.Material is intended for educators to work with parents. I wish that children never grieve their parents, and parents always understand their children. Do not leave each other without attention and participation! I wish you all health and family happiness.

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Municipal budgetary preschool educational institution kindergarten number 39.

FAMILY LIVING ROOM

"THE FAMILY IS A HOLY"

Educator Bondarenko T.A.

2017.

Family living room.

"Family is sacred"

educator: Bondarenko T.A.

Tasks.

• Build a supportive relationship between parents and children, educators and parents, based on trust.
• To develop the area of ​​legal knowledge of children and parents.
• Foster love and respect for the family.

Preliminary work.Talking to children about family members and family relationships; drawing by parents and children of family members; making flowers by parents, on the petals of which affectionate appeals to the child are written; decoration of the hall with posters with proverbs about the family; learning poems, songs, dance movements; musical arrangement.

Equipment: didactic manual"Wood". A basket, cards with the image of various objects, a glass lantern, a candle, tables set for tea drinking.

Meeting progress:

Educator. Dear Parents! We are delighted to meet you in the family living room. We will try to answer the questions that interest not only adults, but also children: what is a family? Happiness? Home? (Parents' answers).

Demonstration of homework "Flower - affectionate petal"(performed by parents).

Educator. See how cozy and warm it has become in our living room! From smiles kind words the mood improves, flowers bloom on the trees. I propose to decorate our tree with the most beautiful flowers that you made at home (parents decorate the tree). See what wonderful children - flowers grow in your families! Please imagine each of your flowers.

Parents have their own flower, in the middle of which is a photograph of the child, and on each petal are written sweet words, which they call their children for example "sun". "Fish", "bunny", "favorite", "gold", etc.

Educator. How nice it is when you are kindly addressed! So they love you!

Blitz survey for children.

Educator. Children are the flowers of life, they usually look like their parents. Let's turn to the children and find out who they look like.

The teacher addresses each child. Then one of the children reads a poem.

Child.

I smile like a mom, I frown just as stubbornly!

I also frown stubbornly

I have the same nose

And the same hair color

I'm shorter than me

But still, our eyes are similar,

Even my dad told me: "Just my mother's eyes!" O. Driz

Educator. Sometimes adults need support and approval from their children. I want to invite to the circle of parents. I invite them to show off their achievements or skills, and we, together with the children, will support them with words. For example: “Mom says:“ I can dance! ”, And we all answer together:“ This is great! ”(parents take turns talking about their skills and abilities).Probably, it was a discovery for many children that their parents are so skillful, capable, handicraft - in a word, wonderful.

Association game "Lukoshko" (conducted with children).

Educator. Continuing the conversation about family and family relationships, I want to offer one more game. In this basket I have collected cards depicting various objects. Now each child will choose one card for himself and answer the question: how is this subject related to family, home, family relations? For example: “I got a table. In the evenings, the whole family gathers at the table ”(the children talk, their parents help them).

Joint dance of children and parents (free)

Educator. It's time to relax and have fun. Now parents will see how beautiful, funny, and beloved their children are! And the children will show the dance and invite their parents to join them. To move on to the next exercise, I want to talk to the children first. Children try to give us adults answers to such questions: what is a family? Name family members; what relationships should be in the family7 how should parents relate to children? How should children treat their parents? What is your daddy? What kind of mom?(children say)... Thanks! How many interesting and important things we have heard from our little family members! I am sure that children can teach us something valuable, important, and even give useful advice.

Psychological exercise "The name of quality" (conducted with parents).

Educator. Now we ask the parents to talk about the character of their children. This exercise must be performed with one condition - to name the character quality with the same letter as the name of your child, for example, "My Sasha is brave", "My Nastya is reliable."

Educator. Many wonderful songs and poems have been written about the family, about love for children, about respect for family members. Let's hear how children perform them.(Children read poetry: "If I were a girl" E Uspensky; "If grandmother said" M. Tanich; "What is a family" E. Vasily)

Children perform the song "My Family" (music and lyrics by E. Gomonova).

Psychological study "Candle".(conducted with children and parents).

