Interaction between children and parents in a festive space

The purpose and objectives of interaction between kindergarten and parents

The most important goal of interaction with parents is to teach them how to professionally raise their children.

Also, the interaction of the kindergarten with parents solves other problems:

1. Communication with parents allows us to determine the family environment of the pupils;
2. Allows you to provide them with assistance in the form of advice and practical support;
3. Develops the pedagogical abilities of parents;

Let us take a closer look at the areas in which work is carried out with parents in the kindergarten.

1. Information direction. This makes it possible to contact the child's parents. The teacher receives information about the interests and needs of parents, understands their requests, and determines the level of their pedagogical training. To study the family atmosphere, you need to conduct a survey. Using a questionnaire, you can determine the structure of relationships in the family, find out its specific features, and methods of home education.
2. Cognitive properties. The goal of the educator is to give parents all the necessary knowledge about raising children. To do this, parents must maintain contact with all kindergarten staff associated with their child. For example, these could be speech therapists, speech pathologists, physical education teachers, psychologists, medical workers, and music teachers.

By communicating with kindergarten staff, parents can better understand the characteristics of their children related to their age and psychology. They also acquire knowledge about modern approaches to raising children and teaching them some practical activities.

This can significantly improve the educational culture of the family. This changes the parents' perspective on raising a child at home.

Experience of preschool educational institutions in organizing joint leisure activities with families of pupils

Municipal budgetary preschool educational institution kindergarten "Malysh" Zernogradsky district

Subject:

Experience of preschool educational institutions in organizing joint leisure activities with families of pupils

(heard on 04/05/2017 at the regional seminar of music directors)

Compiled by V.V. Nalivnova, music director

Art. Mechetinskaya

2017

“Children are happiness created by our work.

Classes and meetings with children, of course, require mental strength,

time, labor.

But we are happy when our children are happy,

when their eyes are filled with joy."

V. A. Sukhomlinsky

Research by political scientists shows that Russia is experiencing a crisis of public consciousness. According to academician T. Zaslavskaya, “this is the deepest crisis,” which is expressed in the alienation of a person from the means of labor, political power, culture, science, art, people from each other, from themselves and, worst of all, parents from children, children from parents. The closest and dearest people do not hear or understand each other. TV and computers have replaced children's warm relationships with their parents. Children do not develop the ability to empathize and sympathize. Poverty of interests and spiritual underdevelopment entail a moral deafness to the joys and sorrows of others. But it is parents and family that are the first, most important step for a little person to enter life. The outstanding musician and teacher G. Neuhaus said: “Good parents are more important than good teachers.” It is the parents who lay the foundations of the child’s worldview, morality, and aesthetic tastes.

In accordance with the Law of the Russian Federation “On Education”, Model Regulations on a Preschool Educational Institution, one of the main tasks facing a kindergarten is “interaction with the family to ensure the full development of the child’s personality.” Involving the family in the educational process helps improve the emotional well-being of children, enriches the educational experience of parents, and increases their parental and pedagogical competence. Today, all experts recognize the importance of involving parents in participating in the work of a kindergarten, but there is a certain disharmony in the actual relationship between educators and parents. Both personal and professional factors can impede the development of these relationships and prevent families from becoming active participants in the upbringing of their children. Therefore, we, teachers, must take the initiative and understand how to interact with each individual family for the benefit of the child. After all, it is through interaction and cooperation with parents that the child’s full development can be achieved. Interaction must be built on the principles of joint activities of the teacher, parents and children. At the same time, the goal of education should be the harmonious development of the child’s personality. The development of a harmoniously developed personality is not possible without the participation of parents. In modern conditions of a kindergarten, it is difficult to do without the support of parents, without their participation in the life of the group and kindergarten, therefore, when working with parents, the teacher must set the following tasks: - To develop in parents confidence in their own pedagogical capabilities, the ability to know and understand their children ; — Enrich the joint emotional experience of family members, teach interaction skills between them; In our preschool educational institution we pay a lot of attention to organizing joint activities of parents, children and teachers. For this purpose, the “Commonwealth” club was created at the preschool educational institution and has been successfully functioning for more than 10 years.

There are the following forms of interaction between the music director and the child’s family:

— Consulting parents on organizing musical

raising children in a family.

— Speeches by the music director at parent meetings

preschool educational institution with reports on musical education of children.

