Non-traditional forms of working with parents in preschool educational institutions
Marina Denisenko
Non-traditional forms of working with parents in preschool educational institutions
Non-traditional forms of working with parents are divided into 4 types:
1. Information and analytical.
2. Cognitive.
3. Leisure activities.
4. Visual information.
Information and analytical forms of communication with parents are aimed at identifying the interests and requests of parents through sociological surveys, questionnaires, testing, information through e-mail and the preschool educational institution website.
Mailbox ( "Trust Mail"
,
“Magic Chest”
,
“Chest of Wishes and Suggestions”
) is a box or notebook in which
parents can put notes with their ideas and suggestions, and ask questions to specialists, the head or the methodologist. Questions asked are covered at parent meetings , become the topic of a parent club meeting, or are covered in writing by specialists. This form of work allows parents to share their thoughts and is effective when lack of time prevents teachers from meeting with parents in person .
Manual “I want to know everything”
- This is a tree cut from thick plywood, covered with green fabric.
Leaf-shaped stickers lie nearby , and parents have the opportunity to write down any question to which they are interested in finding out the answer and stick it on the tree. Questions can be both specific and voluminous, for example: “Why are apples healthy?”
,
“Why is there no winter in Africa?”
. If these are children's questions, then you can look for the answer together with the children in books and encyclopedias.
Parental projects that allow you to introduce proposals into the life of a kindergarten, for example, what a reception room, group room, teacher, parent .
Parental examination (assessment of the quality of the environment, toys)
.
Creation of a thematic group on social networks.
Cognitive forms introduce parents to the age and psychological characteristics of children.
In addition to traditional parent meetings , conversations and consultations, this includes:
"Round table"
with
parents .
Goal: in a non-traditional setting with the obligatory participation of specialists, discuss current issues of education parents
Conference with parents .
At the conference, teachers , specialists and parents model life situations in an entertaining way, playing them out. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists. For example: Conference for mothers “Let’s Talk About Mom”
or a conference for dads
“My Dearest Person”
.
Organization of various new forms of work with parents (video trainings, creative reports, creativity weeks, promotion of family education experience, creative games, clubs, etc.)
Creating conditions for effective work with parents (family living room, library, media library)
.
For example, you can hold a competition “My Pedigree”
.
To compile a family pedigree, you can use the media library for making a family newspaper. This may include such sections as “Family Coat of Arms and Motto”
,
“Child’s First Words”
,
“Favorite Family Books”
,
“Our Favorite Dishes”
, family hobbies and, of course, family photographs.
Leisure forms of working with parents help establish emotional contact between teachers, parents and children .
Master class - or a teacher shows it to parents (for example, a master class on making a homemade amulet doll)
or
parents show how they can embroider, crochet, knit, also share their favorite recipes or make various toys from salt dough, which then participate in competitions or exhibitions.
Children's birthdays with the involvement of parents . On a holiday, mom comes, sometimes with dad or grandmother, they look at the family album with the children, mom tells stories about her child that happened in the family circle. Then they sit down at the table, where the treat is already ready. Communication at such holidays between the teacher and parents is relaxed and trusting.
Visual information forms are used to familiarize yourself with the work of a kindergarten , the characteristics of education and development, and the forms and methods of working with preschoolers .
Case "Secrets of Education"
— The case contains questions, suggestions, advice from
parents and teachers on various aspects of the upbringing, training, and development of children. When solving pedagogical problem situations, each parent can give advice , talk about their experience of education, ask questions, read the answers of other parents , and ask for advice on the problem that has arisen. You can take such a briefcase home and look at the materials in a relaxed environment. Based on the parents' , the teacher draws conclusions about what issues concern parents , uses the positive experience of family education, and adjusts his work .
A bank of parental ideas can also be a case or folder in which parents put the most interesting family projects, scenarios for birthdays, holidays, creative tasks, proposals for competitions, games, excursions. The teacher needs to respond to all requests from parents and support their desire to seek help. In this form, parents can ask questions that they would not like to talk about out loud. Answers can be given in different ways: in a personal conversation, during a general consultation, posting information on a stand , answering via the Internet, in notes.
Photo layout “Family vernissage”
-
parents and children make a presentation of the family in the form of a newspaper , magazine, photo montage or photo layout. design can be different: in the form of a ship, a house, a flower. A thematic photo report will help tell about children’s favorite activities and games, work at their summer cottage , a tourist trip, hobbies, and family traditions. The layouts are accompanied by creative presentations, essays, stories, excursion maps, and postcards. Presentation of layouts can be carried out at parent-teacher meetings or in teachers' living rooms.
It is no secret that adults often do not know what children think about them, so on the eve of the celebration of any holiday (Defender of the Fatherland Day, March 8)
You can create an exhibition
“Through the Eyes of Children”
.
