Ministry of Education of the Russian Federation

Tambov State University named after G.R.Derzhavin

Department of Social Pedagogy

GRADUATE WORK

on social pedagogy

5th year students

Faculty of Sociology and Social Work

departments of social pedagogy

T.Yu. Shelmentseva

Supervisor -

candidate of pedagogical sciences,

L.A. Karimov

Tambov 2001

PLAN

INTRODUCTION

Preschool institutions have accumulated considerable experience in organizing cooperation with parents in order to increase the effectiveness of moral, labor, mental, physical, artistic education and development of children. Kindergarten teachers, methodologists and social pedagogues are constantly improving the content and forms of this work, striving to achieve an organic combination of educational influences on the child in a preschool institution and in the family, to ensure the comprehensive development of the individual.

Relevance The problem is that the kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And it is on the quality of the work of a preschool institution, and in particular methodologists and social teachers, that the level of pedagogical culture of parents, and, consequently, the level of family education of children, depends. In order to be a real promoter of the means and methods of preschool education, the kindergarten must serve as a model for such education in its work. Only under this condition, parents will trust the recommendations of educators and social pedagogues, and will be willing to establish contact with them. Educators must constantly raise the requirements for themselves, for their pedagogical knowledge and skills, their attitude towards children and parents.

So object of this study is the pedagogical education of parents of preschoolers, and subject - the content and forms of pedagogical education. After all, no matter how seriously the forms of raising children in preschool institutions are thought out, no matter how high the qualifications of the workers of a preschool institution are, it is impossible to achieve the goal without the constant support and active participation of parents in the educational process. The all-round harmonious development of a child's personality requires unity and consistency of the entire system of upbringing and educational influences of adults on a child. The role of the family in creating such coherence can hardly be overestimated, because the family, as the first institution of socialization, has a decisive influence on the development of the main personality traits of the child, on the formation of his moral and positive potential. It is in the family that children receive their first moral lessons, their character is formed; in the family, initial, life positions are laid. Therefore, it is extremely important that the main component of the work of preschool institutions be the promotion of pedagogical knowledge among parents. This is also necessary in order to eradicate the mistakes made by parents in family education: many young parents underestimate the importance of the physical education of children, some find it difficult in a psychological approach to children, others do not pay due attention to labor education. Often, problems that arise in low-income, large, single-parent families, guardian families remain open.

Target diploma work - disclosure of relevant forms and methods of work with parents in preschool institutions, necessary to increase the activity of parents as participants in the educational process.

To create favorable conditions in the family for raising children, to avoid mistakes in family upbringing, parents need, first of all, to master the full scope of certain psychological and pedagogical knowledge, practical skills and teaching skills.

Main tasks works were:

Show the relevance of the problem;

Learn a differentiated approach to working with parents;

Determine the need for work with parents of preschoolers;

Identify both traditional and new active forms of work with parents;

Prove the need to improve the effectiveness of the activities of social teachers within the walls of preschool institutions;

Track the organization of interaction between the family and the preschool educational institution;

To study and summarize the experience of a particular preschool educational institution (No. 66 "Topolek").

The study was carried out on base preschool educational institution "Pearl" using methods observation, testing, conversation. The experience of the work of preschool educational institution No. 66 "Topolek" was also studied and summarized.

Chapter ITHE RELEVANCE OF THE PROBLEM OF INTERACTION OF THE FAMILY AND DOE

Coordinating its actions with the family, the kindergarten tries to supplement or compensate for the home conditions of education. The interaction of the family and the preschool institution is especially important for children from immigrant families, from single-parent and dysfunctional families, for children with developmental disabilities, since they are most susceptible to negative changes in society.

Only active two-way communication can compensate for the "inferiority" of their existence, improve the adaptation of children to new conditions (for example, refugee children), and establish a connection between "unfavorable" children and the environment. As for children from so-called “prosperous” families, it is only in the relationship between the kindergarten and the family that it is possible to master various types of activities, normalize contacts with children from different social strata, and improve the pedagogical culture of parents. It is important to note that the task of the pedagogical staff of the preschool educational institution is, realizing the difference between children, between their families, to behave democratically, without making distinctions between children.

Another problem is the disappearance of their age-related spontaneity in the behavior of children, which, according to many experts, leads to the development of aggressive traits. It is again possible to overcome this crisis through the interaction of two social institutions - the family and the kindergarten. It is important that the conditions in the family and in the preschool institution do not differ from each other. So that both at home and in kindergarten the child faced not with violence, including educational and pedagogical, but with understanding, care and attraction to feasible work.

