Notes and plans for parent meetings
Contained in sections:
- Working with parents. Interaction with families 12028
Includes sections:
- Gender education. Parent meetings 43
- Final parent meetings 451
- Master classes for parents 3337
- Traffic rules Parent meetings 342
- Minutes of parent meetings in kindergarten 488
- Parent meeting at the beginning of the year, introduction 291
By groups:
- Senior group
- Preparatory group
- Middle group
- Junior group
Showing publications 1-10 of 14979. All sections | Parent meetings in kindergarten
New
Photo
The best
Summary of a master class for children and parents on making a New Year's ball from threads (senior group) Purpose: 1) to attract parents to joint creativity with their children; 2) introduce parents and children to the technology of making a New Year’s ball from threads; 3) create a pre-New Year mood in the process of making toys. Progress of the master class: Stages Activities of the teacher Activities…
Summary of the conversation at the thematic parent meeting at the Children's Art School "Parents - mentors and employees of young musicians"
Summary of a conversation at a thematic parent meeting . “ Parents are mentors and collaborators of young musicians”
.
On January 27, the birthday of the great musician Wolfgang Amadeus Mozart, a parent meeting with fathers and mothers of children aged 6-9 years. - Hello, our dears...
How to properly organize a parent meeting at a preschool educational institution?
- January 6, 2022
The preschool teacher communicates daily with children and parents, sees their problems, difficulties, as well as the positive experiences of each family.
One of the tasks of communication between a teacher and parents is to reveal to parents important aspects of the child’s mental development and help them build the right pedagogical strategy. In resolving these issues, parent meetings are indispensable, as they are an effective form of communication between educators and parents. However, parents are busy people; sometimes they don’t have time to talk to the teacher, come to a meeting, or they think that they already know everything about their child. In this case, the teacher must know how to interest parents in the necessary pedagogical information, and then how to effectively organize a parent meeting.
Parent meeting
It is at meetings that the teacher has the opportunity to familiarize parents with the tasks, content, and methods of raising preschool children in a kindergarten and family setting. During the meeting, the main burden falls on the report. This material can be used for conducting oral and written consultations with parents, as well as other forms of work. The teacher is required to have a creative approach to the material: searching for new examples; using their own methods of activating parents, aimed at making listeners interested in the problem being studied, at creating associations with their own experience of raising children, and at rethinking their parental position. In this case, it is necessary to take into account the parents’ need for knowledge.
In the Kindergarten “MDOU No. 2 of compensatory type” (Ekaterinburg), where I work, the following forms of holding parent meetings are used:
- psychological training;
- Master Class;
- joint activities between children and parents;
- Open Day;
- showing theatrical productions.
Preparing the parent meeting
1. A week before the meeting, you can conduct a survey of parents on the topic of the meeting . Questionnaires are filled out at home before the meeting and their results are used during the meeting.
2. To activate parents and ensure their attendance at the meeting, it is advisable to make invitations to each family in the form of applications, designs, taking into account the theme of the meeting. It is important that children take part in making secret invitations for parents. Invitations are distributed a week before the meeting.
3. In accordance with the theme of the meeting, make original leaflets with tips . The content of the memos should be brief, the text should be printed in large font.
4. Our kindergarten uses such forms of attracting parents to parent-teacher meetings as: preparing competitions, exhibitions, and crafts on the theme of the meeting. At the same time, both children and their parents participate in competitions. All prepared works are exhibited before the meeting, and the teacher introduces parents to samples of work. At the meeting itself, parents choose the best work, and the winner is awarded a prize.
5. As one of the forms of activating parental attention, a tape recording of children’s answers to questions on the topic of the meeting can be used.
6. Occasionally we invite a fairy-tale character to a meeting.
7. We attract the attention of parents to the meeting by creating homemade posters on the topic of the meeting.
8. It is advisable to hold parent committee meetings a month before the meeting.
Immediately before the meeting you must:
- prepare furniture on which it would be comfortable for parents to sit. You can arrange tables and chairs in a circle, put cards on them with the names and patronymics of the parents;
- prepare pens and sheets of paper so that they can write down the information they are interested in, as well as pencils, children’s work on modeling, drawing, appliqué;
- consider who will provide child care during the meeting and how.
