“From how my childhood passed, who led
a child by the hand in childhood, that
entered his mind and heart
from the surrounding world -
on this, to a decisive extent, depends
what kind of person will today be
Baby".
/V.A.Sukhomlinsky/
Completed by: teacher
MBDOU "Kindergarten No. 134"
Frolova Natalya Vladimirovna
"Dzerzhinsk 2015"
Modern life is characterized by rapid and profound changes. The system is changing and improving preschool education, which has always fulfilled and is fulfilling the most important social order of society, being one of the factors of its development.
Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. There has long been a debate about what is more important in the development of personality: family or public education? Some great teachers leaned in favor of the family, others gave the palm to public institutions.
Meanwhile, modern science has numerous data indicating that without compromising the development of the child’s personality it is impossible to refuse family education, since its strength and effectiveness are incomparable with any, even very qualified education in a kindergarten or school.
To ensure favorable living conditions and upbringing of a child, the formation of the foundations of a full-fledged, harmonious personality it is necessary to strengthen and develop close communication and interaction between kindergarten and family.
The changes taking place today in the field of preschool education are aimed, first of all, at improving its quality. It, in turn, largely depends on the coordination 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 (SEP), implying interaction and cooperation between preschool teachers and parents throughout the child’s preschool childhood.
Why is it necessary to establish contact with family? One of the important mechanisms of child socialization according to I.S. Konu D.P.N. is the repetition of the same requirements for the child every day, the unity of educational influences and their consistency on the part of teachers and parents. If this is violated, then the child begins to experience discomfort - he poorly learns the rules of behavior, begins to adapt, and becomes cunning.
N.K. Krupskaya wrote in her “Pedagogical Works”: “The issue of working with parents is a big and important issue. Here we need to take care of the level of knowledge of the parents themselves, of helping them in self-education, equipping them with a known pedagogical minimum, and involving them in the work of the kindergarten.” She emphasized that the kindergarten serves as an “organizing center” and “influences... home education,” therefore it is necessary to organize the interaction between the kindergarten and the family in raising children as best as possible.
Research by L.S. Vygotsky, L.S. Lisina showed that a significant factor influencing the well-being of a child is the family and mainly the quality of communication between the child and his parents.
Recently, many scientific teachers have been dealing with the problem of involving parents in the educational process of kindergarten, establishing interaction between preschool educational institutions with the families of the pupils.
T.N. Doronova believes that educators should draw the attention of parents to the fact that preschool childhood is the most important period in the moral development of the individual. Efficiency largely depends on the family microclimate pedagogical influences; a child is more susceptible to educational influences if he grows up in an atmosphere of friendship and trust mutual sympathy.
Educators and parents are united in their joint desire to help each child create an image of his “I”, that is, acquire the necessary personal qualities, to form those psychological new formations in the child’s main activity. And the first authority on a child’s path to life is the FAMILY.
There is no other such institution, except the institution of the family, which so accurately predetermines the patterns of formation of the future person. Behind behavioral problems and the characteristics of children's relationships, adults are visible - their view of the world, their position, their behavioral stereotypes.
The search for new forms of working with parents remains always relevant. Our kindergarten carries out systematic, targeted work with parents, in which the following priority tasks are solved:
Establishing partnerships with the family of each student;
Joining efforts for the development and education of children;
Creating an atmosphere of mutual understanding, community of interests, emotional mutual support;
Activation and enrichment of parents' educational skills.
To solve problems and involve parents in a single space child development The preschool educational institution plans to work in three directions:
Working with the preschool educational institution team to organize interaction with families, familiarizing teachers with the system of new forms of working with parents.
Promotion pedagogical culture parents.
Involving parents in the activities of preschool educational institutions, working together to exchange experiences.
A kindergarten today should be in development mode, not functioning, be a mobile system, and quickly respond to changes in the social composition of parents, their educational needs and educational requests. Depending on this, the forms and directions of work of the kindergarten with the family should change.
Currently, a new federal state educational standard for preschool education (FSES DO) has been developed, which meets new social needs and in which great attention devoted to working with parents.
The Federal State Educational Standard states that work with parents should have a differentiated approach, taking into account social status, family microclimate, parental requests and the degree of parental interest in the activities of preschool educational institutions, improving the culture of pedagogical literacy of the family. It is emphasized that one of the principles of preschool education is cooperation of preschool educational institutions with the family, the Federal State Educational Standard is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.
In accordance with the Federal State Educational Standard, a kindergarten is obliged to:
Inform parents (legal representatives) and the public regarding the goals of preschool education, common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested parties involved in educational activities;
Ensure openness of preschool education;
Create conditions for the participation of parents (legal representatives) in educational activities;
Support parents (legal representatives) in raising children, protecting and strengthening their health;
Ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the educational initiatives of the family;
Create conditions for adults to search for and use materials that support the implementation of the Program, including in the information environment, as well as to discuss issues related to implementation with parents (legal representatives) of children.
