and analytical- identification of interests, needs, requests of parents, the level of their pedagogical literacy.

Forms of conducting- Conducting sociological snapshots, surveys, "Mailbox".

Leisure - Establishing emotional contact between teachers, parents, children.

Forms of conducting- joint leisure, holidays, participation of parents and children in exhibitions.

Cognitive - familiarization of parents with age and psychological characteristics preschool children. Formation of practical skills of raising children in parents.

Forms of conducting-workshops, pedagogical briefing, pedagogical living room, meetings, consultations in non-traditional form, games with pedagogical content, pedagogical library for parents. Some forms of parenting meetings:

• Oral journal - pedagogical education of parents on a specific topic.
• Meeting - studio- training at three levels: theoretical, practical and technological.
• Meeting workshop- the form of developing parenting skills in raising children.
• Meeting meeting- organizational form, within which the development, discussion and development of a strategy for solving a pedagogical issue takes place.
• Talk show - form of discussion, discussion of an actual topic by invited participants with the involvement of competent specialists.
• Collection - exhibition- an hour of creativity, when children show their parents their Creative skills, applied skills.

Open parentinga meeting to which all persons interested in solving the problem posed are invited.

Visual information:informational and introductory; outreach -familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of knowledge among parents about the upbringing and development of children.

Forms of conducting- information brochures for parents, organization of days (weeks) of open doors, open views of classes and other activities of children, publication of newspapers, organization of mini-libraries

To date, two types of forms of collaboration have been identified:
Joint activities of teachers and parents

Joint activities of teachers and parents

1. Parents' meetings

2. Conferences

3. Consultation

5. Evenings for parents

6. Mugs for parents

7. Thematic exhibitions

8. Disputes

9. Pedagogical advice

10. Board of Trustees

11. Meeting with the administration

12. School for parents

14. Parents' Committee

Joint activities of teachers, parents and children

15. Days of open doors

16. Expert Tournaments

17. Mugs

18. KVN, quizzes

19. Holidays

20. Family contests

21. Newspaper issue

22. Movie Views

23. Concerts

24. Group design

25. Competitions

26. Improvement of preschool educational institution and territory

Applying in their practice various forms of work with parents, teachers solve the following tasks:

Establishing partnerships with parents;

Joining efforts for the development and education of children;

Creation of an atmosphere of common interests;

Activation and enrichment of parenting skills;

Maintaining their confidence in their own pedagogical capabilities.

Used Books:

1. Prokhorova S.Yu., Nigmatulina N.V., Evstigneeva V.I. Non-traditional forms of parenting meetings in kindergarten. M .: Publishing house "Scriptorium 2003". 2011.

The forms of work with parents in kindergarten can be very diverse, but they should all pursue a single goal - to help the child reveal his abilities and talents.

Only in one case, the process of raising and educating a child can be most effective - when the parents of the child and the preschool educational institution cooperate in the most close way. Collective discussions of all the events in the baby's life will help to form the correct approach to the educational process.

This scheme has become widespread. There are groups for children to which they come with their parents to discuss, together with educators, specific areas of the learning work.

There are the following forms of family work:

• conferences with the participation of parents;
• conversations;
• days of open doors;
• construction of stands - placement important information for parents;
• joint leisure.

Form of work with parents in kindergarten by region

It is necessary to inform parents about how to properly influence their children in different areas. Some of them are especially important. Indeed, in the absence of two-way interaction, all attempts by the educator to influence the personality of the child will remain attempts.

One of better ways works by regions - holding seminars. But today, few parents will agree to spend their time on such events.

And therefore, the main form of work is conversations with parents at the moment of visiting the preschool educational institution, when they pick up their child.

Educational area "Health"

One of the most important educational areas is health. It should be explained in great detail how the lifestyle of the whole family affects the child. After all, it is from the family that the child copies the basic behavioral mechanisms. Visual examples of how to behave are constantly present before your eyes.

While the child is in an educational institution and at home, it should teach him to a healthy lifestyle (healthy lifestyle), and also try to develop his talents and intellectual abilities to the maximum.