Conducting a parent meeting
The parent meeting traditionally consists of 3 parts: introductory, main and “miscellaneous”. The meeting time is 1 hour. (40 minutes with parents and 20 minutes with children).
1. The introductory part is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by communicating the topic, the form of the meeting, or through short games and activities. You can create a certain musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.
2. The main part of the meeting can be divided into two or three stages. As a rule, this part begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the problem under consideration. The message should be short, since by the end of the working day the stability of attention decreases.
The main thing is that parents are not just passive listeners. It is necessary to ask questions to the listeners, give examples from the practice of raising children in families and kindergartens, analyze pedagogical situations, offer parents to watch video clips of classes with children, games, walks, etc.
You should not reproach or lecture your parents. More often you need to use moments from the lives of children in the group as examples. When talking about unwanted actions of children, there is no need to mention their last names. During their communication, teachers should avoid making claims against parents and children, discussing the personality of a particular child; One should not state the failures of children, the main thing is to jointly develop ways to solve the problems under discussion.
It is better to have a conversation in soft lighting. Transitions from one situation to another can be separated by a short musical pause.
If possible, it is better to stage the situations being analyzed.
To illustrate your ideas and considerations, you can use tape and video recordings, photographs and interviews of children in the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better understanding of the theme of the meeting.
When conducting this part of the meeting, you can also use the following methods: lecture, discussion, conference, which can also be separate forms of work with the families of pupils.
3. In the third part of the parent meeting - “miscellaneous” - issues of maintaining a child in kindergarten, leisure activities, and organizing joint events between the family and the preschool educational institution are discussed. It is recommended to think through in advance several options for solving the problem that will be offered to parents for discussion, agree with those of them who can help, take responsibility, etc. Some issues need to be resolved in advance with the parent committee.
At the end of the meeting, it is necessary to summarize the meeting, listing the decisions made on each of the issues discussed, recorded in the minutes.
Meetings can be held in the form of question-and-answer evenings, oral journals, talk shows, etc. Despite the differences in these forms, they are united by one meaning - to give parents knowledge about raising their own child, to interest them in the problems of education, and to stimulate them to reconsider their educational position.
Let me give you an example: at the last parent meeting in our kindergarten, the topic was discussed
“Preparing the hands of older preschoolers for writing”
Form of conduct: seminar-workshop.
Participants: group teachers, art teacher, parents.
Parts of the collection
1. Introductory part (5-7 min).
- Presentation by the teacher of the topic and participants of the meeting.
- Tour of the exhibition of workbooks and children's activity products.
2. Main part (30-35 min).
- Speech by the group teacher on the topic “The importance and methods of developing fine motor skills in children of the preparatory group for school”, accompanied by posters with key theses and words on the topic of the speech, showing patterns of finger games (10-15 min).
- Conducting a workshop by a visual arts teacher with parents on mastering techniques for developing fine motor skills using clay, plasticine and paper (10-15 min).
- Presentation of an exhibition of didactic games for the development of fine motor skills (5 min).
- Collective solution by parents of a crossword puzzle on the topic of the meeting (5 min). An approximate list of words that need to be guessed: motor skills, hand, vision, brain, coordination, correlation, writing, school.
3. Miscellaneous (7-10 min).
- Review of pedagogical literature on the topic of the meeting.
- Discussion of issues of maintaining children in kindergarten, leisure activities, organization of joint events between family and preschool educational institution.
4. Summing up (3-5 min).
- Parents' quantitative assessment of the benefits of parent-teacher conferences.
- Distributing booklets to parents on the topic of the meeting.
In conclusion, I would like to emphasize that the family and kindergarten are connected by common tasks in raising a child. Therefore, what is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions: it is difficult for a family to cope without qualified assistance from specialists.