— Questionnaires, surveys of parents in order to identify the conditions for the child’s musical development in the family.

— Introducing parents to children's musical repertoire.

— Individual conversations with parents.

— Involving parents in performances at children's parties.

— Joint leisure time with the families of the pupils.

Leisure forms of organizing communication are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children. This group of forms includes the holding by teachers of preschool institutions of such joint holidays and leisure activities as “New Year’s Eve”, “Maslenitsa”, “Mom, Dad, I am a sports family”, “Day of Knowledge”, etc. Such evenings help create an emotional comfort between children and parents, bringing together participants in the pedagogical process. Parents can show their ingenuity and imagination in various competitions. The use of leisure forms contributes to the fact that, thanks to the establishment of a positive emotional atmosphere, parents become more open to communication, and in the future it is easier for teachers to establish contacts with them and provide pedagogical information. With the help of leisure, the two most important worlds for a child come closer together – family and kindergarten!

According to scientists, the manifestation of the first proactive actions in a child depends on the quality of the attitude of adults during preschool age. Through joint leisure activities:

— there is a unity between adults and children;

— intra-family ties are strengthened through common creativity, touching culture and art;

- communication skills, subjectivity, creativity develop,

musicality of all participants in informal communication;

— a single team is formed, whose members are interested in discussing problems and finding ways to solve them;

- informal communication helps to convey to parents the interests and experiences of the child in a playful, entertaining way, to acquaint them with what

takes place in kindergarten, make them active, like-minded people.

In our preschool educational institution, holiday meetings have become traditional, bright, useful and exciting. We have a tradition of annually celebrating family holidays “Mother’s Day”, “Broad Maslenitsa”, “Dad, Mom, I - a sports family”, “We are heroes”, “March 8”, “Family Day”.

The favorite holiday of both children and mothers is Mother's Day. Mothers sing, dance, and participate in various competitions with their children, which brings great pleasure. “Broad Maslenitsa” is always held brightly and cheerfully with attractions and competitions in which mothers, grandmothers, fathers and children take part. For this holiday, parents always prepare Russian folk costumes and, of course, pancakes. Such holidays remain in the memory of adults and children for a long time. Of course, we can’t do without musical and sporting events. One of these was “Dad, Mom, I am a sports family”, “We are heroes”, where children and their parents not only performed sports tasks, but also sang and danced.

Our parents also take an active part in the School Graduation Celebration, which serves as a great support for children on such an important holiday. Parents not only give parting words to their children, but also perform various musical numbers. For example, last year dads and their daughters performed a wonderful dance, which became the highlight of the holiday. And at the end of the holiday, the children and their parents sang a farewell song.

Modern life - parents who are always in a hurry, focused on making money, who want to relax in peace and quiet, have almost eliminated the opportunity for joint creativity: making crafts, needlework or relaxing together. Children are sent to clubs, but they do not find time to be with them, to find out what the children are thinking about and what they are interested in. And children do not see what knowledge, skills and abilities their parents have. The teacher’s task is to organize a joint business for children and parents. A prerequisite for organizing leisure time is for children and parents to leave the event in a good mood. When organizing leisure time with parents, you can always provide such an opportunity as jointly making a craft or completing a task that requires the development of joint tactics. With this option, parents have the opportunity to exchange experiences and learn interesting skills from each other. Parents also have the opportunity to study their child in a different environment from home. Our preschool educational institution has a tradition of holding exhibitions of handicrafts by children and their parents: “Magic Chest”, “Crazy Hands”, “Homemade”.

In November 2015, children and their parents took an active part in the regional “Creative Snowman” competition, for which they were awarded diplomas. The exhibition of works “Me and My Friends” was held in an interesting way.

The “Family Day” holiday is built on “parents-children” games, because the purpose of the meeting was: to develop the relationship between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. It’s not for nothing that the proverb says, “A child grows not from bread, but from joy.” A holiday in kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They saw that the children were proud of them, they wanted to dance, sing songs, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy.

If earlier, in order to be a socially successful person, it was enough to be a good performer, have certain knowledge and skills, now you need to be a creative and proactive person, capable of independently posing and creatively solving problems. Therefore, in order to develop the creative activity of children, as the main quality of a mature personality, we consider it necessary to organize such joint leisure time for our pupils with their parents.

Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way. But only in combination with each other do they create optimal conditions for a little person to enter the big world.