Everyone is invited to the center of the hall. Parents form the outer circle, the children stand in the inner face towards their parents. The presenter lights a candle, puts it in a glass lantern. Quiet instrumental music sounds.

Educator. Our meeting is coming to an end. I lit this candle as a symbol of the hearth, home warmth. Let it warm each of you! The moment has come when you, children and parents, can exchange your desires or just tell each other something good, intimate.(The lantern is passed in a circle. Children say their wishes to parents, and parents to children.)

Educator. I wish that children never grieve their parents, and parents always understand their children. Do not leave each other without attention and participation! I wish everyone health and family happiness.

It is necessary to search for new forms, develop and implement new interaction programs class teacher and families in raising children.
"Family living room" is intended for use as a new form of parental education in educational institutions: kindergartens, schools, centers of psychological and pedagogical support family education, regional and territorial public associations.

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Annex 1

Family living room "We are together"

The problem of family and family education in last years is more acute than ever. One of the reasons for the crisis in the family and upbringing is the loss of continuity with the past, the violation of ties between generations. It is because of the loss of historical continuity that the modern family does not fulfill its original function: transmitting spiritual, moral and cultural traditions to the younger generations, having lost the understanding of the very process of upbringing as feeding a child not only bodily, but also spiritual food. Crisis condition modern family- both a social problem that requires a solution and a social reality that is waiting for help.
Today, parents and teachers are already aware of the need for close interaction, which can be expressed in the pedagogical support of the family in matters of raising children. Such interaction is necessary for both the family and the educational institution, which cannot fully resolve issues of upbringing and education without contact and mutual understanding with the families of its pupils. At the same time, it is no secret to anyone that traditional forms of work with the family in educational institutions do not often bring visible and positive results. It is necessary to search for new forms, develop and introduce new programs for interaction between the class teacher and the family in matters of raising children.
"Family living room" is intended for use as a new form of parental education in educational institutions: kindergartens, schools, centers of psychological and pedagogical support of family education, regional and territorial public associations.

Target : promoting the revival of the best domestic traditions of family education, helping the family to understand and shape their system of life values.

Tasks:
1. To improve the psychological and pedagogical culture and competence of parents;

2. Help parents to study and understand the characteristics of their child and their family; in mastering practical skills of positive interaction with children;
3. To help in mastering the skills of living together with children.

The task of the "Family Living Room" is not to give exhaustive answers to the numerous private questions of the family parenting issues as well to form an active parental interest in domestic pedagogical traditions, to find a manifestation of these traditions in a kind of pedagogical culture, to creatively recreate in the life of their family.
Completing assignments in the Family Living room will help parents to unite, to realize the mutual significance of the positive experience of organizing life and raising children in different families. In addition, the classes will help parents acquire the skills of creative pedagogical improvisation in communication and joint activities with children, in mutual communication of families, in communication with teachers of an educational institution.
Classes in the living room are conducted with a group of parents and involve the use of active forms and methods of involving students in the implementation of the proposed analytical and practical tasks. In the lessons of the family living room, it is supposed to use questionnaires, questionnaires, discussion of fragments of scientific and fiction... In addition, children's oral stories, drawings and other children's artwork can be used in the Family Lounge classes to help parents master the skills of analyzing the results. children's creativity with the aim of studying personality, characteristics state of mind child.
Group sessions in the Family Lounge do not exclude individual and family counseling. To address specific issues (in addition to classes in the "Family Lounge") mothers, fathers, grandparents of pupils preschool groups and junior schoolchildren can attend classes in a pedagogical lecture hall in an educational institution, group consultations of specialists (teacher, psychologist, speech therapist, doctor), can be members family club, as well as apply on your own initiative for individual consultations or to respond to the invitation of the host of the "Family Lounge" for a one-to-one conversation.

The topic of classes in the "Family Lounge" (38 hours)

Topic 1. Features of the development and formation of the child's personality
Physical, mental and spiritual development of the child. The main lines of development and tasks of upbringing in different periods of childhood. The psychological climate of the family as an important condition for the psycho-physical development and spiritual and moral formation of the child. Diagnostic methods psychological climate in family. Analysis of children's creative works as one of the methods for diagnosing features mental development and the state of the child and the characteristics of the psychological climate in the family.
Images of infancy, childhood, adolescence in folklore, fine arts, music, literature.