The third problem is to develop children's interest in learning about the world around them. Therefore, it is so important to pay attention to confidential conversations with the child and his parents. Therefore, the process of joint stay of an adult with children is so important. The main thing is that the child, both in kindergarten and at home, does not run into a wall of alienation, feels comfortable and cozy. Unfortunately, not every family can see such an idyll. The task of teachers and psychologists in this aspect is to teach parents to communicate with children, to evoke tender feelings for the child. All this can be done by using active forms and methods of working with parents.

Another problem is to teach children to communicate with each other, to teach not to offend others, to show sympathy, tolerance. And this is also impossible to do without the active participation of the family.

Despite the difference in the methods of the pedagogical organization of preschool institutions, including in working with parents, all their activities are united by a single goal - to educate a free, developed, responsible person, ready for life in society, in society. It is important to explain these tasks to parents and try to solve them together.

The role of the family in society is incomparable in its strength with any other social institutions, since it is in the family that the personality of the child is formed and develops, and the child masters the social roles necessary for painless adaptation in society. A person feels the connection with the family throughout his life. And it is in the family that the foundations of human morality are laid, the norms of behavior are formed, the inner world and individual qualities of the personality are revealed.

The current situation in which our society finds itself has required the search for a new model of public education of the individual in an open social environment and closer contact between the public and the family, which are carried out with the help of social educators.

Being one of the important factors of social influence, the family has an overall impact on the physical, mental and social development of the child. The role of the family is to gradually introduce the child into society, so that his development proceeds in accordance with the nature of the child and the culture of the country where he was born. Teaching a child the social experience that mankind has accumulated, the culture of the country, its moral standards, the traditions of the people is a direct function of the family as a social institution. But all this is impossible without systematic education of parents.

Of all the problems facing the modern family, for social educator At the moment, the most important problem is the adaptation of the family in society. The main characteristic of the adaptation process is social status families, i.e. its state in the process of adaptation in society.

For fruitful education of parents of preschool children, it is necessary to take into account the social status of the family.

There are currently four family statuses:

Socio-economic,

Socio-psychological,

Socio-cultural,

Socio-role.

The listed statuses characterize the state of the family, its position in a certain area of ​​life at a particular point in time, i.e. represent a cross-section of the state of the family in the continuous process of its adaptation in society.

The structure of social adaptation of the family is as follows.

1st component of social adaptation of the family - the financial situation of the family. The material well-being of the family consists of monetary and property security. The level of income of the family, its living conditions, and the objective environment are taken into account. The social educator draws up a social passport of the family, which indicates its economic status, which is important for a differential approach in educating parents of preschool children.

2nd component of social adaptation of the family - her psychological climate, i.е. emotional mood, which develops as a result of the moods of family members, their emotional experiences, relationships with each other, relationships with each other. A high indicator of the level of the socio-psychological climate: favorable relations in the family, built on the principles of equality, cooperation, respect for the rights of the individual of each family member.

An unfavorable psychological climate in the family is when family members experience anxiety, emotional discomfort, alienation. All this prevents the family from fulfilling one of its main functions - psychotherapeutic, relieving stress and fatigue.

The intermediate state of the family, when unfavorable tendencies are still weakly expressed, are not of a chronic nature, is regarded as satisfactory, in this case the socio-psychological status of the family is considered average.

The level of the psychological climate of the family is another important component for a differentiated approach to educating parents.

3rd component - socio-cultural adaptation, which is perhaps the main component in pedagogical education. High level of family culture: the family has a wide range of interests, developed spiritual needs. The family is focused on the comprehensive upbringing of the child and supports a healthy lifestyle.

In families with a low level of culture, the spiritual needs of the family are not developed, the range of interests is limited, there is no cultural and leisure activities, the moral regulation of family members is weak, the family leads an immoral lifestyle.

The average level of culture is characterized by the absence of characteristics that indicate a high level of culture; the family is not aware of the problems and is not active in the direction of its increase.

4th component - situational-role adaptation, which is associated with the attitude towards the child in the family. In the case of a constructive attitude towards the child, a high culture and activity of the family in solving problems, its social and role status is high. If in relation to the child there is an accentuation on his problems - medium. In case of ignoring the problems of the child and a negative attitude towards him - low.

To differentiate educational work, a social teacher conducts a survey of parents, from conversations with children and an express survey of parents, he compiles the characteristics of categories of families that differ in the level of social adaptation and well-being.