In addition to the field of health, there are many more subject areas. They are called that - subject areas:

• physical education;
• maths;
• ecology;
• work;
• reading;
• creation;
• music.

In order for a child to achieve success in his development, it is necessary to use interactive forms of presenting information, as well as to work closely with parents so that they help the child to master the information.

Physical education

Parents should be well aware of how important it is for a child to engage in physical education. After all physical development is simply necessary for an immature child's body.

The educator should, if possible, convey this idea to the parents, and also persuade to instill it in the child. After all, very often it is physical education lessons that cause negative emotions in many children.

And even Interesting games are not able to force the child to take an active part in the ongoing physical education lesson. This is partly the fault of the parents who did not instill in the child the habits of physical activity.

Mathematics

Math is both the simplest and the most difficult area for children. Those who find it not very easy should do extra work. And as a tutor, a parent is best suited at a young age.

The educator should only direct the child's mother or father in the right direction, point out the weaknesses of their child, and give out literature.

Some time ago, the Federal State Educational Standards (Federal State Educational Standards) were introduced in the preschool educational institution. Following them, the educator is obliged to provide an opportunity for the child to develop all his abilities and talents to the maximum.

By OBZH

A very important area that should be as highlighted as possible in senior group children. Every child must know the main dangers that can lie in wait for him in the city and at home.

It is imperative to familiarize children with traffic rules, as well as other rules, following which, you can avoid troubles.

Parents should in every possible way contribute to the activities of the educator to instill in the child a sense of responsibility towards himself and other people. They must available ways show in practice what the teacher talks about in the classroom.

Ecology

From childhood, a child should know that nature and the environment must be protected. That is why this area should be covered in the preparatory group.

During conversations with parents, the teacher should instill in them the importance of teaching the child from childhood to protect the surrounding nature and observe the following rules of behavior in nature:

• you can't just pluck the plants you like, break them;
• for a fire, use only already dried plants;
• you cannot destroy anthills, so you can undermine the fragile natural ecosystem.

There are many other points, and all of them must be followed. It is necessary to give the parents the entire list so that they explain to their child the importance of each of them.

By environmental education seminars should be held for parents to explain how to properly convey information to children.

By work

The teacher should definitely have a conversation with the parents and find out what traditions are present in the family of his pupil. An employee of a preschool educational institution must, without fail, familiarize parents with the possibilities and methods of labor education in the family and kindergarten.

Parents should introduce their children to work in the home, everyday environment, as well as instill in them the correct attitude to their own and other people's work and teach them the basics of various household chores.

To consolidate the result of the work of the educator and the parents, joint master classes and exhibitions should be held.

Labor education pursues the following goals:

1. Raise a sense of pride in the result of your work.
2. Teach your child to interact correctly and constructively with adults.
3. Instill a craving for doing various jobs.

Reading

If possible, parents should be shown the value of the child reading various fiction.

It is necessary to familiarize with the positive aspects of reading, because it:

• develops thinking and memory;
• increases vocabulary;
• improves sleep;
• develops creativity in the child, etc.

This will not only help your child learn to read faster, but will also create a more cohesive family atmosphere.

Creation

The employee working with children needs to explain to their parents the importance of developing the child's creativity. This is facilitated by joint trips to various exhibitions, excursions to art galleries, joint viewing of monuments and attractions.

It is important for the child to visit all kinds of creative circles, such as:

• Painting;
• sculpture;
• singing.

There are various innovative methods of involving children in the creative process. It is especially easy to do this with the participation of parents.

Music

Parents need to be introduced to the possibilities of the kindergarten for the implementation of this area of ​​creativity, as well as other preschool institutions.

The presence of music in a child's life is very important, it:

• makes the child more calm, balanced;
• develops creative thinking, non-standard approach to solving problems;
• instills a sense of beauty.

It is necessary to involve parents in all possible forms of musical activity, thus it is possible to "reach out" to the child much faster. And at the same time, make relationships within the family closer and more trusting.

The role of the psychologist

In ordinary preschool educational institutions, the work of a psychologist is monitoring children and making recommendations for their parents.