The Federal State Educational Standard recommends: “Parents and educators need to overcome subordination and monologism in their relationships with each other, give up the habit of criticizing each other, learn to see each other not as a means of solving their problems, but as full partners and employees.”
Analysis of the studied theoretical materials made it possible to identify a number of provisions that are important and significant for working with parents. When surveying the parents of our group, the section chosen to a greater extent was: “Interaction between kindergarten and family”
The purpose of our work: establishing interaction and forming equal, trusting relationships between the teacher and the families of the students.
The following tasks follow from the goal:
Establish partnerships with the family of each student;
Join efforts for the development and education of children;
Create an atmosphere of mutual understanding, community of interests, emotional mutual support;
Activate and enrich the educational skills of parents;
Maintain parents' confidence in their own teaching capabilities;
Determine the main forms and methods of interaction between the preschool educational institution and the family;
Provide opportunities for all family members to actively participate in group activities.
We consider the leading pedagogical idea: “turn” to the family, provide them with pedagogical assistance, bring the family to your side in terms of common approaches to raising a child. It is necessary that the kindergarten and the family become open friend friend and helped to reveal the child’s abilities and capabilities.
In order to achieve our goals, the teacher uses a positive attitude towards communication, which is the very solid foundation on which all the work of the group’s teachers with parents is built. In communication between a teacher and parents, categoricality and a demanding tone are inappropriate. After all, any model of interaction with the family perfectly built by the kindergarten administration will remain a “model on paper” if the teacher does not develop for himself specific forms of correct treatment with parents. The teacher communicates with parents every day, and it depends on him what the family’s attitude towards the kindergarten as a whole will be. An individual approach is important not only when working with children, but also when working with parents.
Traditional forms of interaction between teaching staff preschool are combined with the family today in new social conditions with variable innovative technologies for organizing the interaction of preschool teachers with parents of students.
Basic principles for organizing work within the framework of new forms of work with families.
The openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how their child lives and develops);
Cooperation between teachers and parents in raising children;
Creation of an active developmental environment, active forms of communication between children and adults, ensuring uniform approaches to child development in the family and in preschool institutions;
Diagnosis of general and specific problems in the upbringing and development of a child.
Functions preschool work with a family.
Familiarization of parents with the content and methodology of the educational process organized in the preschool educational institution.
Psychological and pedagogical education of parents.
Involving parents in joint activities with children.
Helping individual families raise children.
New forms of interaction with family.
Actively use innovative forms and methods of working with families:
- "Round table" on any topic;
Thematic exhibitions;
Social survey, diagnostics, tests, surveys on any topic;
Consultations of specialists;
Family leisure, sports meetings;
Helpline mail, helpline;
Family projects "Our ancestry"; etc.
Open classes for parents to watch;
Family talent competition;
Family Success Portfolio;
Open Day;
Newspaper "Top" - news;
Preschool educational institution website
Disputes, creative meetings;
Parents' living rooms;
Traditional forms of interaction with family;
General and group parent meetings;
Joint excursions;
Days of communication;
Days of good deeds;
Participation of parents in the preparation and conduct of holidays and leisure activities;
Design of photomontages;
Joint creation of a subject-development environment;
Work with the parent committee of the group;
Conversations with children and parents;
Trainings;
Seminar – workshop;
Family vernissage.
Important points:
All materials offered to parents for review must be aesthetically designed;
The design is done in such a way as to attract the attention of parents (text on colored paper, photographs of children in the group, pictures-symbols);
With all their work, the educator and preschool staff need to prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the educator wants it, but because it is necessary for the development of their own child.
From work experience.
We are sure that in the souls of educators there should be a place for the parents of children. We must be able to understand that they are the best, there are no others, the child received life from them - a precious gift.
Work with parents is carried out daily in the form of conversations and consultations. Holidays, parent meetings, and participation in events are planned by teachers on a monthly basis. Presentations from the experience of family education, children's parent projects search and cognitive direction, together with parents, participation in various competitions for children artistic creativity. The plan for working with parents is drawn up in a plan of educational activities on a monthly basis and is attached to the group development program. Cooperation with parents is evident in all educational fields. The final form of interaction with parents upon graduation from kindergarten is: a festival of family creativity, the design of a wall of honor “The Pride of Our Group” with awards for children’s participants in city, regional, and All-Russian competitions.
One of the areas of preschool education is the joint upbringing and development of preschool children with parents, the involvement of parents in the educational process of a preschool institution. At the same time, the teacher himself determines what tasks he can more effectively solve when interacting with the family, how to maintain business and personal contacts with parents, and involve them in the process of joint education of preschoolers.
