PROJECT

Psychological and pedagogical education of parents

in a preschool educational institution

Developed by: Neustroeva Irina Anatolyevna

"From how childhood passed,

who led the child by the hand in childhood,

what entered his mind and heart from the environment

the world - it depends to a decisive extent,

What kind of person will today's baby be?

Sukhomlinsky V.A.

Relevance of the problem:

The changes taking place today in the field of preschool education are aimed primarily at improving its quality. It, in turn, largely depends on the coherence of the actions of the family and the preschool educational institution. A positive result can only be achieved when considering the family and kindergarten within the framework of a single educational space, which implies interaction, mutual perception, mutual assistance, cooperation between preschool teachers and parents throughout the child's preschool childhood.

Russia begins with a family. The most important place in the formation of a child's personality is occupied by the family. According to researchers (L.B. Schneider), it depends on it how a person will grow up, and what character traits will form his nature. In the family, the child receives primary skills in the perception of reality, learns to recognize himself as a full-fledged representative of society. The family and the preschool educational institution are two important institutions of the child's socialization. And although their educational functions are different, for the comprehensive development of the child, their full and close interaction is necessary. If the preschool educational institution contributes to the integration of the child into society, then the family is designed to ensure the individualization of child development.

Article 18 of the Law of the Russian Federation"On education" says: " Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality.».

Parents need to be taught to be parents. This is what the new"philosophy" family work. Parents are responsible for the upbringing of children, and all other institutions of upbringing and education, including preschool educational institutions, are called upon to contribute to this. The role of the family is to gradually introduce the child into society, so that his development proceeds in accordance with the nature of the child and the culture of the country where he was born. Teaching a child the social experience that humanity has accumulated, the culture of the country, its moral standards, the traditions of the people is a direct function of the family as a social institution. But all this is impossible without systematic education of parents.

What a child acquires in childhood in the family, he retains throughout his subsequent life. The importance of the family as an institution of education is due to the fact that the child lives in it for a significant part of his life. The family lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

Studies of domestic psychologists (Leontiev A.N., Petrovsky A.V.) indicate that the most favorable opportunities are created in the family for strengthening the health of the child, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence, familiarization with culture . The significance of the relationship between parents and the child attracted the attention of many teachers and psychologists (Zakharov A.V., Varga A.Ya., Spivakovskaya A.S. and others). Common to all approaches is the assertion of the child's need to have and maintain a sense of security and confidence in its provision on the part of adults. It is manifested in the care of an adult and demonstrating to the child his positive - emotional attitude towards him. By this, the adult forms the need for emotional interaction in the child. In conditions when the majority of families are concerned about solving the problems of economic, and sometimes physical survival, the tendency of self-withdrawal of many parents from solving issues of upbringing and personal development of the child has intensified. Parents, not having sufficient knowledge of the psychological, age and individual characteristics of the development of the child, sometimes carry out education blindly, intuitively. A crisis situation in the family, uncertainty about one's future, the development of tension in personal relationships, emotional tension leads to a violation of parent-child relationships.

Children's need for love, warmth, affection, attention and care from a close adult is enormous, but today the need to find a job, work overload, reduced free time lead to a deterioration in the physical and mental state of parents, increased irritability, fatigue, stress, manifestations of cruelty, disharmony of child-parent relationships, which damages the physical and psychological health of the child, his well-being Many parents are aware of the shortcomings of raising their children, but often they lack elementary knowledge of pedagogy and psychology to solve the problems that arise

Analyzing the situation (in our case, through a survey of parents, individual conversations with parents and children, analysis of the social passport of the families of pupils attending a children's institution), we came to the conclusion that parents need methodological assistance, knowledge about the psychophysical development of children, about the importance of the psycho-emotional state of family members , about methods and techniques of interaction with children. One of the effective forms of family support can be the organization of a creative association of parents, teachers, and children on the basis of a kindergarten. Here, parents, through communication with each other, teachers, can get answers to their questions, jointly find ways to solve specific problems. Of course, parents have the opportunity to get information on the Internet, communicate on forums, but nothing can replace personal emotional communication with each other and teachers, aimed at mutual assistance and support in the upbringing of preschool children. The leading and significant goal of the activity of a creative association should be the preservation of the psychological and physical health of children and parents, the harmonization of interpersonal and intra-family relations based on mutual understanding, support and respect for each other

The relevance of the problem lies in the fact that the kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where systematic psychological and pedagogical education begins. The further development of the child largely depends on the joint work of parents and teachers.

Project object:

Psychological and pedagogical education of parents of preschoolers.

Project subject:

Project type:

Practice-oriented, long-term, open, collective.

Project participants:

Teachers of a preschool educational institution, pupils, parents.

Project implementation conditions:

The interest of children and parents, purposefulness, variability of forms and methods, cooperation, openness, systematic work.

Activities:

Educational - providing information for the psychological and pedagogical culture of parents

Practically effective - increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full emotional communication

Objective of the project:

Ensuring the unity and continuity of family and public education, providing psychological and pedagogical assistance to parents, supporting the comprehensive development of the personality of children.

Tasks:

Creating a positive emotional environment for communication between children, parents and teachers.

Providing advice to parents on the upbringing, education and development of a child of preschool age.

Activation and enrichment of psychological and pedagogical knowledge and skills of parents.

Development of creative abilities of children and parents in joint activities.

Generalization and promotion of the positive experience of family education

Conditional division of work with parents:

All parents - within the framework of parent meetings to improve the pedagogical and psychological culture

A group (subgroup) of parents - within the framework of a creative association for the formation of skills and abilities for the purpose of constructive communication and interaction in the parent-child system

Individual consultations, psychological and pedagogical support.

Working rules:

Sincere respect for the project participants.

Communication is not for harm, but for good.

Tact and objectivity.

The project is being implemented in three stages:

Preparatory.

Basic.

Final.

Project Implementation Plan:

Registration of the passport DOU.

Making a visual campaign.

Visiting families of pupils at home.

Analysis of the social passport of the families of pupils attending kindergarten.

Conducting the competition "The Best Parent Corner"

Creation of the DOW website.

October November

During the year

Head of preschool educational institution, senior educator

Identification of parents' requests for the organization of educational work with children

Drawing up a long-term work plan

Parent survey

“Mom, dad, kindergarten and I are a close-knit family together.”

Individual conversations with parents on the topic "My expectations"

Holding an open day

Mailbox.

Discussion of general issues on the organization of effective work with the family.

October

October

August

During the year

During the year

Art. educator, educators,

Teacher - psychologist

main stage

Establishing partnerships between all project participants

Setting up a home playground.

Organization of joint celebrations.

Organization of trips and excursions.

Arrangement of joint photo exhibitions and vernissages of creative works.

Creation of the creative association "Blue Wagon"

During the year

October

caregivers

senior teacher

Inviting parents to cooperate

Work in the creative association "Blue Wagon".

Building a library for parents.

Release of creative booklets "Blue Wagon".

Consulting on the issues of education, training, development, preservation of the physical and psycho-emotional health of children.

Conducting parent meetings.

according to plan

April

monthly

during the year

according to plan

Art. educator,

Visual information for parents

About the traditions of preschool educational institutions, employees, groups, programs and technologies for working with children.

On the age characteristics of preschool children.

On the importance of family education.

On the creative abilities of preschool children, etc.

During the year

Head of DOU

Art. educator,

Teacher - psychologist, educators

Pedagogical education of parents, implementation of interaction between the family and the preschool educational institution

Parent meetings.

The functioning of the creative association "Blue Wagon".

Seminars - workshops.

Business games.

Disputes.

"Communication Hour"

Consultations.

Day of open doors "First time in kindergarten".

Participation in holidays, joint activities.

according to plan

according to plan

January

February

December

During the year

August

During the year

Art. educator,

Teacher - psychologist, educators

The final stage

Summarizing

Results of work on the project

Analysis of the implementation of the project with the involvement of parents.

Determination of prospects for further work.

Identification of the level of awareness and assimilation by parents of the forms and rules of education and training of preschool children

May

Project participants

Social work:

Hospital - data bank, conversations, consultations, references.

KDN, JDN - identification and work with families in a socially dangerous situation

School - continuity, registration of a unified social passport for the families of pupils

Feedback:

Questionnaires.

Answers to questions from the mailbox (trust mail)

Consultations on request.

Reflection of joint activity.

Drawing up a work plan taking into account the wishes of the parents

Expected Result:

The use of modern technology for moral and spiritual development will help improve the psychological and pedagogical culture of parents, their study of themselves, their families, their relationships with others, their knowledge of the upbringing and development of children.

The novelty of the child-parent-teacher relationship is determined by the concepts of "cooperation", "interaction", "reflection".

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

Interaction- represents a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the “Dictionary of the Russian language” S.I. Ozhegov says this: interaction is the mutual connection of two phenomena, mutual support.

Pedagogical reflection- this is the ability of parents to analyze their own educational activities, critically evaluate it, and find the causes of their pedagogical mistakes.

