Forms and methods of interaction with parents in preschool educational institutions

Modern approaches and forms of interaction with the families of pupils
The family and the preschool educational institution are two educational institutions, each of which has its own influence on the acquisition of social experience and the formation of the child’s personal qualities. Each of these institutions has its own specific capabilities in shaping the picture of the world and developing the character of a future adult. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. What is interaction and what do teachers and parents mean by this word? Does the family interact with the preschool educational institution or the kindergarten with the family? Is it possible to put an equal sign between the words “interaction”, “cooperation”, “commonwealth”? The basis of the preschool educational institution and the family is the cooperation of teachers and parents, which presupposes the equality of the partners’ positions, the respectful attitude of the interacting parties, taking into account the individual capabilities and needs of each family. Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, and mutual influence. Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships. A preschool educational institution is the first educational institution with which parents come into contact. The teacher, as the organizer and coordinator of group activities, directly interacts with both children and parents. It is worth noting that, no matter how high the qualifications of the teacher, no matter how deeply the content and forms of educational activities with children are thought through, a positive result can only be achieved when considering the family and kindergarten within a single educational space, implying interaction, cooperation between teachers and parents throughout the child’s preschool childhood. The goal of interaction between preschool educational institutions and families in the context of the implementation of the Federal State Educational Standard: the formation of a pedagogical partnership between subjects of the educational process, ensuring the openness of the preschool educational organization. To achieve this goal, the following tasks have been identified: 1. Establish trusting relationships between children, parents and teachers. 2. Identify and study the interests and needs of families of pupils. 3. Combine the efforts of the family and kindergarten for the development and education of children. 4. Provide support for parental initiative and confidence in their own teaching capabilities. 5. Contribute to the creation of an atmosphere of mutual understanding and community of interests that contributes to the unity of the parent team. 6. Expand the scope of parental participation in the life of an educational organization through the organization of effective forms of interaction. 7. Create conditions for creative self-realization of parents and children. 8. Contribute to the formation of the pedagogical competence of parents. To solve these problems, we try to make fullest use of the entire pedagogical potential of traditional forms of interaction with the family and are looking for new, modern forms and approaches to cooperation with parents. In modern conditions, the task of modernizing the interaction between families and kindergartens is the development of interactive partnerships in the “kindergarten-family” system, aimed at the active inclusion of parents (legal representatives) in the life of the preschool institution. Partnership interaction between preschool teachers and students’ parents presupposes: - mutual assistance, - mutual respect and trust, - knowledge and consideration by the teacher of the conditions of family education, and by parents - of the conditions of education in a preschool educational institution, - the mutual desire of parents and teachers to maintain contact with each other. Conditions for successful work with parents: - study of the social composition of parents, level of education, social well-being, identification of families at risk;
— a differentiated approach to working with parents, taking into account the multidimensional specifics of each family; — purposefulness, systematicity, planning; — friendliness and openness Forms of interaction with family