In early preschool age, the main task of the teacher is to interest parents in the possibilities of raising a child together, to show parents their special role in the development of the child. To do this, the teacher introduces parents to the features of the preschool institution, the uniqueness of the group’s daily routine and educational program, and the specialists who will work with their children. During this period, personal and business contacts are established between teachers and parents. When communicating with parents, the teacher shows his interest in the child’s development, highlights the bright positive traits that every child possesses, and instills in parents confidence that they will be able to ensure his full development.
IN middle group The teacher draws the parents' attention to the fact that the child is moving to a new stage of personal development - he has a need for cognitive communication with adults, he begins to show interest in his past, connect the events of his past life (“when I was little ...”) and present. The main “sources of information” for a child about his past are his parents and relatives. In his communication with parents, the teacher strengthens the trusting relationships that he has developed with most families in the previous year, and draws attention to changes in the development of preschoolers, how to take them into account in his educational tactics and communication with his child.
At an older age, the teacher corrects parent-child relationships, helps parents and children find common interests, which in the future can become the basis of family communication. The teacher pays a lot of attention to the development of joint activities of parents and children - play, leisure, and art. In the process of joint activities with parents, he relies on their developing abilities for self-analysis, for assessing the results of the child’s development, and the ability to notice how changes in one’s own educational tactics lead to an increase in the child’s personal achievements.
In the preparatory group, the main direction of cooperation between the teacher and the family is the development of the parent team of the group, the creation of a child-parent community in which parents could discuss their pedagogical problems, jointly outline the prospects for the development of children in the group. This period of preschool childhood is directly related to increasing the competence of parents on the problem of preparing children for school, reducing the level of anxiety of parents before their children enter school, and determining joint conditions with the teacher for better preparation of each child for school. The teacher actively involves parents in joint activities with their children, helps establish partnerships, and encourages children’s activity and independence. In the process of organizing various forms of parent-child interaction, the teacher contributes to the development of parental confidence, joy and satisfaction from communicating with their children, helps to determine the features of the organization of his individual educational route in the context of school education.
Mutual understanding between the family and the group teacher is necessary for both sides of the educational process. Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child’s nutrition; they believe that kindergarten is a place where they only look after their children while parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.
How difficult it can be to reach moms and dads!
How difficult it is sometimes to explain to parents that a child must not only be fed and dressed beautifully, but also communicate with him, teach him to think and reflect.
How to change this situation?
How to get parents interested in working together?
How to create a unified space for child development in the family and preschool educational institutions, to make parents participants in the educational process?
Therefore, having recruited a group of kids, I began to work on the problem of interaction between kindergarten and family
Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Each of these branches, representing the social institution of education, has its own specific capabilities in shaping the child’s personality. Family and preschool institutions - two important institutions socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. Preschool plays an important role in the development of a child. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is hardly possible.
The role of the family in the upbringing and development of a child should also not be underestimated. The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. Another important role of family education is the influence on the value orientations, worldview of the child as a whole, his behavior in different areas public life. It is also known that it is the example of parents and their personal qualities that largely determine the effectiveness of the educational function of the family. The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. However, this interaction is influenced by a number of factors, primarily what parents and teaching staff expect from each other. Recently, new, promising forms of cooperation have emerged that involve involving parents in active participation in the pedagogical process of the kindergarten.
Since the interaction between family and preschool institution plays an important role in the development of the child and ensuring the continuity of preschool and school education, a detailed study of the ideas of parents and teachers about each other, their influence on interaction and the development of recommendations that would help improve the effectiveness of this interaction are necessary. In this regard, the issue of finding and implementing methods and forms of interaction between a preschool institution and a family is one of the most pressing today.
In his works, A. S. Makarenko wrote: “We cannot guarantee that the family can educate as it wants. We must organize family education, and the organizing principle should be the school as a representative of state education. The school should lead the family.” Makarenko called on teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence their parents.
Teachers often complain that now nothing can surprise parents. But as the studies of O.L. Zvereva show, and later these data were confirmed by E.P. Arnautova, V.P. Dubrova, V.M. Ivanova, the attitude of parents to events depends primarily on the organization of educational educational work in kindergarten, initiatives of the administration, from its involvement in resolving issues of pedagogical education of parents.
The ideas of interaction between family and public education were developed in the works of V.A. Sukhomlinsky, in particular, he wrote: “In the preschool years, the child almost completely identifies himself with the family, discovering and affirming himself and other people mainly through the judgments, assessments and actions of his parents.” Therefore, he emphasized, the tasks of education can be successfully solved if the educational institution maintains contact with the family, if a relationship of trust and cooperation has been established between educators and parents.