The psychologist should offer the educator new forms of work with parents in kindergarten. And also conduct constant analytical work, conduct tests with children, attend seminars and meetings where parents are present.

MBDOU kindergarten "Sun"

Modern forms work with parents in preschool

prepared

Antonova Natalia Vladimirovna,

educator

Monastyrshchina, 2016

The best way to help children is to help their parents.

T. Harris

Introduction

The family is a unique primary society that gives the child a sense of psychological security, "emotional rear", support, unconditional non-judgmental acceptance. This is the enduring importance of the family for a person in general, and for a preschooler in particular.

The family for the child is a source of social experience. Here he finds examples to follow, here his social birth takes place, therefore, in recent years, a new philosophy of interaction between the family and the preschool institution has begun to develop and take root. It is based on the idea that parents are responsible for raising children, and everyone else social institutions are designed to support and complement their educational activities.

The position of the preschool institution in working with the family is gradually changing. Each preschool educational institution not only brings up a child, but also advises parents on raising children. A preschool teacher is not only a teacher of children, but also a parent's partner in their upbringing.

The advantages of the new philosophy of interaction between teachers and parents are undeniable and numerous.

Firstly, it is a positive emotional attitude of teachers and parents to work together on raising children. Parents are confident that the preschool educational institution will always help them in solving pedagogical problems and at the same time will not harm them, since the views of the family and suggestions for interacting with the child will be taken into account. And in the greatest gain are the children, for the sake of whom this interaction is carried out.

Secondly, it is taking into account the individuality of the child. The teacher, constantly maintaining contact with the family, knows the peculiarities, habits of his pupil and takes them into account when working, which, in turn, leads to an increase in the effectiveness of the pedagogical process.

Thirdly, parents can independently choose and shape already in school age that direction in the development and upbringing of the child, which they consider necessary. In this way, the parents take responsibility for the upbringing of the child.

Fourth, this is the possibility of implementing a unified program for the upbringing and development of a child in a preschool educational institution and in a family.

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

When organizing joint work of preschool educational institution with families within the framework of the new philosophy, it is necessary to observe the basicprinciples:

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

cooperation of teachers and parents in the upbringing of children;

creation of an active developmental environment that provides uniform approaches to personality development in the family and the children's team;

diagnostics of general and specific problems in the development and upbringing of a child.

The main goal of preschool teachers - professionally help the family in raising children, while not replacing it, but complementing and ensuring a more complete implementation of it educational functions:

development of the interests and needs of the child;

distribution of duties and responsibilities between parents in constantly changing situations of raising children;

the development of a family lifestyle, the formation of family traditions;

understanding and acceptance of the individuality of the child, trust and respect for him as a unique person.

This goal is realized through the followingtasks:

fostering respect for childhood and parenting;

interacting with parents to explore their family microenvironment;

raising and promoting the general culture of the family and the psychological and pedagogical competence of parents;

providing practical and theoretical assistance to parents of pupils through the translation of the foundations of theoretical knowledge and the formation of skills and abilities of practical work with children;

using with parents various forms of cooperation and joint creativity, based on an individually differentiated approach to families.

Basic conditions , necessary for the implementation of trusting interaction between the preschool educational institution and the family, are the following:

studying the families of pupils: taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on upbringing, structure and character family relations and etc.;

openness of the kindergarten to the family;

orientation of the teacher to work with children and parents.

Work with parents should be built by adhering to the followingstages.

Thinking over the content and forms of work with parents. Conducting an express survey to study their needs. It is important not only to inform the parent about what the preschool educational institution wants to do with his child, but also to find out what he expects from the preschool educational institution. The data obtained should be used for further work.

Establishment of goodwill relations between educators and parents with a view to future business cooperation.

Formation in parents of a more complete image of their child and correct perception of it by communicating to them knowledge, information that cannot be obtained in the family and which turn out to be unexpected and interesting for them.

Familiarization of the teacher with the problems of the family in raising a child.

Research and development of the child's personality together with adults. At this stage, the specific content of the work is planned, the forms of cooperation are selected.

All forms of work with parents are subdivided into

collective (mass), individual and visual-informational;

traditional and non-traditional.