Topic 2. The indispensability of the family in raising a child
Family as a social, spiritual and cultural value in the life of society and the individual. The variety of functions of the family in a person's life. Russian philosopher I.A. Ilyin about the family as "the primary bosom of human culture." Basic needs of the child. Based on true love family as an ideal environment to meet children's needs. Russian culture about the role of the family in raising children and the bitter share of orphanhood. Characteristic features of the modern family: the view of a demographer and sociologist.

Topic 3. The modern family in comparison with the patriarchal Russian family.

Questions family hierarchy... Problems of historical and cultural continuity: traditional and new in the life of a modern family. Spiritual roots and spiritual health of the modern family.

Topic 4. Family space
Systems and degrees of kinship. The science of genealogy. Family tree as a way to study the related space of the family. The names of our ancestors and the names of our children. We are writing a pedigree.

Topic 5. Family history. Family memory. Family continuity
Why is it important to know your family history? The ability to comprehend the lessons of the history of the clan and the tasks of the clan, family, individual family members. Memory of the family. The problem of moral and spiritual continuity in the family. Responsibility to the family.
We study the history of our family. Family archive. Family heirlooms and household shrines. Family history in legends and memories. Chronicle of the family in old and modern photographs. Family photo album. The history of the country in the history of the family. Family stories about professions. Traditions of choosing a profession in the family.

Topic 6. Features of the lifestyle, building family life
The daily routine, week of the year as an important factor in the lifestyle of a family.
Family workdays in the past and present. "Male" and "female" labor affairs. Family crafts traditions. Family leisure traditions. TV: pros and cons. Active family leisure. Family holidays: features of preparation and conduct. Feast of the Nativity of Christ in the family. Easter in the family. Name day in the family. Birthday party in the family.

Topic 7. Spatial-object world of the family. Home, comfort
What is Homeland for you? The concept of a home. The image of the house in the spiritual and cultural tradition different nations... The image of the Russian house and our modern interior. Warmth and comfort as indispensable qualities of a family home. What should be in the house, and what should not be in the house.
The role of the objective world in the development of the child. We do a lot with our own hands.
The family gets together. Home relics. House Museum.

Topic 8. Pedagogical traditions of the family
How our grandparents were raised. Features of "male" and "female education". Continuity of the family pedagogical tradition. Parents and children, grandmothers and grandchildren. We are restoring traditions.

Topic 9. The problem of the content of family communication
Heartfelt feelings and relationships as an important component of family life. The role of family communication in the life of a preschooler. The principles of family communication. Children's and non-children's problems. A game in family life. Family reading world. The history of the family library. Music in the family. Favorite songs. Home theater: what can it be? Our family and the natural world. Pets. Flowers in our house. Family travels across native spaces.

Topic 10. Spiritual life of the family
Spiritual foundations of marriage and family life... Traditions of home prayer, church visits, communication with the spiritual father in the family. Family pilgrimage to holy places. Family patrons. About spiritual kinship. Home shrines.

Application

QUESTIONNAIRE FOR PARENTS

This questionnaire is designed to study the information needs of young people in parenting culture. It is advisable to conduct a questionnaire in the process of completing a group for classes in the Family Living Room or at the first lesson.

"IS IT IMPORTANT TO BE PARENTS?"

1. Have you ever received systematized knowledge on the issues of family education and parenting culture? (you can choose any number of options)
1) No, never.
2) These questions were raised in the lessons of ethics and psychology of family life at school.
3) These issues were raised when receiving professional education.
4) These issues were addressed in specialized courses that I attended.
2. From what sources do you get information on family education and parenting culture? (2-3 options can be noted).
2) From books.

5) From television, radio broadcasts.


