We work with parents to implement the Federal State Educational Standards in preschools. Kindergarten and family: aspects of interaction in the context of the implementation of the Federal State Educational Standard for preschool education. Forms of interaction between preschool educational institutions and families
“Interaction with parents within the framework of the implementation of the Federal State Educational Standard”
(from work experience)
Senior teacher
ON THE. Solomennikova
MDOU "Brusnichka"
Tubinsky village
Ust-Ilimsky district
For the first time in history, preschool education has become a valuable level of education in its own right, with the main goal of forming a successful socially developed personality.
In accordance with the new law “On Education in the Russian Federation” Art. 64 “Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites for educational activities, the preservation and strengthening of the health of preschool children.”
Family and kindergarten are two important institutions for the socialization of children. Their educational functions are different, but for the comprehensive development of the child’s personality, their interaction is necessary. The task of the kindergarten is to “turn” its face to the family, provide it with pedagogical assistance, and attract the family to its side in terms of common approaches to raising a child. It is necessary that the kindergarten and the family become open to each other and help reveal the child’s abilities and capabilities.
The federal state educational standard for preschool education (FSES DO) has been approved, which meets new social needs and in which much attention is paid to working with parents.
in the Federal State Educational Standard it is noted that one of principles preschool education is a cooperation organization of work with the family, and is basis to assist 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.
Requirements for the interaction of the Organization of Work with parents are also formulated.
One of the requirements psychological and pedagogical conditions include the requirement to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. 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 interest of parents in the activities of preschool educational institutions, improving the culture of pedagogical literacy of the family. Parents (legal representatives) must take part in the development of part of the educational Program of the Organization, formed by participants in educational relations, taking into account the educational needs, interests and motives of children, members of their families and teachers.
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 to the family, but also to 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 ensure the implementation of the Program, including in the information environment, as well as to discuss with parents (legal representatives) of children issues related to its implementation.
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.
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 tasks are solved:
establishing partnerships with the family of each pupil;
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;
Work with parents in our kindergarten is planned in advance in order to know the parents of our students well. Therefore, we begin our work by analyzing the social composition of parents, their mood and expectations of their child’s stay in kindergarten. We conduct a survey “What do you expect from cooperation with a preschool educational institution,” which helps to structure the work correctly, make it effective, and choose interesting forms of interaction with the family.
In addition to the traditional forms of work of preschool educational institutions and families, which take second place in the first place, new forms and methods of work are actively used:
- "Round table" on any topic
- thematic exhibitions on final days, joint projects, holidays.
- at the request of parents, consultations with specialists (psychologist, speech therapist, physical education instructor, nurse, music director) on issues of interest to them
- family sports meetings in which dads also take part have become interesting not only for parents, but also for children;
Open classes for parents to watch;
The “Commonwealth” children-parent club has been an effective, interesting and necessary form of cooperation for 4 years. Club meetings help unite parents and children of different groups, help create an atmosphere of mutual understanding, common interests, and emotional mutual support.
– the health club “Krepysh”, which is held together with the paramedic of the Tuba medical outpatient clinic once a quarter, helps solve issues of improving the health of children and strengthening their health. joint trips to the forest on excursions
Open Day, where parents are involved in conducting educational activities with children together with educators
I would also like to note that it has become a practice and is successful to involve parents in holding holidays and matinees, where parents are participants in the scenario.
The newspaper “Brusnichkiny Novosti”, which provides parents with a lot of useful information on the health of children, their development and upbringing, and parents also learn all the news from the kindergarten;
- preschool educational institution website
And this year we want to introduce another form - a family talent competition.
Individual attention to each child and goodwill are important for parents.
Visual (visual) confirmation of attention to the child is of no small importance here - registration of information on the stand for parents:
1. Children's statements in rubrics:
- “How different we are”;
- "Talkers";
- "Through the mouth of a baby."