Methods of interaction with parents

The interaction of the kindergarten with parents and with the family can be carried out based on traditional and non-traditional methods of cooperation.

Traditional methods include: parent meetings, visiting the orphanage, interaction between the kindergarten and parents, with the parent committee, conducting consultations and conversations, organizing seminars, trainings and conferences, and holding round tables.

Non-traditional methods include: organizing various events, opening a website, holding mini-meetings, organizing educational games for parents, joint project activities with parents, and maintaining an oral journal.

Forms of cooperation with parents

Let's consider some of the listed forms of cooperation.

Meetings

Meetings are held for the purpose of jointly resolving issues related to education. Issues of children's health, development and education are also discussed at the meetings. If certain problems arise, these also need to be discussed at the meeting. At the same time, meetings are held in the form of an active dialogue with the parent staff. You can choose a variety of topics for the meeting, as long as they meet the expectations and interests of families.

Cooperation with the parents' committee

The committee is an association of some parents who are most active, which is created to jointly solve educational and educational problems within the kindergarten.

With their help, the interaction of the kindergarten with parents and the entire parent staff is organized. They participate in preparing the group for the new academic year, organize subscriptions to the necessary printed publications, hold various events, organize holidays and entertainment events, and hold various promotions.

Consultations with parents and conversations with them

This allows for an active exchange of thoughts with the parent staff on various issues. In this case, you can choose any current topics and directions. When planning a consultation, you need to take into account the requests of parents and try to cover as many aspects of raising their child as possible.

Visiting families' homes

This will allow you to get to know each child better and understand how they live at home.

It is very important to carefully consider each visit. With casual communication, you can find out a lot of information about the child, understand what interests and hobbies he has.

Conference organization

Conferences are held to develop the pedagogical awareness of parents. A variety of topics can be discussed.

Moreover, during the conference it is possible to involve not only parents, but also various public organizations. During the conference, representatives of medicine, police, employees of the education department and other specialists related to preschoolers may speak.

Interaction of kindergarten with parents - Organization of educational games for parents

Games can be devoted to a variety of topics and directions. For example, you can talk about how to travel with your children. Also discuss how to organize walks, how to spend weekends, how to cook and other topics.

You can also conduct games that allow you to master some pedagogical techniques. This allows you to gain knowledge about the proper upbringing of children in an interesting way and practice some models of action.

Also, such game situations will allow parents to analyze their own situations in the family and find the most suitable solution for them. Various specialists and teachers can help them with this.

Organization of the presentation

Presentation is a method of interaction with parents that has emerged quite recently. The activities of the children's institution need to be well advertised. Parents should know the charter of the organization, the program that is applied on the territory of the kindergarten. They must be familiar with the team, with the working specialists.

During the presentation, parents receive the information they need about how work is carried out with their children, what additional services the kindergarten offers.

Interaction of kindergarten with parents - Organization of days of good deeds

This form of cooperation can help develop a warm relationship with each parent. Parents can help organize space, repair furniture, get toys in good condition, bring new clothes for dolls, or sew costumes for upcoming events.

You can also involve parents in landscaping the area around the kindergarten and ask them to help with cosmetic repairs. Some parents may bring sand to sandboxes. There are many good deeds that parents can do for the kindergarten their child attends.

The holding of trainings

During trainings, you can arrange game tasks that allow you to evaluate different methods of interaction with the child. During game training, parents better learn to communicate with their children and learn new information about their upbringing.

Organization of joint activities

Any joint work during which parents not only receive results, but are active participants in the process. Naturally, the organized activities should be related to the upbringing of their children.

Organization of open days

During these days, parents should have the opportunity to become familiar with the methods of working with children. They get to know better the style of communication between teachers and children, and they themselves become involved in the group life of their children.

At the same time, you can let in not only fathers and mothers, but also grandparents, as well as other family members. They should be able to visit all the premises and get to know better the conditions in which their child has spent most of his life.

Organization of mini-meetings

For mini-meetings, you need to find one interesting family and study their experience of raising a child at home. Next, this family should invite two or three other families who have the same principles of education at home. The result is a small campaign that discusses relevant and interesting topics.

Trust mail organization

This is a fairly new method of interaction with parents, with the help of which you can develop a trusting relationship between parents and kindergarten staff. Parents can talk about their problems related to parenting and receive counseling in this matter.