3. Would you like to gain knowledge on the issues of family education and parenting culture?
1) No, I don't need this knowledge.
2) No, I have enough knowledge.
3) Yes, I would like to receive such knowledge, if it would not require a lot of time and money from me
4) Yes, I would like to receive this knowledge, and I am ready to spend certain funds (for example, purchasing literature) and time (for example, attending special courses) on this.
4. How, in your opinion, is the most correct way to bring up a child before school? (check only one answer).
1) Send the child as early as possible to a nursery, kindergarten, where educators will work with him.
2) Parents should raise the child at home, bring up and teach before school.
3) Raise and educate the child at home, but at the same time take him to developing schools for young children.
4) Your option: ______________________________________________
5. Do you read special literature on maternity issues (pregnancy, preparation for childbirth, caring for small children, mother and child health, etc.)?
1) No.

4) Yes, I have read more than 5 books.
6. Do you read special literature devoted to the problems of raising children?
1) No.
2) Yes, I have read 1-2 books.
3) Yes, I have read 3-5 books.
4) Yes, I have read more than 5 books
7. From what sources would you like to receive information on parenting culture issues? (2-3 options can be noted).
1) I am not interested in such information.
2) From books.
3) From magazines, newspapers of general topics.
4) From magazines, newspapers dedicated to the family, children.
5) From television and radio broadcasts.
6) From conversations with parents, relatives.
7) From conversations with friends, acquaintances.
8) From lectures, courses, classes, seminars conducted by various organizations with parents.
9) From conversations with specialists: teachers, doctors.
8. Please rate your awareness of the listed issues on a 5-point scale (1 is the lowest score, almost complete lack of information, 5 is the highest score, there is absolutely enough information).

At the discretion of the Leader of the "Family Living Room", blocks of questions of the questionnaire can be used in classes on certain topics. And you can give to parents homework(at the very beginning, or at the end of the course): using the questions of the questionnaire, compose a description of the traditions of the clan and family in a separate large notebook or album.

"YOUR FAMILY AND ITS TRADITIONS"