2. Achievements of every childin the form of personal, stylized icons (palms, figures of children, boats, etc. - daily notes from parents and educators about the child’s new acquisitions):
- "I can!";
- "I can";
- "I love";
- “This is what I learned!”
3. Personal sheets(“About me”) with detailed information about each child, designed by parents together with their children (can be placed on staircases, on the walls of corridors adjacent to the group).
4. Records of questions, statements, and reasoning of children about what interests, worries, and occupies them.
5. Information about the skills, achievements, interests of children obtained during observations.
6. Birthdays each child, stylized according to seasons or zodiac signs.
7. Birthday Posters(“Star of the Week”, “Our Star”), which contains an interview with a child, wishes of children, parents, and teachers.
8. “We are waiting for you! “- a monthly schedule that guides the child’s family members to participate in the work of the group.
9. Announcements for parents.
On wardrobes:
plaques with the child’s name and the parents’ first name and patronymic (photo, self-portrait drawing)
Many different forms of working with parents have been tested. Now we can safely say that signs of renewal in the interaction of teachers with families are clearly occurring. Involving parents in the life of a kindergarten until recently seemed like such a big problem. Now the situation is different. When implementing a new system of interaction with families, it is possible to avoid those disadvantages that are inherent in old forms of working with families.
What are the criteria for assessing the effectiveness of a preschool educational institution’s work with families? .
A change in the nature of parents’ questions to educators and the head of preschool educational institutions, as an indicator of the growth of pedagogical interests, knowledge about raising children in the family, and the desire to improve them.
Increased attendance by parents at pedagogical education events, the desire of parents to analyze their own experience and the experience of other parents.
Changing the microclimate in unfavorable families in a positive direction.
Parents’ manifestation of a conscious attitude towards educational activities, the desire to understand the child, analyze their achievements and mistakes, the use of pedagogical literature by parents, the participation of parents in clubs, associations, family competitions, holidays, cleanup days organized in preschool educational institutions. Awareness by adult family members of not only the practical, but also the educational significance of their assistance to preschool educational institutions in teaching activities.
Positive public opinion of parents about the education of preschool children in preschool educational institutions.
Thus, the use of various forms of work with families of kindergarten students gives positive results. With all their work, preschool employees prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. The introduction of new federal state educational standards makes it possible to organize the joint activities of kindergarten and family more effectively.
saglara achirova
Forms of work with parents in preschool educational institutions in accordance with the Federal State Educational Standard
On January 1, 2014, the Federal State Educational Standard for Preschool Education was put into effect, which developed based on the Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child.
In the context of the implementation of new normative and substantive approaches, preschool education has been set targets that imply openness, close cooperation and interaction with parents. Parents are active participants in the educational process, and not just outside observers.
In our preschool educational institution we try to lead working with parents with a differentiated approach, taking into account social status, family microclimate, parental requests and level of interest parents activities of a preschool institution, increasing the culture of pedagogical literacy of the family.
The family and kindergarten are closely interconnected, which gives the child a certain social experience.
Modern parents are educated, have wide access to scientific and methodological literature from the field of pedagogy. However, despite everything, they experience difficulties in raising children and choosing optimal educational methods and techniques.
We explain in every possible way parents that a preschooler is not a relay race that the family passes into the hands of the teacher. The principle of mutual understanding between kindergarten and family is very important.
In our group we actively cooperate with parents using different forms of work:
parent meetings
Master classes
Open days
Joint holidays, leisure, entertainment, tea parties
Participation parents in family competitions, exhibitions
Organization of joint work activities
Visual stand design, corners, photo exhibitions
Consultations on topics of interest parents questions
Questionnaire
Individual conversations, etc.
We are faced with target: do parents active participants in the pedagogical process, providing them with assistance in realizing responsibility for the upbringing and education of children.
For effective working with parents in new conditions, an analysis of the social composition of the family, their mood and expectations from the child’s stay in kindergarten is necessary. The study of the family is carried out consistently and systematically. We use the most common research method families: we conduct surveys, personal conversations, observations that help us build the right working with parents, make it effective, select interesting forms interactions with family.
