Article “Experience in involving parents in the educational process”

Article “Experience in involving parents in the educational process”

Municipal autonomous educational institution

"Kindergarten No. 15"

Experience in involving parents in the educational process

Performed:

Ushkova Yulia Alekseevna

teacher

highest qualification category

Cherepovets, Vologda region

Thesis: the use of diverse forms of work with different categories of parents

The main thing in the work of any preschool educational institution is the preservation and strengthening of the physical and mental health of pupils, their creative and intellectual development, and providing conditions for personal growth. The successful implementation of this large and responsible work is impossible in isolation from the family, because parents are the first and main educators of their child from the moment of birth and for life. In accordance with the Law “On Education”, which states that parents are the first teachers, they are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age. In this regard, the position of the preschool institution in working with families is also changing. The basis of interaction between a preschool institution and a family is cooperation, i.e. joint determination of activity goals, joint distribution of forces, means, subject of activity in time in accordance with the capabilities of each participant, joint control and evaluation of work results, and then forecasting new goals, objectives and results [1]. Parents of children going to preschool experience certain difficulties, and therefore our task is to help parents in raising their children. Our interaction with parents involves the exchange of thoughts, feelings, experiences, aimed at improving their pedagogical culture. Improving pedagogical culture resolves the existing contradiction between the educational potential of the family and its use[3].

We begin the organization of work on interaction with parents of children who first arrived at a preschool institution by analyzing the social composition of parents, their mood and expectations from the child’s stay in kindergarten; for this we conduct surveys and individual conversations.

After analyzing parents' answers to the questionnaire, we found that most of them receive the necessary information via the Internet and use random literature. There are parents who purchase pedagogical literature, but they are a minority. Others raise children intuitively and are uncritical of certain manifestations of the child. It is important to intensify and enrich the educational skills of parents, maintain their confidence in their own pedagogical abilities, and spread the positive experience of upbringing in the family: spending family leisure time, following family traditions, experience in hardening children, family reading, etc.

Parents of children attending preschool educational institutions today can be divided into three groups (the parents of our students are involved in them)[2].

The first group are parents who are very busy at work, for whom kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, and organization of interesting leisure time. We invite such parents to take part in pre-announced events, for example, a cleanup day.

The second group consists of parents with a convenient work schedule and non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of full communication, games with peers, development and learning. We try to actively involve such parents in the work of the kindergarten.

The third group is families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills for behavior in a team, maintaining the correct daily routine, learning and development. We try to make such parents our active helpers. We rely on this parent group in preparing and holding holidays, competitions, exhibitions, etc.

In order to increase the effectiveness of working with children on sensorimotor, speech development, and social-emotional development, we have chosen different forms of work with families.

There are traditional and non-traditional forms of communication between teachers and parents of preschool children, the essence of which is to enrich them with pedagogical knowledge[5]. Traditional forms are divided into collective, individual and visual information.

We use this collective form of work

as group parent meetings (topics: “Game is the leading activity in preschool age”, “Speech development of older preschoolers”).

We use individual forms of work

:

1. pedagogical conversations with parents on topics that interest them, as well as daily individual conversations about the state of health of children, their emotional well-being;

2.consultations with a teacher-psychologist in order to resolve problematic issues; the most interesting questions of parents relate to speech, physical and intellectual development.

In our work we also use visual information methods

: exhibitions of children's works; stands, screens, mobile folders, photo reports are very popular, the parents of our group have organized a VKontakte community for the purpose of exchanging experiences.

Currently, non-traditional forms of communication are especially popular among parents. They are structured like entertainment programs and games and are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers.

A classification scheme for non-traditional forms is proposed by T.V. Krotov[4]. The author identifies the following non-traditional forms: leisure, educational, visual and informational.

Leisure forms

communication organizations are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. We hold joint holidays, such as “New Year's Eve”, “Mother's Day”, etc. Such evenings help create emotional comfort in the group and bring together the participants in the pedagogical process. The use of leisure forms contributes to the fact that, thanks to the establishment of a positive emotional atmosphere, parents become more open to communication, and in the future it is easier for us to establish contacts with them and provide pedagogical information.

Cognitive forms

Organizations of communication between teachers and families are intended to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the development of practical skills in parents. We hold meetings, parent-child lounges (theme: “Learning to speak beautifully”).