Parents should not only communicate pedagogical knowledge, stimulate their interest in pedagogy and the problems of raising children, but also form their parental position. After all, parents often have knowledge, but they cannot use it for various reasons. It is very important to form in parents the ability to apply the acquired knowledge, to connect theory and practice. Here it is necessary to single out the concept of "pedagogical reflection", which includes the ability of parents to analyze their own educational activities, critically evaluate it, find the causes of their pedagogical mistakes, the inefficiency of the methods used, and choose methods of influencing the child that are adequate to his characteristics and specific situation. O. L. Zvereva recommends using the analysis of pedagogical situations, the solution of pedagogical problems, the analysis of one's own educational activities, the use of homework. Such methods help to form a parental position, increase the activity of listeners, update the knowledge gained, help to look at the situation through the eyes of a child, to understand him.

Used Books:

Formation of positive relationships between parents and children aged 5-7 years: diagnostics, trainings, classes / ed.- comp. Korobitsyna E.V. - Volgograd: Teacher, 2009.

Parent meetings / ed.- comp. Kylasova E.L. (and others). - Volgograd: Teacher, 2013.

Interactive pedagogy in kindergarten. Methodical manual / Ed. Miklyaeva N.V. - M .: TC Sphere, 2012

Pedagogy of mutual understanding: classes with parents / ed. - comp. Moskalyuk O.V., Pogontseva L.V. - 2nd ed. - Volgograd: Teacher, 2012.

Parent meetings in kindergarten: / ed. - comp. Chirkova S.V. - M.: VAKO, 2011

Kindergarten and family / ed. Markova T.A.-M.: Enlightenment, 1981

To the educator about working with the family: A methodological guide for kindergarten / Zagik L.V. and others: Enlightenment, 1989

Agavelyan M.G., Danilova E.Yu. Interaction of preschool teachers with parents.- M .: TC Sphere, 2009

Skorolupova O.A. Thematic planning of the educational process in preschool educational institutions. Part 1- M .: LLC Publishing house "Scriptorium 2003", 2008

Skorolupova O.A. Thematic planning of the educational process in preschool educational institutions. Part 2- M .: LLC Publishing house "Scriptorium 2003", 2008

Arnautova E.P. Socio-pedagogical practice of interaction between the family and kindergarten in modern conditions / Kindergarten from A to Z-2004

Makhov F.S. Who do we raise: Conversations about maternal and paternal education / - M .: Profizdat, 1989

State educational institution of additional professional education (advanced training) of specialists

"Kuzbass Regional Institute for Advanced Studies

and retraining of educators”

Faculty of advanced training

Department of preschool education

pedagogical education of parents

(essay)

performer:

Perfileva Oksana Petrovna,

educator MADOU No. 2, Mariinsk

Consultant:

Volkova Tatyana Anatolyevna,

department teacher

preschool education

Mariinsk, 2015

O

heading

Introduction

Chapter 1.

Theoretical foundations of pedagogical education of parents of preschoolers

6-10

Organization of interaction between the family and the preschool educational institution

A differentiated approach to working with parents

Directions of work of kindergarten teachers with parents

Chapter 2

Forms and methods of working with parents

11-14

Forms and methods of parent education

Criteria for the effectiveness of using various forms of work with parents

Conclusion

15-16

Bibliography

Attachment 1

Appendix 2

Annex 3

Appendix 4

Appendix 5

Appendix 6

Introduction

The task of a preschool institution today is to ensure the development of each child, creating the necessary conditions for this. It is in the family that the foundations of morality are laid, the norms of behavior are formed, the inner world of the child is revealed. The role of the family in society is incomparable in its strength with any other social institutions, since it is in the family that the personality of the child is formed and develops, and the child masters the social roles necessary for painless adaptation in society.

Being one of the important factors of social influence, the family has an overall impact on the physical, mental and social development of the child. Teaching a child the social experience that humanity has accumulated, the culture of the country, its moral standards, the traditions of the people is a direct function of the family as a social institution. But all this is impossible without systematic education of parents.

Of all the problems facing the modern family, the most important for the teacher at the moment is the problem of family adaptation in society. The main characteristic of the adaptation process is the social status of the family, i.e. its state in the process of adaptation in society.

The relevance of the problem lies in the fact that the kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And it is precisely from the quality of the work of a preschool institution, and in particular methodologists and social teachers,

educators depends on the level of pedagogical culture of parents, and, consequently, the level of family education of children.

But in order to be a real promoter of the means and methods of preschool education, the kindergarten in its work must serve as a model for such education. Only under this condition, parents will trust the recommendations of educators and social pedagogues, and will be willing to establish contact with them. Educators must constantly raise the requirements for themselves, for their pedagogical knowledge and skills, their attitude towards children and parents.

Kindergarten teachers, methodologists and teachers are constantly improving the content and forms of this work, striving to achieve an organic combination of educational influences on the child in a preschool institution and in the family, to ensure the comprehensive development of the individual.

Therefore, the purpose of this work is the pedagogical education of parents of preschool children, and the subject is the content and forms of pedagogical education. After all, no matter how seriously the forms of raising children in preschool institutions are thought out, no matter how high the qualifications of the workers of a preschool institution are, it is impossible to achieve the goal without the constant support and active participation of parents in the educational process. The all-round harmonious development of a child's personality requires unity and consistency of the entire system of upbringing and educational influences of adults on a child. The role of the family in creating such coherence can hardly be overestimated, because the family, as the first institution of socialization, has a decisive influence on the development of the main personality traits of the child, on the formation of his moral and positive potential. It is in the family that children receive their first moral lessons, their character is formed; in the family, initial, life positions are laid. Therefore, it is extremely important that the main component of the work of preschool institutions be the promotion of pedagogical knowledge among parents. This is also necessary in order to eradicate the mistakes made by parents in family education.

Chapter I. Theoretical Foundations of Pedagogical Education of Parents of Preschool Children

1. 1. Organization of interaction between the family and preschool educational institution

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

development of the interests and needs of the child;

the distribution of duties and responsibilities between parents in the ever-changing situations of raising children;

supporting openness in relationships between different generations in the family;

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

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

This goal is realized through the following tasks:

fostering respect for childhood and parenthood;

interacting with parents to explore their family microenvironment;

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

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

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

The main conditions necessary for the implementation of a trusting interaction between the preschool educational institution and the family are the following:

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

 openness of the kindergarten to the family;

 orientation of the teacher to work with children and parents.

For fruitful education of parents of preschoolers, it is necessary to take into account the social status of the family.

1.2 A differentiated approach to working with parents

A differentiated approach in organizing work with parents is a necessary link in the system of measures aimed at improving their pedagogical knowledge and skills. To implement a differentiated approach of kindergarten teachers to parents, it is necessary to comply with both general pedagogical and specific conditions.

These are:

Mutual trust in the relationship between the teacher and parents;

Observance of tact, sensitivity, responsiveness towards parents;

Accounting for the uniqueness of the living conditions of each family, the age of the parents, the level of preparedness in matters of education;

The combination of an individual approach to each family with the organization of work with all the parents of the group;

Interrelation of different forms of work with parents;

Simultaneous impact on parents and children;

Ensuring a certain sequence, system in working with parents.

Differentiation should be carried out on the basis of testing, questioning, according to a specific family study program:

1. family structure;

2. style and background of family life;

3. the social status of the mother, father in the family, the degree of participation in the educational process, the presence of a desire to raise a child;

4. the educational climate of the family, the presence or absence of a home pedagogical system (awareness of the goals, objectives, methods of education).

The study of the pupil's family allows the teacher to get to know him better, to understand the family's lifestyle, its way of life, traditions, spiritual values, educational opportunities, and the relationship of the child with his parents. But it should be remembered that the study of the family is a delicate, delicate matter, requiring the teacher to show respect for all family members, sincerity, and a desire to help in the upbringing of children.

An analysis of the work of educators with parents in preschool institutions often shows that, along with the positive aspects of cooperation between the kindergarten and the family, there are also disadvantages. Among them, the most common are:

Educators are not always able to set specific tasks and choose appropriate content and methods;

Quite often, educators, especially young ones, use only collective forms of work with the family.

The reasons for this are insufficient knowledge of the specifics of family education, the inability to analyze the level of pedagogical culture of parents, the peculiarities of raising children and, accordingly, design their activities in relation to parents and children. Some, especially young, educators have insufficiently developed communication skills.

The interaction between the kindergarten and the family should permeate all educational work in the kindergarten. It is necessary that teachers use various forms of work, paying attention to improving the practical educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents, etc.).

To identify the difficulties of parents in raising children in different age groups, as well as their interests and suggestions for improving the work of the kindergarten, surveys, questionnaires, and testing can be conducted.

Summarizing the answers helps to get a general idea of ​​how they understand the tasks of upbringing, whether they know their child, whether they are able to analyze the causes of deviations in his behavior and correct them. Also, such small “questionnaires” help to activate and direct the work of teachers, since they contain not only answers to the questions posed, but also the wishes of parents regarding the organization of educational work in kindergarten.