Collective (mass) forms involve working with all or a large team parents of preschool educational institutions(groups). These are joint activities of teachers and parents. Some of them involve children as well.

Individual forms are intended for differentiated work with the parents of pupils.

Visual information - play the role of mediated communication between teachers and parents.

At present, stable forms of work of a kindergarten with a family have developed, which in preschool pedagogy are considered to betraditional. These forms include pedagogical education of parents. It is carried out in two directions:

inside the kindergarten work is carried out with the parents of the pupils of this preschool educational institution;

work with parentsoutside the preschool educational institution ... Its goal is to reach the vast majority of parents of preschoolers, regardless of whether their children attend kindergarten or not.

Especially popular with both teachers and parents areunconventional shape communication. They are aimed at establishing informal contacts with parents, attracting their attention to kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, get closer to teachers.

T.V. Krotova offers the following classification of non-traditional forms of interaction with parents:

Purpose of use

Forms of communication

Information and analytical

Identification of interests, needs, requests of parents, the level of their pedagogical literacy

Conducting sociological snapshots, surveys

"Mailbox"

Individual notebooks

Cognitive

Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills of parenting in parents

Workshops

Trainings

Conducting meetings, consultations in an unconventional form

Mini-meetings

Pedagogical briefing

Pedagogical lounge

Oral pedagogical journals

Games with pedagogical content

Pedagogical library for parents

Leisure

Establishing emotional contact between teachers, parents, children

Joint leisure, holidays

Exhibitions of works by parents and children

Circles and sections

Clubs for fathers, grandmothers, grandfathers, seminars, workshops

Visual and informational: informational and informational; outreach

Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of knowledge among parents about the upbringing and development of children

Parent Information Brochures

Almanacs

Magazines and newspapers published by the preschool educational institution for parents

Days (weeks) of open doors

Open views of activities and other activities of children

Release of wall newspapers

Organizing mini-libraries

Let us consider the groups of forms of interaction between teachers and parents described above in more detail.

II ... Cognitive forms of interaction with parents

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

The following are still in the lead in this grouptraditional collective forms of communication :

General parent meeting of the preschool educational institution. Its purpose iscoordination of actions of the parent community and the teaching staff on education, upbringing, health improvement and development of pupils. General parents' meetings discussparenting problems. For parents newly admitted to preschool educational institutions, it is advisable to conduct a tour of the kindergarten with an explanation of the profile and tasks of the institution, to introduce them to specialists; you can publish a booklet, advertisements about a specific institution or show a presentation; organize an exhibition of children's works, etc.

Pedagogical advice with the participation of parents ... The purpose of this form of work with the family is to involve parents in an active understanding of the problems of raising children in a family based on taking into account individual needs.

Parent conference - one of the forms of improving the pedagogical culture of parents. The value of this type of work is that it involves not only parents, but also the public. The conferences are attended by teachers, employees of the district education department, representatives of the medical service, teachers, educational psychologists, etc.

Thematic consultations are organized in order to answer all the questions of interest to parents. The teacher seeks to give parents qualified advice, to teach something. This form helps to get to know the life of the family better and to provide help where it is most needed, encourages parents to take a serious look at their children, to think about the best ways to bring them up. The main purpose of the consultation is to make sure that parents can get support and advice in kindergarten. There are also "correspondence" consultations. A box (envelope) for parents' questions is being prepared. By reading the mail, the teacher can prepare a full answer in advance, study the literature, consult with colleagues or redirect the question.

Pedagogical council helps to better and deeper understand the state of relations in a particular family, to provide effective practical help in time (if, of course, the parents have a desire to change something in the current situation).

The composition of the council can include an educator, a head, a deputy head for main activities, a psychologist, a speech therapist, a head nurse, and members of the parent committee. The council discusses the upbringing potential of the family, its financial situation and the status of the child in the family. The result of the council's work may be:

availability of information about the characteristics of a particular family;

determination of measures to help parents in raising a child;

development of a program for the purpose of individual correction of the behavior of parents.