In the middle of the 20th century. great attention has begun to be paid combination public and family education. Studies of the past century have specified the content, forms and methods of pedagogical education of parents and made it possible to develop valuable recommendations for teachers. At the end of the 20th century. attention is beginning to be paid to the interaction between the preschool institution and the family. A search is underway for new, non-traditional forms of cooperation with parents. Currently, a restructuring of the preschool education system is underway, and at the center of this restructuring is the humanization and de-ideologization of the pedagogical process. Its goal is now recognized not to be the education of a member of society, but the free development of the individual.
The new concept of interaction between family and preschool institution is based on the idea that Parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and complement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.
“Family - preschool educational institution” is a personal interaction between a teacher and parents about difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, solving his individual problems, and optimizing his development is invaluable.
1) increasing the psychological and pedagogical knowledge of parents (seminars, individual and group consultations, workshops);
2) involvement of parents in the educational process (parent meetings, joint creative activities, assistance in strengthening the material and technical base);
The forms and methods of working with parents are aimed at improving the pedagogical culture of parents, strengthening the interaction between the preschool institution and the family, and strengthening its educational potential.
The main thing is to convey knowledge to parents. There are traditional and non-traditional forms of communication between teachers and parents of preschool children. Traditional forms are divided into collective, individual and visual information.
TO collective forms include parent meetings, conferences, round tables, etc. Group parent meetings are an effective form of work for educators with a group of parents, a form of organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten and family.
The point, of course, is not the name of the form of work with parents. Now meetings are being replaced by new non-traditional forms, such as “Oral Journal”, “Pedagogical Lounge”, “Round Table”, etc. I would like to warn teachers against getting carried away with entertainment: some people think that they should drink tea and play games with their parents. In this case, the pedagogical content “goes away.” It is advisable to combine different shapes work, for example, after entertaining activities with parents, you can organize conversations and meetings. At general parent meetings, problems of raising children are discussed. It is advisable to conduct a tour of the preschool educational institution, introduce parents to specialists, and explain the profile and tasks of the institution; You can publish a booklet or advertisement telling about a specific institution.
TO individual forms include pedagogical conversations with parents; This is one of the most accessible forms of establishing connections with family. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit. The purpose of a pedagogical conversation is to exchange opinions on a particular issue; Its peculiarity is the active participation of both the teacher and parents. Conversations can arise spontaneously at the initiative of both parents and teachers. The latter thinks through what questions he will ask the parents, announces the topic and asks them to prepare questions to which they would like to receive an answer. When planning the topics of conversations, we must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of teaching and raising a preschooler.
Currently, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. A classification scheme for non-traditional forms is proposed by T.V. Krotova. The author identifies the following non-traditional forms: information-analytical (although they are essentially close to methods of studying the family), leisure, educational, visual and informational. They are presented in the table.
Non-traditional forms of organizing communication between teachers and parents
Name |
For what purposeusedthis form |
Forms of communication |
Information and analytical |
Identification of interests, needs, requests of parents, level of their pedagogical literacy |
Conducting sociological surveys, surveys, “Mailbox” |
Leisure |
Establishing emotional contact between teachers, parents, children |
Joint leisure activities, holidays, participation of parents and children in exhibitions |
Cognitive |
Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills in raising children in parents |
Workshops, pedagogical briefing, pedagogical lounge, meetings, consultations in non-traditional forms, oral pedagogical journals, games with pedagogical content, pedagogical library for parents |
Visual and informational: informational and educational; awareness-raising |
Familiarization of parents with the work of a preschool institution and the features of raising children. Formation of knowledge among parents about the upbringing and development of children |
Information brochures for parents, organization of open days (weeks), open viewings of classes and other activities for children. Publishing newspapers, organizing mini-libraries |
Currently, in connection with the restructuring of the preschool education system, preschool educational institutions practitioners are looking for new, non-traditional forms of work with parents based on cooperation and interaction between teachers and parents. Individual work with families and a differentiated approach to families continue to be urgent tasks different types, care not to lose from the sight and influence of specialists not only difficult, but also not entirely successful in some specific, but important family issues. Let's give examples of some of them.
Visiting the child's family gives a lot for studying it, establishing contact with the child, his parents, and clarifying the conditions of upbringing. The child’s behavior and mood (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand psychological climate families.
Open Day
,
being a fairly common form of work, it makes it possible to introduce parents to a preschool institution, its traditions, rules, and features of educational work, to interest them in it and to involve them in participation. It is conducted as a tour of a preschool institution with a visit to the group where the children of visiting parents are raised. You can show a fragment of the work of a preschool institution (collective work of children, getting ready for a walk, etc.). After the tour and viewing, the head or senior teacher talks with the parents, finds out their impressions, and answers any questions that have arisen.
Conversations
are carried out both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and presented in such a way as to encourage the interlocutors to speak out. The teacher must be able not only to speak, but also to listen to parents, express his interest and goodwill.
