Project on interaction between a kindergarten and a children's library.

Project on interaction between a kindergarten and a children's library.

Project

on the interaction of a kindergarten with a children's library.

Relevance:

A modern person cannot be considered cultured if he does not expand his knowledge and does not form his spiritual essence by reading books. It is in them that the centuries-old wisdom of mankind is contained. Modern children prefer to spend their free time watching TV shows and playing computer games to the detriment of reading books. In the age of information technology and the rapid development of the global information network, the importance of the book and its deep and thoughtful reading should in no way be diminished. Thus, one of the forms of organizing work on the socialization of a child’s personality was interaction with the library.

The mission of libraries is to, using all available resources, provide children with optimal conditions for cultural development, formation and satisfaction of their educational, communicative and other needs, in other words, to create an environment for the development of the child through reading, books and other types of materials that meet his gender, age, sociocultural and individual characteristics.

Together with library staff, we discussed the goals and objectives of the upcoming work. We developed a plan for joint activities, clarified the specifics of conducting direct educational activities, excursions, leisure activities, both in kindergarten and at the library, and the possibility of using the library’s book fund for classes with preschoolers in preschool educational institutions and in the families of pupils.

Objective of the project:

Formation of an integral sociocultural system of interaction between preschool educational institutions and the children's library Objectives:

Expand the creative interaction of preschool educational institutions with cultural institutions to create a unified sociocultural pedagogical system.

2. Implement an integrated approach to aesthetic education and the formation of artistic and creative abilities in the “child-teacher-parent” system.

3. Contribute to the development of the spiritual and moral culture of participants in the educational process.

Project type: (

educational and social-educational)

Project participants:

preschool teachers, parents, students, children's library staff

Forms of succession:

• excursions to the library;
• acquaintance and interaction with the library;
• visit to the library mini-museum;
• exhibitions of drawings and crafts;
• participation in theatrical activities
• joint holidays;

Project stages

Preparatory stage

Goal: determining the goals and forms of interaction with the children's library

• analysis of social objects to determine the feasibility of establishing a social partnership;
• establishing contacts with the organization
• determination of areas of interaction, deadlines, goals and specific forms of interaction

Practical stage

Goal: implementation of cooperation with the children's library

Tasks:

• Drawing up agreements on creative cooperation between a kindergarten and a children's library.

Drawing up a plan for joint activities for the academic year

Social partnership project of the preschool educational institution and the library “The Book is Man’s Friend”

Social partnership project between preschool educational institutions and libraries

"A book is man's friend"

Relevance of the project.

In the modern world, the problem of social development of the younger generation is becoming one of the most pressing. Parents and teachers are more concerned than ever about what needs to be done to ensure that a child entering this world becomes confident, happy, and successful. In this complex process of human development, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.

Currently, the social well-being of a child largely depends on how he is adapted to the surrounding reality. And this adaptation can be accomplished through social partnership.

Social partnership is a civilized form of public relations in the social and labor sphere, ensuring the coordination of the interests of workers, employers (entrepreneurs, local authorities, local self-government by striving for agreement, developing and implementing a common position on socio-economic and political areas.

The main thing, we believe, is to help shape children’s emotionally positive attitude towards the world around them and motivate them to cooperate with adults and peers.

The formation of a person’s spiritual culture is always carried out through reading. In our difficult times, children's reading needs support more than ever. To instill in a child a love of reading – teachers of preschool educational institutions and employees of the children's library see this as their main goal.

Working with preschoolers is a very interesting business, but at the same time, it requires additional knowledge and skills. After all, it is at this tender age that interest in books and reading awakens, and at the same time such important concepts as good and evil, honor and conscience, mercy and participation are laid in the child’s mind. And kindergarten workers, along with parents and librarians, actively participate in the demanding and multifaceted process of education and personality formation that requires joint efforts.

Teachers and library staff have developed a joint work plan and thematic series of events. Hours spent in the library are a good help for parents and children.

The goal of the project is to combine the efforts of a preschool educational institution with a children's library for the sociocultural self-realization of participants in the educational process.

Project objectives:

— create conditions for expanding the creative interaction of preschool educational institutions with the children's library to create a unified socio-cultural system;

— create conditions for the creation of an educational system of a preschool educational institution with a children's library for the development of creative potential and cognitive activity of participants in the educational process;

— create conditions for improving the form of interaction with institutions of additional education to expand the social and educational system of preschool educational institutions;

— create conditions for the development of the spiritual and moral culture of participants in the educational process.

Stages of implementation: interaction with social partners may have a variable nature in building relationships in terms of the time of cooperation and the formalization of agreements (plans) for joint cooperation. The development of a social interaction project is built in stages. Each stage has its own goals and solves specific problems.