Visual information

forms of organizing communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and see more objectively the activities of the teacher. We have chosen:

1. Information brochures for parents (topic: “Age characteristics of children”)

2. Joint parent-child activities (Postcard for mom and others).

In these classes we solve the following problems:

Reduce psycho-emotional stress of children and parents

To form an active position among parents in relation to kindergarten

Introduce parents to gaming techniques aimed at solving sensory and speech problems in children.

Develop children's interaction skills with each other

As a result of using this form of work, parents are ready to perceive information from teachers regarding issues of child development.

3. The next form of work with parents is homework “Auntie Owl’s Magic Mail.” Envelopes contain letters with tasks and games; they are individual in nature and solve the following problems:

Sensory: fixing color, shape, size

Speech: activation of vocabulary, development of fine motor skills

This form of work has received positive responses from parents and is actively used by us. Parents share their successes in the development of their children.

We also conducted a repeated survey of parents. According to which, we have decreased the percentage ratio for such indicators as: the use of Internet sources by parents, watching television programs, and a type of source such as reading pedagogical literature has appeared.

4. In our group we have a mini-library with a selection of age-appropriate literature for parents. It includes Russian folk songs, fairy tales, a card index of short stories, finger games, a card index of proverbs and sayings, tongue twisters, counting rhymes, and tongue twisters.

Thus, the work we organized made it possible to actualize the hidden educational potential of the family by including parents in the educational process; They began to trust us more, ask questions about the child’s development and behavior, offer help themselves and take the initiative in improving the group and holding holidays. They also develop ideas about the age characteristics of children, about the norms of behavior and communication between parents and children, have the opportunity to apply knowledge in practice, and participate in educational activities.

Bibliography:

1. Danilina T.A. Modern problems of interaction between a preschool institution and the family / T.A. Danilina // Preschool education, 2005. - No. 1. — P. 41-49.

2. Kindergarten - family: aspects of interaction: practical. allowance / Author-comp. S.V. Glebova. - Voronezh: TC "Teacher", 2005. - 111 p.

3. Doronova T.N. The main directions of work of preschool educational institutions to improve the psychological and pedagogical culture of parents / T.N. Doronova // Preschool education. - 2004. - No. 1. — P. 63.

4. Zvereva O.L. Communication between a teacher and parents in a preschool educational institution: Methodological aspect / O.L. Zvereva, T.V. Krotova. - M.: Sfera, 2005. - 80 p.

5. Zvereva O.L. Modern forms of interaction between preschool educational institutions and families / O.L. Zvereva // Preschool teacher. - 2009. - No. 4. — P. 74-83.

Innovative forms of working with parents of the class teacher

Innovative forms of working with parents

The effectiveness of raising a child greatly depends on how closely the school and family interact. Class teachers play a leading role in organizing cooperation between school and family. It is their work that determines the extent to which families understand the policies pursued by the school in relation to the upbringing and education of children and participate in its implementation. At the same time, the family should be considered as the main customer and ally in raising children, and the combined efforts of parents and teachers will create favorable conditions for the development of the child.

The interaction between the family and the class teacher is based on the principles of mutual trust and respect, support and assistance, patience and tolerance towards each other. When interacting with a group of parents, the class teacher must show courtesy and correctness, and the ability to restrain his emotions; only then can you count on the support of your parents in all your endeavors.

It is undeniable that the individual work of the class teacher should come to the fore today. It is in this case that a conversation becomes possible, a discussion of the problems of just one child. Here I want to share my little “secret”: in many articles you can read the advice to start a conversation with parents by praising the child. And this is absolutely correct advice! Moreover, it is also better to end the conversation with praise. But I want to say this: tell your parents that you are asking them for a meeting (note that you are not “calling” them to school, but rather “asking for a meeting”), because you really need their advice, since no one is better than them knows what approach is needed to their child (and, in principle, this is true!). And if parents understand that the class teacher is sincerely interested in their opinion, they will be willing to make contact.

The content of cooperation between the class teacher and parents includes three main areas:

psychological and pedagogical education of parents;

involvement of parents in the educational process;

participation of students' families in managing the educational process at school.