Consultations. Usually a consultation system is drawn up. Individual or group consultations for parents are provided. Parents can be invited to group consultations different groups who have the same problems or, conversely, successes in education (capricious children; children with pronounced abilities in drawing and music). Individual consultation is the most common and effective form. On individual consultations Parents are more willing and open to talk about the sorrows and worries that worry them. Consultations can be carried out on the initiative of the teacher (oral invitation at a meeting or by telephone, written invitation) or on the initiative of the parents themselves.
The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues.
Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops and open classes.
Such forms of work make it possible to talk about the methods and techniques of teaching 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. They also allow you to avoid many conflicts caused by ignorance and misunderstanding parents specific educational activities).
Parent meeting the main form of work with parents. In which the entire complex of psychological and pedagogical interaction between the educational institution and the family is concentrated. Meetings Group and general sessions are held (for parents of the entire institution). General meetings are organized 2-3 times a year. They discuss the tasks for the new academic year, the main directions and results of educational work, issues physical education and summer problems healing period; acquainted with the regulatory documents about the preschool institution.
Speakers at general meetings include: the head of the preschool educational institution, a senior teacher, a doctor, a psychologist, a speech therapist, and a lawyer may be invited. Parent speeches will be provided.
Group meetings are held every 2-3 months. The topic and methodology of the meeting should take into account age characteristics children, the level of education and interest of parents, the goals and objectives of education facing the preschool educational institution. 2-3 questions are brought up for discussion (one question is prepared by the teacher, on others you can invite parents or one of the specialists to speak). It is advisable to devote one meeting annually to discussing family experience raising children.
Parent conferences. The main goal of the conference is to exchange experiences in family education. Parents prepare a message in advance, and the teacher, if necessary, provides assistance in choosing a topic and preparing a speech. Specialists (psychologist, speech therapist, health worker) can speak at the conference.
Parent readings- a very interesting form of work with parents, which gives parents the opportunity not only to listen to lectures by preschool employees, but also to study literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning school year parents determine the psychological, pedagogical and social-moral issues that most concern them. The group teacher collects information and analyzes it. With the help of the senior teacher and other specialists, books are selected in which you can get an answer to the question posed. Parents read the recommended books and then use the information they learn in their parenting readings. A feature of parental readings is that, when analyzing the book, parents must express their own understanding of the issue and changes in approaches to solving it after reading the book.
Parents' evenings- a form of work that perfectly unites the parent team. Parents' evenings are held in the group 2-3 times a year without the presence of children. Parents' evening is a celebration of communication with the parents of your child's friend, it is a celebration of the memories of infancy and childhood of your own child, it is a search for answers to the questions that life poses to parents. own child. The topics of parents' evenings can be very diverse. The main thing is that they must learn to listen and hear each other, themselves, their inner voice.
Sample topics for parent evenings:
1. The birth of a child and the first year of his life and development.
2. The child's first books.
3. My child's future. How do I see him?
4. My child's friends.
5. Holidays for our family.
6. “Do’s” and “don’ts” in our family.
7. Traditions and customs of our family.
8. Songs that our children sang and sing.
The format of the evenings allows you not only to express your opinion on the proposed topics, but also to hear something useful for yourself in the thoughts of other parents, and to take something new and interesting into your educational arsenal.
Family clubs.
Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with families on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of helping a child. The topics of the meetings are formulated and requested by parents. Family clubs are dynamic structures. They can merge into one large club or split into smaller ones - it all depends on the theme of the meeting and the plans of the organizers.
Family and kindergarten have their own special functions and cannot replace each other. An important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is adjusted, which is especially necessary when preparing children for school.
The family is the institution of primary socialization. A preschool institution is part of the system of the child’s indirect, or formal, environment and is an institution of secondary socialization. All stages of the socialization process are closely interconnected.
Currently the need public preschool education no one doubts. IN last years increased demands are placed on preschool institutions.
The relationship between the preschool institution and the family should be based on cooperation And interaction subject to the kindergarten being open inside(involving parents in the educational process of kindergarten) and outward(cooperation between preschool educational institutions and those located on its territory social institutions: general education, music, sports schools, libraries, etc.).
The main goal of all forms and types of interaction between the preschool educational institution and the family -
establishing trusting relationships between children, parents and teachers, nurturing the need to share their problems with each other and solve them together.
Thus, the interaction between the kindergarten and the family can be carried out in different ways. It is only important to avoid formalism.
Interaction between the teacher and the staff of the preschool educational institution.
A preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution and the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.
The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.
Interaction between the teacher and the administration of the educational institution.
The interaction of the teacher with the administration of the educational institution is aimed at creating optimal conditions for the full comprehensive development and training of students, protecting and strengthening their health in accordance with the state educational standard and programs implemented in the institution. Also to organize work among parents (persons replacing them) on the issues of raising and educating children in the family, promoting pedagogical and hygienic knowledge, attracting parents (persons replacing them) to participate in the activities of the institution, determined by the charter and parental agreement.