In order to facilitate the work of the educator in preparation for activities for pedagogical education of parents, special attention should be paid to the systematization and development of various recommendations. Thematic material can be divided into three groups:

a) study of families;

b) pedagogical conversations and thematic consultations;

c) parent meetings;

d) study, generalization and dissemination of the experience of family education;

e) individual work with disadvantaged families and children from these families;

3. Improving the pedagogical skills of educators:

a) planning work with parents;

b) pedagogical self-education of teachers;

c) pedagogical experience;

d) consultations and seminars with educators.

So, the study of work experience shows that the issues of the pedagogical culture of parents must be considered in close connection with the improvement of the qualifications of educators, the use of a differentiated approach to working with the family, various forms and methods of working with parents and children, because the attitude of the teacher to children, to their parents , the level of his pedagogical skills determine the level of upbringing of the child and the attitude of parents to the requirements put forward by the kindergarten.

Chapter I I. Forms and methods of parent education

2.1. Forms and methods of working with parents

When planning this or that form of work, teachers always go beyond the idea of ​​modern parents as modern people who are ready for learning, self-development and cooperation. With this in mind, the following requirements for interaction with parents are selected: originality, relevance, interactivity.

Currently, all kinds of methods and forms of pedagogical education of parents are used, both those already established in this area, and innovative, non-traditional.

All forms with parents are divided into:

 collective (mass), individual and visual information;

 traditional and non-traditional.

Collective (mass) formsimply work with all or a large number of parents of preschool educational institutions (groups). This is a collaborative effort between teachers and parents. Some of them involve the participation of children.

Individual formsdesigned for differentiated work with parents of pupils.

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

 inside the kindergartenwork is carried out with the parents of pupils of this preschool educational institution;

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

The following are still in the leadtraditional collective forms of communication:

General parent meeting

parent conference.

Group meetings "Round table"(Attachment 1)

Open classes with children in preschool for parents

"Open Days"

Preschool presentation.

Clubs for parents.

Research and design, role-playing, simulation and business games(appendix 2)

Trainings

days of good deeds

Individual notebooksetc.

Leisure formscommunication organizations are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children.

These include:

Holidays, matinees, events (Appendix 3)

Exhibitions of works by parents and children, family opening days

Joint tripsand excursions (Appendix No. 4)

Charity events (Appendix No. 5)

issue of a wall newspaper

home living rooms

family meetings (appendix #6)

collecting, etc.

Visual and informational forms of interaction with parents.

These forms of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly assess the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the educator.

These include:

Corner for parents.

Exhibitions, vernissages of children's works.

Information sheets.

Reminders for parents

Slide folders

parent newspaper

Video films.

Written forms of interaction with parents

New in the practice of kindergarten work with families is the use of written forms of communication with parents. These include:

Benefits.

Bulletin.

Weekly Notes

Bulletin board.

Suggestion box, etc.

2.2 Criteria for the effectiveness of the use of various forms of work with parents in the upbringing and development of the child's personality

Unfortunately, the forms and methods themselves are not so significant. In recent years, scientists and practitioners have developed a lot of bright and interesting forms of work with parents. But in most cases, these forms exist on their own, because work with the family is evaluated by the number of events and their quality, demand from parents, and how much the efforts of the teaching staff helped parents and children are not analyzed at all.

In order to effectively solve this problem, the administration of the preschool educational institution, and educators, need to analyze (self-analysis) the effectiveness (quantitative and qualitative) of the activities carried out by kindergarten specialists.

To determine the effectiveness of the efforts spent on interaction with parents, you can use a survey, testimonials, evaluation sheets, rapid diagnostics, and other methods immediately after the event. Equally important is self-analysis on the part of educators.

The effectiveness of the work with parents carried out in a preschool institution is evidenced by:

manifestation of parents' interest in the content of the educational process with children;

the emergence of discussions, disputes on their initiative;

answers to parents' questions by themselves; giving examples from their own experience;

an increase in the number of questions to the teacher regarding the personality of the child, his inner world;

the desire of adults for individual contacts with the educator;

reflection of parents on the correctness of the use of certain methods of education.

Conclusion

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

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

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

In the practice of a modern kindergarten, standard forms of work are often used: parent meetings, parent committees, exhibitions, less often conferences, "Open Days" and much more. This happens for several reasons:

not wanting to change;

a large expenditure of time for preparation, etc.

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

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

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

insufficient knowledge of the specifics of family education;

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

The above forms and methods are necessary for the two systems (kindergarten and family) to become open to each other and help to reveal the abilities and possibilities of the child.

To create favorable conditions for raising children in the family, parents first of all need to master the full scope of certain psychological and pedagogical knowledge, practical skills and teaching skills.

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

Bibliography

1.Arnautova E.P."Communication between the teacher and parents" [text]: Sat. materials - St. Petersburg: KARO, 2000. - 272 p.

2. Berchatova E.V."Parents meeting for parents" [text] //Pedagogy. - 2011. - No. 5/6. -p.45-49.

3. Preschool institution as an open socio-pedagogical system [experiment on the basis of kindergarten No. 66 in Tambov]. Tambov, 2008.

4 Zvereva O.L. "Communication of teachers with parents" [methodological guide]. M.: 2009.- 46c.

5. Kozlova, S.A., Kulikova, T.A. “Preschool pedagogy [Text]: Proc. allowance for students of secondary ped. textbook institutions ".- M: Publishing Center" Academy ", 1998. - 432s.

6. Myudik I.Yu. "Counseling parents in kindergarten" [text]: Specialist. - 2010. - No. 11/12. - P.28-29.

7. Osipova L.E. "Parent meeting in the preschool educational institution" [text] - M .; Tambov: TGU Publishing House 2012, - 240p.

Attachment 1

"Round Table for Dads"

Appendix 2

Project "Rainbow World"

Annex 3

Holiday "Mother's Day"

"Family booth"

Appendix 4

"Journey to the Museum"

Book World excursion to the library

Appendix 5

Action "Help the birds"

Appendix 6

family meetings

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Introduction

“Our children are our old age.

Proper upbringing is our happy old age,

Bad parenting is our future grief

These are our tears, our guilt before others.

A.S. Makarenko.

Today, when the question of the correct upbringing of children has become acute in Russia, the pedagogical education of parents has begun to play an important role.

The Law of the Russian Federation "On Education" for the first time in many decades recognized that "parents are the first teachers of their children." The Law of the Russian Federation “On Education” states that “the state policy in the field of preschool education is based on the following principles: the humanistic nature of education, the priority of universal human values, life and health, and the pedagogical influence of parents on the child. (we also worked referring to other normative documents of the preschool educational institution). It is the parents, and not the teachers, who will be with the child, not only during the entire period of childhood, but also in the future. A serious problem is the lack of knowledge of parents about the ways of raising and developing a child. It is positive that if the parents simply love the child and try to the best of their ability to help him, then, as a rule, they perceive the recommendations of teachers. But much more often they want to entrust their child to teachers and make them fully responsible for the results of education. Often such parents are constantly busy, they pay little attention to their child, and sometimes this attention comes down to feeding and dressing. The problem of parents - there is no personal example, they do not know how to talk with children, residents of rural areas, namely our category of parents, treat these residents and problems

they have more in education: since the majority do not have a high level of education, not everyone owns Internet resources, and those who do can get incorrect information using the Internet, the closure of libraries also plays a big role in educating parents. The current situation in which our society found itself required the search for a new model of social education of the individual. In connection with the above, it becomes clear that working with parents is of particular importance and becomes an urgent problem. An effective means of assisting in the upbringing of children is the organization of pedagogical education of parents. The primary task facing the teacher is to involve parents in the process of raising their children, conduct general education for them, assist in acquiring the skills to observe their children, monitor their development, learn to hear and understand their child.

Despite the importance of the problem posed, in life, parents are embarrassingly little enlightened. The problem of pedagogical education worries not only teachers of preschool educational institutions, but also researchers who dealt with this issue: O.L. Zvereva, O.I. Davydova, V.M. Ivanova, A.A. Mayer, L.F. Ostrovskaya, Yu.Khyamyalyaynen, O.L. Krotova and others. Also in our work we used methodological literature: E.P. Arnautova: "Teacher and child" Moscow "Baby" 2006 L.F. Ostrovskaya "Pedagogical situation of parents in the family", etc. (we also worked with the program of preschool education "from birth to school" edited by: N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. Moscow mosaic - synthesis 2011.

In connection with the above, we decided to carry out work on pedagogical education of parents in preschools.

Purpose: To determine the system of work of the preschool educational institution for pedagogical education of parents.

Research objectives:

To study the psychological and pedagogical literature on the problem of enlightenment of parents of preschool educational institutions.

To reveal the level of pedagogical enlightenment of parents.

To model a system of work on pedagogical education of parents.

