Goals and objectives of joint work between teachers and parents
Olga Rogacheva
Goals and objectives of joint work between teachers and parents
Multifunctional manual for parents and teachers “The Most…”
Goals and objectives of joint work between teachers and parents
Raising a child is not limited to the educational institution; the family plays a vital role in how the child develops, his health and emotional well-being. Therefore, the work of teachers with children must necessarily be built in close contact with parents . In essence, this is constant work with parents .
This work with parents will be effective if teachers and parents proceed from agreed views on the goals , means and methods of education, share concern for the emotional well-being of the child and his successful development, and adhere to a common approach in organizing the daily routine, nutrition, hygiene and health procedures. Therefore, parents and educators must become like-minded partners.
To achieve this goal , employees of a child care institution must create the necessary conditions.
Firstly, a children's educational institution must be completely open to the family, both in terms of information and in terms of the direct participation of the family in the educational process. Parents should be aware of the educational services provided in the children's institution, the conditions of the child's stay in the kindergarten, and the features of the educational programs being implemented.
Secondly, employees of a child care institution, in turn, must have an idea of the parents’ , the child’s living conditions in the family, his individual characteristics and create opportunities to obtain such information.
Thirdly, teachers must conduct special work with parents aimed at forming partnerships and attracting families to cooperation. To do this, it is necessary:
establishing trusting relationships between teachers and family members ;
establishing feedback between teachers and parents ;
popularization of modern ideas about child development and education methods;
introduction and development of various organizational forms of cooperation between a child care institution and a family ( parent meetings , family clubs, clubs, joint holidays , trainings, etc.).
The goal of the joint work of teachers and parents is to ensure continuity in the upbringing of the child in the child care institution and in the family.
Relevance:
We are currently faced with the acute question of the problems of parents and children . One of these problems is the family crisis.
Therefore, it is necessary to “return”
parents to the family , help them realize their parental duty to their children , and overcome parental laziness ; uncertainty, to see your parental capabilities .
Every year we have more and more “problem children”
“at-risk”
families .
Teachers find it difficult to communicate and interact with parents . Traditional forms of work - parent meetings, etc. etc., did not justify themselves. Attendance became less and less. Therefore, we need to look for new forms and fill them with pedagogically effective content .
The family has the main social function - raising children; it has been and remains a vital environment for the preservation and transmission of social and cultural values, a determining factor in the formation of the child’s personality. I propose the following form of work with parents - this is a multifunctional manual “The Most…”
.
Target:
Build genuine trust and partnership with the family based on a dialogical strategy of cooperation between teachers and parents . In this regard, to increase the effectiveness of the positive educational influence of the kindergarten on the family, including the problematic one.
Main goals :
Ensuring the physical, mental health, intellectual, aesthetic development of children.
Involving parents in the educational process, developing a competent pedagogical position in relation to their own child.
Raising the professional level of teachers , promoting development and aimed at nurturing a free, creative, successful personality, capable of independent actions and non-standard decisions.
Improving the development environment, creating a creative environment. Medical, psychological, pedagogical support for each child.
Teaching constructive ways of communication to each participant in pedagogical interaction .
Options for using the guide “The Most”
:
“My child is the most…”
Each
parent (other relatives can join)
and a questionnaire.
The goal of the psychologist: to study the range of everyday and educational problems, collect information about the educational position of parents , about the requests of parents .
The goal of the speech therapist : to identify the degree of readiness of parents to cooperate , to determine the level of parental motivation in relation to cooperation with a speech therapist, and also to study child-parent relationships and the intra-family climate.
The purpose of the educator: Analysis of the data obtained and compilation of a database for drawing up a plan for interaction between teachers and parents for the current year .
“My mother is the most…”
Writing children's stories about their mother.
The goal of the psychologist is to determine methods of educational influence; identifying the characteristics of intra-family relationships; identifying parents who violate the rights of the child. To provide parents with timely assistance on this or that issue of education, to help achieve a common point of view on these issues.
Goal of the speech therapist : Determine the role of all family members in raising the child
The purpose of the educator: Analysis of the data obtained and compilation of a database for drawing up a plan for interaction between teachers and parents for the current year .
“My dad is the most…”
Compiling children's stories about dad.
The goal of the psychologist is to determine methods of educational influence; identifying the characteristics of intra-family relationships; identifying parents who violate the rights of the child. To provide parents with timely assistance on this or that issue of education, to help achieve a common point of view on these issues.