In the photo: the staff of our kindergarten, always ready to help parents.
Author: E. Kobylina, teacher of compensatory preschool educational institution No. 2 in Yekaterinburg
Report at the parent meeting “For parents about the Federal State Educational Standard before”
Valentina Kornisheva
Report at the parent meeting “For parents about the Federal State Educational Standard before”
Report at a parent meeting in the junior group
on the topic “ For parents about Federal State Educational Standards of Education ”
Prepared by:
teacher of 1st category
MADO "Bell"
V. N. Kornisheva
Good evening, dear friends!
The most dear and beloved people in a child's life are parents . The need for parental love is the strongest . Dear parents of our students ! We are very glad to see you at the parent meeting , because we understand: without an alliance with the families of the pupils, without your support and help, the upbringing and development of children, creating a cozy and joyful environment for them is impossible. What should our union be like? What can we, adults, do for children to make their life in kindergarten joyful, rich and interesting? We will talk about these questions today.
I want to start our conversation with an old parable.
One day, the king decided to put all his courtiers to the test in order to find out which of them was capable of occupying an important government post in his kingdom.
A crowd of strong and wise men surrounded him.
“Oh, you, my subjects,” the king addressed them, “I have a difficult task for you, and I would like to know who can solve it.”
He led those present to a huge door lock.
- This is the largest and most complex castle in my kingdom. Which one of you can open it?
Some courtiers only shook their heads negatively. Others, who were considered wise, began to look at the lock, but soon admitted that they could not open it.
Since the wise ones failed, the rest of the courtiers had no choice but to also admit that this task was beyond their strength, that it was too difficult for them.
Only one vizier approached the castle. He began to carefully examine and feel it, then tried to move it in various ways and finally pulled it with one jerk.
Lo and behold, the lock opened! It just wasn't fully latched. You just had to try to understand what was going on and act boldly.
Then the king announced:
“You will get a place at court because you do not rely only on what you see and hear, but rely on your own strength and are not afraid to try.”
The Vizier demonstrated critical thinking. He also saw this lock for the first time, but he tried to understand the mechanism, tried to open it, and he succeeded.
In the modern world, overloaded with information of all kinds, it is impossible to assimilate all the knowledge accumulated by humanity over many years of history.
That is why kindergartens are given the task: not to fill a child with knowledge like an empty vessel, but to teach him to learn, obtain knowledge on his own and use it. The Preschool Education Standard meets these requirements.
Since January 1, 2016, all preschool educational organizations in Russia have been implementing the Federal State Educational Standard for Preschool Education ( FSES DO )
.
What is the distinctive feature of the Kindergarten Standard?
Its active nature, which sets the main goal of developing the personality of a preschooler. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, abilities, skills; the formulation of the standard points to real activities in which the child is formed, acts, and experiences social reality.
What result should we strive for?
The result is a person who is able to solve a variety of problems that arise in life, while remaining human! An independent person, knowledgeable, able to live among people.
What is the extent of family responsibility for a child’s education in accordance with the educational standard?
Kindergarten (teacher)
together with the family, is fully responsible for the success of the child’s education at school.
The Federal State Educational Standard for Preschool Education focuses on partnerships with parents : parents must participate in the implementation of the program, in creating conditions for the full and timely development of the child in preschool age, so as not to miss the most important period in the development of his personality. Parents should be active participants in educational activities, participants in all projects, regardless of which activity dominates them, and not just outside observers.
Practice shows that cooperation between family and kindergarten is becoming more and more relevant; within the framework of the work of a kindergarten, cooperation is especially necessary and in demand. Because a kindergarten without parents simply cannot survive.
Cooperation is communication “as equals”
, where no one has the privilege to indicate, control, evaluate.
Interaction presupposes mutual influence, the activity of participants and the mandatory passage of stages that ensure a change in positions and roles of participants in the overall process.
"Social partnership"
— division into equal shares of participation of interacting entities — determines the logic of building partnerships between preschool educational institutions and families as equally active and interconnected influence of the two parties in the interests of the child’s development.