Album presentation, photo exhibition - the teacher puts up such presentations to introduce parents to the life of a preschool institution. Photos from the children’s lives can be accompanied by short poems and brief information that will allow parents to see what their child is doing and suggest how to develop him in a family environment.
Group album “Our Friendly Family”
- starting from the younger group, the teacher writes down interesting incidents with the child in the group, pastes in photographs of the children, as well as the children’s participation in competitions, children’s actions, achievements and drawings.
Parents look at the album with interest, and they have an incentive to further replenish the album with interesting events in the group with the participation of parents .
MAGAZINE Preschooler.RF
Non-traditional forms of working with parents“Only together with parents, through common efforts, can teachers give children great, human happiness”.
V. A. Sukhomlinsky
Slide 3.
The Law “On Education” states that parents are the first teachers. The family, together with the kindergarten, creates the most important set of factors in the educational environment, which determines the success of the entire educational process. Parents are an integral link in the educational space of the kindergarten.
The way we work with parents is constantly changing. Traditional forms of work, in which the main place was given to messages and reports, have lost their importance due to their low efficiency and insufficient feedback. New, active forms of work with parents are increasingly being used, allowing parents to be involved in the process of learning, development and knowledge of their own child.
Slide4.
In working with parents, I actively use a variety of forms, both traditional and non-traditional.
Slide5
While working in this direction, I did a lot of work with parents. I introduce parents to the life of the kindergarten and their child through parent meetings, corners, information stands and newspapers, conduct consultations, conversations with video recordings, and entertainment with parents.
Today I would like to dwell on some of the non-traditional forms of working with parents.
Slide 6
In order to develop a unity of approaches between educators and parents in raising our children, to establish mutual understanding and harmonious relationships with children, I use a form of work with parents called a “round table”.
Slide 7.
Goal: in a non-traditional setting with the obligatory participation of specialists, discuss current issues of education with parents.
We invite parents who have expressed a desire to participate in a discussion of a particular topic with specialists to the round table meeting. When organizing and holding a round table , we pay attention to the following:
– the duration of the round table should not be more than one and a half hours;
– the number of participants should not be very large;
– it should be ensured that the discussion participants have the necessary stationery at their disposal, communication is convenient, and speakers have the opportunity to clearly demonstrate various material;
Slide8.
In our group we held a round table meeting on the topic:
“About children's friendship, about communication of preschoolers with peers”.
Plan:
1. The teacher had a conversation on the topic: “First lessons of friendship”
Slide 9.
2. Speech by a psychologist “How to help children establish contact with peers”
Slide 10-11.
3. Game training with parents “Let’s play” (games to develop interpersonal relationships). In which parents acted as children.
4. We held discussions with parents, at which the parents shared their experience (2 children in the family have experience in resolving conflict situations).
By communicating with each other and experts at the round table meetings, parents were able to get answers to many questions they had: how to establish contact between a child and his peers? How to react to the whims and disobedience of a child? What to do with a preschooler in his free time, and what games to play with him? We learned to interact with each other and children, solve problem situations, and apply acquired skills in creative games and practical exercises.
This form of collective discussion is widely used in the modern world, as it provides the maximum opportunity to conduct fruitful discussions, comprehensively consider various issues and develop joint solutions. Topics for discussion at the round table can touch on any socially significant problems, be aimed at solving specific tasks, or suggest possible ways of development.
Slide 12.
I also widely use open classes with children in preschool for parents.
Goal: to acquaint parents with the structure and specifics of conducting classes in preschool educational institutions.
This form has been used before. However, today the principles on which communication between teachers and parents are based have changed. These include communication based on dialogue, openness, and sincerity in communication. Therefore, these forms can also be considered innovative. In our group, we try to hold open classes with parents twice a year.
One of which was dedicated to the Winter Olympic Games.
Slide 13.
Goal: Expanding ideas about the surrounding reality by introducing children to Winter Olympic sports.
Slide14.
During the lesson, I tried to include elements of a conversation with parents (referring to their competence in some issues, or vice versa, encouraging children to tell new things to guests. I also involved parents to take part in didactic games and warm-ups.
The opportunity to see your child in other conditions, his knowledge, in comparison with other children, different from those at home, helps parents reconsider their methods and techniques of education. They see that in kindergarten they not only, as parents put it, hang out with their children, but also give them certain knowledge and prepare them for school.
Slide 15.
Information and educational form of interaction with parents
"Pedagogical Library"
Goal: To familiarize parents with the age and psychological characteristics of preschool children. Formation of practical skills in raising children in parents.
This form of communication between teachers and parents is close to the tasks of cognitive forms and is aimed at enriching parents’ knowledge about the features of the development and upbringing of preschool children. The specificity is that communication between teachers and parents here is not direct, but indirect.
Slide 16.