Among the traditional forms of interaction between kindergarten and family
are: 1. Getting to know the family: meetings, acquaintances, questioning families. 2. Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, visual design by creating and posting information stands, albums, folders, organizing exhibitions of children's creativity, inviting parents to children's concerts and holidays, creating reminders. 3. Parent education: holding parent meetings, general education, lectures, seminars, workshops. 4. Joint activities: involving parents in organizing competitions, concerts, and participating in children’s research and project activities. Let us dwell in more detail on non-traditional forms of interaction with parents of pupils, which are the most relevant. Among the non-traditional forms of work with parents, the following subgroups can be distinguished: cognitive, information-analytical, leisure, visual and informational. Below are some forms of holding non-traditional parent meetings in kindergarten: “Pedagogical living room” It is recommended to hold at the beginning or end of the year. At such meetings, parental participation in various activities is discussed. A questionnaire “Parent-child-kindergarten” is carried out. Either planned events are discussed, or past ones are analyzed and results are summed up. At the beginning of the year, a survey is carried out so that the teacher gets to know the child better and his characteristics. Parents are introduced to the events planned for the year, parents' suggestions are listened to, what help and support they can provide in the planned events, as well as their wishes and suggestions for the school year. At the end of the year, at such meetings, the results of the past year are summed up, achievements and mistakes are assessed and analyzed. “Pedagogical conference” When preparing an event, a preparatory stage is carried out, where parents are given some task on a specific topic. The prepared task is discussed from various positions. Two weeks before the meeting, parents are given materials on a certain topic, the teacher asks to comment on a particular statement, covers the essence of the topic and asks questions during the discussion. For example, a meeting in the second junior group may be devoted to the topic “Crisis of 3 years.” Parents are invited to comment on several statements of the classics: how they understand this statement, then parents and teachers give their advice on the problem and how they solve it. The most successful advice is compiled in card files or albums “Pedagogical piggy bank: parents for teachers”, “Pedagogical piggy bank: teachers for parents” “Pedagogical conference - auction” Preparation for such a meeting is carried out in the same way as during a pedagogical conference, the difference is that the exchange of experience takes place in the form of “selling” useful tips on a chosen topic in a playful way. For example, a teacher gives the concept of a “three-year crisis”; together with parents, he analyzes how acute this period is in children. Then he invites parents to share their experience of how they overcame this period, or how they are now coping with it. Everything happens in the form of a game and chips are given for each advice (i.e. advice is sold for chips). Tips that have collected the most chips are also compiled into card files or albums “Pedagogical piggy bank: parents for teachers”, “Pedagogical piggy bank: teachers for parents” “Workshop” At such a meeting not only educators, but also parents, speech therapists, psychologist and other specialists. Together with parents, problem situations are played out or solved; elements of training may be present. The topic of the meeting and the presenter are determined in advance; it can be a teacher, parents or invited specialists. For example, if a meeting is devoted to the topic of children's fears, then an educational psychologist will act as the moderator of such a meeting. A short theoretical message is prepared, then parents are asked to express their opinion about the causes of children's fears and ways to overcome them; small situations can be played out. Next, mini-training on self-regulation is conducted with parents, game techniques are demonstrated to relieve anxiety and fears so that parents, if difficulties arise, can help their children “Heart-to-Heart Conversation” Such a meeting may not be intended for all parents, but only those whose children have common problems (for example, communicating with peers, aggressiveness, etc.). You can conduct a survey on the topic, play out situations, demonstrate short videos or video clips. The peculiarity of such a meeting is that at the end of the conversation, parents are not given specific recommendations, but they themselves come to them. “Master class” A meeting prepared in the form of a master class assumes that teachers, parents or invited kindergarten specialists can teach a small lesson, i.e. share experiences in raising and developing children, demonstrate their achievements in one area or another. The teacher preliminarily determines the topic of the meeting, taking into account the requests of the parents. Then you can give the topic to several parents who can explain or demonstrate in practice how to teach a child to put away toys, wash himself, etc. At the end of the meeting, a summary is made. At such a meeting, participants give each other practical advice, show a role-playing skit, demonstrate practical skills (for example, a teacher can show parents how to make a teaching aid with their own hands, how to play this or that game), etc. “Talk show” Meeting organized in this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents and educators can speak on the Talk Show, and specialists can be invited. For example, the topic of the meeting is “Pets - pros and cons”, the meeting participants are arbitrarily divided into two subgroups, one of which defends the opinion that if there are pets in the house, then this is good, and the other - the opinion that if There are pets in the house, then this is bad. Parents are offered various situations; they need to be considered from different points of view, always giving reasons for them. All positions are discussed together. At the end of the meeting, members of each team are asked to move to another team if they have changed their point of view, or to remain on their team. You can also hold a vote to determine which point of view wins. “Training” An active form of working with parents who want to change their interaction with their own child is parent training. Both parents must participate. To be effective, the training should include 5-8 sessions. As a rule, it is carried out by a psychologist, who gives parents the opportunity to temporarily feel like a child and emotionally relive childhood impressions. Training tasks can be as follows: “Children’s grimaces”, “Favorite toy”, “My fairy-tale image”, “Childhood memories”, etc. Also, parent trainings can be prepared in the form of answers to questions on pedagogical problems. One question is answered by two families who may have different opinions. Experts determine which family was closest to the truth in answering the question. “Game modeling” This form consists of role-playing problematic situations of family education, playful interaction between parents and children in various children’s activities, modeling methods of parental behavior, sharing experiences in family education, etc. The positive side of such forms is that they contribute to the establishment of informal contacts with parents, exclude the imposition of a ready-made point of view, and focus on finding their own way out of the current situation.
Methods for activating parents

