Classifications of forms of interaction between preschool educational institutions and families
Recently, there have been trends towards systematizing forms of interaction. So, T.V. Krotova names the following blocks of forms of interaction between ECE centers and families:
- Information and analytical forms include identifying interests, questioning parents, establishing emotional contact between teachers, parents and children. These include surveys, tests, questionnaires;
- Leisure activities (joint leisure, holidays, exhibitions) are aimed at establishing warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children;
- Cognitive forms play a major role in nurturing the psychological and pedagogical culture of parents. Their essence is to familiarize parents with the age and psychological characteristics of preschool children and develop practical parenting skills;
- Visual and informative forms allow you to correctly evaluate the work of teachers and consider the methods and techniques of family education. For example, open lessons for parents, watching videos, photographs, children's works.
Conversations are the most accessible and common form of establishing communication between teacher and family. The goals of the pedagogical conversation are: exchange of opinions on a particular topic and achieving a common point of view, timely assistance to parents.
Pedagogical consulting is one of the traditional forms and has been used in practice for a long time.
Counseling is a process of interaction between two or more people in which the specific knowledge of the consultant is used to help the counselee.
Methods and techniques of counseling: Conversation, interested observation, agreement or judgment; active listening, paraphrasing (checking the accuracy of another person's statements by repeating their thoughts in different words); using the key phrases of the parent being consulted to switch to their own language of communication; confrontation (consists in showing the parent a contradiction in his judgments, other points of view); Self-communication (tells the specialist about the parent’s own emotional experiences, discomfort caused by the parent’s actions); Legend method (a way to help a parent through the story of another person who found a way out of a similar situation).
Types of consultation:
- Individual parent counseling – working one-on-one with an individual family or its representative;
- Thematic - working with families who experience the same problem.
When conducting consultations, one should focus on the level of educational training of parents. Thus, O. L. Zvereva notes that most often there are three levels: high, medium, low. Based on the level, the teacher who prepares consultations for parents with high and average levels chooses a group form. For parents with a low level of education - individual consultation in the form of advice, instructions, questions for parents, joint analysis of the problem of a given family.
Telephone consultations. The peculiarity of this technology is that communication is carried out through an intermediary - a telephone, there is no visual contact, and it is impossible to use non-verbal forms of communication.
Collective forms include parent meetings - an expedient and effective form of work for teachers with a group of parents, organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten. Parent-teacher conferences are a way to give parents the opportunity to be involved in learning.
Parent meetings can be organized in different ways. Their main part, the presentation of pedagogical knowledge, can be a lecture, report, conversation, debate, discussion, and so on. This method activates the audience, stimulates the exchange of opinions, and the desire for pedagogical self-education.
Active methods and forms of working with teachers
Irina Zakharova
Active methods and forms of working with teachers
Active methods and forms of work with teachers, as a condition for improving the quality of interaction between preschool educational institutions and families of pupils, within the framework of the Federal State Educational Standard
Article 64 of the Law on Education of the Russian Federation states that parents have the right to receive methodological , psychological, pedagogical , diagnostic and advisory assistance.
The Federal State Educational Standard for Preschool Education focuses on the content of education and on providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives)
in matters of development and education, protection and promotion of children's health.
In order to plan methodological work to improve the competence and quality of work of educators , I analyzed the staffing of preschool educational institutions.
The analysis showed that 60% have secondary-special education, 40% of teachers of teachers have the first and highest qualification category . Completion of advanced training courses – 100%.
