Organization of work with parents in a modern preschool educational institution

February 2, 2021

“The way childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”
V.A. Sukhomlinsky In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves 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 upbringing blindly, intuitively. All this, as a rule, does not bring positive results.

Article 18 of the Law of the Russian Federation “On Education” states: “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 their child’s nutrition and 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 to change this situation? How to get parents interested 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 preschool educational institution.” Work to involve parents in the joint activities of the preschool educational institution was carried out in four directions.

Information and analytical direction

In order to study the family, clarify the educational needs of parents, establish contact with its members, and coordinate educational influences on the child, I began work with a survey “Cooperation between kindergarten and family.” Based on the collected data, I analyzed the peculiarities 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.

qualitative indicators for myself : initiative, responsibility, parents’ attitude towards the products of joint activities of children and adults. This analysis allowed us 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 types of families:

active participants in the pedagogical process, interested in the success of their children
interested, but willing 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.

Cognitive direction

The cognitive direction is to enrich parents with knowledge in matters of raising preschool children. The joint work of preschool education specialists (speech therapist, educational psychologist, art teacher, physical education instructor, senior nurse) to implement 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 my goals as follows:

Creating conditions for a favorable climate of interaction with parents.
Establishing trust and partnership with parents.
Involving families in a single educational space.

For the coordinated work of the kindergarten and parents, I set myself the need to solve the following tasks :

Activate and enrich the educational skills of parents.
Work closely with the families of your students.

For this purpose, I used active forms and methods of working with parents:

visiting families of pupils at home
general and group parent meetings
consultations
classes with parents
exhibitions of children's works made together with parents
joint excursions
Communication days
Days of good deeds
Open days
participation of parents in the preparation and conduct of holidays and leisure activities
design of photomontages
joint creation of a subject-development environment
morning greetings
working with the parent committee of the group
conversations with children and parents
trainings
workshop
parents' living rooms
helpline
Trust mail
family vernissage.

As a result, the level of educational activities of parents increased, which contributed to the development of their creative initiative.

Knowing how important the atmosphere of friendly relations between the teacher and parents is, the first parent meeting “Let’s get to know each other” in a non-traditional form. 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. The 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 together. It was very nice to see the happy eyes of the parents when they were presented with certificates or gratitude, in the poetic form of their own composition:

Our parents are wonderful people. The meaning of education for them is extremely clear. After all, only creativity and work will give us personality in the future.
Thank you for your great work, for everything you did with your soul!
We have a dad in the group. He is a great assistant. He saws, repairs and planes. He helps us a lot in everything.
Dads, moms - well done! They help us with everything. They whiten, paint and sing, And play games.

Parents became active participants in all activities in the group, indispensable helpers, and learned to interact with each other as play partners.

I did a lot of work with parents when preparing their children for school .

Notes for joint classes “Land of Knowledge”, “Visit Winnie the Pooh”, “We are the children of planet Earth” were developed, workshops and trainings were held “Factors for the successful preparation and adaptation of children to school”, “Are you ready to send your child to school”? school”, “Defining the role of parents in the pre-school and school life of the child”. As a result, the educational experience of parents was enriched and the effect of family preparation for school increased.

The theme of the workshop, “Family on the threshold of a child’s school life,” was suggested by conversations with parents and analysis of children’s responses during classes on speech development. A survey of parents “Going to school soon”, interviews with children, tests “Do I want to go to school”, analysis of children’s drawings “How do I imagine myself at school”, and parents “How do I imagine my child at school” were conducted.

Joint preparation brought me and my parents, parents and children closer together, and made families 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. 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 work carried out contributed to increasing the attention of parents to the experiences of the child in the preschool period of life. Parents got acquainted with the requirements that the school places on students, received recommendations on speech development, and were offered games and exercises to develop children’s mental abilities, games with letters and numbers.

Visual information direction

The visual information direction includes:

parent corners
moving folders “Healthy”, “According to the advice of the whole world”
family and group albums “Our friendly family”, “Our life day by day”, “Education from all sides”
library - moving
photomontages “From the life of the group”, “We are friends of nature”, “In the family circle”
photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, me - a friendly family”
family vernissage “My best family”, “Family is a healthy lifestyle”, “Learn to be a dad”
emotional corner “This is how I am today”, “Hello, I’m here”
piggy bank of good deeds.

The form of work through parent corners is traditional. In order for it to be effective and help me activate parents, I use the following headings: “What and how to keep a child occupied at home”, “We asked - we answer”, “Children say”, “Pug noses”, “Grow up”, “Thank you” ", "This is interesting", "Let's play", "With all my heart", "Pay attention." They contain practical material that makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, and assignments.

The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. Visual information provides an opportunity to convey any information to parents in an accessible form and tactfully remind them of parental duties and responsibilities.

Leisure direction

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 from the inside the problems of their child, difficulties in relationships; 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 carried out:

holidays “Mother’s Day”, “Come on grandmothers”, “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”, “My Family”
publication of family newspapers “I am with my grandmother”, “We relax with the whole family”, “Miracle - child”
exhibitions of family collections, heirlooms “From Grandma’s Chest”, “That’s the Outfit”
performances “Teremok”, “The Wolf and the Seven Little Goats”
joint trips “Into the world of beauty”
excursions “We are friends of nature”, “Let’s protect our nature”

She developed holiday and entertainment scenarios together with her parents. To make these events educational for children and parents, we have developed a specific algorithm for preparing for family holidays:

Highlighting the goals and objectives of activities for children, parents and teachers.
Consultations for parents
Drawing up a plan for the event and parental participation in it
Distribution of adult roles
Making invitation cards.
Preparation of individual numbers (learning poems, dances, songs)
Drawing up a memo-assistant for parents and children
Individual meetings and consultations
Production of attributes, aids.