Hypothesis of the study: We assume that the work of preschool educational institutions on pedagogical education of parents will be effective if: in our work, forms aimed at educating parents will prevail.

The theoretical significance lies in the fact that theoretical approaches to educating parents are generalized.

The practical significance of the thesis: It consists in the development of an experimental methodology ",,". The results can be applied by teachers to work with parents for the purpose of pedagogical education. The methodological basis of the study is evidence-based pedagogical theories about pedagogical culture and parental education in raising children.

Research base of the MBOO "Chernyatinsky Kindergarten" of the Tula Region, Efremov District.

The study involved 20 parents of preschool children. The following was held with parents: pedagogical trainings, conversations, parent-teacher meetings, questionnaires, etc. Pedagogical education of parents is most often implemented in traditional forms: conversations, consultations, visual propaganda (stands, exhibitions). We also introduced non-traditional forms into our work: a round table, “parental mail”, “helpline”, etc.

The work consists of: introduction, two chapters, conclusion, list of references, application.

Chapter I. Theoretical foundations of the problem of pedagogical education of parents in preschool educational institutions

1.1 The problem of pedagogical education of parents, as a psychological and pedagogical literature

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

So, Ya.A. Comenius called the maternal school the sequence and amount of knowledge that the child receives from the hands and mouth of the mother. Mother's lessons - without changes in the schedule, without days off and holidays. The more diverse and meaningful the life of a child becomes, the wider the range of maternal concerns. Ya.A. Comenius is echoed by another teacher - the humanist I.G. Pestalozzi: parents are the true organs of education, they teach by deed, and the living word only complements, and falling on the soil plowed by life, it produces a completely different impression.

In contrast to them, the socialist - utopian R. Owen considered parents one of the evils on the way to the formation of a new person. . His idea of ​​the need for exclusively social education of a child from an early age was actively embodied in our country with the simultaneous relegation of the family to the position of a "cell" with "backward" traditions and customs.

V.S. Makarenko, during the whole life of every person, a certain subconscious program “legacy of ancestors” operates, which is laid down from childhood and influences the formation of his goals, “determines the foundations, beliefs, values, ability to express and feelings”. Berezina T.A. Khomenko I.A. argue that at present the child needs pedagogically competent parents, which is the observance of his rights to full-fledged development conditions. One of the means of increasing the pedagogical literacy of parents is their pedagogical education. In her works Berezina T.A. focuses on the fact that modern parents need help from a preschool teacher. And as the results of her research show, teachers themselves experience difficulties in working with parents in this direction.

Enlightenment according to I.Kon is “a process of propaganda and dissemination of culture, involving a relatively independent and free selection by individuals of the reported information”

Teacher O.L. Zvereva, believes that in the work of a teacher with parents of a preschool educational institution it is very important to focus on the needs, requests of parents, and not just read reports or lectures to them, it is important to activate and enrich the educational skills of parents, maintain their confidence in their own pedagogical abilities, parents and kindergarten - give the child a certain social experience.

O.L. Zvereva believes that parents should not only communicate pedagogical knowledge, stimulate their interest in pedagogy and the problems of raising children, but also form their parental position. After all, parents often have knowledge, but they cannot use it for various reasons. It is very important to form in parents the ability to apply the acquired knowledge, to connect theory and practice. Here it is necessary to single out the concept: "pedagogical reflection" - which includes the ability of parents to analyze their own educational activities, critically evaluate it, find the causes of their pedagogical mistakes, and choose methods of influencing the child. (T.V. Krotova)

O.L. Zvereva recommends using the analysis of pedagogical situations, the solution of pedagogical problems, the analysis of one's own educational activities. Such methods help to form a parental position, increase the activity of listeners, update the knowledge gained, help to look at the situation through the eyes of a child, to understand him. Pedagogical situations can be taken not only from practice and from life, but also from a literary source. The method of solving the pedagogical problem is more complex; this method helps parents develop the ability to see their mistakes and outline ways to overcome them. According to O.L. Zvereva, the main method of forming parents as teachers is the analysis of their own educational activities, which contributes to the development of self-observation and self-esteem. It should be noted that the formation of the pedagogical culture of parents begins with the childhood of the child. This happens due to the assimilation by children of the lessons given by adults, by imitating them.

“The pedagogical culture of parents” is the communication of knowledge to them, the formation of their pedagogical skills, skills, and a reflective attitude towards themselves. (O.L. Zvereva).

Pedagogical education is the formation of parents' knowledge and skills in pedagogical education and upbringing of their children (I.P. Arnautova).

Psychological and pedagogical education is due to the dependence on education of age and individual characteristics and adults. In the process of mastering psychological and pedagogical knowledge, the personality of the parents themselves continues to develop. The education of parents is the basis for the disclosure of their creative potential, the improvement of education. Modern psychological and pedagogical research indicates that the high employment of the family with economic and domestic problems, the pedagogical incompetence of parents forces them to shift the responsibility for the upbringing and education of children to a preschool institution. After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal of preschool education was the harmonious development of the child, then after it, its goal was to form, first of all, a citizen of the Soviet state.

The tasks of raising and developing children indicated in the program for kindergarten, the teacher performs in close contact with the parents, while also educating them in different directions: at the beginning, mothers and fathers should be introduced to the age characteristics of children, the main tasks of education (the formation of independence, discipline, skills of cultural behavior, development of speech, motor skills). For individual parents who find it difficult to physically raise a child, the teacher can offer a folder with materials on various issues of physical development, give recommendations on morning exercises, games and physical exercises on days when the baby does not attend a preschool institution, and create conditions for washing , dressing. The teacher draws the attention of parents to the importance of the joint work of adult members with the baby (with dad, the child “repairs” furniture, electrical appliances, with mom - “cleans” the room, washes dishes, etc.). The teacher emphasizes the importance of evaluating children's actions, maintaining a good mood of the child in the process of work, play, in everyday life. The program of teacher education for parents is based on the acquisition of certain experience.

The parent education system offers the teacher a wide range of methodological approaches using colorful posters and other audiovisual materials for parents.

As a system of propaganda of pedagogical knowledge, in the 70-80s there was a pedagogical general education for parents. It was an integral system of forms of propaganda of pedagogical knowledge, taking into account various categories of parents. child development, in which the main role belongs to parents.

We also consider it necessary to give a definition here:

“pedagogical modeling” is a holistic, interconnected and interdependent set of techniques, personal operations of knowledge” (E.S. Polat).

Systematic diversified pedagogical education of parents involves familiarizing them with the basics of theoretical knowledge, and to a greater extent with the practice of working with children.

The implementation of educational pedagogical work involves familiarizing parents with innovative ideas in the field of pedagogy and psychology.

"Psychological - pedagogical education" is the formation of the need for psychological knowledge in parents, the desire to use them in the interest of their own development. (O.I. Davydova).

Exploring the problem of pedagogical general education, O.L. Zvereva revealed that it was not carried out in all kindergartens due to the insufficient preparedness of teachers to work with parents, and the parents themselves do not show much desire to receive information about raising children. Parents want to receive only specific knowledge about their child. Teachers often complain about the fact that now you can’t surprise parents with anything.

But, as the studies carried out by O.L. Zvereva, and later these data were confirmed by E.P. Arnautova, V.P. Dubrova, V.M. Ivanova, the attitude of parents to events depends, first of all, on the organization of educational and educational work in kindergarten, the initiative of the administration, its involvement in solving issues of pedagogical education of parents. This work talks about education and pedagogical general education for parents. Thus, all the studies of these authors specified the content, forms and methods of pedagogical education of parents and made it possible to develop valuable recommendations for parents.

1.2 The role of the preschool institution in the pedagogical education of parents

Pedagogical education of parents in order to improve their pedagogical culture in raising children is one of the activities of a preschool institution. The main meaning of pedagogical education is to acquaint parents with the basic laws and conditions for the favorable mental development of the child; to form a need for knowledge and a desire to use it in working with a child or in the interests of developing one's own personality.

We have to state with regret that in the last decade, preschool institutions have not fully fulfilled their task of increasing the pedagogical education of parents. A well-known competition to preschool institutions in pedagogical education is radio, television and other mass media. For example, new pedagogical magazines began to be published, some of which are addressed to parents (“Our baby”, “Nanny”, “Home education”, etc.). In this regard, it is necessary to recall the specifics of pedagogical education, which is intended to be carried out by a modern preschool institution. First of all, it should be noted the target orientation of this work. Determining the content and forms of pedagogical education, the teacher must proceed from the level of preparedness of parents for educational activities and the specific needs to improve the pedagogical culture of parents. It is important to keep in mind the pragmatic orientation of parents when they, lacking knowledge and practical skills, turn to preschool teachers for help.

Teachers, in order to satisfy the emerging need of parents, need to imagine their level of education in upbringing. In other words, the effectiveness of pedagogical education depends on the knowledge of specific parents by teachers and the adequate selection of the content and forms of work with parents.