At the initial stage of work , I conducted a survey and analysis of the activities of teachers in interacting with the families of students. To monitor and evaluate the work of the teacher in interacting with parents, I used the technology of the journal for monitoring and evaluating the professional activities of preschool teachers , compiled by N. N. Gladysheva, A. A. Boyko. Methodology for studying the difficulties of teachers , author - K. Yu. Belaya “ Methodological activities in preschool educational institutions ” helped to conduct a survey on the interaction of teachers with parents . I discovered that:
• educators do not always know how to set specific tasks and select appropriate content and methods of interaction with parents (57%)
• the content of pedagogical education for parents is not sufficiently differentiated; when choosing methods of cooperation, educators do not take into account the capabilities and living conditions of specific families (73%)
• Quite often, educators, especially young ones, use only collective forms of work with families , namely parent-teacher meetings. The reasons for this are insufficient knowledge of the specifics of family education, the inability to analyze the level of pedagogical culture of parents , the peculiarities of raising children and, accordingly, design their activities in relation to parents and children. Some people, especially educators with short work , have underdeveloped communication skills (25%)
• They use few new forms of interaction with parents of students, such as quests, parent clubs, flash mobs, promotions, etc. (78%)
• Insufficient use of new visual forms of communicating information to parents : booklets, portfolios of groups, students, creation and promotion of pages on the websites of pedagogical communities , personal websites (25%)
Thus, having studied all the necessary literature, the relevance of the topic of my work .
It lies in the fact that it is necessary to make wider use of the direct involvement of teachers in active activities using a system of forms , techniques and methods , which have received the general name “ active forms and methods of teaching ”
.
I was interested in the technology of active teaching methods for teachers , developed by T. Poshtareva (Doctor of Pedagogical Sciences , Professor of the ANO VO “North-Caucasus Social Institute, Stavropol”). J-l “Preschool education No. 10, 2022.” I used this technology in working with teachers .
of teacher training is proposed in the form of a coordinate system.
Learning process
• The first block is unconscious incompetence, i.e. “I don’t know what I don’t know”
.
For example, the teacher did not know about such a form of working with parents as an action.
After familiarization, he knows. • A promotion is a simple, but at the same time effective form of communicating something important to a large number of people, for example, parents of students. This becomes a motivation for the teacher to learn more , i.e. “I know that I don’t know, and I want to find out”
– conscious incompetence
(second square)
.
• The third block is conscious competence. We already know and are able to do something: “I know and I can do it”
, but still in our thoughts we are still
“scrolling”
a certain algorithm of actions.
For example, to carry out an innovation in working with families of pupils - a parent club, a script is drawn up, all means are prepared, methods are thought out, etc. Everything is ready, but the teacher is conducting it for the first time, because his new knowledge is constantly monitored and realized.
• The fourth block is unconscious competence, when we do not expend any volitional effort to perform any actions. The teacher can plan interaction with parents without difficulty in what methods, forms, methods , means to use.
According to the author's research, it will take 21 days of applying knowledge and skills in practice for the skill to be formed .
The peculiarity of technology is the basis of my methodological work with teachers .
Tasks:
• Create conditions for increasing the professional competence of educators in terms of interaction with the families of pupils, using the most effective forms of methodological work .
• Promote the active use by teachers of modern technologies of cooperation with the families of pupils.
• Increase the level of motivation of teachers to improve their qualifications and broadcast their experience.
• Create conditions for effective interaction between kindergarten and family.
• Determine the main forms and methods of partnership between preschool educational institutions and families.
• Develop methodological and practical materials.
• Increase the competence of parents in matters of family education.
• Improve the quality of interaction between preschool educational institutions and families of pupils
The first block includes theoretical seminars, during which preschool teachers teachers and parents at the current stage of social development, develop the ability to model a strategy for interaction with parents using effective communication techniques, become familiar with the technology of studying the needs of parents, and update the professional consciousness of teachers in towards the formation of an effective communicative model of cooperation with parents.
The second block consists of several parts: the first part includes organizing and conducting business games, which are aimed at developing effective communication skills in interaction with parents, focusing teachers’ on non-constructive methods of pedagogical communication with parents, developing the ability to take a differentiated approach to organizing work with parents , and also on the formation of the need for self-development in the communication sphere; the second part includes simulation games, sociodrama games, thanks to which teachers practiced the ability to “feel”
situation, were aware of the emotional perception of parents, learned to determine the optimal sequence of actions of the teacher when organizing and conducting a meeting with a group of parents;
in the third part, preschool teachers, through pedagogical discussions and practical seminars, developed the ability to model the nature of relationships with parents, revealed the specifics of non-verbal communication features of the teacher in the process of interaction with parents, and developed the ability to show flexibility in communication.