Dear parents, please reflect on the questions of the proposed questionnaire.
By answering them, you will be able to comprehend the traditions of your family and prepare to participate in the discussions in the "Family Lounge" class.
I. Genealogy
1. How much do you know about your ancestors (from the stories of relatives and friends)? If not enough, then why?
2. How many generations do you know? Can you draw family tree?
3. Do you know about the origin of your surname?
4. Are you related to distant relatives? Do you have a lot of them?
5. Is there (was) a tradition of correspondence between relatives in the clan, family?
II. Family stories
1. Do you know vivid facts from the history of the clan, family (interesting, funny, curious) do you know? Tell us a few of them.
2. Did you consider (consider) someone in your family an extraordinary, interesting person? Why? What do you know about this person?
3. Were (are there) especially kind, sympathetic, merciful people in your family?
4. Have legends about the life of the family been preserved in different historical periods? What do grandparents, parents and other relatives like to remember and talk about more?
5. Are there any interesting, memorable cases, biographical facts about which I tell children in the history of the family (clan); remember when relatives get together?
6. Are there any family stories related to professional activities?
7. Are there family stories about children, about your childhood (from the words of your elders)?
8. Are there family stories about pets, plants?
9. Under what circumstances does the family recall the past or tell stories more often?
III. Heredity and relations of relatives
1. Are there any regularities or recurring events in the history of your clan (family)?
2. Are personal qualities, abilities, interests, professional inclinations inherited in your family?
3. Which of your relatives do you resemble or would like to be like?
4. Would you like to raise your child to resemble one of the relatives? On whom?
5. Which of your relatives do you feel the most love and care for?
6. Do you have a family tradition of keeping the memory of deceased relatives? How do you usually remember the dead in your family?
IV. Relationship history
1. Can you call your family friendly?
2. Have there been serious conflicts in the clan (family)? If you can describe them.
3. Have there been situations of misunderstanding, quarrels, quarrels between children and parents?
4. Are there stepmothers, stepfathers, stepbrothers and sisters; how is your relationship with them?
5. What is your relationship with siblings? What is such a relationship in other generations of the family?
6. Are there any relatives with whom it is impossible (or impossible) to quarrel?
7. Were there any cases of separation of close relatives, their loss for many years or forever due to external (historical) reasons?
8. Were there any cases of significant, including unexpected, meetings of relatives?
9. Did you have to accept a new person into the family?
V. Family events
1. Do you know how grandparents, parents, other relatives met (got married)?
2. Are there any significant events in the family related to the wedding of grandparents and parents?
3. Are there any interesting memories of having children?
4. Was there (is) a special tradition in the family of choosing a name for a child?
5. Why (after whom) were you given your name? Are there any special stories associated with the names of other family members?
6. Why did you name your child (s) by a certain name (s)?
Vi. Family heirlooms
1. Are there any family heirlooms in your family? What are they connected with?
2. Do you keep photographs in your Family? Is there a family album? Which of the photographs are especially dear to you? Whether there is a interesting signatures on photos?
3. When is the oldest photograph in your family?
4. Is there a home archive? What does it include?
5. What documents of the family archive are of the greatest value, in your opinion?
6. Does the family keep letters, postcards, and other handwritten evidence of the past?
7. Are there any home albums about any events, periods of life?
8. Was (is there) a “book of the clan” in the family?
9. Are there memoirs, diaries of family members in the family archive?
Vii. House
1. What place do you consider the Motherland?
2. What is for you " native home»?
3. Have there been any relocations in the history of the family, what is connected with them?
4. Do you (your children) like to return home from trips, travels?
5. What room (place) in your house (apartment) is your (your children) favorite and why?
6. Where and when does the family get together?
7. Where and when do relatives get together?
VIII. Holidays
1. What holidays do you consider family? Which ones are your favorite, why?
2. How do you celebrate birthdays? Are there any differences in celebrating the birthdays of a child and an adult family member?
3. Do you celebrate name days, Angel days for family members?
4. Do you celebrate other religious holidays: Christmas, Easter? Has it always been like this in the family?
5. As noted in the family New Year? Are there any traditions related to the preparation for the holiday and the celebration itself?
6. Do you note public holidays?
7. What events in the life of relatives become family holidays?
8. Are wedding anniversaries celebrated?
9. Are there professional holidays?
10. Tell us about celebrating anniversaries?
11. What forms of congratulations are accepted in your family?
12. Are there (are) home congratulatory verses or other texts (wishes, etc.)?
13. Who in the house usually directs a festive dinner, a feast?
IX. Everyday communication
1. Do you have a daily routine at home? Are joint lunches and dinners accepted?
2. What forms of greetings and goodbyes do you use?
3. What forms of parting words on the road, at any parting, are accepted in your family?
4. Are there any family habits? Are there "home origin" rules?
5. Do your family members have home names?
6. What forms of address, formed from the words "grandmother", "grandfather", "mom", "dad", do you use in your family?
7. How is it customary to address aunts and uncles in your family? To brothers and sisters of grandparents? Is it the same for everyone?
8. How were pets nicknamed in your family?
9. Are there family names for individual rooms, objects?
10. Are there any jokes, teasing, accepted in your family? How did they come about?
11. Does your family have a habit of naming, characterizing objects, phenomena, people in a special way? Give examples of such characteristics and names.
12. Does your family use special words or forms of rebuke in case of a spat; words for reconciliation?
X. Child in the family
1. What does your family sing or tell children, including at night? What did you sing and tell you as a child? What was the substitute for singing and storytelling?
2. Are there fairy tales that adults themselves compose for the children in your family? If possible, tell us.
3. Are there fairy tales and fairy tales-games that are invented when the child does not want to go to bed, wash, eat, disobey, etc.?
4. What and in what forms do they frighten children if they are disobedient, misbehave or learn poorly?
5. Are there special (verbal and other) family forms of rewards? Who is usually used as an example for children?
6. What usually follows the words: "Here we are at your time ..." (for different family members)?
7. What have you been told in order to give an example of behavior without preaching?
8. What sayings ("life wisdom") of your elders do you remember from childhood?
9. What events in your child's life are celebrated in your family?
10. What is considered a sign of adulthood in your family?
11. Your "family image" in any performance.

A long-term plan for working with parents

The family is an institution of primary socialization and education, which has a great influence on the development of the child in infancy, early and preschool age. Therefore, teachers implementing educational programs preschool education, it is necessary to take into account in their work such factors as living conditions in the family, the composition of the family, its values ​​and traditions, as well as respect and recognize the abilities and achievements of parents (legal representatives) in the upbringing and development of their children.