Creation of an institution website

Today, parents' need for information about raising children is growing sharply. Changing living conditions encourage parents to seek up-to-date information about teaching culture. They should be aware of everything that happens on the territory of the kindergarten where their child goes.

Therefore, a lot of useful information can be placed on the site: this can be various sections with information about the garden, adopted regulations, achievements of the organization, information about the current team and the responsibilities of various specialists, you can talk about events held on the territory of the garden.

You can also post various consulting materials. On the same site you can post news, presentations and photographs.

Another area of ​​cooperation with parents is visual information. You can organize a special parent corner where parents can bring their family photos.

Also various wall newspapers, newsletters, advertisements. Here you can organize an exhibition of children's creativity and a place where parents can write their proposals for the work of the kindergarten.

Interaction between children and parents in a festive space

Bibliographic description:

Grishina, I.V. Interaction of children and parents in the festive space / I.V. Grishina. — Text: immediate // Education: past, present and future: materials of the VI International. scientific conf. (Krasnodar, May 2022). — Krasnodar: Novation, 2019. — pp. 9-11. — URL: https://moluch.ru/conf/ped/archive/330/15049/ (access date: 01/19/2022).


Family and preschool institutions 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. Involving the family in the life of the kindergarten is one of the main components of the work of our preschool institution. Who are they, the parents of our students? These are people very different in education, well-being, views on the development of society, but united by one common interest - they want their child in kindergarten to feel confident and comfortable, to be happy and to develop successfully. Therefore, our task is to create opportunities for success for every child every day.

I would like to touch on one aspect of cooperation with parents, namely, their participation in the preparation and organization of children's parties.

I start communicating with parents by conveying to them a positive image of the child, which is the basis of a trusting and business contact with them, in which I emphasize the positive personality traits of the child, his successes in musical activity, which manifested themselves during classes. Usually, based on the achieved trust, parents have a need to share information about the creative manifestations of their children at home.

Holidays are a special, favorite part of our common life. Combining the efforts of parents and teachers is, perhaps, the thread that permeates the focus of the work on their preparation.

Experience shows that one of the most effective means of education is the child’s direct communication with parents and grandparents, implemented in festive and playful activities. Therefore, preliminary work on preparing and holding holidays requires the maximum activity of parents, taking into account their suggestions and capabilities, which, as practice shows, enriches both teachers and parents with the experience of creativity and cooperation, allows our mothers and fathers to reveal their creative potential, learn to do what what they could not do before, unites parents and children in creative cooperation. This approach eliminates alienation, instills confidence, and solves many problems.

On the eve of the holidays, I am developing recommendations for parents for playing music at home. For example, using the materials in the “Sing with Us” section, our families learn what songs children sing in class and study them themselves in order to perform them with their child at the holiday. I also inform parents about what traditions the upcoming celebration has, and how it is more interesting to organize a family holiday in joint activities with children. And in the kindergarten newspaper “Family Album”, parents share their experiences on the topic “Our family holidays”.

It is known that the topic of home leisure is always relevant, and not everyone can afford modern toys, so it was decided to introduce parents at family master classes to what wonderful toys and attributes for a home theater and orchestra can be made independently from available materials. The result exceeded all expectations. Our families discovered a lot of useful and interesting things, and creatively approached the production of noise instruments and theatrical puppets from waste material. The exhibition of their works delighted children, parents, and kindergarten staff for a long time.

As a result, at holidays the voices of instruments created by parents are now heard, theatrical dolls “come to life”, home orchestras and theaters have also appeared, which is very important for the development of children in independent activities. The example of parents contributed to the development of creative, search activity, and independence of children.

Discussing issues related to preparing for the holiday at parent meetings, our mothers and fathers and I exchange ideas, practical advice about the upcoming holiday, and develop a plan of joint action.

I know from experience that there will always be parents who will gladly respond to an offer to participate in a children's party, playing the role of a fairy-tale character.

For example, Ilyusha’s mother surprised everyone with her artistry, reincarnating at the “Magic Staff” festival as a cheerful rogue - the clown Kiryusha, and timid Ilyusha relaxed next to his mother and forgot about his fears and shyness. Anya’s mother, playing the role of the Snow Maiden at the “Bell of Goodness” holiday, realized her childhood dream and brought a lot of joy to the children with her sincere, emotional performance. And with what pride and admiration the children of the “Romashka” preparatory group looked at their fathers and mothers when their parents appeared at the holiday dedicated to the “Day of Knowledge” as forest school students.