Comply with labor protection and fire safety regulations.
Interaction between a teacher and a senior teacher at an educational institution.
The senior teacher organizes current and long-term planning of the activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness.
The interactions between a teacher and a senior teacher at an educational institution are inseparable throughout the entire educational process. Senior teacher provides assistance teaching staff in development and development innovation programs and technologies, helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical means of teaching, replenishing them with educational, methodological, fiction and periodical literature.
Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.
Interaction between a teacher and a music worker at an educational institution.
The general and musical-aesthetic development of preschool children in kindergarten is carried out by a music director who has a good command of the theory and methodology of the pedagogical process, and a teacher who has general musical training.
The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.
Music classes in kindergarten are the main form of organizing children's musical activities. In preparation music lessons The music director and the teacher participate. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.
Into activity music director and the teacher also includes conducting music and speech classes. These classes are the connecting link in the activities of teachers. The classes are aimed at developing speech through expressive singing and are additional. The teacher actively helps the music director in carrying it out. The content of the lesson includes literary and musical material.
In music classes, children's singing skills are developed, improved and consolidated, and a stereotype of correct pronunciation of words is formed. The emotional basis of musical lessons contributes to better learning of various skills. The teacher, being present at such classes, enriches the methodology of his work on the development of children’s speech and brings it closer to the methodology of the music director.
The teacher and music director create a subject-development environment, which is carefully thought out by them. The subject-development environment is given fundamental importance in the pedagogical process of a children's educational institution.
The essence of the tasks of joint interaction between the music director and the teacher is to awaken the creative activity of children, develop their musical imagination and thinking, and stimulate the desire to independently engage in musical and creative activities.
Together, teachers must develop children’s musicality, educate their moral sphere, mental processes and personal developments. Thus, the music director and educator must provide for the integrity of music education: training, education, development. All these tasks can be implemented only if the following conditions are met:
Involvement in musical activities brings children only positive emotions;
A humane and personal approach has been thought out to ensure emotional comfort for children;
A comfortable musical and educational environment has been created in all forms of organization.
The music director and educator must keep the development of the entire holistic set of personality qualities at the center of the music education system, and this is the main result. The goal of the humane-personal approach, proclaimed by the pedagogy of cooperation, is an approach to the child’s personality, his inner world, where undeveloped abilities, strengths and possibilities lurk. The task of teachers is to awaken these forces and use them for more complete development.
Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.
Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) to learn. Game motivation and the presence of dialogue (i.e., the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.
In the process of subjective interaction, teachers constantly put children in the position of an experimenter, ask them a lot of questions, encourage them to constantly think and look for an answer to the question posed. It is this interaction that has a great effect on the development of intellectual abilities.
The process of music education is long, don't wait quick results. Only the joint activity of the music director and the teacher leads to the desired results in solving the problems of the general and musical-aesthetic development of children preschool age.
Interaction between a teacher and the head of physical education at an educational institution.
Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. Most accessible means increasing health potential is physical education and physical activity.
In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activities are aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings
They are equally:
They know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);
Carry out diagnostics physical condition children under a program implemented by a preschool institution;
Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;
Forms in children ideas about hygiene and aesthetics of physical exercise (posture, exemplary display physical exercise, conducting classes in sportswear and shoes, etc.);
Use funds physical culture for the education of moral
(moral - volitional) qualities of pupils;
Use physical education tools to develop normal gender-role behavior in children;
Hardening is carried out during physical exercises;
Ensure the safety of children during physical exercise;
Provide children with first aid medical care in case of accidents;
Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);
Inform parents about the level of physical condition of their children and success in physical activity.
The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activities, different types and forms of activity.
Interaction between a teacher and a medical worker at an educational institution.
The interaction between the teacher and the medical worker is aimed at:
control of the sanitary condition of the premises and area of the kindergarten;
compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;
ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;
accounting for sickness absence, isolation of sick children;
There is a joint daily morning reception of children;
participation in pedagogical councils dedicated to the problem physical development and children's health;
health education work of parents;
compliance with the group's food schedule;
maintaining food tables for children in the group;
organizing meals in a group.
The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:
participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;
creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;
together with medical workers and under the guidance of the teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, their compliance with the daily routine;
organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;
participation in work to prevent deviant behavior and bad habits among students;
bearing responsibility for their lives and the health of children;
dressing and undressing children, conducting hardening activities;
ensuring the protection of life and health of students during the educational process;
compliance with labor protection and fire safety rules;
ensuring the protection of children's lives, maintaining and strengthening their health;
working together with children;
interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.