The goal of the speech therapist : To determine the role of all family members in raising the child.
The purpose of the educator: Analysis of the data obtained and compilation of a database for drawing up a plan for interaction between teachers and parents for the current year .
“My family is the most…”
Compiling children's stories about the family.
The goal of the psychologist is to determine methods of educational influence; identifying the characteristics of intra-family relationships; identifying parents who violate the rights of the child. To provide parents with timely assistance on this or that issue of education, to help achieve a common point of view on these issues.
The goal of the speech therapist : To determine the role of all family members in raising a child and the type of family education. Assess the position taken by parents in relation to the child.
The purpose of the educator: Analysis of the data obtained and compilation of a database for drawing up a plan for interaction between teachers and parents for the current year . Determine the degree of consistency of requirements for a child regarding upbringing in a family. Involving parents in the educational process.
“Nobody knows that I...”
Parents write about their hobbies, interests, what help they can provide to the kindergarten (hobby of studying the world of animals and plants, floristry, painting, passion for poetry and sports, sewing, knitting, etc.)
The goal of the teachers : promote the establishment of trusting relationships between parents and teachers . Find out more about hobbies and family opportunities.
"The most famous people of the family"
.
Parents share about the most famous and famous people in their family.
"Family traditions"
.
Parents describe or talk about their family traditions.
"Family Book of Records"
.
Parents share their family's successes, records and achievements in various fields of activity.
“The longest-living family member”
(toy, book, figurine, dishes, etc.)
Goal: to instill pride in your family and achievements.
You can arrange an exhibition of “long-livers”
in a group, each
parent will be able to talk about a particular subject.
"Mail"
.
Before the meeting, the teacher writes a “letter”
: a wish for education, a recommendation, gratitude, good advice.
The parent, if desired, can respond, express his wishes and requests. Invite parents to write a letter . Such headings make it possible to make parent meetings unusual and will increase the rating of parent meetings . A meaningful, non-standard parent meeting can revolutionize the minds of mothers and fathers, awakening in them enormous educational potential and a desire to help their child.
"My favorite toy..."
Compiling children's stories about their favorite toy.
The goal of the speech therapist : To conduct an examination of the speech development of children at the beginning of the school year. Determine the effectiveness of work on the speech development of children over the previous year, i.e., the dynamics of speech development over the year. Consolidating knowledge on the lexical topic “Toys”
.
“My friend is the most…”
Compiling children's stories about a friend.
The goal of the psychologist is to diagnose children’s relationships with each other. Organize direct work on teaching methods of correct communication and response.
The goal of the speech therapist : To develop children’s coherent monologue speech and the ability to express their thoughts on a topic.
The teacher’s goal: to draw conclusions about the real situation of the child among his peers, to identify the most prosperous and most disadvantaged children, to outline the characteristics of each child, to identify cases of unsuccessful or incompletely developed relationships for any child. Consider a work to change children’s low self-esteem.
“My most desired gift”
(for the New Year, for a birthday)
The purpose of the teachers : to help parents choose gifts for their children. Consult parents about the benefits of educational games and toys.
List of options for using the multifunctional manual “The Most”
I could go on and on – these are:
“My favorite animal”
,
“My favorite game”
,
“My favorite activity”
,
“My street is the most...”
,
“My child’s favorite dish”
,
“The most affectionate word from mom, dad, grandma, grandpa”
.
Conclusion: I believe that the created and implemented system of working with parents can be considered effective, since the interaction between the family and the kindergarten in the upbringing and development of the child is quite successful.
Organization of work with parents in kindergarten
Glazunova Svetlana
Organization of work with parents in kindergarten
In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents from solving issues of upbringing and personal development of the child has increased. Parents , not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results.
In Article 18 of the Law of the Russian Federation “On Education”
It says: “
Parents are the first teachers.
They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.” Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, and patience to hear and understand each other.
Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child’s nutrition; they believe that kindergarten is a place where they only look after their children while parents are at work . And we, teachers, very often experience great difficulties in communicating with parents for this reason .
How difficult it can be to reach moms and dads!
How difficult it is sometimes to explain to parents that a child must not only be fed and dressed beautifully, but also communicate with him, teach him to think and reflect.
How to change this situation? How to interest parents in working together ? How to make parents participants in the educational process?