The advantage of pedagogical education of parents in a preschool institution (compared to what is carried out by the media) lies in the prompt feedback. The teacher has the opportunity to involve parents in a dialogue, to identify the degree of awareness of certain psychological and pedagogical knowledge by them, if necessary, to correct individual ideas, to convince them of something, etc. in the course of such a dialogue, it becomes possible to influence the formation of motives for educational activities in parents, to induce pedagogical reflection, to positive changes in the pedagogical position in general.

The orientation of the preschool institution to improve the pedagogical culture of parents increases the requirements for the level of psychological and pedagogical knowledge about the characteristics of the age development of the child, the patterns and principles of education and training. The teacher helps parents to use this knowledge as a guide to action, and not as an abstraction cut off from life. For example, scientific knowledge about the characteristics of a child’s development during preschool childhood will help pedagogically competently solve many practical issues of education somehow: organizing a daily routine, rational nutrition, good sleep, play activities, accustoming children to work, etc. Preschool educational organization in child development plays an important role: here he receives his first knowledge, acquires communication skills with other children and adults, learns to organize his own activities.

However, how effectively a child will master these skills depends on the attitude of parents to a preschool organization and the acquisition of knowledge about education in it. Harmonious development of preschool children without the active participation of their parents in the educational process is hardly possible.

Increasing the education and professional activity of parents is accompanied by a desire for a richer leisure time, enrichment and development of their cultural and spiritual world, creative creative activity, which, in turn, contributes to the involvement of parents of their children in culture. The responsibility of parents for raising their children for their future is growing.

The main feature of educating parents in a preschool educational institution is a special emotional microclimate, which determines its sense of self-worth. It is known that it is the parents and their personal qualities that largely determine the result of the educational function.

The task of the teacher is to give theoretical knowledge an applied character. Here, of no small importance is the involvement of parents in the self-analysis of their educational activities, in the exchange of experience with other families, the study of publications, etc., which, in turn, requires the search for new forms of organization of pedagogical education.

In advanced preschool institutions, round-table meetings, question-and-answer evenings, meetings of discussion clubs, meetings, training sessions, etc. were effective in this regard. These forms are based on work with small groups, when 3-7 parents with similar experience are involved raising children located to each other.

In recent years, the need has been emphasized to simultaneously involve in various forms of pedagogical education not individual representatives from the family of pupils of a preschool institution, but both parents. forms of increasing the pedagogical general education of parents, these are joint holidays with children, sports events, etc. The value of such forms of improving pedagogical culture lies in the fact that they influence the educational activities of parents, help parents to better understand the educational work of teachers.

In the course of preliminary work, the degree of participation of parents in the event itself is determined (speech with a message about their experience in education). The more parents will be involved in active participation in the discussion of the problem, the better it will be in practice in raising children from parents. The institution should have guidance for the self-education of parents. It is necessary in the library of a preschool institution to have literature on various issues of education, including various articles. Promotion of literature on pedagogical topics is the responsibility of kindergarten teachers. Various forms of work are important: folders - shifters, exhibitions of new literature with a brief annotation, a review of new products at a parent meeting, etc. The task of teachers is to awaken parents' interest in pedagogical literature and help them choose the right modern literature. Enlightened parenting implies the absence of all the difficulties and mistakes at the stage of one's own upbringing of the child. The best upbringing is a personal example, one can imagine what kind of work the self-improvement of an enlightened parent requires. Enlightened parenthood is also a serious work of parents and children to improve, develop and educate each other in a living, real life process. In connection with the above, it becomes clear that working with parents is of particular importance and becomes an urgent problem. After all, parents are at the forefront of education.

They are the main social institution in shaping the personality of the child. After all, not all parents have a sufficient level of general culture and pedagogical knowledge necessary for raising a child. Under the education of parents - is understood the enrichment of knowledge, attitudes and skills necessary for the care of children and their upbringing.

The role of parents is to gradually introduce the child into society so that his development proceeds in accordance with the nature of the child and the culture of the country where he was born. Teaching a child the social experience that mankind has accumulated, the culture of the country, its moral standards, the traditions of the people is a direct function of parents as a social institution. But all this is impossible without systematic education of parents. The solution of pedagogical problems requires an independent answer to the question of justifying it. Parents will be able to apply theoretical knowledge.

It is important to analyze your pedagogical mistakes with young parents. The method of solving pedagogical problems for parents is to see ways to overcome them, it is advisable to offer parents facts from their own experience, the opportunity to rise to a new level. Parents have an association with their own experience, activities. It promotes the development of self-observation, self-esteem and observation of the child. The parent is invited to observe their style of assessment, the manner of speaking with the child. homework method. Parents can be invited to write an essay on the topic of my child: what makes you happy in a child, what upsets you, how he plays, how he behaves, relationships with adults. Encourages parents to look closely at their child. An analysis of his personal qualities, the ways of their negative consequences, where he shows them, pedagogical competence is understood as the coordinated interaction of both spouses, as a parental couple, as a team. Competence - a broader concept includes pedagogical reflection, five methods. (gaming, etc.)

Assistance in training, education is aimed at preventing problems that arise in parents and the formation of a pedagogical culture of parents in order to combine the requirements for a child in education from parents and preschool educational institutions. It is with such goals that parents are widely educated on various issues. In a preschool institution, there is an idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. Recognition of the priority of parental education requires other lines of relations between parents and preschool institutions. Currently, all kinds of methods and forms of pedagogical education of parents are used, both already established in this area, and innovative, non-traditional. The role of preschool interaction in educating parents should be the creation in the kindergarten of "schools for parents" of various methods to help parents in raising their child. Creating conditions for the development of responsible and interdependent relationships with parents that ensure the holistic development of the child's personality, the competence of his parents, which consists in the ability to resolve various types of social and pedagogical situations related to the upbringing of the child. Today, the function of education is performed not only by the kindergarten, but also by its partners, and these are additional educational organizations that their child attends. Artistic, aesthetic, national, patriotic, and medical education are becoming more and more in demand. Retains its relevance scientific education focused on familiarizing educating adults with the achievements of science and best practices in the field of education. Whatever cultural and educational programs adults choose, it is important that education orients parents as the main educators of the child, as well as kindergarten specialists, towards self-development and self-improvement.

The main forms of education at the present stage of development of preschool education can be: conferences (including online conferences), parent meetings (general kindergarten, district), parent and pedagogical readings, which cover not only topical issues of education, training and development problems general cultural and pedagogical competence of parents.

As a rule, are used: visual propaganda; visiting families; creation of folders-movers; parent meetings; conversations and consultations; questioning; open days; Q&A evenings; round tables; organization of business games master - class, projects. (etc.) We will consider them in the next chapter.

1.3 Forms and methods in pedagogical education of parents

Form - a device, the structure of something, a system of organization. (T.I. Yurov)

Traditional forms of improving the pedagogical culture of parents:

Visual propaganda

Carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to acquaint parents with the issues of education through the materials of stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, to give parents the necessary pedagogical information in an accessible and convincing manner. You can constantly design group stands like “For you, parents”, containing information in two sections: the daily life of the group - various kinds of announcements, regimen, menus, etc., and the current work on raising children in kindergarten and family. At the beginning of the year, as a rule, the Council of Teachers discusses the annual work plan. Then the teachers inform about the tasks of education for a certain section for the quarter, inform the program content of the educational activities directly, give advice to parents on how the work carried out in the kindergarten can be continued in the family. With great pleasure, parents examine the work of children exhibited at a special stand: drawings, modeling, applications, etc., and also at the parent meeting, they sorted out the drawings of children "my parents".

In the "Advice and Recommendations" section, under the guidance of a psychologist and a social pedagogue, recommendations are placed on various issues, reports of members of the parent committee on visits to families, on duty. For families with disabled children, you can arrange a stand, where there will be practical recommendations from a teacher - a psychologist, a social pedagogue, a defectologist. You can also place a list of instances where parents can get the necessary help and support. The combination of all forms of visual propaganda helps to increase the pedagogical knowledge of parents.

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

Educational conversations with parents

to provide parents with timely assistance, the leading role here is given to the educator, he plans in advance the topic and structure of the conversation. It is recommended that when conducting a conversation, choose the most suitable conditions and start it with neutral questions, then go directly to the main topics.

Thematic consultations.

Consultations are close to conversations, their main difference is to give qualified advice to parents. Consultations can be planned and unscheduled, individual and group. Planned consultations are held systematically in the kindergarten: 3-4 times a year in each age group and the same number of general consultations according to the annual plan. The duration of the consultation is 30-40 minutes. Unscheduled ones often arise during communication between teachers and parents at the initiative of both parties in order to educate parents.

Consultation, like a conversation, requires preparation for the most meaningful answers of teachers to parents. Thematic and individual consultations.