Psychological and pedagogical education of parents can be organized using the following forms of work:

parent universities;

conferences;

individual and thematic consultations;

parent meetings;

trainings.

involve parents in the educational process using the following forms of activity:

creativity days for children and their parents;

open lessons and extracurricular activities;

assistance in organizing and conducting extracurricular activities;

Parents are frequent guests at extracurricular events. These are holidays dedicated to International Women's Day on March 8, Mother's Day, and amateur art concerts. All this allows parents to get to know their children better and discover yet unknown aspects of their interests, hobbies, and talents.

Forms of leisure: joint holidays, preparing concerts, watching and discussing films and performances. In addition, not even systematic, but individual collective activities of the class, carried out together with parents, have a huge educational effect. The work of a teacher with parents is impossible without cooperation and the active involvement of parents in the educational process, which involves the organization of various clubs, sports sections, and participation in club meetings. Clubs can also operate outside of school.

The participation of parents in managing the educational process can be organized using the following forms of activity:

participation of class parents in the work of the school council;

participation of class parents in the work of the parent committee.

I would like to dwell in more detail on some innovative forms of working with parents that I use in my work as a class teacher.

An interesting and fairly new form of working with parents is parent evenings. Parents' evenings are appropriate to hold when the class teacher has just begun to form the parent team of the class, when children have just crossed the threshold of primary school, but this form is very good when children move from primary school to secondary education, this is especially important during the adaptation period, the transition to 5th grade .

Parents' evenings are a form of work that perfectly unites the parent team. They are usually held 2 times a year, either in the presence of children or without them.

The topics of our parents' evenings were as follows:

My child's friends.

Holidays for our family.

Children's questions that baffle us.

Photos of our childhood.

Such topics allow you not only to express your opinion, but also to hear something useful for yourself in the reasoning of other parents, draw certain conclusions, learn something, and take something into your educational arsenal. Parents' evenings bring families together, allow them to see adults and children in a different light, and help overcome mistrust and hostility in relationships between adults and children.

A fairly effective form of creating a culture of being a parent is parent training. This is an active form of work with those parents who are aware of problematic situations in the family, want to change their interaction with their own child, make him more open and trusting, and understand the need to acquire new knowledge and skills in raising a child.

Parent training is usually carried out by a school psychologist. Based on the results of the training, the psychologist conducts an interview with the class teacher and gives him recommendations on organizing interaction with each child and each family who participated in the training.

In addition to trainings with students and their parents, a good form of parent education is the parent ring. This is one of the discussion forms of communication between parents and the formation of a parent team. The parent ring is held with the aim that many parents can confirm the correctness of their methods of education or conduct an audit of their pedagogical arsenal, think about what they are doing correctly in raising their child and what is not quite right.

The usefulness of such meetings of parents also lies in the fact that they allow you to remove all sorts of behind-the-scenes conversations among parents on the organization of the educational space of their children and the content of the educational process.

The themes of parent rings can be very diverse. For example, you can suggest the following:

Is it possible to punish a child with your own home?

What to do if dad is not interested in raising his own child?

Temptations and ways to overcome them.

"Pros and cons" of school uniforms.

Difficulties of a school lesson. What are they?

A workshop is a form of developing parents’ pedagogical skills in raising children, effectively solving emerging pedagogical situations, and a kind of training in the pedagogical thinking of parent-educators. During the pedagogical workshop, the teacher offers to find a way out of any conflict situation that may arise in the relationship between parents and children, parents and school, etc., to explain his position in this or that supposed or actually arisen situation.

Role-playing games are a form of collective creative activity to study the level of development of the participants’ pedagogical skills. Approximate topics for role-playing games with parents could be the following: “Morning in your house”, “The child has come from school”, “Family council”, etc. The methodology of role-playing games involves determining the topic, the composition of the participants, the distribution of roles between them, and a preliminary discussion of possible positions and behavior options for game participants. At the same time, it is important to play out several options (positive and negative) for the behavior of the game participants and, through joint discussion, choose the optimal course of action for the given situation.

Parent readings

- a very interesting form of work with parents, which gives parents the opportunity not only to listen to teachers’ lectures, but also to study literature on the problem and participate in its discussion. Parents read books and then use recommended reading in parent 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.

Internet consultations.

Parents have the opportunity to receive information about school events and get answers to their questions on the school website.

The exchange of various interesting materials, links to thematic sites both between the teacher and the family, and between parents also occurs via the Internet.