For less active adults, I find quiet roles. For example, “keepers of magic crystals or surprise candies.” The parents of my pupils with interest played the roles of “sound producers”, “light designers”, “theater decorators” at festive performances, when during the performance they imitated the sound of rain, the sound of the sea surf, the howl of the wind, used electric flashlights to depict the “shine of semi-precious stones”, and lifted fabrics with scenery of a forest or snowy meadow at the sign of the presenter.

Experience suggests: to create an atmosphere of ease and mutual communication, an important condition is to involve parents in participating in the holiday as performers of songs, dances and in co-creation with children.

Before the holidays, in conversations with parents, I encourage them to engage in joint activities with their children: playing instruments, singing songs, dancing, participating in games and fun. I explain how important such interaction is for our guys at the holiday. Initially, some parents were embarrassed, but gradually, observing the confident actions of their children, the delight and happiness that overwhelm their kids when they play music, dance, play together, they became liberated, freed from doubts, fear and uncertainty.

To ensure that everyone can sing at the celebration, the words of the songs that children have learned in class are given to children along with their invitations or shown on presentation slides. In order to bring children and parents closer together through collective singing, I practice including in the repertoire songs that children like and parents are familiar with from childhood (for example, songs by V. Shainsky, E. Krylatov, B. Savelyev).

Musical instruments sometimes play the role of an “invitation guide” to a festive performance, so that parents have the opportunity to actively play music at the holiday with their kids. It also happens that during the celebration, children, having played in the orchestra, hand over their instruments to their mothers and fathers.

Joint music playing of children and parents at the holiday gives special pleasure to children, evokes positive emotions in all participants, brings children and parents closer together, and creates a warm atmosphere of mutual communication.

When the parents' orchestra plays music, the children sing more cheerfully, and they want to express themselves in dancing when they are accompanied by their mothers and fathers. Children feel that they are loved and that their parents are trying to help them.

Thus, one of the holidays that inspired the children was the concert “Musical Surprises for the Most Loved Ones.” Before the festive performance, in the preparation of the program of which the children took an active part, they, while still in the group, presented their parents with “flower crackers” as invitations to the concert, and at the holiday itself they played the instruments that their mothers had chosen for them from the “musical chest”, which was a surprise for children and adults. The children happily and proudly demonstrated to their mothers the sound of the instruments they had chosen in the orchestra. And to the accompaniment of adults, the children performed the “Circle Dance” more cheerfully than usual. Unexpectedly, the combined orchestra of children and parents began to play in unison during the performance of “Ditties with Secrets,” when the parents, picking up the rhythm set by the children, actively became involved in playing music. After the holiday, the children lived with their impressions of it for a long time, remembered and repeated their favorite performances independently in the group.

Observations indicate that children become more active, feeling the direct support of adults, and overcome shyness and embarrassment. How happy every child is when his parents dance and play next to him, helping him not to get confused, to be confident and calm.

There is another great value in holidays that are built on the interaction of children and parents: they allow adults to finish out their childhood, to become equal to the child in the game, which is important for understanding children, and therefore, ultimately, for the successful process of education.

Experience shows that very often in the process of preparing a holiday or already at the holiday itself, amazing discoveries occur: an adult suddenly realizes that his child is talented, a child discovers the talents of his own parents.

Conversations with children and parents after the holidays allow us to conclude: the participation of parents in preliminary preparation and in the festive action itself gives children a feeling of joy and pride in them; for adults, festive events are a kind of school where they, while playing, learn to communicate with children.

Joint work with teachers and parents yielded positive results, children became more active, feeling the direct support of adults, and creative teams formed. The holiday creates an atmosphere of unity between children and adults, trust in each other, which greatly contributes to the successful development of the child, his emotional and volitional sphere, and joyful entry into the world of music.

Some parents, participants in a sociological mini-study, say that their child enjoys attending kindergarten mainly because of the large number of holidays.

All parents noted that holidays for preschoolers are necessary. To the question, what do the parents of our students expect from the holidays? Many parents answered: “Fun and joy, good mood, surprises, gifts, joint participation in games, competitions with your child.”

Our life should not be boring and stagnant. We achieve success only when we try and act. Practice shows that joint informal activities of children and adults in a festive space provide a real opportunity for every child to experience a wonderful feeling of success.