Therefore, having recruited a group of kids, I began to work on the problem of interaction between kindergarten and family on the topic “ Organization of work with parents in a modern kindergarten .”
Work to involve parents in the joint activities of the preschool educational institution was carried out in four directions.
Informational and analytical. In order to study the family, clarify the educational needs of parents , establish contact with its members, to coordinate educational influences on the child, I began work with a survey “Cooperation between kindergarten and family ”
.
Having received the real picture, based on the collected data, I analyzed the features of the structure of family ties of each child, the specifics of the family and family education of the preschooler, and developed the tactics of my communication with each parent .
This helped me better understand the pedagogical needs of each family and take into account its individual characteristics. I developed a criterion for myself , which I called the “involvement”
of parents in the educational process. At first, this criterion reflected quantitative indicators of the presence of parents at group events: attendance at parent meetings and consultations; the presence of parents at children's parties , the participation of parents in the preparation and conduct of excursions and thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the "Open Day"
;
assistance from parents in equipping the pedagogical process.
Later, I identified qualitative indicators for myself: initiative, responsibility, parents’ towards the products of joint activities of children and adults.
This analysis made it possible to identify three groups of parents .
Parents are leaders who know how and enjoy participating in the educational process and see the value of any work of a child care institution .
Parents are performers who take part subject to significant motivation.
Parents are critical observers. A change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families: active participants in the educational process, interested in the success of their children; interested, but wanting to solve problems with the help of specialists; indifferent, living by the principle “I was raised the same way”
.
I had the opportunity to have a differentiated approach to parents during joint events.
The cognitive direction is to enrich parents with knowledge in matters of raising preschool children.
In our kindergarten, all conditions have been created for organizing a unified space for the development and upbringing of a child. The joint work of pre-school specialists (speech therapist, teacher-psychologist, activity teacher, physical education instructor, senior nurse) in implementing the educational program provides pedagogical support for the family at all stages of preschool childhood , making parents truly equally responsible participants in the educational process.
Based on the goals of the entire institution, I formulated mine as follows:
1. Creating conditions for a favorable climate of interaction with parents .
2. Establishing trust and partnership with parents .
3. Involving the family in a single educational space.
To coordinate the work of the kindergarten and parents, I set myself the need to solve the following tasks:
1. Activate and enrich the educational skills of parents .
2. Work closely with the families of your students.
For this purpose, I used active forms and methods of working with parents : general and group parent meetings ; consultations; classes with the participation of parents ; exhibitions of children's works made together with their parents ; Days of communication; Days of good deeds; participation of parents in the preparation and conduct of holidays and leisure activities; joint creation of a subject-development environment; work with the parent committee of the group ; trainings; parents' living rooms ; Trust mail; family vernissage.
As a result, the level of educational activities of parents , which contributed to the development of their creative initiative.
Knowing how important the atmosphere of friendly relations between teacher and parents , the first parent meeting “Let’s get to know each other”
I spent it in an unconventional way. I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation.
I selected the music, prepared invitation cards, and tried to create an atmosphere of kindness, comfort and warmth in the group. It began with a greeting and gratitude to send the child to our kindergarten . Game "Let's get to know each other and be friends"
, brought the adults together
(everyone stood in a circle and told a little about themselves)
.
At first everyone was embarrassed, but this feeling quickly gave way to joy and interest. A minute of getting to know each other helped relieve tension, because parents sitting at the same table more than once during the meeting needed to discuss a situation or issue together.
Soft lighting, musical accompaniment, and a friendly tone of narration contributed to the creation of a trusting atmosphere and helped parents talk openly about problems.
For meetings, I prepare an exhibition of children's works or a photo stand , where I use photographs from family albums and the life of the group. At every meeting I express my gratitude to the parents who pay a lot of attention to their children and help in working . It was very nice to see the happy eyes of parents when they were presented with certificates or thanks.
Parents became active participants in all activities in the group, indispensable helpers, and learned to interact with each other as play partners.
Joint events brought me and my parents , parents and children , and made family friends. An atmosphere of goodwill became characteristic of other common activities in the group. Many parents have discovered hidden talents that they were unaware of until they had to draw themselves.
Specialists were invited to the meeting: school teachers, speech therapist, educational psychologist. If at the beginning of the meeting there was some tension, a feeling of uncertainty, anxiety, then by the end of the meeting there was cheerfulness, mutual sympathy, emotional openness and interest in each other.