The third block includes practical exercises , during which teachers develop their own active listening technique and become aware of their difficulties and problems of communication with social partners, focusing on analyzing relationships with the students’ parents.
The creative group of the preschool educational institution drew up a program to improve the level of professional competence of teaching staff .
One of the components of the methodological passport of a preschool teacher is successful interaction with the parents of students. The program defines active forms of interaction with teachers , both traditional: consultation, conversation, open display, pedagogical council , creative group, seminar, etc., and new ones: bank of ideas, exhibition-fair of pedagogical ideas , gallery of project ideas, professional palette , business game, discussion club, quick-tuning, coaching session, project, creative hour, etc.
The main focus of the new forms is to activate teachers , develop their creative thinking, and find a non-standard way out of a problematic situation, which is schematically reflected in the table on the slide.
Let's consider the diagnosis of professional competence of teachers and its improvement in preparation for holding a thematic teachers' council on the topic “Interaction of preschool educational institutions with the families of pupils: problems and solutions.”
The first step is a thematic check, the purpose of which is
determine the level of effectiveness of the teaching staff in interacting with the families of students, find out the reasons and factors that determine the quality of teaching activities aimed at positive interaction.
The teacher’s level of interaction with students’ families was assessed using a special card, which spelled out questions and evaluation (analysis)
. At the end of the table there are conclusions and recommendations.
The effectiveness of interaction with parents depends on the level of professional competence of the teacher, in particular, on the main four competencies - methodological , activity-based, communicative and reflective (according to A. A. Mayer)
.
The methodological competence of the teacher is manifested in the following criteria: the ability to select and formulate specific tasks for interaction with parents in accordance with the program requirements and capabilities of the children (age and individual)
.
Activity competence is manifested in the following criteria: the use of various, including new, technologies, different types and forms of organization of parents, the presence of components of developmental interaction, the selection of methods and techniques aimed at motivating parents and organizing the process of joint activity.
Communicative competence is manifested in the following criteria: teacher’s , approach to parents, communicative interaction with parents.
Reflective competence is manifested in the following criteria: satisfaction of parents with the activities of the educational organization, teachers , in particular.
The level of work of the teacher in interacting with the families of pupils according to the journal of N. N. Gladysheva, A. A. Boyko was assessed in the following levels: high - level of professional competence, medium and low, that is, there is no competence when interacting with the families of pupils. The result was the effectiveness of interaction with the family, the degree of satisfaction of the parties with the achieved result.
As a result of the analysis, factors were identified that prevent the set tasks from being fully resolved: the activity and communicative competence of educators is insufficiently developed - they experience difficulties in carrying out various joint activities with parents, and do not fully implement various forms of interaction with the family.
During the joint discussion, it turned out that teachers do not strive to use, for example, such forms of work as the parents' club, living room, etc., because they consider these forms of work difficult , and parents, in the opinion of teachers, will not accept participation in employment investigations.
At the thematic teaching council “Interaction of preschool educational institutions with families of pupils: problems and solutions,” I decided to apply the SWOT analysis method .
The goal of the teachers’ council was: to improve the quality of interaction between preschool educational institutions and the families of pupils.”
SWOT is a method of marketing analysis in the form of procedures for collecting data and establishing correspondence between the internal strengths and weaknesses of the organization, favorable and unfavorable factors of the external environment.
I compiled a general list of questions on the topic of the teachers’ council: Interaction of preschool educational institutions with the families of pupils: problems and solutions” and posted it on the methodologist’s . At the teachers' meeting, by drawing out geometric figures of different colors, the team of teachers was divided into working groups , according to the principle of random selection.
Each group sat at a separate table and began to discuss the problem, using the SWOT analysis matrix, distributing into special categories which of its “Strengths”, which “Weaknesses”, what could be considered as “Opportunities”, and what would be “threat and obstacle” to the implementation of intended goals.
The slide shows an example of a completed SWOT matrix - analysis of the teachers' council.
After discussion in small working groups, their decision was put forward for general discussion. The creative group filled out a SWOT analysis matrix common to the entire team, and on its basis the decision of the teachers’ council was formulated .