At parent meetings of a non-traditional form, the following methods of activating parents can be used:
“Brainstorming” is a method of collective mental activity that allows you to achieve understanding of each other when a common problem is personal for the whole group. “Reverse brainstorming, or Spreading” - this method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to show maximum criticality, pointing out all the shortcomings and weaknesses of the process, system, idea. This ensures the preparation of an idea aimed at overcoming shortcomings. “Associations” - a symbol is drawn on a piece of paper that personifies the problem or its significant point (which interferes with the establishment of trust in the children’s team or the teacher for our group). Then, by association, another symbol is depicted until a suitable solution idea comes up. For example, a meeting on the topic “Aggression”. An association on the topic is drawn, then the drawing is corrected or a new one is drawn with a solution to the problem. “Collective note” - each participant receives a notebook or sheet of paper where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them and write them down in a notebook. Then the notes are handed over to the teacher, he summarizes them and the group has a discussion. After this technique, you can use brainstorming. For example, on the topic “How to love your child,” parents write down the most important points in their opinion. The teacher summarizes them and discusses what has been written. "Mini-experiment" . This method allows you to include parents in research activities, create cognitive conflict and use the intellectual feelings of parents (interest, curiosity). The topic can be anything; the relationship between the real, the desired and the achievable is summed up. Thus, it is important to remember that no matter what form of work you choose, partnership between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work that requires patient, steady pursuit of the goal. The main thing is not to stop there, to continue to look for new ways of cooperation.

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Effective forms of interaction with families of pupils

Bibliographic description:

Shmonina, S. G. Effective forms of interaction with families of pupils / S. G. Shmonina, I. V. Belousyuk. — Text: direct // Questions of preschool pedagogy. - 2022. - No. 7 (34). — P. 52-55. — URL: https://moluch.ru/th/1/archive/172/5443/ (access date: 02/05/2022).

In the article, the authors propose effective forms of interaction with families of pupils in preschool institutions.

Key words: interaction, parents, children and teachers.

One of the main tasks in accordance with the Law “On Education in the Russian Federation” facing a preschool institution is “interaction with the family to ensure the full development of the child’s personality.” Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. But what is interaction and what is meant by this word?

The term “interaction,” which implies the exchange of thoughts, feelings, experiences, and communication, is relatively new. It was revealed in the works of T. A. Markova, where interaction was considered as a unity of lines of education in order to solve the problems of family education and was built on the basis of a single understanding. The basis of the interaction between the preschool educational institution and the family is the cooperation of teachers and parents, which presupposes the equality of the partners’ positions, the respectful attitude of the interacting parties towards each other, taking into account individual capabilities and abilities. Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, and mutual influence. Active joint work of teachers and parents allows them to get to know each other better, helps strengthen their relationships, and achieves high effectiveness of the educational and pedagogical process in preschool educational institutions.