The activities of a social educator with the family include three main components:

Help in education,

psychological help,

Intermediary.

The main component of socio-pedagogical activity is the education of parents. Educational assistance is aimed at preventing emerging family problems and shaping the pedagogical culture of parents in order to combine the requirements for the child in education from all family members, emphasizing the joint activities of the kindergarten and the family. It is with these goals that parents are widely educated on various issues, depending on the category of the family.

Of the existing set of family typologies, the following complex typology meets the tasks of a social pedagogue, which provides for the allocation of four categories of families that differ in the level of social adaptation from high to medium, low and extremely low:

prosperous families,

Families at risk

Dysfunctional families,

antisocial families.

Prosperous families successfully cope with their functions, practically do not need the support of a social teacher, because due to adaptive abilities, which are based on material, psychological and other internal resources, they quickly adapt to the needs of their child and successfully solve the problems of his upbringing and development. In case of problems, one-time one-time assistance is enough for them within the framework of short-term models of work.

Families at risk are characterized by the presence of some deviation from the norms, which does not allow them to be defined as prosperous, for example, an incomplete family, a low-income family, etc., and reduces the adaptive abilities of these families. They cope with the tasks of upbringing with great exertion of their strength, therefore, the social teacher needs to monitor the state of the family, the maladaptive factors present in it, track how they are compensated by other positive characteristics, and, depending on this, select other forms and methods of pedagogical education than in first case.

Dysfunctional families , having a low social status in any of the spheres of life or in several at the same time, they do not cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly, with little result. This type of family requires active and usually long-term support from the social pedagogue.

Asocial families - those with which the interaction is most laborious and whose condition needs fundamental changes. In these families, where parents lead an immoral, illegal lifestyle, as a rule, no one is engaged in raising children, children are neglected, lag behind in development, become victims of violence, both from parents and other citizens of the same social stratum. The work of a social educator with these families should be carried out in close contact with law enforcement agencies, as well as guardianship and guardianship authorities.

In connection with the foregoing, it becomes clear that working with parents is of particular importance and becomes an urgent problem. After all, the family stands at the origins of education. It is the main social institution in the formation of the child's personality. On the crest of changes in society, family values ​​acquire special significance. The family today is experiencing enormous economic and spiritual difficulties: the estrangement between parents and children has grown so much that it has become a genuine national problem. After all, not all parents have a sufficient level of general culture and pedagogical knowledge necessary for raising a child. That is why the main efforts of social educators and the entire teaching staff of preschool institutions should be directed to:

Improving the family microclimate;

Formation of positive relationships in the family;

Improving the pedagogical culture of parents through their active education;

Formation by joint efforts of a full-fledged personality of the child, preparing him for school.

A new type of interaction between the kindergarten and the family, the use of new forms of work is a decisive condition for updating the system of preschool institutions. It is necessary to carry out constant interaction with parents; and not only in the form of psychological and pedagogical assistance to specific families, but also the active involvement of parents in the life of the kindergarten, their participation in developing educational work with children. The task of educators is to interest parents by offering them both traditional and new forms of interaction. These are non-traditional meetings of teachers and parents, joint events of teachers, parents and children.

In my thesis, I tried to describe in detail the existing forms and methods of working with parents; reveal the problems facing the social teacher in the preschool educational institution and try to find ways to solve them, based on the existing experience of working with families in preschool institutions.

Chapter II. THEORETICAL FOUNDATIONS OF PEDAGOGICAL EDUCATION OF PARENTS OF PRESCHOOL CHILDREN

§one. Organization of interaction between the family and the preschool educational institution.

An expediently organized interaction between a teacher and parents should be carried out in stages and has as its task the formation of an active pedagogical position of parents. Properly organized work is educational in nature. The teacher should rely on the positive experience of family education, spreading it, using it in the educational process to strengthen positive trends and level negative ones. The first and decisive condition for a positive direction of interaction is a trusting relationship between educators, social educators and parents. contact should be built in such a way that parents have an interest in the process of education, the need to succeed, self-confidence.

The second, and no less important task is to equip the family with pedagogical knowledge and skills, in their assimilation directly in theoretical and practical, organized activities in a certain way. The consequence of such an organization of pedagogical interaction will be the active participation of parents in the upbringing of not only their child, but also the group as a whole. Teachers and parents as partners should complement each other. Partnership relations imply equality of the parties, mutual goodwill and respect. The interaction of the kindergarten and the family in a single educational process is based on common grounds, they perform the same functions in education: informational, actually educational, controlling, etc.