Solution:
1. Take into account all risks when organizing interaction with the families of pupils.
2. Teachers should consider maintaining a parent club or living room in their group.
3. Organize a working group to develop the regulations of the parent club, work and accompanying documents.
4. Conduct a workshop-seminar “Parents’ club in a group of preschool educational institutions.”
a workshop was held on drawing up a general approximate scenario for the parent club.
The purpose of the teachers’ work : to apply their knowledge and skills related to drawing up an interesting and meaningful club plan in a specific age group and for a specific type of focus (health, creative, physical education, etc., use communication skills when working with colleagues .
To draw up a club plan, we were guided by the author’s manuals of N. M. Metenova
Organizational working conditions for teachers :
were seated not according to their sympathies , but according to the scheme: young teacher - trainee , teacher-teacher from different but parallel groups.
The teachers were united into 4-5 subgroups with the condition that they did not work together in the same age group and were not friends.
Independent work in subgroups no more than 15 minutes.
At the end of the work , a joint discussion of the results (collective analysis of scenarios)
.
Joint drawing up of a club plan from the most interesting and universal parts for any club.
The kindergarten already has experience in holding a parent club “Rostok”, which was organized as part of an experimental activity to test the educational teaching and learning program “Istorology”. The teacher who was at the origins of the club shared the methodology for holding meetings of parents, children, and teachers . A video clip of one of the clubs was shown.
At the end of the seminar there was a reflection. The survey revealed that teachers were satisfied with the activities at the seminar. They do not feel the fear of the unknown, the new.
Two years ago, in the kindergarten there was one parent club “Rostok”, which was organized by a senior teacher and specialists. Currently, eight parent clubs are organized and operating : “My Joy”, “Healthy” (the second group of early age), “Friends” (the second junior group, “Rainbow”, “Care” (middle group), “Teremok” (senior group) group, “Together - a friendly family” (preparatory group for school, “Rostock” (spiritual and moral development club)
. According to positive reviews from parents, the activities of the clubs satisfy them, attract them, and help them solve the problems of raising children.
Active methods of working with teachers include interactive ones , for example, the moderation method or methodological skill . The method involuntarily creates a collegial atmosphere, and the solution arises in the process of work .
1. We used the moderation cycle at the pedagogical council “Preschool educational institution - an open space for parents of pupils.”
At the beginning of the teachers' council, a written survey of the participants was conducted: what do they expect from the teachers' council? How relevant is the topic for them personally, when working in a specific group, with specific parents.
2. The main part is the search. The task is to find the most pressing question for teachers , to which they would like to receive an answer at the pedagogical council . All questions and answers are anonymous. For example, there were questions: “How to take into account the different status of parents in work ? Is there a difference in approaches to caregivers compared to parents, etc. Several significant topics were identified and grouped into clusters.
3. Choice is the next part of the event. All teachers are distributed into these clusters. There were 4-5 people each.
4. Elaboration - Each group discussed one of the topics of the cluster. At the same time, teachers filled out pre-printed cards with tables on which there were questions: how should it be? what else can be done? arguments for what I am already doing, etc.
5. Activities - considered as a work . What exactly can be done. Teachers answered questions : what to do, why? Who? When?
by teachers were read out : actively use the capabilities of group mini-sites, use booklets, create videos of educational activities and distribute them among parents via e-mail, actively involve families in participating in competitions at various levels, etc.
The same principle was used at the event - creating groups randomly, without taking into account the likes or dislikes of colleagues.
The decision of the teachers' council:
1. Involve parents in discussing educational activities and active participation in the life of the group.
2. Actively forms of work into interaction with parents .
3. Create mini-sites of groups in pedagogical communities .
4. Inform parents about the educational activities of the group through information sheets , booklets, exhibitions, stands.
5. Create a group portfolio.
Training in techniques to increase the effectiveness of pedagogical communication with parents is also carried out by an educational psychologist . Training is conducted in the form of seminars and workshops .
There are many active forms and methods of interaction with teachers that we use.
I constantly use Debate method a form proposed by the famous American sociologist Karl Popper. We used the method of simulating a situation : a parent and a teacher acted out a scene. The conclusion was unexpected - first of all, to improve the culture of communication with parents.