The survey method allowed us to collect data that interests us as teachers about the needs of each family, about the problems of child upbringing and development that arise in the family. This made it possible to take into account her individual characteristics, etc. We conduct surveys at the beginning of the school year, in order to get to know the family, study their needs and further our work.
Conducting consultations and answering questions parents We strive to provide qualified advice.
We also conduct observation as a method of studying families. We determine in advance for what purpose, when, in what situation we need to observe parents, their interaction with the child. This usually happens during morning reception hours and when the child leaves kindergarten. If you carefully observe, many features of the relationship between an adult and a child catch your eye, by which you can judge the degree of their emotional attachment and culture of communication. According to what they ask about parents of the child in the evening What instructions are given to him in the morning, one can draw a conclusion about the priorities of modern education, about the attitude towards the preschool institution.
We use not only observation from the outside, but create special situations that help us learn more deeply parents:
Joint work (we invite parents to assist in the repair of the group, territory, etc.).
Joint leisure "Our name days", “Mom, dad, I am a sports family”, "Family Holiday"
Questionnaire “About health – seriously!”, “What style of parenting do you follow in your family?”, "Satisfaction parents kindergarten»
Stock "Family photo" on multicultural education of children, “Mom, read it!”
Traffic rules project “My friend” "Traffic light"
Photo vernissage "How I spent summer"
Parent meeting“Do we know the rights of our children”
Photo exhibition “My dad is the best!”, "My mommy"
Joint creation of a vegetable garden on a preschool plot, in a mini-garden group.
Thus, when studying the family and the experience of family education, we pursue, first of all, the interests of the child.
The first and decisive condition for positive interaction was the trusting relationship between us teachers and parents. U parents interest in the education process and self-confidence arose. As a rule, during the adaptation period parents Many questions arise; they are concerned about how the baby will feel without mom and dad, how he will get used to the new social situation. In such cases, we invite parents for a round table meeting. This allows us to find out more parents, children and where parents share their experiences and problems in raising young children, and resolve difficulties that arise in the adaptation process.
We lead a collective form of work with parents - this is a parent meeting. Preparation for parental We start the meeting long before it takes place. An important role is played by questionnaires, which allow one to collect extensive and varied material on topics in a short time. We also prepare for competitions in advance, prepare reminders, invitations to meetings, we issue thanks. Meetings are held in form of discussions, round tables.
Very effective The form of work with parents is competitions.
Competitions are held regularly: according to traffic rules, "Autumn Golden", “About health – seriously!” etc. By participating in them, parents revealed all their interests and abilities, which they themselves were not aware of.
Another effective form of working with parents - master class.
Drawing classes in non-traditional ways are interesting. Thanks to workshop: “We draw together with the children!” parents learn about unconventional methods of painting at home.
Taking into account the age characteristics of children, a workshop is held for parents: “We learn by playing!”, in which parents find out, a lot of new things, for example, how to make a didactic game from objects available at home, get acquainted with how games contribute to the mental development of children, cultivate their moral qualities, interest restless children, and help in preparing for school. All this is done to help parents in their difficult work - in raising children.
Parents take an active part in the New Year holidays, Defender of the Fatherland Day, March 8, and in the graduation party.
As a result of the festive meetings are being formed positive relationships parents with their children, emotional contact is established. Conducted Job allows you to increase pedagogical competence parents in matters of parent-child relationships.
Healthy children are a reliable future.
Health Day was included in the system of physical education and health activities as an effective and active form of working with children and, which is very important, with their parents. We invite parents take part in sports competitions: “Dad, mom, I am a sports family”, "Fun Starts".
The emotions that arise during the event, the memories of it, unite big and small. There is an introduction to a healthy lifestyle; an individual approach to each child is carried out, parents to joint efforts to improve the health of children.