Consultations are held at the request of parents if they encounter a problem in raising a child that they cannot solve on their own. Thematic and individual consultations are held for parents on the recommendation of the educator, if he sees that they are not able to deal with the problem on their own, or the problem has been brought to a conflict situation, or the parents are trying to get away from solving a difficult situation. In preparation for the consultation, it is necessary to talk with the child, his immediate environment, and teachers. And this must be done tactfully and skillfully. Each consultation involves not only a discussion of the problem, but also practical recommendations for solving it. Not every educator can conduct such a consultation, so it is always appropriate to involve competent people and specialists in finding a solution in a difficult situation. Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc. Parent meetings are held in groups and general (for parents of all institutions).

At group meetings, parents are introduced to the content, tasks and methods of raising children of a certain age in a kindergarten and family. The agenda of group parent meetings includes a pedagogical conversation (report) on the most important topic at the moment; speech by a doctor or nurse, in order to educate parents.

Duration - 1.5 hours. After the end of the meeting, the parents ask questions that concern them and were not covered at the meeting, consult with the teacher and, perhaps, express complaints. At each meeting, a chairman and a secretary (from the parents) are elected, a protocol is kept, a decision is made; personal registration is required. The head of the preschool educational institution, together with the educators and the parent committee, plans and conducts a general parent meeting. You can invite a doctor, a lawyer, etc. They are organized 2-3 times a year. Holding parent-teacher meetings according to the old structure does not meet the expectations of parents. In accordance with the regulatory framework of preschool institutions, parents are customers of educational services and have the right to take part in the organization of the educational process, create their own self-government bodies and resolve some issues on their own at parent meetings and conferences. Usually, parent-teacher meetings are held traditionally - a teacher's report on a topic and a discussion of organizational issues. As a rule, at meetings of this type, parents do not show any activity, and passivity is an indicator of either disinterest, that the very form of the meeting does not invite statements from the parents.

parent conferences. The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given “for starters”, to provoke discussion, and if possible, then discussion.

The conference can be held within the framework of one preschool institution, but city and district conferences are also practiced. It is important to determine the actual topic of the conference (“Children's health care”, “Physical and psychological readiness of the child to study at school”, “Aesthetic education of preschoolers”, “School tomorrow” of our children, etc.). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.

Traditional information and familiarization form

"Parents' Corner"

It contains information useful for parents: group daily routine, class schedule, useful articles and reference materials - a guide for parents. The materials of the parent corner can be divided into two parts:

1 Information materials (rules for parents, various announcements).

Materials covering the issues of raising children in kindergarten and at home. They reflect the correct work in the upbringing of children.

Folders - shifters - are formed according to the thematic principle: "So that our children do not get sick", etc.

Information-analytical form - the use of a questionnaire - is one of the most common diagnostic methods.

Now let's consider non-traditional forms that should be used in the pedagogical education of parents.

Round table with parents

Purpose: in an unconventional setting with the obligatory participation of specialists, discuss with parents the current problems of education.

Parents are invited to the “round table” meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists.

The next non-traditional form is the game library. Since games require adult participation, this encourages parents to interact with their child more often. Preschool childhood is a period of play. The game brings great joy to the child; it gives the preschooler the opportunity to be active. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Given the busyness of parents, such non-traditional forms of parent education are also used, such as "Parental mail" and "Hotline". Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, warn teachers about noticed unusual manifestations of children.

Pedagogical interview of parents

Recorded on a voice recorder, video camera. Can be used at parent meetings, conferences, seminars. Topic: "What would you like to see your son or daughter?", "What should be the ideal teacher of my child", "What should be the environment in kindergarten."

Training game exercises and tasks.

Training is a set of psychotherapeutic and educational methods aimed at developing the skills of self-knowledge and self-regulation, learning, communication and professional skills. (B.D. Karvasarsky). Interest in the training is due to the desire of parents to master new ideas of education.

In the process of training, parents are actively involved in situations socially developed by a teacher-psychologist that allow them to realize their personal resources. Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of “Why didn’t you put your toys away again?” - “I have no doubt that these toys obey their owner”). Or parents should determine why such words addressed to the child are unconstructive: “Shame on you!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me (a)?”, "How can you do this to me!" and others. Tasks can be performed in the following form: the teacher begins the phrase: “Studying well at school means ...” or “For me, a dialogue with a child is ...” Mother or father must complete the sentence.

Master Class

The master class is taught by an expert in a particular discipline for those who want to improve their practical achievements in this subject.

Master class is:

An active form of parental education, in which knowledge is acquired or improved through an activity approach through self-organization and activation of the creative potential of each participant;

A visual demonstration of the achievements of a professional in order to transfer knowledge and experience to students for their possible use in their work;

One of the forms of the training session, in which the teacher is a master, involving each participant in the creative joint activity, teaches him the skill of communication, creative thinking, independent organization of training, active development of the new;

This is a “highlight” that needs to be presented creatively in order to be relevant and interesting;

One of the forms of cognition through the active activity of participants who individually and jointly solve the task assigned to them; a sign of this form is the use of the maximum potential of each in the creation of a creative product and the interaction of all; The concept of "master class" implies not only that the presenter is a recognized master, but also that everyone present at the classes wants to improve their professional level and learn skills.

Parents need to:

Systematize and evaluate the knowledge they already have;

Get new theoretical and practical knowledge;

Learn to apply the acquired knowledge;

Master classes do not imply a fixed start and end time, a fixed number of participants and the receipt of diplomas and certificates. The main result of attending classes is obtaining and systematizing information in the field of unique technologies. Turning information into personal knowledge and skills, training technical, analytical and technological thinking and, accordingly, increasing the professional literacy of parents.

Thematic consultations. In order for the thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in the thematic consultation with the help of special invitations. The thematic consultation should involve problem solvers who can help find the best solution. He is a social educator and psychologist. During the thematic consultation, parents receive recommendations on the problem that worries them.

Parent Readings. A very interesting form of work with parents in education, which will enable parents not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them most. Parents read books and then use recommended literature in parent readings. The main meaning of education is to acquaint parents with the basic laws and conditions for the favorable mental development of the child; popularize and explain the results of psychological research; to form the need for psychological knowledge and the desire to use it in working with the child. Education is the purposeful development of each growing person as a unique human individuality and personality. In the process of upbringing, certain relations of a person with the surrounding society are formed. Education is based, on the one hand, on that moral model or ideal that embodies the requirements of society for a growing person, and on the other hand, pursues the goal of maximizing the development of the individual characteristics of each person. The basis of education is the initial, innate need of the child for another person. In education, it is not the goal to be achieved, but the way to achieve it that is of decisive importance. Education, the most creative, the most humane of all human activities. But upbringing can become creative only when parents are deeply and comprehensively aware of their feelings for children, when they are able to consciously build their behavior, when they influence and change not only children, but also themselves, when together with their child they discover the world, open up world and transform it "(A.S. Spivakovskaya,).

Method - a systematized set of steps, actions that are aimed at solving a specific problem. (I.A. Markov)

To identify the level of pedagogical enlightenment of parents, the following methods can be used: questionnaires, individual conversations, simulation of game and problem situations, testing.

The method of solving pedagogical problems is more complex, since it requires an independent answer to the question: “What should I do?” This method helps parents develop the ability to see their mistakes and outline ways to overcome them. It is proposed to analyze their actions as teachers and prove their correctness or error. The advantage of this method is the possibility of considering several solutions, their discussion, the clash of different positions.

Having studied the psychological and pedagogical literature, we saw that the educational work of parents in preschools is necessary. The problem of education of parents was revealed. The forms and methods of work on pedagogical education of parents are considered. On the basis of which we concluded that one of the most important tasks of raising children is competent parents. Parents play a big role in every person's life. When parents understand that the formation of the child's personality largely depends on them, they behave in such a way that all their actions and behavior in general contribute to the formation of those qualities and such an understanding of human values ​​that they want to convey to him.

To ensure favorable conditions for the life and upbringing of the child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop a close relationship and the role of the kindergarten in the pedagogical education of parents.

At present, the system of preschool education is being restructured, and humanization and de-ideologization of the pedagogical process are at the center of this restructuring. From now on, its goal is not the education of a member of society, but the free development of the individual. Observations of children, analysis of their behavior during joint conversations with parents show that problems rarely arise out of nowhere. Parents found themselves alone with their problems: books on education are produced in small editions, not everyone can afford a consultation with an experienced psychologist and teacher. Unfortunately, there are no special such institutions designed exclusively for the education of parents. Education of parents is a way that stimulates the development of all subjects of the educational process; with the help of education, we prepare partners from parents who can be guided in the upbringing of their children.

The timeliness and form of education of parents in the upbringing of their children are very important. In the practice of the kindergarten, traditional forms of work are used: parent meetings, conferences, and non-traditional forms are also used. These forms should arouse interest among parents and create an attitude to the perception of the material. The topics of education can be specified, deepened, supplemented, taking into account the needs of parents in pedagogical knowledge, which are revealed during parent meetings, conversations and consultations, and the ideas on which the teaching staff relies.