Everywhere, the activities of the kindergarten include Project activity - this is intellectual work that requires not only a high level of thinking, but also a well-formed basis for working in a project mode .
Kindergarten teachers actively use project activities work parents also become active Such methods of working with teachers as “brainstorming”, “ didactic game ”, “design game”, “innovative game” - helped the formation of special design skills - problematization, goal setting, forecasting, reflection and self-analysis.
To develop the creative abilities our kindergarten teachers, “Box of Miracles”
.
Meetings of teachers at the club continue to this day.
The main task of the club was not to teach teachers how to make any specific crafts, but to introduce them to various techniques for making them, suggest ideas for creativity and imagination in classes on productive activities, and also provide assistance in decorating groups , verandas, music hall.
Teachers the ideas of the club to conduct master classes with parents in groups during parent meetings, parent clubs, and in preparation for creative competitions.
All working material is systematized into the “Box of Miracles”
, which is available to everyone.
Results of the club :
• passion for various types of handicrafts (colleagues are happy to demonstrate their products in kindergarten, on blog pages on the Internet);
• the quality of joint activities with students and parents in preparation for creative competitions of various levels has increased. Creative works began to take prizes more often;
• parents are more willing to take part in meetings and parent clubs, learning from the agenda that a creative master class will take place;
• RPPS groups have been enriched.
Over two years of work on the topic , increasing the competence of teachers when interacting with parents of students:
• The quality of interaction with the families of pupils has increased. There were no complaints from parents about teachers .
• Increasing the level of professional competence of teachers in terms of interaction with the families of students. Each teacher has drawn up a program of interaction with the families of pupils and successfully implements it.
• Teachers actively use modern technologies of cooperation with the families of students: parent clubs are organized, active participation in competitions , holidays, entertainment, promotions and flash mobs are held annually. Interaction is organized through mini-sites of groups and the official website of the kindergarten. Interaction has been established through information stands and the Viber telephone system.
• Increasing the level of motivation to improve qualifications and broadcast your experience. Teachers broadcast their work experience in online pedagogical communities. Successfully participate in professional competitions at various levels.
• Conditions have been created for effective interaction between kindergarten and family. There are many parents who want to enroll their children in our kindergarten, which indicates that the institution’s rating among others is at a fairly high level.
• The main forms and methods of partnership between preschool educational institutions and families have been identified. Forms and methods are prescribed in the program of interaction between preschool educational institutions and families.
• Methodological and practical materials have been developed on the conduct of various events with teachers : scripts for teacher councils, workshops , business games, didactic games , crosswords, etc.
• Increasing the competence of parents in matters of family education. Parents of students trust teachers in the upbringing and education of their children.
the effectiveness of teachers’ work with families of pupils through observations of the teacher’s work , conversations, analysis of parents’ questionnaires, analysis of parent reviews, analysis of the group environment, and participation in family competitions. And also according to the criteria for assessing the level of work of teachers in interaction with the families of pupils (N. N. Gladysheva, A. A. Boyko, the manual “Journal of monitoring and evaluation of the professional activities of preschool teachers ”, approved for use in the educational process by the Order of the Ministry of Education and Science RF No. 16 dated January 16, 2012
List of sources used:
Law on education in the Russian Federation.
— “Federal state educational standard for preschool education.” Orders and letters of the Ministry of Education and Science of the Russian Federation. LLC "TC Sfera", 2022.
" Interactive methods in organizing teachers' councils in preschool educational institutions"
, O. I. Davydova, A. A. Mayer, L. G. Bogoslavets,
“CHILDHOOD – PRESS”
, 2008
— “ Methodological activities in preschool educational institutions in accordance with the Federal State Educational Standards for Preschool Education”, K. Yu. Belaya, LLC “TC SPHERE”, 2015.
— “Handbook for a senior teacher,” comp. Yu. A. Afonkina, Z. F. Sebrukovich, “Teacher”, 2015.
— “Organization of a system of methodological work in preschool educational institutions to support the Federal State Educational Standard of Education,” V. I. Savchnko, “CHILDHOOD-PRESS”, 2015.