In pedagogical practice, various types are used and combined visibility: full-scale, pictorial, verbal-figurative, informational.
We have a corner for parents. It contains - materials informational nature: rules for parents, daily routine, announcements of various nature.
Effective form of working with parents are a variety of exhibitions. For example, children's exhibitions works carried out jointly with parents: crafts "Autumn Golden", "Traffic light", “About health – seriously!” Children's exhibition creativity: "Our mothers and grandmothers", "My family", “Health at home and in kindergarten”
Reminders for parents, on various topics.
Movable folders that are being formed by thematic principle: “So that our children don’t get sick” and many others. The folder is given for temporary use parents. When parents get acquainted with the contents of the mobile folder, we talk with them about what they read, answer questions that arise, listen to suggestions.
About the effectiveness of activities carried out in a preschool institution working with parents, testify:
Manifestation in parents interest in the content of the educational process with children;
An increase in the number of questions to the teacher regarding the child’s personality and his inner world;
The desire of adults for individual contacts with the teacher;
Reflection parents about the correctness of using certain methods of education;
Increasing their activity in joint events.
To summarize, I want to say:
IN In accordance with the Federal State Educational Standard, the kindergarten is obliged:
Inform parents and the public with the goals of preschool education, about the Program;
Provide and create conditions for participation parents in educational activities;
Support parents in raising children, protection and promotion of their health;
Involve families in educational activities;
Support the educational initiative of the family;
Create conditions for adults to search for and use materials to ensure the implementation of the Program, including information environment, which is what we are trying to do.
Currently, Russian preschool education is going through a turning point. The reason for the upcoming changes is changes in the law “On Education in the Russian Federation” and the accompanying Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) for preschool education (hereinafter referred to as preschool education) (slide 2).
The Law provides that in solving complex multifaceted problems related to the implementation of the Federal State Educational Standard for Education, an exclusive role belongs to the family. Article 44 of the Law defines for the first time the rights, duties and responsibilities of parents for the education of a child. In this regard, it is necessary to take a fresh look at the interaction of a preschool educational institution (hereinafter referred to as preschool educational institution) with parents, in order to create a unified educational space “family - kindergarten” for their equal and interested partnership (slide 3).
The new tasks facing the preschool educational institution require its openness, close cooperation and interaction with parents and other social institutions, turning kindergarten at the present stage into an open educational system with a more flexible and free learning process (slide 4).
The problem of involving parents in a single space for child development in preschool educational institutions is being solved in three directions:
- working with the kindergarten staff to organize interaction with the family, familiarizing teachers with the system
new forms of work with parents;
- improving the pedagogical culture of parents;
- involvement of parents in the activities of preschool educational institutions, joint work to exchange experiences (slide 5).
Main tasks of the work:
- 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 their confidence in their own teaching capabilities (slide 6).
Principles of interaction between preschool educational institutions and parents:
1) friendly communication style;
2) individual approach;
3) collaboration rather than mentoring;
4) thorough preparation for each event;
5) dynamism (slide 7).
Advantages of the new system of interaction between preschool educational institutions and families:
- positive emotional attitude of teachers and parents to work together on development and education
children;
- taking into account the individuality of each student;
- parents’ independent choice of direction in the development and upbringing of the child (slide 8);
- strengthening family ties, emotional communication, finding common interests and activities;
- the possibility of implementing a unified program for the development and upbringing of a child in a preschool educational institution and in the family;
- the ability to take into account the type of family and style of family relationships (slide 9);
- openness of the kindergarten to families;
- cooperation between teachers and parents in the development and upbringing of children;
- creation of an active developmental environment, active forms of communication between children and adults, ensuring common approaches
to the development of the child in the family and preschool educational institutions;
- diagnosis of general and specific problems in the development, education and upbringing of a child (slide 10).