Unfortunately, in the practice of work of a kindergarten with a family, limiting interaction between teachers and parents prevails, characterized by partiality, clear boundaries and formality of communication, lack of time and reluctance to work in cooperation, with a mismatch of mutual expectations, with the sometimes existing distrust of parents in teachers, pedagogical passivity parents, with parents not understanding their educational function, with reluctance to establish uniform requirements for the child in kindergarten and family, with discussion of problems on social networks. All this complicates the development of relationships in the family, and therefore the development of the child. Thus, after analyzing the situation, we came to the need for innovation in interaction with parents. It was necessary to develop and implement a work system for the active inclusion of parents in the life of the preschool educational institution. For this purpose, we have developed a program of interaction with the families of pupils.

The goal is to establish partnerships between participants in the educational process, unlocking their potential, using modern and effective forms of interaction with parents.

In working with parents, the following tasks :

– to involve parents in the life of the kindergarten;

– to unite the efforts of the kindergarten and the family in matters of education and development of the child;

– provide parents with the opportunity to communicate with each other, share experiences and family traditions;

– to attract parents to actively participate in the activities of preschool educational institutions through the organization of modern forms of work;

– arouse interest in the exchange of cultural traditions and the foundations of individual families;

– to activate and enrich the upbringing and educational skills of parents;

– create conditions for a favorable climate of interaction with parents.

We have developed stages of interaction with parents :

Stage 1 - Preparatory (diagnostic):

– Study of the child’s family.

– Study of parent-child relationships.

– Questionnaire of parents.

– Observation of forms of interaction between teachers and parents.

– Selection of methodological and reference literature.

Stage 2 - Main:

Development of a program for interaction with parents (in areas).

Stage 3 - Final

Physical direction “Get healthy!”

Physical education events in kindergarten, and even with parents, are always a long-awaited event for preschoolers, where they can show their sports achievements to their parents, rejoice at the success of their teammates, and have an interesting time with their parents. In a fascinating visual and practical form, they develop not only children’s interest in sports and physical exercise, but also form motivation for a healthy lifestyle among parents. Physical education and health work is the most valuable for communication and health promotion. Every season we hold a family sports day off: hiking, visiting the family sauna at the Olympus sports complex, skiing, “Fun Starts”, cheesecakes, skating rink, “Health Days”, “Dad, Mom, I - a sports family” - some one of the most active forms of joint recreation. These are the most active forms of joint recreation, as well as communication with nature, a change of scenery, and psychological relief. These events bring parents and children closer together and provide an opportunity to create an atmosphere of mutual understanding and cooperation.

Labor direction "Trudovichok"

The effectiveness of labor education and its level cannot occur without close interaction with parents and family. Without this relationship, the harmonious development of a child is impossible, because it occurs not only on the basis of physical, moral, mental, aesthetic, but also necessarily labor education. The essence of labor education lies in introducing preschoolers to an accessible form of labor activity, as well as a positive attitude towards the work of adults. In order for a child to show desire and actively participate in work activities, it is important to instill in him labor skills, abilities and the desire to work independently. For this purpose, joint events with parents and children were organized in our kindergarten: participation in the city action “Mayevka”, creation of an album “Profession of my parents”, excursions, creation of a dictionary of the profession “Work of my parents”, various cleanup days, construction of a snow slide, conversations “Getting to know the professions”, excursions to our parents’ work, both regular and virtual, with the help of photos and video sketches.

Volunteer direction “Our good deeds”

Now many families have a problem-free life and most children do not know the truth that in the world there are not only healthy and beautiful people, but also lonely, elderly and helpless children who have no parents, children from families at social risk, veterans, homeless animals, and they all really need our attention and care.

We need to explain to children that mercy is not weakness, but strength, that volunteers are strong people who can come to the rescue. Participation of children and parents in the eco-marathon “Hand in the battery - save the hedgehog!”, in environmental cleanup days “Mayovka”, “Help birds in winter!”, “Help to a shelter for homeless animals”, “Help for children from families at social risk”, flowerbed of a preschool educational institution , We take part in the campaign to collect waste paper dedicated to Victory Day “We Remember Heroes”, toys and books for the group and other good deeds were carried out in our group. All this develops in children an interest and desire to take care of living nature through close communication with it. An important task is to teach children to treat the world around them with love, to be responsible, attentive and friendly towards the living world and to show care for it.