— “Head of preschool educational institution”, Fadeeva E. I., Educational Center “Perspective”, 2014.
— “Handbook for senior educators,” comp. N. E. Kochetova, T. V. Komardina, S. V. Shaposhnikova, N. N. Gladysheva, “Teacher”, 2015.
— “Innovative forms of interaction with the family,” comp. N. M. Sertakova, “Teacher”, 2015
— “Management of preschool educational institutions under the conditions of new legislation”, R. Yu. Belousova, A. N. Novoselova, N. M. Podoplelova, LLC “TC SFERA”, 2016.
Internet resources:
https://September 1st. RF - publishing house "1 September"
https://portalpedagoga.ru/ - teacher
https://nsportal.ru - social network of educators
https://www.uchmet.ru/ - website “ Educational and methodological portal ”.
https://e.stvospitatel.ru - portal of the electronic journal of the senior teacher.
https://moi-universitet.ru - educational portal “My University”.
https://dovosp.ru/j_dv — website of the electronic magazine “Preschool Education”
The principle of social partnership as a new philosophy of interaction between preschool educational institutions and families
A preschool organization as an organizational system is characterized by openness and homogeneity of the factors of its internal environment, as well as connections with the external environment. The family, along with the state, acts as a subject of social order. Social contracting entities act as social partners of ECE centers.
The term “social partnership” appeared in Russia in connection with changes in forms of ownership. The original meaning of the term was that representatives of employers and employees should solve relationship problems through negotiations, find compromises and reach agreements on a mutually beneficial basis.
The spread of economic relations in all spheres of the state has expanded the conceptual apparatus of this term. According to the Labor Code of the Russian Federation, social partnership is a system of relations between employees (representatives of employees), employers (representatives of employers), state authorities and local governments, aimed at ensuring coordination of the interests of employees and employers in regulating labor relations and other directly related to them relations (Article 23 of the Labor Code of the Russian Federation).
According to economist B. M. Genkin, “social partnership is the ideology, forms and methods of coordinating the interests of social groups to ensure their constructive interaction.” Thus, an analysis of definitions shows that the concept of “social partnership” is based on the constructive interaction of participants. This basis is also reflected in definitions of social partnership in education.
The legal basis for social partnership in the field of education is the Civil Code of the Russian Federation, the Law “On Education in the Russian Federation”, the Law of the Russian Federation “On Non-Profit Organizations”, the Law of the Russian Federation “On Public Associations”, Decree of the President of the Russian Federation dated August 31, 1999 No. 1134 “On additional measures to support educational institutions in the Russian Federation.” At the municipal level, the legal basis for the organization of social partnership is made up of the federal laws “On local self-government in the Russian Federation”, “On the general principles of the organization of local self-government in the Russian Federation”, as well as the relevant laws of the constituent entities of the Russian Federation, adopted in development of these federal laws. The educational standard for preschool education of the Federal State Educational Standard shows the importance of social partnership, explaining the basic principles of assistance and cooperation between children and adults in the process of child development and his interaction with people, culture and the outside world; introducing children to the sociocultural norms and traditions of the family, society and state.
The federal state standard of preschool education solves the problems of forming a common culture for pupils, interaction between educational and public associations, as well as the development of personal values and attitudes of pupils and students.
Within the framework of the model of preschool education (FSES DO), based on the Federal State Educational Standard (FSES DO), partnership means that the relationship of both parties is based on joint responsibility for the education of children. In addition, the concept of partnership implies that families and ECE centers are equal, have common goals and work together to achieve them
Features of project activities in preschool education
The project method is considered as a way of organizing the educational process, based on the interaction of teachers, students and their parents, a way of interacting with the environment, and step-by-step practical activities to achieve the goal.
The American educator and philosopher J. Dewey founded the project-based teaching method, the essence of which is briefly expressed by the slogan “Learn by doing.” According to him, the educational process should be built around a specific problem, the solution of which is relevant and significant for the child at the moment. The external result will be visible, understandable and applicable in practice. The internal result - the experience of activity - becomes an invaluable asset of the student, connecting knowledge and skills, competencies and values.
