Main directions of interaction between family and preschool institution

Main directions of interaction between family and preschool institution

 The family is the first educational institution that meets a child in modern society and accompanies him throughout his life. It is this first stage of personality development that lays the foundations of morality and reveals the inner world. And just at this time the child begins to come into contact with the public, and his first outing into society is, of course, kindergarten. And it is very important for us educators to establish interaction with the students’ parents. We have different methods and techniques, but we have the same goal, the harmonious development of the child. Interaction with family is a complex process, where the indicators of effectiveness are mutual understanding and mutual knowledge. In a modern preschool educational institution, work with parents is carried out in the following areas:

‒ Within the organization (informing parents about the work of the kindergarten, studying the characteristics of family education).

- Outside the garden (schools for future parents, lectures for parents).

To tell parents about the work of the kindergarten, open days, open events are organized, and stands are set up about life in the kindergarten. During open doors, tours of the garden or a round table with the participation of kindergarten specialists are held. Open events are organized to familiarize parents with direct educational activities. There is observation of interpersonal relationships in the group, familiarization with the living conditions of the group. You cannot ignore the use of Internet resources in the age of information technology, because modern parents are young and are active Internet users. Modern gardens create their own websites where they inform about their activities.

Work with parents takes place in the form of individual and collective work. Teamwork involves collaboration on issues that concern the majority of parents. Group and general meetings are suitable here. The topics of group meetings differ from general ones. At the first, there is a unification based on age, and the second includes issues of general development and mutual understanding. Individual ones are needed for a more thorough study of the family, these include conversations, consultations, etc.

Forms of work with families outside of kindergarten include thematic exhibitions and newsletters. Exhibitions are organized in the cultural center and cinema, where they summarize topics from the experience of family pedagogy and promote public preschool education. Information bulletins, with the consent of entrepreneurs, are placed in retail outlets, where they provide recommendations to customers:

- what toys are recommended at a certain age:

- what clothes are suitable for certain activities;

All of these activities are aimed at strengthening cooperation with parents, identifying common problems and establishing relationships for joint cooperation.

In our society, great attention is paid to the formation of comprehensive personal development. That is why it is very important to increase the effectiveness of all educational work. And first of all, the level of education in the family, where the child receives his first skills, as well as in preschool institutions, where the tasks of physical and mental, moral and aesthetic education of children are solved, taking into account age stages. Hence the need for interaction between parents and educators. Together we develop the child’s mind, character, and views; it depends on us how much his life will be filled with useful work and good deeds.

To ensure that work with parents is varied, different forms of organization are used:

- conversations;

‒ consultations on certain topics;

- general parent meetings;

- group parent meetings;

- question and answer evenings;

- conferences (the most important tasks of which are to summarize the best experience in family education).

Most parents trust the advice of the teacher, but there are also those who are reluctant to make contact. It is especially difficult to convince some of them of the need to instill independence in their children. Parents cannot come to terms with the idea that at one year old the child is already able to do some things on his own. In a conversation with parents, they talked about how timely developed skills have a positive effect on the development of children.

Also, when observing the behavior of children in a group, we give parents more specific advice on how to agree on uniform requirements for the child, etc. Thus, we find out whether all opportunities are being made in the family for the normal upbringing of the child, what kind of help parents need.

When conducting a conversation, we maintain restraint and tact, and use forms of address such as: “Let’s think together about how best to proceed”; “We can do this, what do you think?”, What will you do?

We also try to choose a convenient time for conversation, so that parents are not in a hurry and then we can talk in detail about what worries parents.

We tell parents about the good deeds of their children, and note what skills they need to instill in them. Not everything can be discussed in front of a child. For example, questions in his absence: Does he listen, is he capricious?; Are you accustomed to order? How does he behave with his peers? What is the approach to him from adults, which one is most pliable, what tone has a favorable effect on him: soft or strict?