Microgroup work with parents.

In this case, I invite to the meeting only those parents whose children have similar personal or educational problems.

First effect. It’s very difficult to say something painful out loud for the first time. But, if parents voice their problem and hear that other families have almost the same state of affairs, then “a stone will fall from their souls” - they are not alone in this problem!

Second effect. At the microgroup meeting, those parents who have already managed to cope with the problem also join in the conversation. They share their experiences (even negative ones), and the rest of the parents form the belief that everything will work out and everything can be fixed. This allows them not to “chew emotions”, but to move on to searching for specific steps to get out of a problematic situation.

Third effect. I am not collecting all the parents from the class - only a part. Therefore, the conversation turns out to be behind the scenes, private. Rodi t

They were confident that other mothers and fathers would not know about the problems of their children.

Both traditional and non-traditional methods, forms of interaction between the class teacher and the parents of students have one common goal - to make the growing individual happy as they enter modern cultural life.

MAGAZINE Preschooler.RF

Solodovnik Elena Nikolaevna Educator of the Buratino of the city of Kogalym

“A sea of ​​parents, but few fathers and mothers who are interested in their children” V.G. Belinsky

In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased.

Parents, not having sufficient knowledge of the age and intellectual characteristics of the child’s development, sometimes carry out education blindly. All this, of course, does not bring positive results. And we, teachers, know that everything comes from the family, the main educators of children are parents!

Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They must lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age .

“The way childhood passed, who led the child by the hand during his childhood years, what entered his heart from the world around him - this decisively determines what kind of person today’s child will become,” said V.A. Sukhomlinsky

It's no secret that many parents are only interested in food or clean clothes. Many people think that kindergarten is a place where they only look after children while parents are at work. And we, teachers, often experience difficulties in communicating with parents for these reasons.

• How to get parents interested in working together?
• How to make them participants in the educational process?

After all, a positive result can only be achieved within the framework of a single educational space, implying interaction and cooperation between preschool teachers and parents throughout preschool childhood.

For the coordinated work of the kindergarten and family, the following task is set:

activate and enrich the educational skills of parents.

To do this, the following active forms and methods of working with parents are used:

• visiting pupils at home
• general and group meetings
• consultations and individual conversations
• activities and entertainment with the participation of parents
• exhibitions of children's works made together with parents
• good deeds day (parental help)
• Open Day
• involving parents in preparing and holding holidays
• joint creation of a subject-development environment
• working with the parent committee
• morning greetings
• helpline (almost all parents have our numbers)

As a result, the level of cooperation and interaction with parents increases through their involvement in various active forms of joint activities, which contributes to the development of their creative initiative.

Knowing how important the atmosphere of friendly relations between the teacher and parents is, you should try to hold parent-teacher meetings in a non-traditional form and carefully prepare for them

The announcement for the meeting is also unconventional:

“If you don’t want to find out......, then don’t come to the parent meeting that will take place..., where exhibitions are presented... specialists are invited... and issues such as..."

Prepare in advance a photo exhibition, an exhibition of children's works, an exhibition of special pedagogical literature and children's fiction on the topic of this parent meeting, which are taken in the library and in the teaching room.

All this contributes to a trusting atmosphere where parents can talk openly about problems.

At the beginning of the meeting, conduct a “brain exercise” : ask parents questions on educational topics, analyze pedagogical situations, discuss interesting topics, offer non-standard solutions to complex issues.

At every meeting, express gratitude to parents who pay a lot of attention to their children and help in teamwork, and especially to the parent committee.

A parent committee should be elected every year, 3 people each, so that all mothers are active during their preschool years.

Try to express words of gratitude in the poetic form of your own composition, for example,

• Thank you for your great work

For everything you did with your soul!

• We have a dad in the group - he’s just a great assistant

He saws, repairs and planes - he helps us all a lot.

• Dads, moms - well done! They help us all.

They whiten, paint and sing and play games!

Trusting relationships with the teacher are established gradually, in joint activities. This is exactly how “Days of Good Deeds” - this is assistance in insulating windows, repairing various equipment in the group and on the site, making bed linen and clothes for dolls, etc.

Here an atmosphere of peace and warm friendly relationships between the teacher and parents is established, because together we strive for our children to feel as good in kindergarten as at home.