Literature:

1. Zatsepina M. B. Organization of cultural and leisure activities for preschool children. Educational and methodological manual.-M.: Pedagogical Society of Russia, 2004.-144p.
2. Kotova E.V. In the world of friends: Program for the emotional and personal development of children. - M.: TC Sfera, 2007.-80 with Savina - Krainova A.P. “Secrets of beautiful singing” Moscow 2011.
3. Kulikovskaya M. E. Technology of an integrated holiday. - Rostov-n-D: Uchitel Publishing House, 2003.-128 p.
4. A practical guide for psychologists, teachers and parents. - M.: Publishing House GNOM and D, 2002.-160 p. (To help the psychologist.)

Key terms
(automatically generated)
: child, parent, holiday, kindergarten, mother, mutual communication, adult, direct adult support, holiday performance, the holiday itself.

Interaction of kindergarten with parents - Visual information models

Let us discuss in more detail some visual and information models.

Parents Corner

You can put various information for parents here. This could be the group’s daily routine, information about educational events, and a menu for each child. Here parents can find useful tips and various reference information.

Folders

In these folders you can use material on a variety of topics. The main thing is to choose it so that it is relevant due to the current lexical topic.

Organization of stands

The stands display a variety of material that is useful and interesting for children. For example, you can dedicate a stand to traffic, or fires, or parents of children. You can also post children's creative works here.

Photo albums

They contain photographs brought by children or their parents. This way you can get to know the family hearth of each child. This allows children to show love and respect for their home and their family. Children keep albums of family photos in their cabinets or shelves in the bedroom or group.

Wall newspapers

This is a fairly old and effective method of organizing visual interaction with parents. It allows you to attract the attention of parents to the life of the kindergarten. You can place information about interesting events on wall newspapers.

Children can also share their family life: creatively depict their holidays, their relatives, and interesting joint events.

Posters

They allow you to display useful and relevant information in a visually interesting form. For example, about poisonous mushrooms and berries. About sports and health. About road safety, etc.

Exhibitions

Thanks to exhibitions, it is possible to demonstrate to parents the achievements of their children in mastering the kindergarten program.

Printed handouts or brochures

This makes it possible to provide parents with information about the concept of the institution. Memos can describe useful tips for parents. For example, how to raise children. Or how to protect them from colds. Or what to do when you are sick. Or how to prepare your child for school.

Long-term plan for working with parents of children 5-6 years old

To create an atmosphere of mutual understanding between parents (legal representatives) of students and teachers of MBDOU, the commonality of their interests, and emotional mutual support. Characteristics of parents of pupils attending kindergarten:

The first group is parents who are building their careers, who have a full-time job, some of them have irregular working hours, and are very busy at work, both mother and father. For these parents, kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, and organization of interesting leisure time. Due to their busy schedule, this parent group is unlikely to be able to actively attend consultations, seminars, and trainings. But with the correct organization of interaction, they will happily prepare a family project for a competition at home with their child, select photographs for the exhibition, and take part in pre-announced events at a time convenient for them, for example, fun starts or a cleanup event.

The second group consists of parents with convenient work schedules and non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of full communication, games with peers, development and learning. The task of teachers is to prevent this parent group from remaining in the position of a passive observer, to activate their pedagogical skills, and to involve them in the work of the kindergarten.

The third group is families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills for behavior in a team, maintaining the correct daily routine, learning and development. The teacher’s task is to select energetic mothers from this parent group who will become members of parent committees and active assistants to educators. The teacher must rely on this parent group in preparing parent meetings, holding holidays, competitions, exhibitions, etc.

The main directions of organizing joint work between educational institutions and parents (legal representatives):

Studying parental opinions, needs, requests regarding the quality of educational services provided by an educational organization: surveys, expert assessments, sociological surveys, monitoring, etc.

Psychological and pedagogical education of parents (legal representatives): increasing pedagogical and psychological literacy; familiarity with the conceptual foundations of the construction of the Federal State Educational Standard for Educational Education and software and methodological kits implemented in the educational organization.

Improving the legal culture of parents (legal representatives): studying regulatory documents, providing assistance in the competent application of existing documents in practice.

Formation of healthy lifestyle values ​​in the family: promotion of a healthy lifestyle; prevention of bad habits and inclinations, identification of negative risk factors for children’s health; formation of a positive attitude towards physical culture and sports.