Interacting with the family in a spirit of partnership in the education and upbringing of children is a prerequisite for their full development.

In a preschool institution, the child receives an education, learns to interact with other children and adults, to organize his own activities. The main feature of family upbringing is the emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his self-esteem. The essence of interaction educational institutions and the family is that both parties should be interested in the study of the child, disclosure and development in him best qualities... Children, parents and teachers are united by common problems and concerns, the result of solving which depends on the nature of their interaction. Cooperation between educational institutions and families is the result of purposeful and long-term work of teachers, which involves a comprehensive and systematic study of the family, its characteristics and conditions of family upbringing of a child.

In working with parents, we use the following areas:

• informational and analytical - studying the family, establishing contact with its members. This direction helps to study individual characteristics and the needs of every family.
• visual and informational - parent corners, folders-moving.
• cognitive is the enrichment of parents with knowledge of raising children preschool age.
• cultural and leisure activities are an integral part of the activities of general education institutions, which contributes to an increase in the effectiveness of the educational and educational process and creates comfortable conditions for the formation of the personality of each child.

Applying these directions in work with the family, the following tasks are solved:

• establishing partnerships with the family of each pupil;
• joining efforts for the development and upbringing of children;
• creating an atmosphere of mutual understanding and common interests.

When communicating with parents, we use a friendly style of communication, since a positive attitude towards communication is a solid foundation on which all the work of teachers with the family is based. We use in our work an individual approach not only to children, but also to parents. We use the principle of cooperation, not mentoring, since creating an atmosphere of mutual help and family support in difficult pedagogical situations will be much more effective than instruction. Thus, it can be noted that the lifestyle of the family plays an important role in the life of the child. It is in the family that the main foundations of a person are formed. After all, no matter how wonderful our educational institutions were, the main educators of the kids' thoughts are mother and father. The family collective, where the child is introduced into the world of maturity and wisdom of the elders, is such a basis for children's thought that no one can replace at preschool age.

Basic forms of interaction with parents.

• Group parent meetings - once a quarter
• Parents' questioning on various topics
• Consulting specialists (individual, group)
• Doors open days
• Joint exhibitions of drawings, thematic posters, handicrafts - according to the annual plan
• Parents' participation in the preparation and conduct of holidays, entertainment, competitions - according to the annual plan
• Information centers for parents (consultations, advice, recommendations, reminders)
• Parents' participation in the implementation of group projects
• Involvement of parents in equipping and designing a subject-developing environment.

Target: Cohesion of parents and teachers of preschool educational institutions and the creation of uniform attitudes towards the formation of value orientations in preschoolers.

"Kapitoshka"

for the 2014-2015 academic year

A long-term plan for working with parents in the middle group"Kolobok"

for the 2015-2016 academic year

A long-term plan for working with parents in the middle group"Luchik"

for the 2016-2017 academic year

A long-term plan for working with parents in the middle group"Kapitoshka"

for the 2017-2018 academic year

September

October

November

December

January

February

March

April

May

A long-term plan for working with parents in the older group"Kapitoshka"

for the 2018-2019 academic year

September

October

November

December

January

February

March

April

May

Family living room as a form of joint activity of children, parents and teachers contributing to education and strengthening family values.

Educator-psychologist,

educators,

musical director,

senior educator N. P Ozerina,

MOU kindergarten number 000

The team of teachers would like to present the experience of working with parents in the form of a family living room, where children, parents, teachers are active participants in the meeting, the creators of a single upbringing, emotionally successful educational space for the development of a harmonious personality of the child.

Article 18 of the RF Law “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations of the physical, moral and intellectual development the personality of a child at an early age ”.

Unfortunately, not all parents are aware of this purpose, they do not have sufficient knowledge and skills to effectively interact with children. The family in our time becomes unstable, conflict, the culture of the family is destroyed, skills of maternal and parental behavior are lost. When faced with a child's problems, teachers understand that his family is behind him and together they form a single whole. And to help you need to get in touch with this complex organism and influence it. How to do it in modern conditions public education, taking into account the peculiarities of the modern family?