If parents see interest in their child, then they willingly talk about their children. They appreciate it when you listen to their opinion; this is the best way to gain parents’ trust in the teacher.

Our consultations for parents are lively and interesting, supported by examples from the life of the group. Parents accept our advice with confidence, are interested, and share their doubts. We simply and clearly construct a difficult conversation with them.

When holding meetings, we do not rush to give answers to all the questions of mothers and fathers, but invite more experienced parents, those who have something to learn from, to speak. And a substantive, instructive conversation takes place, enriching those present with valuable experience. We also use a survey method in our work, which helps to get to know the family better and develop appropriate recommendations.

We often organize general consultations for parents, depending on the topic of the consultation, we agree which parent must attend it. When preparing them, we use the following topics: “Children’s household responsibilities”, “Books in a child’s home”, “Children’s whims and stubbornness, their reasons”, “Development of correct speech in a child”.

We select the necessary literature for such consultations and organize exhibitions of manuals, toys, and equipment.

There are also dysfunctional families. We begin conversations in the family by talking about the child’s positive qualities, we also note shortcomings, indicate their reasons, give recommendations, and make suggestions. We try to convince parents that the child learns what he sees at home. Many fathers and mothers react to our conversations, drawing the necessary conclusions for themselves.

Work with parents is carried out systematically and planned, collectively and individually. Cleanup days are organized as needed. Parents are systematically involved in active participation in the life of the group. Materials in the “Parent’s Corner” are compiled as needed and are systematically replaced.

It is difficult to work with the parents in question. Some of them are wary, cunning, and avoid meetings. But we try to convince them that we sincerely want to help them raise their children.

Literature:

1. Azarov Yu. P. Family pedagogy. - M.: - 1993.
2. Aliksashina I. Yu. Interrelation of psychological-pedagogical and subject-methodological knowledge as a condition for the development of a teacher’s professional needs in psychological-pedagogical knowledge. - M.: Publishing house of the Academy of Pedagogical Sciences of the USSR. — 1989.
3. Blonsky P.P. Age-related characteristics of children// Fif. Ped. op. - M.: Publishing house of the Academy of Sciences of the RSFSR, 1969.
4. Bozhovich L. I. Personality and its formation in childhood. - M.: Education, 1968.
5. Bronzova I. L. Use of psychological knowledge in organizing criteria for assessing pedagogical situations // Professional needs of teachers in psychological and pedagogical knowledge. - M.: Publishing house. APN USSR, 1989.
6. Vedenov A.V. Education of the will of a child in the family. - M.: Uchpedgiz., 1953.

Basic forms of interaction with family

Visual information for parents

Interaction between kindergarten and family

The leading goal of interaction between a kindergarten and a family should be to create in the kindergarten the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the child’s personality, the competence of his parents, which consists in the ability to resolve different types of socio-pedagogical situations related to raising a child .

In order to educate without disturbing, but affirming the harmonious, holistic development of the child’s personality, parents and educators need to overcome subordination, monologism in relations with each other, and abandon the habit of criticizing each other; We should learn to see each other not as solutions to problems, but as full partners and employees.

In this regard, the main tasks of interaction between the kindergarten and the family are:

*studying the attitude of teachers and parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family;

*introducing teachers and parents to the best experience in raising preschool children in kindergarten and family, revealing the means, forms and methods of developing important integrative qualities of a child (curiosity, emotional responsiveness, ability to build interactions with adults and peers, etc.), as well as acquaintance with difficulties arising in the family and public education of preschool children;

*informing each other about the current tasks of raising and educating children at different age stages of their development and about the possibilities of the kindergarten and family in solving these problems;

*creating conditions in kindergarten for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children, the emergence of a sense of unity, joy, and pride in the results obtained;

*involving families of students to participate in joint events with teachers organized in the district (city, region);

*encouraging parents for their attentive attitude to the various aspirations and needs of the child and creating the necessary conditions for their satisfaction in the family.

Cooperative activity

Joint activity is considered to be activity that occurs when people unite to achieve common goals.