Management of an educational organization, educational process: participation in the work of councils at various levels (manager, trustee; parent committee, clubs, associations); participation in the design of the main educational program of an educational organization; material and technical support of the educational process.

Organization of cultural, leisure, educational, research, project activities of students: mass events with parents (legal representatives), organization of joint socially significant activities and leisure of parents and students, holding open events for parents (legal representatives), participation in the preparation of joint projects.

Forms of interaction between educational institution and family:

Information and analytical forms: questionnaire, survey, interview, conversation.

Educational forms: workshop, lecture, discussions, round table, debate, conference, general meeting, question and answer evenings, parent evenings, parent readings, parent training, pedagogical conversation, family living room, club for parents, days of good deeds, open days , orientation days, occasional visits, business games.

Leisure forms: holidays, matinees, events. Exhibitions of works by parents and children, family opening days, joint hikes and excursions.

Written forms: weekly notes, informal notes, personal notebooks, diaries, folders, written reports on the child's development.

Visual information forms: informational and informational and educational.

Expected results:

increasing parental competence in matters of successful upbringing and development of their child;

awareness by parents of the significance of their teaching activities, updating the position of parents, which can influence the formation of the personality of a preschool-age child;

combining the interests of families and preschool educational institutions in matters of education, upbringing and development of preschool children;

improving the pedagogical culture of parents and educators; increased attendance by parents and other family members involved in raising a child at pedagogical education events;

expression by parents of a reasoned opinion about the development of the child in kindergarten, the presence of constructive proposals to teachers and administration of the preschool educational institution.

Working with parents

Long-term plan for working with parents in the senior group

for …………………….. academic year

Leisure organization

Another area of ​​work with parents is organizing leisure time.

Holiday Events

Allows children, parents and teaching staff to have fun.

Collaborative theater

Children are preparing a theatrical performance. Parents help them learn words, sew costumes for them and create beautiful decorations. Children really enjoy these events. They usually get a lot of impressions and feel joy from their own and others’ successes.

Exhibition of family values

Children can bring different materials for the exhibition. For example, old toys that have been preserved from moms and dads, beautiful old postcards and much more that has been preserved in the family from old times.

Child-parent activities (notes) material on correctional pedagogy

Municipal autonomous preschool educational institution

"Kindergarten "Alenka" Sovetsky"

Summary of joint intellectual and speech leisure

for children and parents

on the topic “Journey to the Island of Knowledge”

Prepared and conducted by: Smirnova N.S., educational psychologist, MADOU d/s “Alenka”

Butenko A.S., teacher-speech therapist, MADOU d/s “Alenka”

Sovetsky

Goal: increasing the motivation and involvement of parents in the educational process

Tasks:

• expand the horizons and erudition of children;
• improve visual and auditory memory;
• develop verbal-logical and visual-figurative thinking;
• expand the capabilities of associative memory;
• awaken cognitive interest and determination;
• develop language skills, coherent speech, enrich vocabulary;
• carry out correction of psychomotor development;
• develop fine motor skills of the fingers;
• increase the volume and accuracy of movements of the organs of articulation;
• develop the ability to play collectively.

Equipment:

Musical accompaniment (melodies of the sound of the sea, children's songs). Drawings of ships, diamonds, a set of coins with letters, a chest, diagrams of men in motion (for a dynamic pause), a presentation with the game “The Fourth Wheel”, cards with a series of plot pictures, an easel, an encyclopedia.

Progress of the event:

Psychologist: Hello dear children and parents. We are very glad to see you again. Very soon our children will graduate from kindergarten and cross the threshold of school. Let's ask our children why children go to school.

(Children's answers - to become smart, to know a lot......)

Speech therapist: Today we invite you to go to the island of knowledge, but it was captured by pirates. They collected all the knowledge and put it in this chest. The chest was locked. The pirates set traps along the way with tasks on each island. By completing the task of each island correctly, you will have a valuable coin. If teams complete all tasks on each island, they will receive 5 coins. These coins will help you solve the code to the lock to open the chest.

Psychologist: Well, aren’t we afraid to go on a trip? Let's try to complete all the tasks and collect all 5 coins and find the key to the chest.

(Answers from children and parents)

Speech therapist: And for this we need to divide into teams.