Leisure activities turned out to be the most attractive, in demand, useful, but also the most difficult

This is explained by the fact that any joint event allows parents to see their child’s problems from the inside, compare him with other children, see difficulties in relationships, see how others do it, i.e. gain experience interacting not only with your child, but also with the parent community as a whole. When organizing leisure time with parents, you can always provide such an opportunity as jointly making a craft or completing a task that requires the development of joint tactics. With this option, parents have the opportunity to exchange experiences and learn interesting skills from each other. Parents also have the opportunity to study their child in a different environment from home.

In kindergarten, the Autumn Festival, New Year, and March 8 are traditionally celebrated. But the life of children in the garden becomes more interesting if you organize holidays to which parents are invited not only as spectators, but also as participants.

A good tradition can be holding parent-child holidays. The scenarios are drawn up in such a way that parents are direct participants in the holiday. This involves cooperation with parents through joint activities - organizing a party, decorating the hall, photographing children, video filming, etc. During the holidays, parents can read poems, sing songs, and play musical instruments.

Holidays: “Gathering the Harvest” , “Mother’s Day” , leisure activities: “An Old Tale in a New Way” , “Broad Maslenitsa” and others are held with attractions, competitions in which mothers, grandmothers, fathers take part along with their children. These events not only bring parents and children together, but also create an atmosphere of warmth and trust in the relationship between the teacher and parents. Joint holidays with parents remain in the memory of adults and children for a long time. As a result of such events, parents change their attitude towards the child and towards us, the educators who work with children every day, investing their soul, knowledge and strength.

We hold holidays not for parents, but with the involvement of parents, so that they know how much trouble and work needs to be put into preparing any celebration. An important principle of working with parents is this: “In order for parents to help the kindergarten, they must be allowed into the kindergarten .

Mothers are mainly involved in raising children. They also mostly go to kindergarten. A difficult task is to attract dads to pedagogical interaction.

Therefore, we pay special attention to our dads; every year we hold a sports festival on Defender of the Fatherland Day, where our dads and boys participate in various games and competitions, where they demonstrate their courage, dexterity, resourcefulness and endurance.

I would like to mention joint walks into nature, joint visits to the local history museum.

A special place is occupied by exhibitions of joint creativity between parents and children, the photo exhibition “That’s What I Am” , “Winter-Winter” , the exhibition of crafts “The Sorceress Autumn” , “Vegetables from the Garden” , etc. The main goal of such events is to bring generations (children, parents, grandmothers) closer together and grandparents), strengthening parent-child relationships. In addition, exhibitions of joint creativity foster hard work, accuracy, attention to loved ones, and respect for work.

In each group there are many talented parents who can really share their experience, talk about something interesting, show parents what they can do, invite them to participate in creativity and imagination with their children. Parents use a survey to select topics that interest them. Guided by the interests of the parents, a plan for the club’s work for the year is drawn up. The master class can be held once a month, 8 times a year in total. The meeting lasts from 40 to 60 minutes. Parents will learn about the theme of the next master class and its features from the invitation cards. The purpose of such master classes is to develop in children and parents a sustainable interest in non-traditional creativity in joint activities, to teach them to use knowledge and skills in working with children at home, and to talk about the need for joint activities in productive and other creative work.

“How to create such an opportunity for mothers and fathers to also experience the role of a kindergarten teacher?” , in order to activate and enrich the educational skills of parents and communicate with all the children in the group.

This idea appeared - “Joyful Day” .

As a result, after a lot of preliminary work with parents, every month, on Friday, parents will come to our group with some interesting activity.

A rough plan for this event has been drawn up:

• Conversation with children about “magic words”
• Reading the book “The Magic Word”
• Conversation “fun riddles”
• Riddles on different topics
• Gift “Album of Riddles”
• Conversation about the profession of hairdresser
• examination of working tools
• making a hairstyle for a girl
• Conversation with children on the topic “Magic paper” - origami
• Origami
• Games with crafts and sozhet creation.

A “Joyful Day” should be truly joyful!

It will promote close acquaintance and direct contact between parents and children

The use of various forms of work will give certain results: parents from “spectators” and “observers” will become active participants in meetings and assistants to the teacher, and an atmosphere of mutual respect will be established.

Parents will begin to show a sincere interest in the life of the kindergarten, learn to express admiration for the results and products of children's activities, and emotionally support their child..