Parental involvement in the educational process
Organization of joint activities between children and adults
•Organizational and activity-based: joint child-parent projects ; exhibitions of works; participation in the repair and improvement of the kindergarten; participation in the examination of the quality of the developing subject-spatial environment, etc.
• Participation of parents in the pedagogical process: theatrical performances with the participation of parents ; accompanying children during walks, excursions and hikes; participation in Health Days, Charity Marathons, etc.
Thank you for your attention.
Summary of the parent meeting “Project activities in kindergarten.”
Parent meeting summary
“Project activities in kindergarten”
The purpose and objectives of the parent meeting.
Target:
introduce parents to project activities, help parents organize joint creative activities in the family.
Tasks:
- Develop the creative abilities of children and adults.
- Organize joint productive activities of children, parents, and teachers.
- Involve parents in the creative process, enrich the relationship between parents and children with the experience of joint creative activity
4. Establishing emotional contact.
5. Use innovative forms of working with parents.
Progress of the meeting:
1. Opening remarks, “Greetings”
.
Hello dear parents
. I want to dedicate our meeting
project activities in kindergarten
.
Yesterday I conducted a small survey among parents. I got the following results (presentation slide 1)
Let's figure out what project activities in a dhow are.
1. Training “Palm”.
Do you need to figure it out? Maybe you already know everything? Here, for example, is a simple exercise. Try clapping with one hand. It turns out? ( everyone is trying to use different objects as support)
.
Yes, there are many ways, but you won’t be able to make a real clap without a second hand. Let's try again? ( everyone clap, turning to the neighbor, but still with only one hand)
. Does it turn out to be cotton? What conclusion can we draw?
It’s absolutely true that here the kindergarten is one hand, and the parents and family are the second hand, the cotton itself is our work, which is aimed at the development and education of children. And without the interaction of both sides there will be no special result.
One of the more successful forms of such interaction is project activity (presentation slide 2)
.
Last year, with minimal participation from you, we already implemented a project for theatrical activities, “The Tale of the Turnip.” First, let me introduce you a little to the project
, the purpose of which is to unite the efforts of an educational institution and a family in matters of upbringing, training and development of a child.
2. Project activities
(presentation slide 3)
.
From birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is new for him: sun and rain, fear and joy. The cognitive activity of children is very high: every answer of a teacher, or any adult, to a child’s
the question gives rise to new questions.
A preschooler cannot yet find answers to all his questions on his own; adults help him. method is just
, is aimed at developing the child’s personality, his cognitive and creative abilities.
(presentation slide 4)
Translated from Greek, a project is a path to research.
A project is a joint activity of children with adults, during which the child learns about the world around him and translates new knowledge into real products.
In relation to kindergarten
is a set of actions specially organized by the teacher aimed at resolving a problem situation and culminating in the creation of a creative product.
Project method
relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, which in the future allows him to successfully adapt to the changed situation of school education.
Work on project activities is based on the formula
:
project
= children + family + teachers.
(presentation slide 5.6)
Three stages in the development of project activity in preschool children: 1. Imitative-performing (3.5–5 years) 2. Developmental (5–6 years) 3. Creative (6-7 years)
Projects are divided into:
- By number of participants:
- individual
— group
- By content:
— mono-projects (one educational area)
— integrative (two or more educational areas)
- By duration:
— short-term (1-4 weeks)
— medium-term (up to 1 month)
– long-term (six months, academic year)
- By dominant type of project activity:
- gaming
— informational
— research
- creative
(presentation slide 7)
of projects are used in the practice of modern preschool institutions:
:
• research and creative projects
: children experiment, and then the results are presented in the form of newspapers, dramatization,
children's design
;
• role-playing projects
(with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);
• information-practice-oriented projects
: children collect information and implement it, focusing on social interests
(decoration and design of the group , stained glass, etc.)
;
• creative projects in kindergarten
(design of the result in the form of
a children's party
,
children's design
, for example
“Theater Week”
).