For a child, the following are of particular value: aspirations to master the body, mental functions, and social ways of interacting with other people; needs for love, approval; the need to retain mastered actions through their regular reproduction, the need to become familiar with the outside world.

For parents, the following are of particular value: the need to be successful in raising a child, to be understood, respected by kindergarten teachers, self-esteem, freedom, self-development, etc.

The following are important for teachers: the need to be successful in the field of professional activities in the upbringing, training and development of children, in personal and professional self-improvement, attention and understanding by parents of students, etc.

Joint activities of raising adults can be organized in a variety of traditional and innovative forms. These could be actions, assemblies, evenings of music and poetry, visits by families to family subscription program events organized by cultural and art institutions, at the request of the kindergarten (p. 290).

a family , is becoming increasingly relevant . One part of the family calendar, developed by teachers taking into account educational work in kindergarten, may include the following information: about the season, as well as seasonal folk holidays and recommendations for their implementation in the family, taking into account the age of the children; about worldwide, all-Russian state, regional, city, district holidays and recommendations for holding them in the family, taking into account the age of the children; about professional holidays celebrated in the family, and recommendations for organizing conversations with children about professions. Aphorisms about education ; recommendations for organizing various activities in the family - family reading, family walks in nature, excursions to museums and exhibitions.

The second part, planned by the family, may contain the following information: about family holidays - birthdays of family members, relatives, family friends, as well as about family outings, trips, family vacations, and the child’s achievements.

The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten, aimed at showing attention, sensitivity, generosity towards other people, the ability to notice and admire the beauty of their homeland, the human soul.

The use of these forms of interaction with the family in work makes it possible to successfully implement the basic general education program of preschool education.

Basic forms of interaction with family

Visual information for parents

Interaction between kindergarten and family

The leading goal of interaction between a kindergarten and a family should be to create in the kindergarten the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the child’s personality, the competence of his parents, which consists in the ability to resolve different types of socio-pedagogical situations related to raising a child .

In order to educate without disturbing, but affirming the harmonious, holistic development of the child’s personality, parents and educators need to overcome subordination, monologism in relations with each other, and abandon the habit of criticizing each other; We should learn to see each other not as solutions to problems, but as full partners and employees.

In this regard, the main tasks of interaction between the kindergarten and the family are:

*studying the attitude of teachers and parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family;

*introducing teachers and parents to the best experience in raising preschool children in kindergarten and family, revealing the means, forms and methods of developing important integrative qualities of a child (curiosity, emotional responsiveness, ability to build interactions with adults and peers, etc.), as well as acquaintance with difficulties arising in the family and public education of preschool children;

*informing each other about the current tasks of raising and educating children at different age stages of their development and about the possibilities of the kindergarten and family in solving these problems;

*creating conditions in kindergarten for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children, the emergence of a sense of unity, joy, and pride in the results obtained;

*involving families of students to participate in joint events with teachers organized in the district (city, region);

*encouraging parents for their attentive attitude to the various aspirations and needs of the child and creating the necessary conditions for their satisfaction in the family.

Cooperative activity

Joint activity is considered to be activity that occurs when people unite to achieve common goals.

For a child, the following are of particular value: aspirations to master the body, mental functions, and social ways of interacting with other people; needs for love, approval; the need to retain mastered actions through their regular reproduction, the need to become familiar with the outside world.

For parents, the following are of particular value: the need to be successful in raising a child, to be understood, respected by kindergarten teachers, self-esteem, freedom, self-development, etc.

The following are important for teachers: the need to be successful in the field of professional activities in the upbringing, training and development of children, in personal and professional self-improvement, attention and understanding by parents of students, etc.