Stage 1 – preparatory. Its goal is to determine the goals and forms of interaction with objects of society.

Tasks of this stage:

• analysis of social objects to determine the feasibility of establishing a social partnership;

• establishing contacts with organizations;

• determination of areas of interaction, deadlines, goals and specific forms of interaction.

Stage 2 – practical. Its goal is to implement cooperation with organizations and institutions of society.

Tasks of this stage:

• drawing up an agreement on creative cooperation between the preschool educational institution and the children's library.

• drawing up a plan of joint events for the academic year;

• conducting excursions for preschool children to the children's library;

• attendance by preschool pupils of events, “open days” held in the children's library.

Stage 3 – final. Its purpose is to sum up the results of social partnership.

Tasks of this stage:

• analysis of the work done;

• determination of effectiveness, feasibility, prospects for further cooperation with social organizations.

Implementation period – 1 calendar year.

Event plan

Bibliography:

1. Piggy Bank of Secrets: Librarian's Calendar. – Chelyabinsk: Marina Volkova Publishing House, 2012. – 256 p.

2. Social partnership as an organizational innovation of a preschool educational institution // Scientific research in education. - 2009. - No. 5. - P. 16-19.

3. Social partnership: words. - reference - M.: Economics, 1999. - 236 p.

4. social partnership: kindergarten and additional education // Preschool education. - 2008. - N 7. - P. 30-31.

5. Children's library and preschool educational institutions: social partnership in the interests of children: education of preschoolers // New Library. – 2007. – N 3. – P. 21-24.

6. Who is DOW’s friends? // Hoop: education, child, student. - 2007. - N 4. - P. 3-8.

7. Social partnership between family and preschool educational institution: problems and experience of implementation // Primary school plus before and after. - 2009. - N 3. - P. 3-6.

8. Social partnership: textbook. – M.: Dashkov and K: Academcenter, 2010. – 223 p.

9. Social partnership as a new philosophy of interaction between kindergarten and family // Preschool pedagogy. - 2008. - N 8.-S. 47-49.

10. Development of organizational and legal forms of social and public-private partnership in preschool education // Directory of the head of a preschool institution. - 2011. - N 4. - P. 17-20.

11. s - social partners // Preschool education. - 2008. - N 11. - P. 117-120.

12. Social partnership: textbook. — Ekaterinburg: b. i., 2006. - 110 p.

13. On social partnership in the field of education // Sociological studies. - 2008. - pp. 108-115.

14. Sample social partnership agreement // Hoop: education, child, student. - 2007. - N 5. - P. 3-4.

15. Social partnership of preschool educational institutions: a short list of domestic literature on the funds of the GNPB named after // Hoop: education, child, student. - 2007. - N 4. - P. 48.

16. Social partnership: step by step // New Library. - 2008. - N 5. - P. 22-25.

Get text

From the experience of joint work between a rural kindergarten and a library

From the experience of joint work between a rural kindergarten and a library

A lot has been said about the role of the book. The book introduces the child to the essence of the complexity of life: into the world of human feelings, joys, sufferings, relationships, thoughts, actions. The book reveals human and spiritual values. The book serves to educate feelings. Those who did not empathize with the troubles of literary heroes in childhood may remain indifferent to the problems of the century in adulthood - ethical, environmental, economic, and the fate of other people. The book is a source of information from which one must learn to extract this information. A book is a source of aesthetic pleasure; it allows you to feel the richness, vitality, logic of language, to fully perceive a word, its meaning in all its diversity of shades, sound form, connection with other words, the variety of associations and images generated by it.

But it’s no secret that the miracle of a book is not for everyone. Sensitivity to what you read, interest in a book, and the ability to use it do not arise on their own. The task of an adult is to introduce the child to the world of books, the world of reading, the world of literature. After all, reading begins before the child learns to read. A child listener is already a reader. This is where we are faced with one of the most pressing problems associated with the peculiarities of life in the countryside. All textbooks and teaching aids point to the leading role of the family in raising a child reader. But, unfortunately, in rural areas the level of education, culture and extreme workload (these are 2 - 3 jobs that people are forced to take because of low wages, and subsidiary farming, and vegetable gardens, and everyday life, which require significant more effort and time than in the city) do not allow most parents to successfully cope with this task. There is one more difficulty: not all parents can take their child to the theater, art gallery, circus, or zoo. And information passively received by a child from a TV or computer screen is usually practically not absorbed.

What should we, workers of rural preschool institutions, do?

We see a way out in cooperation and, first of all, in interaction with the library. Fortunately, the Izborsk Rural Library employs sensitive and interested people: and. They want and can help the child enter the vast world of literature, support him in the difficult moment of transition from the role of a listener to the role of an independent reader, and guide his interests.