For centuries in Russia, society has developed a system of education and training for children, adolescents, youth. She had to ensure the transfer of vital labor skills, knowledge about nature, man, the world around him. The goal of unwritten folk pedagogy was to master the rules of everyday and ritual behavior, the priority was considered to be the knowledge of the traditional culture of their region, people, family; it was also supposed to instill the ability to use leisure time correctly. This system prepared both for the creation of a family and for the upbringing of full-fledged members of society.

That is why teachers in our time are looking for new approaches and methods of using the national values ​​of folk pedagogy.

One of the priority areas in activities of preschool educational institutions is the revival of family and clan values, traditions and culture of the native land. We set ourselves the task of choosing and presenting what is of lasting value, what was preserved, was considered important, what was given to future generations in spite of real everyday life. We turn to the golden fund of culture, to the storehouse of wisdom, experience, the guardian of national consciousness.

In the current system work of the preschool educational institution are used various forms interactions between children, teachers and parents - these are family calendars, newspapers, craft exhibitions, projects, parent clubs, quizzes, gymnastics with mothers, relay races. In recent years, family living rooms have become popular, in which everyone participates - children, their parents, grandparents, brothers and sisters, the creative team of the kindergarten.

Family living room is an alternative parent meeting, in which psychological and pedagogical problems are solved in the form of free communication between the families of pupils, pupils themselves and teachers.

Goals and objectives of the family living room:

Enlightening parents on the issues of upbringing and development of preschool children in the best traditions of Russian culture and modern psychological and pedagogical practice.

· Informing parents about the patterns of development of preschool children, about effective strategies of intra-family relations.

· Promoting the development of creative interaction between children and adults, in the process of preparing and conducting a family living room.

· Gaining experience of positive, interesting communication between children, parents, teachers.

· Presentation of the experience of family education in organizing leisure activities, preserving family history, continuing family traditions.

· Actualization of the educational potential of the family through joint activities.

Family living room children-parents-educators solves 3 important functions:

1. Cognitive function. Knowledge acquisition becomes an initiative

the person himself, the emphasis is on self-education.

2. The communicative function is communication. A welcoming environment creates voluntary, open, empathic relationships.

3. The conversion function is creativity in solving the problem.

We have developed the content of 5 family living rooms, in which we are based on the experience of traditional Russian upbringing and on the theory and practice of modernity and psychology:

1) "Play with us: family theater!"

2) "How we work: sow an act - reap a habit, sow a habit - reap character!"

3) "Our most loved ones: dedication to the family!"

4) "To beloved mothers and grandmothers: keepers of the family hearth!"

5) "Men of my family: Russian heroes!"

Meeting structure in the family living room:

l Introductory meeting

l Speeches by parents and children with family parenting experience (theater, song, poetry, newspaper, multimedia presentation, video).

l Joint activities of children and adults.

l Parting ritual, joint photography

The family living room promotes the interpenetration and interaction of educational preschool spaces and family, the creation of optimal and prosperous conditions for the upbringing and development of the child's personality. As a criterion for assessing the success of meetings in the family living room, we have become positive changes in the relationship between parents and children: understanding and benevolence; parents' interest in joint creativity in the family and kindergarten; initiative, resourcefulness and imagination of children and parents in preparation for the meeting; Active participation in the family living room.

The kindergarten team is in constant search of forms of work with families of pupils, which would make it possible to achieve real cooperation, the inclusion of parents in the upbringing and educational process. For a number of years we have been cooperating with within the framework of the program "Raising a Little Volzhan", an educational program for parents "Wise Mom" ​​and one of the most attractive aspects of this cooperation is the possibility of a fundamental change in the relationship between the kindergarten and the family. We understand that this path is difficult and not everything always works out, but it is joyful to realize that we are overcoming these difficulties together, with the families of our pupils, and now we have something to be proud of.

We do not stop there, we strive and do a lot for mutual enrichment of each other with all the best, valuable in the upbringing and development of our children. And in this search we are not alone, with us are mothers, fathers, grandmothers and grandfathers of our pupils, we are a family.