Svetlana Masaeva
“Interaction between employees, children and parents in preschool educational institutions”
According to the Law "About Education", Model regulations on a preschool educational institution, FGT - one of the main tasks facing a kindergarten is “ interaction with the family to ensure the full development of the child.”
"Preschool childhood"- a unique period in a person’s life when health is formed and personality develops.
At the same time, this period during which the child is completely dependent on the adults around him is parents, teachers. Therefore, inadequate care, behavioral, social and emotional problems that arise at this age lead to serious consequences in the future.
A teacher at a preschool educational institution must work in such a way that parent was able:
Achieve an understanding that a child cannot be compared with other children;
Find out the strengths and weaknesses of the child’s development and take them into account;
Provide emotional support to the child.
To ensure favorable living conditions and upbringing of a child, the formation of the foundations of a full-fledged, harmonious personality, it is necessary to strengthen and develop close communication and interactions kindergarten and family.
Idea relationships public and family education is reflected in a number of regulatory documents, including "Concepts of preschool education", "Regulations on preschool educational institutions", Law on Education, etc.
Thus, the Education Law states that “ parents are the first teachers. They are obliged to lay the foundations of physical, moral and intellectual development personality of a child at an early age.”
In accordance with this, the position of the preschool institution in working with families is also changing. Each preschool educational institution not only educates the child, but also advises parents on education issues children. A preschool teacher is not only a teacher children, but also a partner parents for their upbringing.
Interaction, relationships - related words. And relationships are mutual connection. A person manifests himself as an individual only in interaction. In relationship with others he gets to know himself, others and the world around him. By creating a family, a person enters into a relationship; friends, work is also a relationship. Society is considered the most difficult and sometimes insoluble; the question remains of gender relations. When people meet, it happens interaction which teaches something. “Every meeting teaches something. Even meeting a drunkard - don’t do as he does. Don't infringe each other's interaction, this is the revelation of talent" (V. P. Goch).
G. James advised: “The first thing you need to learn in relationships with other people", this is that they should not be prevented from being happy - as they want, unless this prevents us from becoming happy - in the way we want."
At interaction person shows positive emotions (joy) and negative (anger, anger). Emotions, like sensations, are a form of reflection of reality. Emotions can depress thinking, but they can activate thought and inspire. A person expresses his emotions and thoughts using words. Ancient wisdom reads: “One good word will warm you up in severe frost, but bad speech will throw you from the heat to the chill.” Or they also say that a word can heal, and a word can kill.
The result of the wrong interactions- quarrel or conflict.
In a house where there is frequent arguing, one can feel uneasy. It’s clean and cozy, but you don’t want to be there. This indicates an excited space. After a quarrel parents this excited space acts on children. Little ones are capricious and cry for no reason, but older children "walk on their heads", i.e. they become uncontrollable. Remember, if after a quarrel and without reconciliation a family sits down at the table, then tension and some kind of ominous silence are felt. I want to get up and go somewhere far away from my home.
A quarrel in the house can be figuratively compared to a tsunami.
If a person is calm and does not react to emotions, then a wave of emotions will not cover him. It will break as if against a concrete wall - a breakwater, and will return to the one who screams.
And if at interaction both people shout, then the waves of their emotions, colliding, receive additional strength to their wave of emotions. Which comes back to the screaming ones.
To stop someone else screaming, you can leave the house or go to another room - you won’t scream to yourself.
After the wrong one interactions(scandal, refusal of something, etc.) resentment arises. Resentment is also a boomerang, it overtakes instantly, after 15 minutes, this is recognition of one’s importance over others: I am a saint, and he is so-and-so.
If the words of the offender are perceived in silence within yourself, then they are realized, and you are able to draw a sensible conclusion. If you yell at someone, it's done. So it's necessary admit: “I did it ugly”. A state of shame comes in silence, i.e., you need to pause. Shame and conscience are already a spiritual state. It doesn’t matter how it’s done, it’s already the past, the result is important - you realized!
"Problematic", "difficult", "complex", "pedagogically neglected" children are just the result of wrong relationships in the family.
I would like to advise you to communicate with your child from a position
V. A. Petrovsky based on 3 "P":
1. I understand you - I look at the world through the eyes of a child.
2. I accept you - I love you for who you are.
3. I admit that you are my partner, I include you in my adult life.
Kindergarten and family have their own special functions and cannot replace each other.
To create a new model you need to teach parent create an image of a successful child. Use the golden rule of psychology more often
"YES, BUT".
The kindergarten and the family should strive to create a unified space for the child’s development.
This requires a series conditions:
Mutual trust between teacher and parents;
Taking into account the individuality of each families: age, education, number, lifestyle, material and pedagogical level;
Using various forms of work with parents;
Systematicity and consistency of work with parents;
Pedagogical tact.