Functions of preschool educational institutions working with families:
1) familiarizing parents with the content and methodology of the educational process organized in the preschool educational institution;
2) psychological and pedagogical education of parents;
3) involving parents in joint activities with children (slide 11);
4) assistance to individual families in raising children;
5) interaction of parents with public organizations of the city;
6) distribution of duties and responsibilities in work (parents - teacher - methodologist - medical staff -
manager - specialists) (slide 12).
In the process of working with families in preschool educational institutions, tasks related to the revival of the traditions of family education, the involvement of parents, children and teachers in associations of interests and hobbies, and the organization of family leisure are solved (slide 13).
New forms and methods of preschool educational institutions working with families:
- "Round table" on any topic;
- interviews, diagnostics, tests, surveys on any topic, questionnaires;
- interviews with parents and children on certain topics;
- thematic exhibitions;
- consultations with specialists;
- oral journal for parents (slide 14);
- family sports meetings;
- mail and telephone helpline;
- family talent competitions;
- family projects “Our Pedigree”;
- open classes for parents to watch;
- tests for parents;
- auction of parenting secrets;
- parents' living room;
- portfolio of family success (slide 15).
Important points:
a) all materials for review must be aesthetically designed;
b) the content of materials must be updated regularly, otherwise parental interest in this information will quickly
will disappear;
c) the design of materials must be done in such a way as to attract the attention of parents (text in color
paper, photographs of group children, symbol pictures);
d) the content of the proposed material should be really interesting to most parents (slide 16).
Working with parents is a process of communication between different people, which does not always go smoothly. Naturally, there may be problematic situations in the relationship between teachers and parents: conflicts between parents over children, parental complaints against teachers on various issues, complaints from teachers about the passivity of parents, inattention of parents to the recommendations of teachers due to the lack of authority of the teacher due to young age or little experience (slide 17 ).
Today's parents will carefully consider consulting a specialist: psychologist, speech therapist, doctor. But when it comes to education, many consider themselves literate in these matters, have their own vision of the problem and ways to solve it, without taking into account the experience and education of the teacher. To prevent such situations, the administration of a preschool institution from the first days of a child’s stay in kindergarten should support teacher's authority, demonstrate that she highly values the knowledge, abilities, skills and pedagogical achievements of the teacher (slide 18).
Ways to increase the authority of a teacher:
- solemnly present at a parent meeting a certificate of honor for services to the Day of Preschool Worker or
for high performance at the end of the year;
- arrange a beautiful congratulation for the teacher’s birthday (slide 19);
- organize a letter of gratitude from the parents of graduates;
- decorate the hall with photographs of the best kindergarten teachers with a brief description of their personal achievements (slide
20).
Conclusion. An important point in preventing problematic situations is the establishment of personal contact between the teacher and parents, daily information about how the child spent the day, what he learned, and what successes he achieved. The lack of information gives parents a desire to receive it from other sources, for example, from other parents, from children in the group. Such information may be distorted and lead to a conflict situation (slide 21).
The interaction between the kindergarten and the family can be carried out in different ways. It is important to avoid formalism. In order to plan work with parents, you need to know well the relationships in the family of your students. Therefore, it is necessary to start with an analysis of the social composition of parents, their mood and expectations of their child’s stay in kindergarten. Conducting surveys and personal conversations on this topic will help to properly organize work with parents, make it effective, and select interesting forms of interaction with the family (slide 22).
FSES REQUIREMENTS In accordance with the new requirements, the role of parents in the implementation of the Federal State Educational Standard for Preschool Education is increasing both at the level of each preschool educational institution and at the level of the municipal preschool education system as a whole. The tasks facing the education system today increase the responsibility of parents for the effectiveness of the educational process in each preschool educational institution, since it is the parent community that is directly interested in improving the quality of education and development of their children. (Federal State Educational Standards for Education, Part I, Clause 1.6, Clause 9) A characteristic trend of the modern period in the development of domestic education is the desire of educational institutions for openness, which also presupposes the participation of society in the life of preschool educational institutions. (Federal State Educational Standards for Preschool Education, Part III, Clause 3.1, Clauses 5, 6) An important role in the process of developing openness is played by parents, who are the main social customers of the preschool educational institution. And interaction between teachers and them is simply impossible without taking into account the interests and requests of the family.