Counting table: “apple, banana, potato”

So we got 3 teams. We ask the teams to take their places. And the children find their parents and sit next to them.

Psychologist: Now we can go to the island of knowledge. But how can we get there? How can you get there? On what? (by plane, on a ship, in a hot air balloon...)

Psychologist: I suggest each team go on a ship. But to do this you need to draw it dot by dot on a sheet of white paper. Come up with a name for your ship - it will be the name of your team. (Teams draw a ship to the music and write its name.)

Psychologist: Let's get to know our teams. (Each team introduces itself and names its team captain).

What a great fellow you are!!! Now we can set off on our journey to the island of knowledge.....

Speech therapist: Island task No. 1. “Objects with the sound P”

Objects with the sound P are stored on this island. Find and determine where the sound P is at the beginning, middle or end. (Teams answer in order). Whose team completes the task faster - emits a signal (knocks on a tambourine). After completing the task, coins are awarded to each team.

Psychologist: Island task No. 2 “Whychek Island.”

On this island there live little people who ask a lot of questions. We need to answer the why questions.

1. Why do birds fly south?
2. Why is it dark at night?
3. Why is it hot in summer?
4. Why does a bear sleep in winter?
5. Why is the hare white in winter?
6. Why can't you play with a ball at home?
7. Why is there smoke coming from the chimney?
8. Why are there windows in the house?
9. Why do leaves appear on trees in spring?
10. Why does a giraffe have a long neck?
11. Why does a kangaroo have such a powerful tail?
12. Why do birds and fish have a tail?
13. Why does an elephant have a long trunk instead of a nose?

Psychologist: Get the coins you deserve. And we go further to island number 3

Speech therapist: Island task No. 3 “Island of erased letters”

On this island it often rains heavily, so the letters are washed away by water. You need to try and guess what letters could be written and add them.

Whose team completes the task faster - emits a signal (knocks on a tambourine).

(Teams receive their pirate coins for the correct answer.)

Dynamic pause

Psychologist: While there is no rain on the island, we invite you to relax and dance.

(Children and parents go to the center of the hall. Cheerful music plays; everyone performs movements according to schematic cards.)

Speech therapist: Well, let's go further! Well, now we have reached the next island number 4.

Psychologist: Island task No. 4 for captains “Island of Explainers”

On this island, tasks are only for captains. Captains, you need to determine which item is superfluous and explain why. Whoever is ready to answer knocks on the tambourine.

(presentation of the game “The Fourth Wheel”)

And now questions for parents:

1. How many ears do two mice have? (4)
2. What does a hedgehog do in winter? (sleeping)
3. You, me and you and me. How many of us are there in total? (2)
4. A blind animal living underground? (mole)
5. How many tails do 4 cats have? (4)
6. How many people pulled the turnip? (3 people and the rest animals)
7. Why does a cat run and not fly? (no wings)
8. Stinging grass? (nettle)
9. What stone can't you find on the seabed? (dry)
10. What can't you bake bread without? (without crust)
11. Donut center? (hole)
12. In what soil are cabbages sown? (sow cabbage seeds, not cabbage)
13. How can you bring water in a sieve? (to freeze)
14. What kind of utensils should you not eat from? (from empty)
15. What never comes back? (time)
16. What can you hear but never see? (echo)

Great. Here are your coins. Well, let's sail to island number 5.

Speech therapist: Island task No. 5 “Island of Tangled Stories”

On this island there are intricate stories that need to be determined what happened first and what came next. How the story began and how it ended. Come up with an interesting and suitable title for your story so that there is no more confusion. The team captain determines who has the best ability to tell the story without mistakes.

Each team is given a series of story pictures. The team gives a signal when ready.

The player goes to the easel and arranges the pictures in order. Then he gives the name of the story and tells it. After this competition, the pirate distributes coins to the teams.

We sail to the last island.

Psychologist: So we sailed to the Island of Knowledge. Here is the chest. You have earned 5 coins. Letters are printed on the reverse side. They are a hint. Children, what can you assemble from letters? (word). Try, by rearranging the coins with letters, to form a word that will be the code for the lock.

Speech therapist: What word did you come up with?

(Children are a book!)

(Open chest)

Speech therapist: Why did the pirates hide the book? (book-source of knowledge). This book is now yours.

Psychologist: You are all great! Thanks for the exciting journey. Goodbye!

(children and parents leave the hall to the music).