Everyone benefits from parental participation in the work of a preschool institution: parents themselves, teachers and, above all, children. They look with respect, love and gratitude at their family members, who, it turns out, can and are able to do so much, and who have such golden hands. Teachers, in turn, have the opportunity to get to know the families of their students better, understand the strengths and weaknesses of home education, determine the nature and extent of their help, and sometimes simply learn.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other do they create optimal conditions for a little person to enter the big world. This became possible only through joining forces and cooperation. Misunderstanding and mistrust of parents will gradually go away. Parent-teacher interactions rarely happen right away. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal.

The eternal problem: family and school

Bibliographic description:

Slezkova, T. I. The eternal problem: family and school / T. I. Slezkova, O. I. Domashchenko, E. I. Shchukina.
— Text: direct // Theory and practice of education in the modern world: materials of the II International. scientific conf. (St. Petersburg, November 2012). - St. Petersburg: Renome, 2012. - P. 210-212. — URL: https://moluch.ru/conf/ped/archive/64/2858/ (access date: 02/05/2022). The eternal problem: family and school, parent and teacher. It arises when the child enters first grade, resolves when he or she graduates from school, and occurs again and again.

Our country is going through difficult times. Not everyone was able to rebuild and adapt to new market relations, which became the cause of negative social phenomena. All these phenomena also apply to children. Children are a barometer that reacts to any changes that occur in adult life, and, of course, they have to face problems that even adults are not always able to solve.

Family and school are two social institutions that stand at the origins of our future. But do school and family always have enough mutual understanding, tact and patience to hear and understand each other?

Today, we have entered a period of development of our society when the general pedagogical culture of the entire population, especially parents, is one of the main tasks in educating the younger generation. Therefore, it is necessary to improve the pedagogical culture of parents.

No matter how wonderful preschool educational institutions are, the most important “masters” who shape the thoughts of children are their parents - mother and father.

It is no secret that today many parents have withdrawn from raising their children. Most parents are busy making money, arranging their home, and caring only about material well-being. Parents shifted the upbringing of children to kindergarten, school, television, computer, etc. So these children grow up well-fed, well dressed, wealthy, but callous, angry, envious and cruel.

How can we help parents understand that it is they who lay the foundation for happiness or unhappiness in the future of their child, how to help them in raising their children, how to turn the family towards school???

Therefore, working with families is one of the main tasks of the school, providing psychological and pedagogical assistance and support in the education and upbringing of children.

The main condition for cooperation between family and school is the mutual interest of the parties in the implementation of specific pedagogical goals, openness and mutual trust; mutual assistance; joint efforts in solving educational problems. Pedagogical interaction between school and family makes it possible to really influence the quality of family education and largely neutralize its shortcomings. However, the problem of close cooperation between family and school still remains unresolved. There are many reasons for this. They lie both in the actions of teachers and in the position of parents.

Factors inhibiting the development of cooperation on the part of teachers are:

• authoritarian nature of actions;
• inability to transform modern social requirements and attitudes aimed at solving pedagogical problems;
• low pedagogical culture of teachers;
• inability to objectively assess the educational potential of the family;
• reluctance to work with parents, prejudiced attitude towards them.

On the part of parents, the inhibitory factors for cooperation are:

• low general and pedagogical culture;
• underestimation of the role of cooperation in the educational process;
• lack of proper attention to raising children;
• a subjective approach to assessing a child’s behavior and character traits;
• reassessment of one's educational capabilities.

The point here is not only the change of generations, but that. that each of the parents and teachers is individual, with his own experience, with his own ideas about the relationship between family and school, pedagogical literacy, character, and culture of behavior.

Everything has changed in the modern world - the relationship between teachers and children, children and parents. The new quality of education requires a new attitude towards children, and, as experience shows, many parents were not ready for new forms of communication. Methods of raising children often remain authoritarian and do not produce positive results. Conflicts arise in the family, parents and children are left alone with their problems, they do not know what to do in a particular conflict situation and where to look for help.

One of the areas of work to improve the pedagogical culture of parents is various forms of their education: lectures, conversations, trainings; which are devoted to discussing various, pressing issues in the upbringing and development of children. The success of cooperation between family and school depends on an integrated, systematic approach to organizing work with parents.