Group meetings of parents is a form of organized familiarization of parents with the tasks, content and methods of raising children of a certain age in a kindergarten and family (the problems of the life of the group are discussed).

When preparing for a parent-teacher meeting, you should adhere to the following rules:

the meeting must be focused;

meet the needs and interests of parents;

have a clearly defined practical nature;

carried out in the form of a dialogue;

at the meeting, one should not make public the failures of children, the miscalculations of parents in upbringing.

The meeting agenda can be varied, taking into account the wishes of the parents. The meeting is prepared in advance, the announcement is posted 3-5 days in advance.

Meetings are now being supplanted by new non-traditional forms. It is advisable to combine different shapes work, for example, after having fun with the parents, you can organize conversations and meetings.

"Round table" ... In an unconventional setting with the obligatory participation of specialists, actual problems of upbringing are discussed with parents

Parents' council (committee) of the group. The Parents' Council is a group of parents that regularly meets in order to assist the administration of the preschool educational institution, the educators of the group in improving the conditions for the implementation of the educational process, protecting the life and health of pupils, and the free development of the individual; participate inorganizing and holding joint events.

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

These forms have been used before. However, today the principles on the basis of which the communication of teachers and parents is built have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate the communication partner. Therefore, these forms can be considered as non-traditional. For example, it can be parenting meetings based on well-known television games: KVN, Field of Miracles, What? Where? When?". These old forms include:

"Doors open days". Currently, they are becoming widespread. However, today we can talk about this form of communication between teachers and parents as non-traditional, due to the changeprinciples of interaction between teachers and parents.According to researchers, a preschool institution can fully satisfy the needs of parents only if it is an open system. Open Doors Days give parents the opportunity to see the style of communication between teachers and children, to "get involved" in the communication and activities of children and teachers. If earlier it was not assumed that a parent could be an active participant in the life of children when visiting a group, now preschool institutions are trying not only to demonstrate the pedagogical process to parents, but also to involve them in it. Parents, observing the activities of the teacher and children, can themselves take part in games, classes, etc.

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

Parent Clubs. This form of communication presupposes the establishment of trusting relationships between teachers and parents, the teachers' awareness of the importance of the family in raising a child, and parents - that teachers have the opportunity to help them in solving emerging upbringing difficulties. The choice of a topic for discussion is determined by the interests and requests of the parents. Teachers strive not only to prepare useful and interesting information on a problem of concern to parents, but also invite various specialists.

Oral pedagogical journal ... The magazine consists of 3-6 pages, each one takes from 5 to 10 minutes in duration. The total duration is no more than 40 minutes. The short duration of time is of no small importance, since often parents are limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information posted in a relatively short period of time be of significant interest to parents. It is important that topics are relevant to parents, respond to their needs and help solve the most important issues of parenting.

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

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

Research and design, role-playing, simulation and business games. In the process of these games, the participants not only "absorb" certain knowledge, but construct new model actions, relationships. During the discussion, the participants in the game, with the help of specialists, try to analyze the situation from all sides and find an acceptable solution. Sample themes for games might be: "Morning in your house", "A walk in your family."

Trainings help to assess various ways of interacting with a child, choose more successful forms of addressing him and communicate with him, replace unwanted constructive ones. A parent involved in play training begins communication with the child, comprehends new truths.

Board of Trustees - one of the new forms of work with parents, which is a collegial self-government body that constantly operates on a voluntary basis at a preschool educational institution.

Days of good deeds. Days of voluntary feasible help for parents to a group, preschool educational institution - repair of toys, furniture, groups, assistance in creating a subject-developing environment in a group. Depending on the work plan, it is necessary to draw up a schedule of parental assistance, discuss each visit, the type of assistance the parent can provide, etc.

The cognitive group includes andindividual forms interaction with parents. The advantage of this form of work with parents is that through studying the specifics of the family, talking with parents, observing the communication of parents with children, both in a group and at home, teachers outline specific paths joint interaction with child.

Pedagogical conversations with parents ... Providing parents with timely assistance on a particular issue of upbringing. This is one of the most accessible forms of family bonding. Conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting, family visit.