Joint activities of raising adults can be organized in a variety of traditional and innovative forms. These could be actions, assemblies, evenings of music and poetry, visits by families to family subscription program events organized by cultural and art institutions, at the request of the kindergarten (p. 290).

a family , is becoming increasingly relevant . One part of the family calendar, developed by teachers taking into account educational work in kindergarten, may include the following information: about the season, as well as seasonal folk holidays and recommendations for their implementation in the family, taking into account the age of the children; about worldwide, all-Russian state, regional, city, district holidays and recommendations for holding them in the family, taking into account the age of the children; about professional holidays celebrated in the family, and recommendations for organizing conversations with children about professions. Aphorisms about education ; recommendations for organizing various activities in the family - family reading, family walks in nature, excursions to museums and exhibitions.

The second part, planned by the family, may contain the following information: about family holidays - birthdays of family members, relatives, family friends, as well as about family outings, trips, family vacations, and the child’s achievements.

The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten, aimed at showing attention, sensitivity, generosity towards other people, the ability to notice and admire the beauty of their homeland, the human soul.

The use of these forms of interaction with the family in work makes it possible to successfully implement the basic general education program of preschool education.

Interaction with students’ families as participants in educational relations

In modern conditions of the introduction of the Federal State Educational Standard for Preschool Education, preschool educational institutions (organizations) and families of pupils are assigned responsible social tasks.

The main condition of the Federal State Educational Standard for preschool education: interaction of the teaching staff with the families of pupils, and one of the principles of the Federal State Educational Standard for Preschool Education is the principle of partnership with the family.

The standard opens up broad opportunities for including all “stakeholders” of the adult community in the process of this interaction. It says: “Childhood is ensured - and this is the main thing - by the support of the family as the key institution for the development and socialization of the child.”

Family and kindergarten are 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, built on the principle of interpenetration of two social institutions, and not on the principle of parallelism. Pedagogical practice and scientific research data show that many families experience difficulties in raising children, which are explained by the personal problems of parents: fatigue, mental and physical stress, anxiety due to decreased safety of life, an increase in feelings of loneliness in single-parent families, lack of understanding, difficulties in organizing family life against the backdrop of crises occurring in society; deterioration of the mental and physical health of children. Modern parents have a hard time due to lack of time, employment, lack of competence in matters of preschool pedagogy and psychology: they do not have sufficient knowledge of the age and individual characteristics of the child’s development, therefore they raise the child blindly, intuitively. A kindergarten teacher, in turn, finds it difficult to establish relationships with parents, since many families are closed and are reluctant to introduce strangers to all the secrets of life, relationships and values.

All this does not bring the desired results. Therefore, there is a need to update an important area of ​​activity of a preschool educational institution - the interaction of a teacher with the parents of students.

The term “interaction” (according to T.A. Markova) is considered as the unity of lines of education with the aim of solving the problems of family education on the basis of a common understanding. The basis of interaction is the cooperation of teachers and parents, which presupposes equality of positions of partners, respectful attitude towards each other of the interacting parties, taking into account individual capabilities and abilities. It is important for a preschool teacher to understand that cooperation presupposes mutual actions, mutual understanding, mutual trust, mutual knowledge, and mutual influence. A community-union based on friendship, unity of views, interests, it cannot occur without communication, that is, interaction. “And since fellowship presupposes, first of all, openness of heart towards each other, i.e. the presence of empathy, then the community is the highest point of interaction between the preschool educational institution and the family,” T.A. Markova.

In the modern conditions of the introduction of the Federal State Educational Standard, it is important for teachers of preschool education and families of pupils to understand that the main idea of ​​their interaction is to establish partnerships that will allow them to combine efforts to raise children, create an atmosphere of community of interests, activate the educational skills of parents, prepare them for perception of new experience.

According to experts, parents are the main social customers of the services of a preschool educational organization, therefore, the activities of teachers should be based on the interests and demands of the family. In this regard, modern preschool educational institutions need to focus on finding new forms and methods of work that would take into account the current needs of parents and contribute to the formation of an active parental position. It is necessary to change the existing traditional practice of working with parents of pupils, in which the family was shown an external system of values, without taking into account the structure of the family, its traditions and experience. When interacting with social institutions (family and kindergarten), it is important to take into account the differentiated approach to each family, social status, family microclimate, as well as parental requests and the degree of interest of parents in raising their children.