Therefore, we, kindergarten workers, begin to introduce our pets to the library very early. Moreover, the senior group of a small kindergarten includes children from 3.5 to 4 years old, who most often go to a meeting with the library together with their elders. They perceive everything differently than six-year-olds, they don’t remember as much, and they almost never reproduce information right away. But the impression, often very deep, remains in their minds and souls. And in preschool age, impression, “memory of the heart” (K. Batyushkov) is the most important thing.

Naturally, such meetings are preceded by enormous preparatory work. Together with the library, the program “The discovery of the world begins with a bookshelf” has been developed, according to which an annual work plan is drawn up annually, its topics and forms are developed. Thematic meetings take place twice a month; we plan work in several main areas.

· First of all, we outline which authors we will meet in the series “Into the Good World of Favorite Books.” The bright, memorable form of these meetings makes it possible to introduce children to the work of authors to whom the program does not allow them to pay significant attention in the classroom (these are Yu. Moritz, Sasha Cherny, D. Kharms, and the now undeservedly forgotten A. Barto, V. Oseeva , N. Artyukhova), and generalize knowledge about writers well known to the child (S. Marshak, K. Chukovsky, B. Zhitkov, V. Bianki). Kids will find games and riddles, the need to solve problem situations, and encounters with animated book characters. Having come to meet the heroes of S. Marshak, the preschoolers saw the play of the “Theater of the Book” under the direction of. "The book that made everyone friends." And at the “Fairy Tale Balls” based on the works of br. Grimm, C. Perrault, etc. and kindergarten students have something to show. Thus, in 2005, preschoolers staged the play “The Nutcracker” based on the fairy tale by E.T.A. Hoffman, last year - M. Sadovsky’s play “Tereshechka”, and now we are preparing a production based on fairy tales.

· Meetings combined into the cycle “I’m in a hurry to visit Pushkin!” are especially dear to us! Indeed, “Pushkin is our everything.” But this is a level to which you need to have time to rise. It is known that if children do not have time to get used to Pushkin’s words before school, they continue to pass by his works, and, therefore, by all Russian literature. This is no longer a problem, but a national tragedy. The material available to preschoolers on this topic is enormous. In order to preserve the integrity of the perception of Pushkin’s fairy tales and to prevent the little listener from getting tired and to prevent his interest from fading, we, together with librarians, carefully select the forms of introducing children to each work. “The Tale of the Fisherman and the Fish” and “The Tale of Tsar Saltan...” were beautifully staged by the children’s theater-studio “Balagury” (director); “The Tale of the Dead Princess...” we present in the form of reading with elements of dramatization, attracting schoolchildren; A lesson-concert on landscape poetry is prepared by kindergarten students; the reading of poetry is accompanied by a display of paintings by Russian artists and music.

· This year, work has begun on the “Travel with a Fairy Tale” series, which introduces children to fairy tales from around the world. The lack of knowledge about the life of the peoples of different countries makes it difficult to perceive folk tales and impoverishes it, so we try to attract a wide variety of material on geography and regional studies. By expanding children's horizons, we simultaneously teach them to work with various sources of information: reference books, encyclopedias, computers, video materials. Thus, the stage is being prepared for the young reader to get used to going to the library to search for information.

· It was the need for additional information that forced us to identify another special form of collaboration. The study of any topic on familiarization with the outside world begins with the teacher asking librarians to prepare selections of books on the topic for the teacher and for children. Together with the children, we come for these books, and in kindergarten we already look at, read, and discuss them. The library selects books, prepares book exhibitions for seminars and parent-teacher meetings, and helps kindergarten workers in self-education and professional development. Often literature for a preschool institution has to be ordered according to the MBA.

· The library is one of the cultural centers of the village. We try to take part in all events in the cultural life of Izborsk. Not everything can be planned here. Every year, the kindergarten participates in poetry competitions dedicated to the holidays of the Nativity of Christ and Easter, and in environmental events (for example, children presented their crafts as part of the “Save the Green Spruce” and “Don’t Destroy the Primroses” campaigns). Preschoolers prepared an exhibition of Christmas tree decorations “Grandma’s Doll”, which many Izborsk residents and guests of Izborsk were able to see in the library. This year we hope to please our fellow villagers with an exhibition of Easter eggs.

Thus, cooperation between a kindergarten and a library significantly expands the capabilities of these institutions in the upbringing and education of the younger generation, introducing children to national and universal spiritual values, and creating conditions for the formation of an active citizenship.

List of used literature

:

and others. “The Child and the Book.” – M.: Education, 1992.

Get text