To create a new model, it is necessary to reconsider the role of the teacher.
Full information parents about the development and success of their child;
Objective assessment of the child;
The teacher’s competence in the development and education of the child;
The teacher relies on initiative parent and offers his own on this basis;
Tactfully learns about the child from parent and evaluates it objectively4
The teacher doesn't give ready-made advice, and together with parents solve the problem.
Provides assistance parent in creating conditions for successful activities and fulfillment of the child’s personal needs;
The teacher doesn't teach parents, but gives advice as a certified specialist.
It is when these conditions are met that we can talk about creating a new model interactions family and kindergarten. This model will begin to work if it includes the collective creative activity of participants in the pedagogical process. To have a relationship parent and the teacher were partners so that parent and teacher became employees, the teacher needs to reconsider his relationship with the families of his students. Look for ways to improve It is the kindergarten employees who should, teachers, because they have the appropriate qualifications.
8. Basic international documents on the protection of children’s rights:
2. “Convention on the Rights of the Child” - adopted by the UN in 1989.
3. “World Declaration on the Survival, Protection and Development of Children” - adopted by the UN in 1990.
The Declaration of the Rights of the Child is the first international document to call on parents, as well as voluntary organizations, local authorities and national governments to recognize and respect children's rights through legislative action.
The ten principles of the Declaration reflect the rights of children:
Addressed,
Citizenship,
Love,
Understanding,
Material support,
Social protection,
Opportunity to receive education,
Develop physically
Morally,
Spiritually in conditions of freedom and dignity.
Particular attention is paid to child protection. The child must receive timely assistance and be protected from all forms of neglect, cruelty, and exploitation. The Declaration was the semantic basis for the most important international document - the Convention on the Rights of the Child.
For the first time in the Convention, the child is considered not only as an object requiring social protection, but also as a subject of law who is given all human rights:
Education and respect for human rights and fundamental freedoms;
Education and respect for the child’s parents and his cultural identity, for the national values of the country in which the child lives;
Preparing a child for a conscious life in a free society, in the spirit of understanding, peace, tolerance, equality, friendship between peoples.
Art. 42 of the Convention states that all government agencies, including educational institutions, are obliged to widely inform both adults and children about the principles and provisions of the Convention. The International Committee on the Rights of the Child was created to monitor compliance with children's rights. Once every 5 years it reviews state reports on measures taken on the implementation of the provisions of the Convention. A preschool educational institution, due to its proximity to the family, can become an important element in the system of such control, but due to the specifics of the preschool institution, it is not able to fully influence the observance of all rights that concern children. To do this, it is necessary to highlight those rights, the observance and protection of which can be ensured by teachers of educational preschool institutions:
Right to health care,
Right to education
The right to participate in games,
The right to preserve one's individuality,
The right to protection from all forms of physical or mental violence, abuse, neglect or neglect or abuse.
The Convention on the Rights of the Child serves as the basis for the development of binding state legal documents.
Regulatory documents at the federal and regional levels:
Constitution of the Russian Federation.
According to the Constitution, motherhood, childhood and family are protected by the state.
Family Code of the Russian Federation.
Law “On Basic Guarantees and Rights of the Child in the Russian Federation.”
Education Act".
These documents specify the concepts of mechanisms for protecting the rights and legitimate interests of children, and introduce an absolute ban on the infringement of children's rights in the family and educational institutions. The standard regulations of a preschool institution guarantee the child’s right to protection, health, education and development. Certain rights of children and responsibilities of parents are enshrined not only in the Constitution, but in the Civil and Family Codes. In addition, Russia has adopted the Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation.”
The Family Code came into force on April 1, 1996. It regulates legal issues in family relationships. Section 4 is entirely devoted to the rights and responsibilities of parents.
Art. 54 guarantees the child the right to live and be brought up in a family, to know his parents, the right to their care and to live together with them, to education, to ensure his interests, comprehensive development, respect for his human dignity.
Art. 55 - the child’s right to communicate with parents and other relatives. The child has the right to communicate with both parents, grandparents, brothers, sisters and other relatives.
Art. 56 guarantees the protection of the rights and legitimate interests of the child by parents or legal representatives, guardianship and trusteeship authorities.
Art. 63 - stipulates the rights and responsibilities of parents for the upbringing and education of children (parental responsibility for upbringing, health, physical, mental, spiritual and moral development child). The protection of the rights and interests of children, which must be carried out in accordance with the laws and interests of children, is entrusted to parents. To realize the rights and legitimate interests provided for by the Constitution of the Russian Federation, the Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” was adopted, which distinguishes a special category of children:
Disabled children;
Children are victims of interethnic conflicts;
Children with behavioral problems;
Children with disabilities.
Clause 1 of Art. 9 establishes an absolute ban on infringement of the rights of the child in the family, in educational and other institutions.