GOALS OF PRESIDENTIAL ORGANIZATION FOR ORGANIZING INTERACTION WITH PARENTS: - joint education and development of preschool children; - creating conditions for a favorable climate of interaction with parents; - involvement of parents in a single educational space; - Establishing trusting, partnership relationships with parents
PRINCIPLES OF INTERACTION WITH PARENTS Friendly style of communication between teachers and parents. A positive attitude towards communication is the 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. 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. Individual approach. It is necessary not only when working with children, but also when working with parents. When communicating with parents, the teacher must feel the situation and the parents’ mood. This is where the teacher’s human and pedagogical ability comes in handy: to reassure the parent, sympathize and think together about how to help the child in any situation. Collaboration, not mentoring. Modern parents, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.
PRINCIPLES OF INTERACTION WITH PARENTS We prepare seriously. Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is the quality, and not the quantity of individual, unrelated events. Dynamism. 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.
Conducting surveys and personal conversations will help to properly organize work with parents, make it effective, and choose interesting forms of interaction with the family. To attract parents into the work system of preschool educational institutions, we increase the competence of parents in matters of education and actively cooperate with families on the introduction and implementation of the Federal State Educational Standard for Preschool Education using various forms.
ABOUT THE GOVERNANCE BODIES OF THE PRESENTERHOOD The governing bodies in the preschool are: Management Council, Parents Committee of the preschool, Parent committees of groups, which include representatives of the parent community. Parents are directly involved in managing the educational process of the institution through the formation, together with the administration and teaching staff, of the educational policy of the institution.
T TRADITIONAL FORMS OF INTERACTION Conversations Visiting families Conducting master classes Open days Parent conferences Exhibitions of joint works Joint holidays and entertainment Working with the parent committee Designing folders and stands
Cooperation with parents in the context of the implementation of the Federal State Educational Standard for Education.
senior teacher of MADOU TsRR – kindergarten No. 000 GO, Ufa, Republic of Belarus
The family is the primary source and model for the formation of a child’s interpersonal relationships, and dad and mom are role models. 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 views on the world, their positions and behavioral stereotypes. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes raise the child blindly, intuitively. All this does not bring the desired results.
Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating. Interaction is a way of organizing joint activities that are carried out through communication. The kindergarten and the family should strive to create a unified space for the child’s development.
The focus on narrow specialization in modern society generally also affects approaches to raising a child. The adult does not feel confident that the child needs him, that he can and should take an active part in his development. More than 70% of parents believe that the child’s education should be provided by specialists, as well as other services, for example, car repair, thereby transferring education into the sphere of consumption. At the same time, society offers the interested adult a variety of “educational fakes.” These are “developmental centers”, “educational games” and many other “simulacra” that create in parents the illusion that those who offer goods or services care about the development of their child.
The federal state educational standard for preschool education dated October 17, 2013 No. 000, which came into force on January 1, 2014, stipulates the requirements for the interaction of preschool educational institutions with parents.
It is emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and the Federal State Educational Standard for Preschool Education is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of their developmental disorders .
One of the principles of constructing the Federal State Educational Standard for Educational Education is the personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teachers and other employees of the Organization) and children.
Among the tasks solved by the Federal State Educational Standard for Education is the integration of training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and Society.
One of the requirements for psychological and pedagogical conditions is the requirement to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
In accordance with the Federal State Educational Standard, preschool educational institutions are 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 to the family, but to 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 the implementation of the Program with parents (legal representatives) of children.