The teacher, when communicating with parents, must feel the situation, the mood of mom or dad. In this case, the teacher will need not only pedagogical tact, but also the human qualities necessary to reassure the parent, sympathize and think together about how to help the child in a given situation.

The task of the kindergarten is to recognize parents as full participants in educational relations and provide the family with pedagogical assistance, interest, and attract the family to its side in terms of uniform approaches to raising a child, revealing his capabilities and abilities.

For successful cooperation with parents, the educator needs to know that the activities and communication of teachers and parents should be based on the principles:

- the openness of the kindergarten for families, where each parent, at a time convenient for him, is provided with the opportunity to know and see how his child lives and develops;

— cooperation between teachers and parents in raising children based on mutual understanding and trust;

— creating an active developmental environment, active forms of communication between children and adults, ensuring unified approaches to child development in the family and in preschool institutions;

— diagnostics of general and specific problems in the upbringing and development of a child;

In order to plan work with parents, you need to know well the parents of your students, their social composition, mood and expectations from the child’s stay in kindergarten. Conducting surveys and conversations will help the teacher professionally and competently organize work with parents, make it effective, and think through effective forms of interaction with the family.

— dynamism;

A modern kindergarten today must quickly respond to changes occurring in society, the social composition of parents, their educational needs and requests, and be in a mode of development rather than functioning. Depending on this, the forms and themes of planned events with the family should change.

All work with parents of students presupposes a friendly style of communication between teachers and parents and correct treatment. Daily expressions of interest and friendly interaction are endearing and mean more than a separate well-executed event.

Unfortunately, when trying to organize work with families, teachers think more about the number of planned events, while forgetting that the main thing in work is quality. However, a poorly prepared meeting or meeting with parents can negatively affect the image of the institution as a whole. Therefore, even the smallest parent event must be carefully and seriously prepared.

Based on the requirements of the present time, the creation of a unified space for the development of a child in the family and preschool educational institutions, the recognition and formation of parents as full participants in the educational process should become the main goal of a modern preschool organization. Achieving high quality in development, satisfying the interests of parents and children, and creating this unified space is possible only if a new system of interaction between the preschool educational institution and the family, based on partnership, is developed.

Modern trends in the development of preschool education are united by one important and significant criterion – its quality. The effectiveness of the process of raising and developing a child, the interaction between kindergarten and family, depends on the level of professional competence of teachers and the pedagogical culture of parents. The Federal State Educational Standard for Preschool Education considers one of the most effective factors in the spiritual and moral development, education and socialization of preschool children to be improving the pedagogical culture of parents; the task of the new standard is also to improve the culture of pedagogical literacy of the family.

Therefore, the structure of the annual work plan of a preschool educational organization (PEO), which prescribes organizational and managerial support for the implementation of the federal state educational standard, should include the section “Interaction with parents” as one of the mandatory components, which reflects the forms of constructive interaction with the families of preschool children . In the context of the implementation of the Federal State Educational Standard for preschool education, cooperation presupposes a more active participation of the family in the interaction process, however, this activity is still of a local nature, since it assumes only the feasible participation of parents of pupils in the specific activities of the kindergarten. A preschool institution, according to researchers, is able to fully satisfy the needs of parents only if it is an open system. If previously it was not assumed that a parent could be an active participant in the life of children when visiting a group, now preschool teachers should strive not only to demonstrate the educational process to parents, but also to involve them in it. Parents and people close to the child who take part in his upbringing are given the opportunity, while observing the activities of the teacher and children, to participate in it themselves, to walk through all the premises of the kindergarten, to communicate with teachers, friends of the child, and most importantly - to get acquainted with the life of the child in kindergarten, to see how the child is studying and resting. A parent can come to the group and play different roles: “Guest”, “Volunteer”. People close to the child can help the teacher organize any events, show common interests or skills with the teacher and children, decorate the room for the holiday, and arrange a group room. The teacher, in turn, needs to encourage parents to come to the group to observe their children and play with them.