Chapter 2

2.1 Studying the peculiarities of the work of the kindergarten in the formation of the pedagogical culture of parents

The formation of pedagogical culture begins in childhood. (imitation of adults). Experimental work on pedagogical education of parents was carried out by the municipal budgetary educational preschool institution "Chernyatinsky kindergarten" in the Tula region in the 2014-2015 academic year. October 2014 to February 2015

The experiment involved 20 parents.

Tasks of the ascertaining stage of the experiment:

With the help of a conversation, conduct a survey of parents about pedagogical education and record the answers.

Make a diagram of the level of knowledge of parents about the pedagogical, proper upbringing of their child.

Analyze the results.

Survey dates: October 2014

To diagnose knowledge about pedagogical general education, an individual conversation was held with each parent on the following issues.

How well do you know your child?

What is your child's temperament?

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

Do you enjoy interacting with your child?

What does your child like to do in their free time?

What household chores does your child perform?

How does he carry out his duties at home?

What parenting methods do you prefer to practice?

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

How do you try to help your child in a difficult situation?

the evaluation of the results of the survey was carried out according to a 5-point system.

5 - points - correctly formulated and clear answer of the parents. clear and concise response

4 points - has a superficial understanding of education

3 points - has a poor understanding of the upbringing of his child

2 points - has no idea about the right upbringing. gives off-topic examples.

The results of the assessment of parents' knowledge about the pedagogical education of the experimental group at the ascertaining stage of the experiment were recorded in the protocol. (Attachment 1).

The results of assessing the knowledge of parents on pedagogical education in the control group at the ascertaining stage of the experiment are recorded in the protocol (Appendix 2).

Processing of the results was carried out on the basis of a scale for assessing the level of knowledge:

"very low" level - if the parent scored from 20 to 27 points when answering.

"low" level - if the parent scores from 28 to 35 points in the aggregate of answers.

"average" level - if the parent in the aggregate of answers scores from 36 to 43 points

"high" level - if the parent in the totality of answers scores from 44-50 points.

Based on the results obtained and a 4-level scale for assessing the knowledge of parents, we have compiled a table in which the summary results of assessing the level of knowledge formation in parents on raising children are listed. (Table 1).

The data of the ascertaining stage of the experiment testify to fragmentary and superficial ideas in the field of pedagogical education among the parents of the experimental and control groups, they had little to read pedagogical literature in the field of education, parents make typical mistakes in raising children, experience certain difficulties. The main value of pedagogical culture is the child - his development, education, upbringing, social protection and support of his dignity. The level of pedagogical culture of the majority of parents is not high enough, which negatively affects the results of their educational activities, is manifested in the low level of upbringing of many modern children.

In addition, in order to identify the level of pedagogical culture, parents were offered a questionnaire compiled by O.L. Zvereva (Appendix No. 3) examination dates: October 2014

Purpose: to identify the difficulty of parents in raising children.

The survey results are recorded in the final table (Table 2).

The result of the survey was:

73% receive pedagogical knowledge from mass media.

30% - read pedagogical literature

60% of families receive pedagogical knowledge from life experience: how they were brought up, how others are brought up.

To the second question, 20% of the respondents answered that this knowledge helps them in raising children,

45% of families chose the answer “rather no than yes”,

35% of families answered that knowledge does not help in solving problems of upbringing.

Parents face the following challenges in parenting:

With disobedience of the child - 40% of families,

Not supported by other family members -20%

Experiencing a lack of pedagogical knowledge - 25% of families,

The child is restless, inattentive - 15%

It should be noted that none of the parents answered that there were no difficulties in upbringing.

To improve the upbringing of a child in a family, 25% of respondents consider the need for regular meetings with specialists in preschool educational institutions,

20% - release of women from work,

15% - increase in the circulation of pedagogical journals,

25% - introduction of consultation points for parents,

15% of parents do not consider it necessary to improve family upbringing. The data obtained allow us to conclude that:

30% of families - with an average level of pedagogical culture

70% - with a low level, a high level - absent.

After analyzing the results of the ascertaining stage of the experiment, we assume that the lack of knowledge of parents manifests itself due to the lack of reliable information from a specialist in preschool education, therefore it would be necessary to increase the circulation of pedagogical journals, the introduction of consultation points for parents. A conversation was held with the parents of the experimental group so that our children grow up morally healthy, close contact between parents and educators is necessary. The teacher will find a pedagogically correct option for parents in a particular problem. To enrich parents with knowledge about pedagogical education and upbringing of children, we undertook the formative stage of the experiment.

...

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Identification of the forms of pedagogical education of parents necessary to increase their activity as participants in the educational process. Interaction between school and family as a condition for effective pedagogical influence. Activities of a social educator.

The systematic and meaningful work of educational institutions aimed at pedagogical education of parents makes it possible to change the situation of pedagogical illiteracy. This is one of the main components of the work of the class teacher.

Parents should understand (both the institution and the class teacher should convey this idea to them) that they are the most interested party in matters of pedagogical interaction, since they are responsible for the upbringing and quality of education of their children, and the school is a professional mediator and assistant for them.

Organization principles

The task of the school is to establish close and fruitful interaction with the parents of students based on the following principles:

• mutual respect;
• tolerance;
• tolerance;
• trust each other;
• mutual support;
• patience;
• help;
• willingness to accept each other's positions.

Psychological and pedagogical education of parents should be aimed at:

• transferring knowledge to parents about the patterns and features of the educational process;
• development of their pedagogical thinking;
• the formation of their skills and practical skills in the educational field.

When choosing topics and material for classes with parents, you need to remember the following features of the information offered:

• relevance and usefulness;
• prevention;
• practical expediency;
• based on concrete facts and life experience.

The class teacher should establish the most productive dialogue with parents, achieve a positive response from them to their activities. To do this, it is recommended to expand the circle of parental involvement in various areas of school life and to apply various methods of educational influence on parents.

Forms of pedagogical education of parents

Parents can receive psychological and pedagogical knowledge about the principles of development and education of children through such.

Lectures

This form involves the transfer of scientific information by the lecturer (teacher, psychologist, pedagogical worker, researcher) to the parent audience. His report must include:

• scientific analysis of pedagogical phenomena and educational situations;
• explanation of their causes and conditions;
• description of the patterns of development of the child's psyche;
• explanation of the behavior of the child.

It should name terms, indicate facts and statistics, and provide examples from the experience of family education.

parent meetings

One of the most popular forms of interaction between the school and the family, aimed at improving the pedagogical education of parents. There are 3-5 meetings per academic year. Such meetings should be dedicated to:

• consideration of topical pedagogical problems;
• discussion of the tasks of educational work;
• planning of educational activities;
• identification of problems that appear in the classroom or affect the performance of children, and find ways to resolve them;
• debriefing;
• determining for the future the most productive forms of interaction between the school and the family.

The purpose of parent-teacher meetings is, by analyzing and comprehending pedagogical theory, to contribute to the solution of any problems that arise in a particular classroom or school team.

Conferences

This form of pedagogical education provides for the expansion and deepening of existing knowledge about the upbringing and development of children, the discussion of accumulated experience in this area. This event is held once a year. It has a clear structure and requires long and careful preparation with the active involvement of parents in this process. Parents should be not only listeners, but also speakers and active participants in the discussion.

Individual consultations

The form of psychological assistance needed to solve specific problems. Such consultations are carried out through direct personal communication between the teacher and parents. The need for these meetings arises in the presence, getting into a difficult situation or the development of an unfavorable psychological state.

These meetings are useful for both teachers and parents. They learn reliable information about the behavior and level of knowledge of the student, and the teacher will better understand the reasons that affect the progress and actions of the child.

The main task of individual consultations is to discuss the problem and find a common understanding of how best to solve it. The main requirements for carrying out this form of work are competence, mutual respect, tolerance, and trusting relationships.

A thematic consultation can be held, in which communication does not take place with a single family, but with a group of parents who have similar problems in raising children.

Workshops

They are aimed at developing in parents the skills and pedagogical skills necessary to organize the correct educational interaction with children. During the workshop, parents are introduced to a specific pedagogical situation and offered to find an effective way out of it.

Parents should make suggestions, defend their opinion, conduct a constructive argument. As a result of such communication, parents learn to independently create a model of their behavior when a similar situation arises in their family.

Trainings

One of the forms of training the pedagogical thinking of parents. The peculiarity of the trainings is that in the course of their conduct, parents are informed about the correct ways of behavior with children and work them out, bringing them to automatism.

Seminars

One of the most common forms of pedagogical education of parents. The structure of the seminar consists of theoretical and practical parts. At the same time, theoretical positions are assimilated on the basis of practical actions with them.

Disputes and discussions

Refer to . The main condition for holding a dispute is the organization of a general discussion of the stated problem and the formation of a common point of view on the possibility of its solution.

This is a kind of dispute with the need to argue and defend one's position. No one should remain a passive listener. It is necessary to create such conditions under which everyone should express their opinion, offer their own way of acting in the proposed situation. In the final decision, all proposals must be taken into account. It needs to be positively received by all participants of the event.