Our school has developed a system of interaction between family and school, which combines 3 blocks:

1. Increasing the psychological and pedagogical knowledge of parents.
2. Involving parents in the educational process.
3. Parents' participation in school management. The system includes:

• holding parent meetings (once every quarter); -parental comprehensive education (4 times a year);
• presentation of primary school (August, February);
• consulting with SHPMG1K specialists (psychologist, social teacher, speech therapist, teachers of the highest category);
• diagnostics of age periods (2 times a year).

This system of interaction between family and school makes it possible to carry out informal connections between parents and teachers, provides objective information about the work of the school, the interests and needs of the family. The forms of parental participation in the life of the school are very diverse and effective. Parents interact freely with the director, head teacher of the school, and specialists of all profiles. More often, the subject of communication between teachers and parents is their child’s poor performance and lack of discipline. As a result of one-sided communication, parents begin to see in the teacher’s demands a biased attitude towards the child, and as a result, they try to avoid contact with teachers, the desire to communicate; changing something in yourself, your attitude towards your child and school completely disappears. The basics of the relationship between teacher and family, according to V.A. Sukhomlinsky: “As little as possible calling mothers and fathers to school for moral lectures on children, to intimidate sons with the father’s “strong hand”, to warn about the danger “…” - and as much spiritual communication as possible with children and parents. This is what brings joy to mothers and fathers. It is unacceptable for a child to bring only grief to his parents - this is ugly upbringing. It is very important that bad children do not appear, that mothers do not have hardened hearts, and that their child does not lose the desire to be good.”

Teachers and parents will experience success in upbringing and learning when children know that they are loved, regardless of whether they are talented or not, disciplined or not, they are loved for who they are. The love of parents and teachers for a child should be built on mutual respect, knowledge of his interests and needs, the desire to provide all possible help and advice.

The basis of educational work is the unity of teacher, parent and child. The teacher must convey to the parents that the well-being of the child in the family is the love of the parents for him, which creates a sense of security in the child, and in the future will help him solve many complex problems. However, we should not forget that teachers should try to make children feel comfortable at school, so that there is a warm, friendly environment in which it is interesting to learn.

Of course, not all parents take an active part in educational work, but there are parents who happily cooperate with teachers. Working together with parents involves teaching them specific techniques and methods of raising children. Parents are the main assistants in raising children. Parents must teach their children to perceive life as the greatest value. Parents themselves must learn to listen and hear their children and understand each other.

The teacher must build relationships with parents, focusing on mutual trust, emphasizing the school’s interest in interacting with the family, showing a desire to provide pedagogical support to parents.

The teacher must instill in parents a positive attitude towards the problem of teaching, raising and developing their children, correctly establish the cause of the problem and choose the most effective forms and methods of working with parents aimed at improving the pedagogical culture. This may include: parent seminars, group and individual consultations, parent meetings, parent evenings, pedagogical propaganda, business games, parent conferences, open days, practical classes, etc.

“Our children are our old age. Proper upbringing is our happy old age, bad upbringing is our future grief” AC Makarenko

Not everything is given at once, especially today, when parents are busy raising money, and sometimes just surviving.

In achieving the unity of family and school in creating the educational process, one can and should remember the “winged” expression: “A child learns what he sees in his home.” And since he has two of them, family and school, we must be united in our demands, concerns, aspirations and, of course, in education.

In the family, in communication with their parents, children receive their first life lessons. The power of family influence lies in the fact that it is exercised constantly, for a long time, and in a wide variety of conditions and situations. A person spends most of his time with his family. The habits that have developed in the family are so strong that, even though at times aware of their negative influence, a person cannot free himself from them throughout his life.

“If you dream of leaving a mark on the earth, you don’t have to be an outstanding writer or scientist “...”. You can establish yourself in society by raising good children “...”, a good son “...”, a good daughter, good parents.” V.A. Sukhomlinsky.

Literature:

1. Bim-Bad B.M., Dneprov E.D., Kornetov G.B., The wisdom of education. A book for parents. - M.: Pedagogy, 1987
2. Bushmina Z.P., Working with parents // Primary school - 2000. No. 5 - p.88-92
3. Viskunova V.N., Parents can help // Elementary school - 2005. No. 8. - With. 9-13
4. Volikova T.V., Teacher and family. - M.: Education, 1979