Therefore, a teacher of a modern preschool institution needs to think about how to develop in parents the skills of conscious inclusion in a single process of raising and educating a child together with teachers, to make them, in accordance with the Law of the Russian Federation “On Education,” not only equal, but also equally responsible participants in the educational process , on the one hand, and at the same time overcome in oneself, as a professional, the stereotype of distancing the family from the education system.

In modern social conditions, recognition of the priority of family education requires a different relationship between the family and the preschool institution. These relationships are defined by the concepts of “collaboration” and “interaction”. A kindergarten teacher, more than ever, must recognize that cooperation is communication “on equal terms”, where no one has the privilege to indicate, control, evaluate, and interaction is a way of organizing joint activities, which are carried out on the basis of social perception and through communication.

Unfortunately, practice confirms the opposite: some teachers believe that it is they who should explain, demand and instruct parents in an edifying tone how to raise their children. Consequently, the kindergarten and parents are engaged in raising the child without interacting with each other.

An analysis of the use of sustainable traditional forms of work with the family in a preschool institution shows that the leading role in their organization belongs to teachers: the purpose of many forms is to help parents, recommendations, advice; the family is often perceived by the public as a pedagogically imperfect factor in the development of a child’s personality. The sphere of appeal of parents and educators to each other and the sphere of desired help indicate a mismatch between these spheres. Such interaction with the family does not produce great results, since such forms as pedagogical conversations, consultations, general and group meetings, parent corners, stands coming from the teachers themselves (rarely the request comes from parents) are aimed at interacting with a wide range of parents and in these conditions it is impossible to consider the problems and successes of each family and child individually, parents are in the role of passive listeners and performers, the teacher is not given the opportunity to contact, activate and work together with them. Pedagogical workers of preschool educational institutions carry out these forms of work in accordance with the topic of interest to them. This can lead to parents feeling unneeded by the kindergarten and children's interests may suffer as a result. Therefore, both interacting parties should be interested in raising children, changing the system of interaction between participants in educational relations, and presenting this education as joint, carried out in the course of cooperation.

Most modern parents are literate people who are well versed in how they need to raise their own children. Therefore, instructions and propaganda of pedagogical knowledge will not be useful for them and will not bring positive results. In order for there to be consistency between the participants in educational relations, educators need to not only use situational and organizational issues when working with parents, but also issues related to the development of the child, his education and upbringing, which is very important for them. To create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, the teacher will be helped by demonstrating the interest of the group, the kindergarten staff in family problems and a sincere desire to help.

It is recommended that the problem of involving parents in a single space of child development in a preschool educational institution be carried out in the following directions:

· working with the preschool team to organize interaction with families, familiarizing teachers with the system of new forms of working with parents;

· improving the pedagogical culture of parents and the pedagogical literacy of the family;

· involvement of parents in the activities of preschool educational institutions, joint work to exchange experiences in raising children.

The interaction of parents and teachers in the educational process of a preschool institution in the conditions of the new philosophy involves solving the following tasks:

· 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;

· involving parents in participation in the educational process of a preschool institution;

· activating the educational capabilities of parents;

· personal enrichment of all participants in interaction through activity, its transformation and change;

· supporting parents’ confidence in their own teaching capabilities;

· using the experience of family education to implement the educational program of a preschool organization.

The interaction of the teaching staff with the families of pupils in preschool educational institutions may include:

— studying the educational capabilities of kindergartens and families;

— information education of parents;

— joint activities of teachers and parents with children;

- parental education.