The form of work through parent corners is traditional. In order for it to be effective and help me to activate my parents, I use the headings: “What and how to keep a child occupied at home”
,
“They asked - we answer”
,
“Children say”
,
“Snub noses”
,
“Grow up”
,
Thank you”,
“ This is interesting”
,
“Let’s play”
,
“With all my heart”
,
“Pay attention”
, in which we include practical material that makes it possible to understand what a child does in
kindergarten , specific games that can be played, tips, tasks.
The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. The visual information direction makes it possible to convey any information parents parental duties and responsibilities.
The leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize . This is explained by the fact that any joint event allows parents to: see their child’s problems, difficulties in relationships from the inside; test different approaches; see how others do it, that is, gain experience interacting not only with your child, but also with the parent community as a whole.
The group held: Mother's Day
,
“Come on, grandmas”
,
“Birthday”
,
“My best family”
, entertainment
“Family gatherings”
,
“April Fool’s Day”
,
“All professions are needed, all professions are important”
(meeting with an interesting person, sports activities
“Family - healthy lifestyle”
,
“Growing Up Day”
, vernissage
“In the world of feelings and emotions”
,
“Our daughters and sons”
, joint projects
“My Pedigree”
, - publication of family newspapers
“I am with my grandmother”
,
“We relax with the whole family”
, birthday celebrations (monthly, exhibitions of family collections, relics
“From Grandma’s Chest”
,
“That’s the Outfit”
, joint trips
“Into the World of Beauty”
, excursions
“We are friends of nature”
,
“Let’s protect our nature”
.
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.
Now it’s a tradition in our group to annually celebrate family holidays “It’s fun to walk together”
,
“We are a happy family”
,
“Holiday of grandparents”
.
Close contact between a child and older family members emotionally enriches family ties, strengthens family traditions, and establishes continuity between generations.
Holiday "Birthday"
for children in the group we celebrate monthly.
Children look forward to this holiday with great impatience: for them it is always an expectation of a miracle, an anticipation of joy. Both children and adults can create small miracles on this day. Your child’s holiday can become a holiday for other children, but adults should take care of this.
Parents prepare a story about the child, bring photographs, and try to show something interesting from the life of the whole family. Together we prepare games, competitions for the whole group, decorate cabinets, beds, and chairs for birthday people.
Children love and look forward to this holiday, they know that they will definitely be congratulated, and they will take with them not only gifts, but a lot of unforgettable impressions.
As a result, children learned to interact with each other as play partners, the group team became more united, and an atmosphere of common interests was created; they became more attentive to each other, friendly, learned a polite form of communication, and developed aesthetic taste.
The participation of families in competitions for the best drawing, napkin, or craft made from natural materials not only enriches family leisure time, but also unites children and adults in common activities.
In modern conditions of kindergarten it is difficult to do without the support of parents . That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us make a magnetic board, manuals for literacy and math classes, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate a duty corner, a nature corner, and an emotional corner. With the help of parents , the group is designed so that every corner is used for the development of children: many toys, a “hospital”
,
"hair salon"
,
"shop"
. In a cozy kitchenette with a sink and gas stove, beautiful dishes, the girls simply love to cook.
Trusting relationships were gradually established in the joint activities of parents and the teacher . At events such as “Days of Good Deeds”
- repair of toys, furniture, group, assistance in creating a subject-development environment in the group, an atmosphere of peace and warm relationships between me and my
parents .
Together we strived to make the children in the group feel good and comfortable. Depending on the work , we jointly drew up a schedule of parental , discussed each event, and solved problems.
Thanks to this, all activities were carried out with great enthusiasm, since during their implementation everyone contributed grains of their labor, skill, and creativity.
The result is a cozy renovated group and bedroom with beautiful curtains and colorful walls, because any work is effective when it is properly organized .
The upbringing and development of a child is impossible without the participation of parents . In order for them to become teacher assistants and develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, helping in everything, being patient and delicate and then everything will work out.
Today we can say that I have developed a certain system in working with parents . The use of various forms of work has yielded certain results: parents from the “spectators”
and
“observers”
became active participants in meetings and assistants to the teacher, an atmosphere of mutual respect was created.
Organizing interaction with the family is difficult work , which does not have ready-made technologies and recipes. Its success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant in the family.
As a result of the work , the use of various forms and methods of communication with parents , the psychological and pedagogical literacy of parents ; The culture of interpersonal interaction among children in the group has improved.