Our group has created a selection of books and recommendations for parents.
mini library,
In this case, the teacher needs to act as a qualified adviser who can suggest the necessary material and discuss the difficulty with the parents.
Our “Game Library” (cards with games) helps parents learn simple, interesting, and educational games and gaming exercises.
Slide 17.
Every month our kindergarten publishes a newspaper with an interesting selection for parents.
Slide 18.
We keep a chronicle of our group's events.
Slide 19.
And to develop practical skills among parents, a page has been created on the VKontakte network. Where I post various exercises on logic and development, diagrams of descriptive stories, etc.
Slide20.
DOW website.
On our kindergarten’s website, parents receive all the latest information and can see what events and holidays are taking place in the preschool.
This form is very relevant and in demand nowadays. Since parents, due to the large increase in the disease, cannot attend groups and events.
When using this form of work, it is necessary to observe the principle of purposefulness and the principle of systematicity.
Conclusion: I would like to say that every person, having done some work, needs an assessment of his work. 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. 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.
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The purpose of interaction between the preschool educational institution and the family
Definition 1
Interaction is one of the ways of organizing joint activities, carried out on the basis of social perception and through communication.
Definition 2
Collaboration is peer-to-peer communication in which no one has the privilege of control, evaluation, or direction.
Currently, the entire system of activities of preschool educational institutions is aimed at accepting the pupil’s family as the main and most important person directly involved in the process of raising and educating the child. That is why the participation of the pupil’s family in the pedagogical process of preschool educational institutions helps to improve the quality of education for preschool children. This is explained by the fact that each parent knows his child, his interests much better and, accordingly, is able to develop the necessary strategy for his further development.
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Note 1
The main goal of interaction between the preschool educational institution and the family is to ensure optimization of the continuity of child upbringing in the preschool educational institution and the family, providing parents with the necessary professional assistance on educational issues.
There are two main forms of interaction between preschool educational institutions and families: traditional and non-traditional.
Definition 3
Forms of interaction are ways of organizing joint communication and activities.
Traditional forms of communication are time-tested, have been used for a long time, and are used by all preschool teachers. Non-traditional forms appeared relatively recently, their use in practice is not as widespread as traditional forms.
Definition 4
Non-traditional forms of interaction between preschool educational institutions and parents are forms of communication and activities organized between parents and preschool educational institutions and used to establish informal contacts with parents.
Finished works on a similar topic
Course work Traditional and non-traditional forms of interaction between a preschool educational institution and parents 470 ₽ Abstract Traditional and non-traditional forms of interaction between a preschool educational institution and parents 240 ₽ Test work Traditional and non-traditional forms of interaction between a preschool educational institution and parents 190 ₽
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Traditional forms of interaction
Traditional forms of interaction between preschool educational institutions and parents include:
- A visit to the child’s family is aimed at studying the living conditions and upbringing of the child, directly at the family’s place of residence. The visit is agreed in advance with the parents and the head, the purpose and time of the teacher’s visit is determined. During the visit, the teacher notes the conditions in which the child lives, the financial situation of the family and its social status, who is directly involved in raising children in the family, etc.
- Visual propaganda is carried out through the use of various types of visuals, which helps the teacher not only answer parents’ questions about the upbringing and development of children, but also show the course of the educational process, the methods, means and techniques of education used. For this purpose, teachers prepare stands, mobile folders, booklets, etc.
- Open Day is the most common form of work with a pupil’s family; parents are given the opportunity to get acquainted with the activities of the preschool educational institution, its traditions, rules and features of the organization of the pedagogical process.
- Conversations are conducted individually and in groups. Each conversation has a clear purpose, content and conclusions. The purpose of the conversation is aimed at clarifying difficulties in upbringing, the content should be concise and understandable to parents, the conclusions help to clearly see the work done. During the conversation, the teacher’s task is not only to speak, but also to listen to parents.
- Consultations are conducted by a teacher for a group of parents or individually. Group consultations are carried out for a group of parents who have similar problems in upbringing, individually on specific issues relating to a particular child. The purpose of consultations is to provide parents with the necessary advisory assistance in resolving problematic issues.
- Parent conferences are aimed at exchanging experiences on family education issues. Each parent who wishes to take part in the conference prepares a report of a few minutes on a specific topic in advance, which he presents directly at the conference. In addition to parents and educators, an invited specialist (speech therapist, psychologist, speech pathologist) and the head of the preschool educational institution can also take part in the conference. Conferences can be held either within the framework of one preschool educational institution, or large-scale ones, including several institutions located in the same district.
Note 2
Forms of interaction between preschool educational institutions and parents must constantly change. The most common traditional forms of work are conversations and consultations. This is due to the fact that they are easy to organize, cover a large number of parents, and allow you to discuss issues both collectively and personally.