To determine the forms and methods of cooperation with the families of pupils, it is necessary to take as a basis regulatory documents that establish the requirements of interaction: basic international documents, regulatory documents at the federal and regional levels, regulatory documents of a specific educational institution, modern research on the main areas of interaction between preschool educational institutions and families. When planning work, teachers of a preschool educational organization should have an idea of ​​modern parents as people ready for self-development and cooperation and make demands on forms of interaction with them such as relevance, originality, and interactivity.

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Social work / Methodology of social work with families / 2.6. Main directions of social work with families

In general, there are three main areas of social work with families: diagnostic, rehabilitation, preventive.

Diagnostics

involves collecting and analyzing information about the family and its members, identifying problems. Family diagnosis is a difficult and responsible process that requires a social worker to adhere to the following principles:

1) objectivity;

2) complementarity and verification of the information received;

3) client-centrism (attitude to the problem in accordance with the interests of the client);

4) confidentiality, adequacy of methods and techniques;

5) respect for the client’s right to non-interference in private life and the ability to foresee possible options for his reaction to proposed actions.

Diagnosing a family is a long process that does not allow for ill-conceived conclusions. To diagnose the development of a family situation, work methods such as observation, conversation, questioning, and testing .

Scale, card, projective, associative, and expressive methods
provide sufficient information for decision-making and development of correctional assistance programs The specialist obtains a lot of useful information by using the biographical

analyzing

relating to the family and its members, their past and present, and ideas about the future.

Based on the diagnostic material obtained, a social map of the family

, which will contain information about its members, their age, education of parents and children, their specialties, place of work of the husband and wife, family income, health, living conditions, and main problems of family relationships. You can also determine which risk group it belongs to. In this map, it is desirable to make a forecast of the economic development of the family, offer an option for assistance (emergency, stabilizing, preventive) and argue for the need for rehabilitation. To draw up a family map, you can use the data contained in the socio-pedagogical passport.

Rehabilitation –

This is a system of measures that allows you to restore lost well-being in family relationships or form new ones. In order to rehabilitate the family and its members, social service institutions for families and children, territorial centers, shelters (shelters), medical-psychological-social and multidisciplinary crisis centers are used in world practice. The content of their activities is to provide various types of assistance to family members or an individual (legal, medical, psychological, social) in order to maintain or increase resources, reorient family members to other values, and change their attitudes.

In such institutions, family members can get advice from specialists, attend group classes, and join one of the rehabilitation programs.

In addition, the rehabilitation work of a social services specialist is carried out using various processes and techniques:

· firstly, these are crisis options for helping the family or its individual members (“helpline”, emergency psychological assistance in a shelter, hospital, visiting the family according to the testimony of a supervisor);

· secondly, assistance in localities where there are no appropriate social services and specialists. In this case, the following can be used: the work of training groups, stress relief techniques, individual and group counseling, and seminars. Mobile teams can ensure the implementation of the program;

· thirdly, patronage (patronage) is carried out. In social work, this term takes on a broader meaning: it is a system of special services for people of certain categories that require special attention at home. Patronage is carried out with the aim of mobilizing external and internal resources.

Patronage is of great importance when a person who has completed a certain rehabilitation program returns to his family. In this case, patronage should begin long before the end of the rehabilitation course in a child care institution or crisis center.

The following stages of patronage are distinguished:

1) preparation
-
preliminary familiarization with all available information about the family, drawing up questions for an interview, etc.;

2) introductory part
-
direct acquaintance with family members, information about the purpose of the visits, about possible help;

3) collection and assessment of information
-
clarification of the composition and living conditions of the family, relationships in it, methods of raising children, financial situation, health status of family members; collecting information about events that are significant for a child or parent (loss of a job, relatives, divorce, etc.); filling out a social card; highlighting problems that the social protection service can solve;

4) conclusion
-
summarizing for family members (parents) the essence of the problems facing them; joint choice of tactics for further actions; information about the types of assistance that may be offered; communication of detailed addresses of social services;

5) networking

with other specialists working with families (school social educators, child protection inspectors, specialists from education, healthcare, internal affairs departments, etc.);

6) report
–
a detailed description of the results of the visit in the family examination report; drawing up an individual program for further work with the family.