The purpose of the pedagogical conversation is to exchange views on a particular issue; its feature is the active participation of the educator and parents. Conversation can arise spontaneously on the initiative of both the parents and the teacher. The latter thinks over what questions he will ask the parents, informs the topic and asks them to prepare the questions that they would like to receive an answer to. When planning the topics of conversations, one must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of training and education of a preschooler.

Family visit. The main purpose of the visit is to get to know the child and his loved ones in a familiar environment. In playing with a child, in a conversation with his loved ones, you can find out a lot of necessary information about the baby, his preferences and interests, etc. The visit is beneficial for both parents and the teacher: parents get an idea of ​​how the teacher interacts with the child, have the opportunity to ask questions of concern to them regarding the upbringing of their child in their usual environment, and the teacher allows the teacher to get acquainted with the conditions in which the child lives, with the general atmosphere in the house, traditions and customs of the family.

When organizing a home visit, it is necessary to observe following conditions:

be considerate when visiting family;

not start a conversation in the family about the shortcomings of the child;

not asking many questions to parents about raising children;

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

Individual notebooks , where the teacher records the children's progress in different types activities, parents can mark what interests them in raising children.

III ... Leisure forms of interaction with parents

Leisure shape communication organizations are designed to foster warm informal relationships between educators and parents, as well as more trusting relationships between parents and children. In the future, it is easier for teachers to establish contacts with them, to provide pedagogical information.

Holidays, matinees, events (concerts, competitions). This group of forms includes the conduct of such traditional joint holidays and leisure activities by teachers of preschool institutions as "New Year's Eve", "Christmas Fun", "Maslenitsa", "Harvest Festival", etc.. Such events help to create emotional comfort in the group, to bring the participants of the pedagogical process closer together. Parents can show their wit and imagination in various contests. They can act as direct participants: participate in writing a script, read poems, sing songs, play musical instruments and tell interesting stories etc.

Exhibitions of works by parents and children. Such exhibitions usually show results joint activities parents and children.

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

I V ... Visual and informational forms of interaction with parents.

Form datacommunication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the teacher.

Visual information forms are conditionally divided into two subgroups:

The tasks of one of them -informational - is to familiarize parents with themselves preschool, the peculiarities of his work, with teachers involved in raising children, and overcoming superficial opinions about the work of a preschool institution.

The tasks of the other group -outreach - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the peculiarities of the development and upbringing of preschool children. Their specificity lies in the fact that the communication of teachers with parents here is not direct, but mediated - through newspapers, organization of exhibitions, etc., therefore they were singled out into an independent subgroup, and not combined with cognitive forms.

In their use, it is necessary to observe the principle of purposefulness and the principle of systematicity. The main task of these forms of work is to acquaint parents with the conditions, tasks, content and methods of raising children in a preschool educational institution (group) and to help overcome superficial judgments about the role of kindergarten, to provide practical assistance to the family. These include:

video fragments of the organization of various types of activities, regime moments, classes;

Photo,

exhibitions of children's works,

stands, screens, moving folders.

In pedagogical practice, various types of visualization are used and combined:

full-scale,

fine,

verbal,

informational.

But it should be noted that the attitude of teachers to the traditional methods of visual propaganda at the present stage of the development of the relationship between the teacher and the parents is ambiguous. A number of educators are convinced that visual forms of communication with parents are ineffective in modern conditions... They explain this by the fact that parents are not interested in the materials posted on the stands, in the folders-moving. And educators often seek to replace direct communication with parents with informational advertisements, articles from newspapers and magazines. According to other educators, visual forms of communication are able to fulfill the tasks of familiarizing parents with the methods and techniques of upbringing, to help them in solving emerging problems. In this case, the teacher needs to act as a qualified advisor who can prompt required material, discuss the difficulty with your parents.

A group of traditional information and introductory forms.

Parent's corner ... It is impossible to imagine a kindergarten without a beautifully and originally designed parental corner. It contains information useful for parents and children: the group day regimen, class schedule, daily menu, helpful articles and reference materials for parents.

The main thing is that the content of the parent's corner should be short, clear, legible, so that the parents have a desire to turn to its content.