The work being carried out allows us to increase the psychological and pedagogical competence of parents in matters of parent-child relationships.

It was a little scary to hold the first family holiday : the children are small, the parents are unfamiliar. We called it "Family Gatherings." But everything turned out to be quite simple, although some parents were wary at first.

The whole holiday was built on “parents-children” games, because the purpose of the meeting was: to develop relationships 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. The celebration ended with the words:

Take care of each other! Warm with kindness! Take care of each other, don't let us offend you. Take care of each other, forget the vanity and in a moment of leisure, stay close together! (0. Vysotskaya)

In preparation for the holiday, I designed posters: “It happens that an hour of playing together, shared impressions will remain in the memory of a child for life,” “Being a friend of your children is much more difficult than feeding and clothing them,” invitations in the shape of a heart, selected together with music director, prepared prizes and medals for parents for participation. Parents and children were very happy and happy.

V.A. Sukhomlinsky said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.” Therefore, I decided - let the holiday meetings take place constantly and be bright, useful and exciting, because as a result of their holding, positive relationships between parents and their children are formed, emotional contacts are established.

I would like to talk about one important point in the system of working with parents . Every person, having done some work, needs to have his work evaluated. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this whenever possible, and my parents pay me the same.

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 in such a way that every corner is used for the development of children: a lot of toys, a “hospital”, a “hair salon”, a “shop”. There are “quiet” and “friendship” corners where children can sit in cozy armchairs made by their dads and look at group or family albums. Thanks to the upholstered furniture, children sit on the corner sofa and tell interesting stories and play.

We also have a cafe “Skazka”, where children love to invite guests, treating them to ice cream and tea with sweets. In a cozy kitchenette with a sink and gas stove, beautiful dishes, the girls simply love to cook.

Our “Birthday Boy's Corner” is decorated in a very unusual way. Portraits of children in the form of parachutes with the “faces” of each child are made of waste material: clay, dough, thread, tiles, paper, buttons, foil. Before starting work, I had an individual conversation and demonstration with each of the parents. My parents said they couldn’t do it, it was very difficult. But as soon as the first portraits appeared, all the others appeared behind them. The children were very happy, because they also took part in making their portrait. Now this corner is the decoration of our reception room.

Trusting relationships were gradually established in the joint activities of parents and the teacher. At events such as “Days of Good Deeds” - repairing toys, furniture, groups, helping to create a subject-development environment in the group, an atmosphere of peace and warm relationships between me and my parents was established. Together we strived to make the children in the group feel good and comfortable. Depending on the work plan, we jointly drew up a schedule for helping parents, 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 not possible 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 yielded certain results: parents from “spectators” and “observers” became active participants in meetings and assistant teachers, and an atmosphere of mutual respect was created.

Experience has shown that the position of parents as educators has become more flexible. They now feel more competent in raising children. An analysis of joint events and a survey of parents shows: 35% of parents regularly participate in planning the educational process, 95% of families take an active part in organizing educational activities, and up to 70% in evaluating results.

Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. 100% of parents attend parent-teacher meetings, actively participate in holidays and entertainment, and project activities. According to the results of repeated diagnostics, there are no parent-observers in the group; the number of parent leaders increased by 30%; The number of executing parents increased to 67%.

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.

For me, this became possible only through joining forces and cooperation. Gradually, misunderstanding and mistrust of parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal.

I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Author: Koptsova G.A., teacher of preschool educational institution No. 2, Kulundinsky district, Altai Territory

An important component of the interaction between kindergarten and family is parent education. The main goal of educational activities is to increase the level of general culture and social activity of the population (Model Law “On Educational Activities”, 2001).

In relation to the “parents-children” system, the goal of the activity is to increase the level of pedagogical culture of parents (persons replacing them). Education of parents in kindergarten is aimed at familiarizing them with the achievements of science and best practices in the field of educating preschoolers.

One of the functions of education is informative. When interacting with parents, one cannot help but inform each other about various facts from the lives of children and adults in kindergarten and family, about the child’s condition (his well-being, mood), as well as about the development of child-adult (including child-parent) relationships. This information is transmitted either through direct communication between parents, teachers, children (during conversations, consultations, meetings), or indirectly. Sources of information received indirectly by the kindergarten and family are newspapers, magazines, correspondence, etc.

Individual conversations

Individual conversations with parents can take place on their initiative and on the initiative of the teacher. The teacher should always be ready to answer a parent’s question about his child, support the conversation, and encourage frankness.

If a conversation is organized by a teacher, he must remember a number of requirements for its conduct: a conversation in the morning is shorter than a conversation in the evening and mainly concerns the child’s well-being, his mood for being in kindergarten. In the evening hours, the teacher can note the child’s behavior during the day, his successes or failures. If it is necessary to discuss more serious issues, the place and time of the conversation are agreed upon in advance. The presence of a child in a situation where children’s problems and mistakes in family upbringing are discussed is undesirable.

The purpose and topic of the conversation with parents is thought out by the teacher in advance; Based on them, a plan is drawn up and relevant issues are selected. You should not start a conversation by posing a problem, much less by presenting complaints to parents about their child’s bad behavior, even if this is the main issue of the upcoming conversation. It’s better to first get the parents ready for a conversation, to make contact. The teacher must not only speak himself, but also listen carefully to his interlocutor, empathize, and encourage him to add new information to his story. The following questions will help the teacher with this: “What does this mean to you? Could you give an example?”, as well as methods for clarifying the information received: “It is important for you that...”, “I understood you correctly...”.