The task of MADOU TsRR - kindergarten No. 000 is to “turn” to the family, provide them with pedagogical assistance, and attract the family to its side in terms of unified approaches to raising a child. Our kindergarten and family became open to each other and helped to reveal the child’s abilities and capabilities. When interacting with the work of the two structures, we take into account a differentiated approach to each family, take into account the social status and microclimate of the family, as well as parental requests and the degree of interest of parents in raising their children.
The goal of teachers at MADOU CRR - kindergarten No. 000 is to create a unified space for the development of the child in the family and preschool educational institution, to make parents participants in a full-fledged educational process. Achieving high quality in development, fully satisfying the interests of parents and children, and creating this unified space is possible through systematic interaction between the preschool educational institution and the family. Success in this difficult process of raising a full-fledged person depends on the level of professional competence of teachers and the pedagogical culture of parents.
It is advisable to build relationships with parents at MADOU TsRR - kindergarten No. 000 in stages:
"Let's get acquainted!". At the first stage, we introduce parents to the kindergarten, educational programs, teaching staff, and reveal opportunities for collaboration.
The second stage is “Let's make friends!” At this stage, we offer parents active methods of interaction: trainings, round tables, game seminars.
The third stage is called “Let's find out together.” At this stage, we are talking about the functioning of the parent-teaching community, directing its activities towards the development of the child (research, project activities, joint excursions, visiting exhibitions, museums).
For MADOU CRR - kindergarten No. 000 there is a rule: “Collaboration, not mentoring!”
Modern mothers and fathers, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.
The next stage is “Getting ready seriously.”
We carefully and seriously prepare any event, even the smallest one, to work with parents. The main thing in this work is the quality, and not the quantity of individual, unrelated events. A weak, poorly prepared parent meeting or seminar can negatively impact the positive image of the institution as a whole.
Stage "Dynamism".
Our kindergarten today is in development mode, not functioning, it is a mobile system, quickly responds to changes in the social composition of parents, their educational needs and educational requests. Depending on this, we change the forms and directions of work with families.
Our kindergarten takes as its basis one more rule: “In order to plan work with parents, you need to know your students’ parents well!”
Therefore, we begin with an analysis of the social composition of parents, their mood and expectations of their child’s stay in kindergarten. Conducting surveys and personal conversations on this topic, we correctly structure work with parents, make it effective, and select interesting forms of interaction with the family.
Eight main principles interactions with parents of students (simple approaches through emotional contact):
I. Creation of a partnership, trusting relationship between parents and the teacher (direct participation of parents in the educational process, when the teacher unobtrusively leads parents to the idea that raising a child is a common understanding of the goals and objectives of educating children.
II. Daily contact with the teacher when parents drop off and pick up their children.
III. Informal conversations between the teacher and parents in order to discuss progress regardless of specific problems (the child’s showing interest in something).
IV. A visit by parents to the group so that they can see how their child is engaged (viewing direct educational activities).
V. Involving parents in active participation in the life of the group and preschool educational institution (participation of parents in events, excursions.
VI. The teacher shows interest in the traditions and experience of family education and training.
VII. Education of parents in the field of pedagogy and child psychology (to activate and enrich the educational skills of parents, to support their confidence in their own pedagogical capabilities).
VIII. Establishing correct relationships between parents of pupils, based on friendly criticism and self-criticism (the ability to interact with the parental environment, the emergence of mutual sympathies).
Bibliography:
1. Bogomolov, partnerships between teachers and parents in conditions of cooperation in preschool educational institutions // Preschool pedagogy No. 2.
2. , Danilyuk preschool educational institution with parents of preschool children. Saint Petersburg. Childhood-Press, 2012.
3. “System of working with parents of pupils. Assessment of the activities of preschool educational institutions by parents” // Preschool pedagogy.
4., Kudryavtseva garden and family: methods of working with parents: A manual for teachers and parents.
5. Krylova, N. What should be the communication between the kindergarten and the family?
7., Krotova teacher with parents at a preschool educational institution. Methodological aspect. – M., 2005