Exhibitions, vernissages of children's works.

Information sheets. They can carry the following information:

announcements of meetings, events, excursions;

requests for help;

thanks to volunteers, etc.

Notes for parents. A small description (instruction) of the correct (competent) to perform any actions.

Sliding folders. They are formed on a thematic basis.

Parent newspaper issued by the parents themselves. In it, they note interesting cases from the life of the family, share their upbringing experience on specific issues.

Videos ... Created on a specific topic.

V ... Information and analytical forms of organizing interaction with parents

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

Questioning. One of the common diagnostic methods that are used by preschool educational institutions to study the family, find out the educational needs of parents, establish contact with its members, to coordinate the educational impact on the child.

Having received a real picture, on the basis of the collected data, the teacher determines and develops the tactics of communication with each parent and child. This helps to better navigate the pedagogical needs of each family, to take into account its individual characteristics.

VI ... Written forms of interaction with parents

When time constraints or difficulties with your parents' work schedule make it difficult for you to meet with them in person; If you do not have a phone or want to discuss an issue in person, some forms of written communication will help you keep in touch with your parents. But you shouldn't abuse such forms of communication. Since they do not contribute to the cohesion of the children-parent collective of the group. And some (brochure, manual, bulletin, report) are more suitable for organizing work with parents throughout the kindergarten.

Brochures. Brochures help parents learn about kindergarten.

Benefits. The manuals contain detailed information about kindergarten.

Bulletin. The newsletter may be issued once or twice a month to keep families informed about special events, program changes, and more.

Weekly Scraps. A weekly note, addressed directly to parents, informs the family about the child's health, mood, behavior in kindergarten, his favorite activities and other information.

Informal notes. Caregivers can send short notes home with the child to inform the family about the child's new achievement or newly learned skill, to thank the family for the help provided; there can be records of children's speech, interesting statements of the child, etc.

Personal notebooks. These notebooks can ply between kindergarten and family every day to share information about what is happening at home and in kindergarten. Families can notify caregivers about special family events such as birthdays, new job, trips, guests.

Bulletin board. A bulletin board is a wall-mounted display that informs parents about the day's meetings and more.

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

Reports. Written child development reports are a form of communication with families that can be helpful as long as they are not a substitute for personal contact.

Conclusion

Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. For a long time, there has been a dispute over which is more important in the formation of an individual: family or social education? Some great teachers leaned in favor of the family, while others gave the palm to public institutions.

Meanwhile, modern science has numerous data indicating that without prejudice to the development of the child's personality it is impossible to refuse family education, since its strength and effectiveness are incomparable with any, even a very qualified upbringing in a kindergarten or school.

To ensure favorable conditions for the life and upbringing of a child, to form the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close connection and the interaction of kindergarten and family.

In the practice of a modern kindergarten, standard forms of work are often used: parent meetings, parenting committees, exhibitions, less often conferences, open days, which are held irregularly, and the topic does not always coincide with the content. Few parents take part in the Open House. Events such as the tournament of experts, KVNs, quizzes are actually not held.

This happens for several reasons:

not a desire to change something;

stable stamps in work;

time consuming preparation, etc.

not the ability to set specific tasks, fill them with appropriate content, choose methods;

when choosing methods and forms of cooperation, they do not take into account the possibilities and living conditions of specific families;

quite often, especially young educators use only collective forms of work with the family;

insufficient knowledge of the specifics of family education;

inability to analyze the level of pedagogical culture of parents and the peculiarities of raising children;

inability to plan joint work with children and parents;

some, especially young, educators have insufficiently developed communication skills.

The above practical material from work experience is necessary for the two systems (kindergarten and family) to become open to each other and help to reveal the child's abilities and capabilities.

And if the work with parents described above and its analysis will be carried out in the system and not “on paper”, then gradually it will give certain results: parents from “spectators” and “observers” will become active participants in meetings and assistants to the educator and the administration of the preschool educational institution, since this will create an atmosphere of mutual respect. And the position of parents as educators will become more flexible, since they have become direct participants in the upbringing and educational process of their children, feeling themselves more competent in raising children.