(presentation slide 
Project stages
:
Stage 1 Selecting a project
.
Stage 2 Planning
The “3 Questions Model” helps in planning
:
“What do we know?”
,
“What do we want to know?”
,
"How to find out?"
.
At this stage, the final product is planned, the types of activities
aimed at implementing
the project
.
Stage 3 Project
Organization of activities
children in accordance with the theme
of the project
develop specific knowledge, skills and abilities during this
activity
Stage 4 Completion of the project
.
Presentation by children of the product of their activities
.
In mid-December, a scientific and practical conference will be held in the kindergarten, where our group will present their project “What is air?”
Guidelines for preparing for parent-teacher meetings
Olga Lapina
Guidelines for preparing for parent-teacher meetings
Methodological recommendations for preparation and conduct
parent meeting
1. The meeting is organized and held at least once a quarter.
2. The meeting must begin at a strictly established time. Parents get used to this requirement and try not to linger.
3. Maximum duration – 1-1.5 hours (60 minutes with parents and 20 minutes with children)
.
4. At the beginning of the school year, at the first meeting with parents , it is important to determine the day of the week, time and agree on the topic of meetings for the school year (who they would like to meet with, whose advice to receive)
.
This can be found out by surveying parents .
A joint work plan for the academic year is approved. 5. Conducting a parent meeting requires careful preparation , a kind of scenario, only in this case it will take place in an atmosphere of interest, with the active participation of parents . Assistance in preparing and holding the meeting can be provided by the parent committee of the group or individual active parents .
6. As a rule, a parent meeting consists of two parts: general (conversation, analysis of a specific situation, planning, discussion, etc.)
and individual
(at the request of
parents ) .
Usually these are consultations with the participation of several parents on issues of interest to them.
7. The main method of conducting a meeting should be dialogue . Only he will provide an opportunity to listen and discuss other opinions and proposals.
8. Elements of communication can be verbal and non-verbal. The impression of a person is made up of many of his diverse traits. To a large extent, it depends on a person’s ability to communicate non-verbally (voice intonation and timbre; maintaining a distance separating speakers; posture; gestures; facial expression; eye contact; manners, clothing style, etc.).
9. When communicating with parents , it is especially important for the teacher to pay attention to certain non-verbal moments that show the attitude of the participants in the parent meeting . This may include nervous behavior, tense silence, expressive gestures or exclamations, eye contact or lack thereof, etc.
10. When preparing for the meeting , the teacher can ask parents in advance to fill out questionnaires that will help them get a more specific idea of the issue that is proposed to be discussed at the parent meeting .
The main stages of preparing a parent meeting
1. Selecting a meeting .
2. Determining the goals of the parent meeting .
3. Determining the type, form, stages of holding a parent meeting , methods and techniques for the joint work of its participants.
4. Study by educators and other organizers of the collection of scientific and methodological literature on the problem under consideration.
5. Development of a meeting .
6. Distribution of training .
7. Conducting a micro-study in the community of children and parents .
8. Inviting parents and other meeting .
9. Production of original memos with advice, posters on the topic of the meeting .
10. Preparation of competitions on the theme of the meeting.
11. Preparation of exhibitions on the theme of the meeting.
12. Audio recording, video recording of children’s answers on the topic of the meeting .
13. Development of a draft meeting , recommendations , instructions to parents .
14. Conducting a meeting of the parent committee (as necessary)
.
15. Equipment and design of the venue for the parent meeting .
Main stages
parent meeting
1. Opening speech by the presenter. Identification of the topic, problem.
2.Theoretical part:
• Analysis of micro-study results;
• Pedagogical comprehensive education (speech on the topic of the meeting )
;
• Discussion of the problem by parents ;
• Analysis by the teacher of the results of work with children on the topic of the meeting ;
3.Practical part:
• Performing practical (creative)
assignments by all
parents ;
• Collaboration between parents and children (open viewing)
;
4. Final part. Reflection. Decision-making.