Parent Readings

Assume the study of literature that relates to specific problems in the upbringing of the child. After that, a discussion is held on what was heard and the definition of possible options for applying the information received in practice.

Role-playing games

An effective form of interaction with parents. The pedagogical value of role-playing games lies in the fact that parents are invited not only to offer some solution to the educational problem, but also, having tested it in practice, determine the level of its effectiveness.

Parents are invited to play the role of a child and feel what he feels at the moment of the educational influence of adults.

Read more:

Corner for parents

Each classroom should have a Parent's Corner that hosts themed newsletters or newspapers on specific parenting topics. There may also be an exhibition of children's works, announcements, memos, questions from questionnaires or other documents that are used in working with parents.

Interactive communication

It is now very popular to create parent groups in communication and messaging programs such as WhatsApp or Viber. They facilitate and speed up the exchange of information between the teacher and parents.

Usually in such groups notifications about common events, urgent meetings, joint activities are transmitted. In this way, you can, tips or reminders regarding raising a child.

A significant place in the system of work of the class teacher with the parents of students is given to psychological and pedagogical education. The accumulation of psychological and pedagogical knowledge of parents should be closely connected with the development of their pedagogical thinking, practical skills in the field of education. It is necessary that the information be of a warning nature, be based on practical expediency, demonstrate experience, specific facts. This determines the selection of content, as well as forms of organization of pedagogical education.

University of Pedagogical Knowledge - it is a form of psychological and pedagogical education of parents. It equips them with the necessary knowledge, the basics of pedagogical culture, introduces them to topical issues of education, taking into account the age and needs of parents, facilitates the establishment of contacts between parents and the public, families with the school, as well as the interaction of parents and teachers in educational work. The university program is compiled by the teacher, taking into account the contingent of students in the class and their parents. The forms of organizing classes at the university of pedagogical knowledge are quite diverse: lectures, conversations, workshops, conferences for parents, etc.

Lecture - it is a form of psychological and pedagogical education, revealing the essence of a particular problem of education. The best lecturer is the teacher-educator himself, who knows the interests, problems and concerns of parents.

The main thing in the lecture is the scientific analysis of educational phenomena and situations. Therefore, the lecture should reveal the causes of phenomena, the conditions for their occurrence, the mechanism of the child's behavior, the patterns of development of his psyche, the rules of family education.

When preparing a lecture, one should take into account its structure, logic, you can draw up a plan indicating the main ideas, thoughts, facts and figures. One of the necessary conditions for lectures is reliance on the experience of family education. The method of communication during the lecture is a casual conversation, a heart-to-heart conversation, a dialogue of interested like-minded people.

Lecture topics should be varied, interesting and relevant for parents, for example: "Age characteristics of younger adolescents", "Schoolchildren's daily routine", "What is self-education?", "Individual approach and consideration of age characteristics of adolescents in family education", "Child and nature”, “Art in the life of children”, “Sex education of children in the family”, etc.

Conference - a form of pedagogical education, providing for the expansion, deepening and consolidation of knowledge about the upbringing of children. Conferences can be scientific-practical, theoretical, readership, exchange of experience, conferences of mothers, fathers. Conferences are held once a year, they require careful preparation and involve the active participation of parents. They are usually accompanied by exhibitions of student work, books for parents, and amateur art concerts.

The topics of the conferences should be specific, for example: “Playing in the life of a child”, “Moral education of teenagers in the family”, etc. In order to collect material and attract the attention of parents, in the classes of the University of Pedagogical Knowledge preceding the conference, filling out a short questionnaire is sometimes suggested.

The conference usually opens with an introductory speech by the school principal (if it is a school-wide conference) or the class teacher (if it is a class conference). Parents make short, pre-prepared reports about their experience of family upbringing. There may be three or four such messages. Then everyone is given the floor. The results are summed up by the moderator of the conference.

Workshop - this is a form of development in parents of pedagogical skills in raising children, effectively solving emerging pedagogical situations, a kind of training in the pedagogical thinking of parent-educators.

During the pedagogical workshop, the teacher proposes to find a way out of any conflict situation that may arise in the relationship between parents and children, parents and schools, etc., to explain their position in a particular alleged or actual situation.

Open Lessons usually organized to familiarize parents with new programs in the subject, teaching methods, teacher requirements. Most often open lessons are practiced in elementary school. It is necessary to give parents the opportunity to attend an open lesson at least once or twice every six months. This will avoid many conflicts caused by parents' ignorance and misunderstanding of the complexity and specificity of educational activities in today's school.

In many schools, parents are frequent guests at extracurricular activities as well. These are the sports competitions "Dad, Mom, I am a sports family" and "Lights" dedicated to the International Women's Day on March 8, and the evenings "Meeting with the Profession", and amateur art concerts. All this allows parents to get to know their children better, to discover the still unknown sides of their interests, hobbies, talents.

Pedagogical discussion (dispute) is one of the most interesting forms of improving pedagogical culture. A distinctive feature of the dispute is that it allows you to involve all those present in the discussion of the problems posed, contributes to the development of the ability to comprehensively analyze facts and phenomena, based on the acquired skills and experience. The success of the debate largely depends on its preparation. In about a month, the participants should get acquainted with the topic of the future dispute, the main issues, and literature. The most important part of the dispute is the conduct of the dispute. Much determines the behavior of the leader here (it can be a teacher or one of the parents). It is necessary to set the rules in advance, listen to all speeches, offer, argue your position, at the end of the dispute, sum up, draw conclusions. The main principle of the dispute is respect for the position and opinion of any participant.

Any controversial issue of family and school education can serve as a dispute topic, for example: “Private school - for and against”, “Choice of a profession - whose business is it?”.

Role-playing games - a form of collective creative activity to study the level of formation of the pedagogical skills of the participants. Approximate topics of role-playing games with parents can be the following: “Morning in your house”, “The child came from school”, “Family Council”, etc. The role-playing methodology provides for determining the topic, the composition of the participants, the distribution of roles between them, a preliminary discussion of possible positions and behavioral patterns of the participants. At the same time, it is important to play several options (positive and negative) of the behavior of the participants in the game and, through joint discussion, choose the best course of action for this situation.

Individual thematic consultations. Often, in solving one or another complex problem, the teacher can get help directly from the parents of the students, and this should not be neglected. Consultations with parents are useful both for themselves and for the teacher. Parents get a real idea about school affairs and the behavior of the child, while the teacher gets the information he needs to better understand the problems of each student.

By exchanging information, both parties may come to a mutual agreement on specific forms of parental assistance. In communicating with parents, the teacher should exercise maximum tact. It is unacceptable to shame parents, to hint at their failure to fulfill their duty towards their son or daughter. The teacher's approach should be: “We have a common problem. What can we do to solve it?" Tact is especially important with those parents who are sure that their children are not capable of bad deeds. Not finding the right approach to them, the teacher will face their indignation and refusal to cooperate further. The principles of successful counseling are trusting relationships, mutual respect, interest, and competence.

family visit - an effective form of individual work of a teacher with parents. When visiting the family, there is an acquaintance with the living conditions of the student. The teacher talks with parents about his character, interests and inclinations, about his attitude towards parents, towards the school, informs parents about the success of their child, gives advice on organizing homework, etc.

Correspondence with parents - a written form of informing parents about the progress of their children. It is allowed to notify parents about upcoming joint activities at school, congratulations on holidays, advice and wishes in raising children. The main condition for correspondence is a friendly tone, the joy of communication.

Parent meeting - a form of analysis, comprehension based on the data of pedagogical science of the experience of education.

School parent meetings are usually held twice a year. Here, parents are introduced to documents about the school, with the main directions, tasks and results of its work.

Parent-teacher conferences are held four or five times a year. They discuss the tasks of the educational work of the class, planning educational work in the class, outline the ways for the closest cooperation between the family and the school, sum up the results of the work.

Classroom parent-teacher meetings are effective only when they not only sum up academic performance, but also consider topical pedagogical problems.

At such meetings, the discussion of student performance is not an end in itself, but a bridge to one or another pedagogical problem.

The types of parent meetings are diverse: organizational, meetings according to the plan of parent general education, thematic, debate meetings, final (quarterly), etc. The topics of parent meetings are compiled by the class teacher, discussed at the parent committee. The next topic of the meeting is chosen by all parents.

When preparing and holding a parent-teacher meeting, a number of the following important provisions should be taken into account:

the atmosphere of cooperation between the school and the family in the implementation of the program to strengthen the pluses and eliminate the minuses in the character and behavior of the child;

the teacher's professional background - knowledge, competence (knowledge of the life of each child not only at school, but also outside it, an idea of ​​the level of their needs, health status, relationships in the children's team);

good, trusting relationships (goodwill, cordiality, mutual understanding, mutual assistance);

the main indicators of the effectiveness of the parent meeting (active participation of parents, the atmosphere of active discussion of the issues raised, the exchange of experience, answers to questions, advice and recommendations).