Sources of information

Doronova T.N. Interaction of the preschool institution with parents. [Text] // T.N. Doronova, M .: "Sphere", 2012, S. 114

Zvereva O.L., Krotova T.V. Communication of a teacher with parents at a preschool educational institution. Methodological aspect. [Text] // O.L. Zvereva, T.V. Krotova, M .: Creative Center "Sphere", 2009, p. 89.

Solodyankina O.V. Collaboration of the preschool institution with the family. Allowance for preschool educational institutions. [Text] // O.V. Solodyankina, M .: "Arkti", 2005, S. 221.

The problem of interaction between the kindergarten and the family has always been relevant and difficult. Relevant, because the participation of parents in the life of their children helps them to see a lot, but difficult, because all parents are different, they, like children, need a special approach. Working with parents, we help them see the difference between the world of children and the world of adults, overcome the authoritarian attitude towards the child, treat him as an equal, and understand that it is unacceptable to compare him with other children; discover the strengths and weaknesses of the child and take them into account in solving educational problems; show a sincere interest in the child's actions and be ready for emotional support; to understand that nothing can be done by one-sided influence, you can only suppress or intimidate the child.

A family for a child is also a source of social experience. Here he finds examples to follow, here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem "with the whole world": kindergarten, family, community.

Traditional forms are subdivided into collective, individual and visual-informational.

Collective forms include parenting meetings, conferences, "Round Tables", etc. Group parenting meetings are an effective form of work of educators with a team of parents, a form of organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten and family. The meeting agenda can be varied, taking into account the wishes of the parents. Traditionally, the agenda includes reading the report, although this should be avoided, it is better to conduct a dialogue using methods of activating parents. According to the lecturers, “reading from a piece of paper causes a dream with open eyes". It is not recommended to use official words such as "report", "events", "agenda", "attendance is strictly obligatory" in work with parents. If the teacher reads the text without stopping, one gets the impression that he is incompetent in the issues presented. It is important to present the peculiarities of the life of the group and each child in the message. Kindergarten specialists (doctor, speech therapist, psychologist, etc.) can join in speaking at meetings. Parents respond more actively to individual invitations, especially if children took part in their preparation.

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

There are also "correspondence" consultations. A box (envelope) for parents' questions is being prepared. By reading the mail, the teacher can prepare a full answer in advance, study the literature, consult with colleagues or redirect the question.

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

Currently, non-traditional forms of communication with parents are especially popular with both teachers and parents. They are built on the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents, attracting their attention to the kindergarten. Parents get to know their child better, because they see him in a different, new environment for themselves, get closer to teachers. So, parents are involved in the preparation of matinees, write scripts, participate in competitions. You can organize an exhibition joint work parents and children.

The most popular non-traditional forms with parents are "Open Days", during which parents can visit any group.

The principle of partnership and dialogue is being implemented in the conduct of Round Tables. Communication takes place in a relaxed manner with discussion urgent problems raising children, taking into account the wishes of parents, using methods of their activation.

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

1. Information and analytical - Aimed at identifying the interests, needs, requests of parents, the level of their pedagogical literacy, the establishment of emotional contact between teachers, parents and children.

2. Leisure - Called to establish warm fiduciaries

relationships, emotional contact between teachers and parents, between parents and children.

3. Cognitive - Aimed at familiarizing parents with age

and the psychological characteristics of preschool children, the formation of practical skills in raising children in parents.

4. Information and introductory form - Familiarization of parents with the preschool institution, the peculiarities of its work, the peculiarities of raising children, with teachers, overcoming superficial opinions about the activities of the preschool.

5. Information and educational form - Aimed at enriching the knowledge of parents about the peculiarities of the development and education of preschool children.

This topic attracted me by the fact that it is relevant today, the forms of work with parents are varied and interesting.

Each parent teaches his child a lot of useful and useless things. But a wise parent, in addition to this, is able to take lessons from his own child, to the mutual benefit.

Bibliography.

1. "From birth to school" program of education and training in kindergarten. edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. 2012

2. Methodological aids edited by M.A. Vasilyeva. Comprehensive long-term planning.