Depending on the nature of the existing family problems, their complexity, severity or neglect, so-called minimum and maximum programs are implemented at various stages of patronage.

Minimum programs

addressed to situations related to the sudden loss of something very valuable in the family: physical health, relatives and friends, work, apartment and property due to fire, etc.

d. In such cases, the efforts of the social worker are aimed at restoring in a relatively short time the ability of the members of a given family to function optimally despite the presence of objective and often irreversible limitations and losses.

Maximum program

is intended to provide assistance in extreme situations of trouble, if necessary, not only to compensate for what has been lost, but also to achieve a reorientation of life position, to replace or adjust the previous behavioral patterns of family members. Changes, especially large-scale ones, require long-term work with significant efforts, combining the potential of different specialists and services.

In some cases, in addition to the described actions, advisory and psychotherapeutic work with the family or its individual members is required, aimed at the family system as a whole. Various methods of active work can be used, including methods of systemic family therapy.

The methodology of social patronage will be discussed in subsection 3.2.

Patronage can be considered a successful form of not only consolidating what has been achieved during rehabilitation, but also a kind of prevention. Rehabilitation involves three levels of work with the family:

1) individual

(consulting, patronage);

2) group

(training, design);

3) communal

(social events, social creativity, mass holidays).

Prevention

is a set of preventive measures that contribute to the full functioning of the family and the prevention of possible problems. One of the ways of prevention is the development of special training and educational programs. For example, a study of family problems and family education shows that parents increasingly need the help of specialists in matters of accumulating and mastering the necessary knowledge and skills for regulating relationships, creating conditions that will allow them to sufficiently satisfy physiological, emotional , intellectual needs of the child.

Education programs are based on concepts and models that go beyond simple parenting. They guide adults to expand their independence when solving possible problems in relationships with different people and when choosing behavior in different situations.

Hämäläinen J., for example, suggests using several trial models:

· A. Adler's model is based on a conscious and purposeful change in the behavior of parents and other family members, taking into account the principles of mutual respect, unity, cooperation, and equality. The task is to teach parents to respect the uniqueness of the child, recognize his individuality, ensure the integrity of his personality, and understand the motives of his actions;

· B. Skinner's educational theoretical model proclaims retraining or teaching parents at a rapid pace with positive or negative reinforcement, as well as in the absence of reinforcement. The goal of programs built on the basis of this model is to teach parents the skills to observe, analyze and regulate their child’s behavior;

· T. Gordon’s model of sensory communication orients parents towards dialogical communication and strives to promote the formation of skills, firstly, to actively listen, secondly, to be guided by the “both are right” attitude and, thirdly, to give the child the opportunity to express his own opinion;

· the model of M. James and D. Jongaard is based on transactional analysis, on the recognition of the fact that a person can react and act in different ways: like a child, like a parent, like an adult. The ability to understand this will help family members learn to regulate their relationships through concessions, compromises, and agreements.

Education of parents and other family members as an element of prevention can also take place in the process of trainings that allow them to develop skills in overcoming difficulties, regulating relationships, or teach them the ability to develop similar skills in others. In this case, the trainings are focused on developing the communicative competence of family members, spouses, parents and involve several interrelated stages:

1) prologue;

2) ascent;

3) developing individual tactics and playing them;

4) reflection;

5) aftereffects.

Thus, social work with families includes economic, legal, psychological, social and pedagogical aspects and, therefore, requires a specialist to know the basics of these sciences and mastery of their technologies.

Social protection of the family also has a certain economic content, which the social worker also implements in his practical activities, namely:

· provision of housing assistance and other types of subsidized assistance;

· provision of benefits for payment of transport and utilities;

· provision of medical, legal and social assistance;

· preferential supply of food and essential goods;

· support in the field of educational services, employment, entrepreneurship.