Patriotic direction “I am proud to live in Russia”

Joint activities with parents on moral and patriotic education allow us to form primary value ideas about the family, family traditions, and responsibilities; bring children and parents together; harmonize parent-child relationships; establish partnerships with the families of pupils; develop the child’s communication skills - free communication with adults and children; create a favorable atmosphere of goodwill and mutual understanding.

Work on patriotic education of children will be successful only with the active assistance of parents. Parents should know what children study in kindergarten, how children’s cognitive interests and social feelings are developing, and be teachers’ assistants in the difficult task of raising patriots. As part of this activity, the following were carried out: the creation of a family coat of arms, a family tree, the annual memory event “Immortal Regiment”, the “My Dad is a Soldier” event (wall newspaper), the game “Zarnitsa”, the patriotic quest game “Become a General”, the events “City” reads”, asphalt drawing campaign “Children Draw Victory!”, exhibition of handicrafts “Military Equipment”, drawing competition “Victory Day!”. Parents and children take an active part in them.

Social direction “Weekend Club”

In our opinion, the “Weekend Club” is an interesting form of interaction between teachers, parents, and children, which allows solving various educational and educational problems. The organization of the “Weekend Club” helped parents overcome the barrier of mistrust in kindergarten. The events we conduct with children and parents: visits to exhibition halls (exhibitions “Forest Kingdom”, “Beresta”, “Russian Izba” and others), master classes, children’s library - creative workshop “Smile”, helped to establish psychological contact with the child’s family , learn the features of the development and upbringing of a child almost from his birth, create close and trusting relationships, both with the families of the pupils and with the pupils themselves.

The implementation of the program for interaction with the families of pupils was carried out for three years in the “Fidgets” group, starting from middle age. The forms of interaction with parents are varied, but I would like to emphasize that any of them is justified only if it is carefully thought out and prepared.

The final stage

An analysis of the work carried out on interaction with the families of pupils showed that the forms used were effective and achieved their goals: parents formed trusting, partnerships with children and teachers; the activity of parents in the life of a child in a preschool institution has intensified; parents began to participate more in various events that reveal loving, creative parents to their children.

Thus, the systematic use of various forms of work with families of kindergarten students gives positive results. With all our work, we 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. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children.

Literature:

Bashlakova-Lasminskaya L.N., Bryskina S.A. Cooperation between kindergarten and family in an open educational system. Guidelines. - Mn., 2001.
For educators about working with families: A manual for kindergarten teachers / Ed. N. F. Vinogradova. - M.: Education, 1989.
Gromyko N. M., Lapitskaya I. V. Project-thematic approach to teaching preschoolers. - Mn., 2000.
Danilina T. Modern problems of interaction between a preschool institution and the family // Preschool education. - 2000. - No. 1. - P. 41–48; No. 2. - pp. 44–49.
Kindergarten and family / Ed. T. A. Markova. — 2nd ed., rev. and additional - M.: About illumination, 1986.
Kindergarten and family - hand in hand / Ed. A. P. Khalipova, N. F. Telepieva. From work experience. — Mozyr, 2004.
Dubrova V.P. Theoretical and methodological aspects of interaction between kindergarten and family. - Mn., 1997.
Eroshenko V. G. The first step. Project-thematic planning in kindergarten. — Mn.: “MET”, 2002.
Lobanok T. S. et al. Non-traditional forms of interaction between a preschool institution and the family. — Mozyr, 2004.

Key terms
(automatically generated)
: parent, family of pupils, kindergarten, child, interaction, day off, family, labor education, active participation, preschool institution.

Modern forms of interaction with parents in the conditions of a compensatory group of preschool educational institutions.