The main goal of the project method is to give children the opportunity to independently acquire knowledge by solving practical problems or problems. The topic chosen for the project is projected by the teacher onto all educational areas offered by the Federal State Educational Standard and onto various types of children's activities. This ensures the integrity of the educational process. Integration of knowledge from different thematic areas forms a holistic vision of the world around us, develops the child’s cognitive interest, allows him to “live” the topic in different types of activities (thinking, speech, work, creativity, etc.), absorb more information, understand the connections between subjects and phenomena and get tangible results. So, project activity is a special type of intellectual and creative activity; a set of techniques and operations for mastering a certain area of practical or theoretical knowledge, one or another activity; a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.
A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or define a goal (idea). Therefore, in the educational process of ECE centers, project activities are collaborative in nature, in which children and teachers of the ECE center, as well as parents, participate. The degree of children’s participation in project activities depends on their age characteristics: in younger groups, children observe the activities of the teacher and parents, in middle age, children begin to participate in the implementation of the project, in older age they are full participants in the project.
Joint projects between kindergarten and family are especially important, as they allow “to create a natural situation of communication and practical interaction between children and adults (including parents).”
The experience of collective creativity is carried out against the background of general positive emotional experiences, which contributes to the development of friendly relations between children.
Children feel unhappy when they are outside the group. Therefore, pair, group and frontal projects are necessary for the development of children.
A paired project is carried out by a pair(s) of participants. Children acquire cooperation skills, learn to act together in the same space, solve a common problem, and choose adequate ways to solve it. A group project is carried out by a group of participants (from 3 to 10-12 people).
Interaction between teachers in preschool educational institutions: a long-term plan for the 1st junior group
AUTUMN
Musical director:
- Perception of musical works: “Rain” by G. Lobachev, “Horse” by M. Rauchverger, “Dance, bye-bye”, “Palms, palms” by M. Iordansky
- Singing: “Autumn” N. Metlov
Educator (cognitive activity):
- Examination of illustrations to poems by A. Barto: “Toys”, “Horse”, “Our Tanya is crying loudly”, “They dropped the bear on the floor”
- Reading nursery rhymes: “Ladushki”, “Rain”, “Bai-bai”
- Outdoor games: “Walk-run”, “Day-night”
- Didactic game “Where are my kids?” »
Educator (productive activity):
- Co-creation in drawing “Leaves are falling”, “Rain-rain”, “Horse - tsk-tsk”
- Modeling “Autumn Gifts”
WINTER
Musical director:
- Perception of musical works: “Winter has come” by M. Rauchwerger, “Bunny” by G. Fried, “Dance of the Snowflakes” by A. Zhilin, “Winter Song” by T. Potapenko
- Singing: “Christmas tree” by T. Popatenko, “Father Frost” by A. Filippenko
Educator (cognitive activity):
- Looking at the illustrations “On a walk in winter”, “Playing with a doll”
- Reading nursery rhymes: “Like our cat”, “Little Christmas tree”, “Bunny” L. Slavin
- Didactic game “Wonderful bag”
- Outdoor game “Run, walk”
Educator (productive activity):
- Co-creation in drawing “Let's draw needles for the Christmas tree”, “Hide the bunnies from the fox”, “Hang toys on the Christmas tree”, “Little Bunny”, “Fox”
- Modeling: “Christmas tree toys”, “Carrot for the bunny”
SPRING:
Musical director:
- Perception of musical works: “Ball” by G. Fried, “Car” by M. Rauchwerger
- Singing: “Beetle” by V. Karasev, “Machine” by V. Volkov, “Clap” by M. Rauchwerger
- Games: “Mice and Cats” by T. Babajan, “Birds” by G. Fried
Educator (cognitive activity):
- Looking at the illustrations: “Roll the balls”, “Save the ball”
- Didactic game “Hide the mouse from the cat”
- Outdoor games "Clap and top", "Sparrows and car"
Educator (productive activity):
- Co-creation in drawing: “Strings for the balls”, “Let’s help the car get home”, “Let’s draw balls for the clown”, “Let’s draw legs for the beetle”, “Let’s pour grains for the birds”
- Modeling: “Balls for a cat”