The organization of interaction between the kindergarten and the family involves:

Studying the family in order to find out its possibilities for raising their children and kindergarten children;

Grouping families according to the principle of the possibility of their moral potential for raising their child, the children of the group;

Drawing up a program of joint actions of the teacher and parents;

Analysis of intermediate and final results of their joint educational activities.

§2. A differentiated approach to working with parents.

A differentiated approach to organizing work with parents is a necessary link in the system of measures aimed at improving their pedagogical knowledge and skills. To implement a differentiated approach of kindergarten teachers to parents, it is necessary to comply with both general pedagogical and specific conditions. These are: - mutual trust in the relationship between the teacher and parents;

Observance of tact, sensitivity, responsiveness towards parents;

Accounting for the uniqueness of the living conditions of each family, the age of the parents, the level of preparedness in matters of education;

The combination of an individual approach to each family with the organization of work with all the parents of the group;

Interrelation of different forms of work with parents;

Simultaneous impact on parents and children;

Ensuring a certain sequence, system in working with parents.

Such differentiation helps to find the right contact, to provide an individual approach to each family.

Differentiation should be carried out on the basis of testing, questioning, according to a specific family study program:

1. Family structure (how many people, age, education, profession), the psychological climate of the family (interpersonal relationships, communication style). For this, it is necessary for a psychologist-social teacher to conduct individual consultations with parents of preschool children, use various methods (Analysis of family education / Eidemiller, Yustickis /, drawing methods “My family”, “My house”, etc.).

2. Style and background family life: what impressions prevail - positive or negative; causes of family conflicts and negative experiences of parents and children.

3. The social status of the mother, father in the family, the degree of participation in the educational process, the presence of a desire to raise a child.

4. The educational climate of the family, the presence or absence of a home pedagogical system (awareness of the goals, objectives, methods of education), the participation of the mother, father in the pedagogical activities of the family (constructive, organizational, communicative).

After studying families, it is necessary to draw up a “social passport” (Annex I) in order to correct the pedagogical impact.

The study of the pupil's family allows the teacher to get to know him better, to understand the family's lifestyle, its way of life, traditions, spiritual values, educational opportunities, and the child's relationship with his parents. But it should be remembered that the study of the family is a delicate, delicate matter, requiring the teacher to show respect for all family members, sincerity, and a desire to help in raising children.

To identify the level of pedagogical culture and the degree of participation of parents in the upbringing of children, the following methods can be used:

1. Questioning of parents;

2. Questioning of educators;

3. Testing of parents;

4. Individual conversations with parents;

5. Individual conversations with children;

6. Visiting the child's family;

7. The study of tests-drawings of children like "My house", "My family".

8. Supervision of the child in role-playing game"Family".

9. Supervision by the educator of the relationship between parents and children during the reception and care of children.

10. Modeling of game and problem situations, etc.

To identify pedagogical culture of parents You can submit the following questionnaire:

1. On the basis of what knowledge do you raise your child?

a) listen to radio and television programs;

b) attend lectures for parents;

d) use life experience.

2. What methods of education do you consider the most effective?

a) encouragement;

b) punishment;

c) requirement;

d) learning.

3. What types of rewards do you use most often?

a) verbal praise

b) gifts;

4. What types of punishment are most effective in education?

a) physical punishment;

b) verbal threat;

c) deprivation of entertainment;

d) showing resentment.

With the aim of identifying the degree of participation of parents in the educational process the following types of tests are used:

1. Do you like your baby?

2. Do you listen to what the child is saying?

3. Do you look at the baby when he speaks?

4. Do you try to create in the child a sense of the significance of what he says?

6. Do you allow your child to make mistakes?

7. Do you praise the baby, do you hug him?

9. Do you set aside time each day to read and talk to your child?

10. Do you play any games with your baby? etc.

According to the results of diagnostics to identify categories of parents, the following types can be distinguished:

Depending on the differences in family education, in the structure of communication, pedagogical and psychological enlightenment of parents, it is necessary to use various forms of work. Work with parents should be carried out actively, applied not in general, but in terms of its effectiveness in relation to each category of parents.

It is also possible to differentiate work by dividing parents into two large groups: the so-called harmonious families (talented, active families; psychologically and pedagogically well-off families) and problem families (crisis families requiring long-term assistance; families at risk). The latter include the following:

Families with disabled children;

Large families;

foster families;

Incomplete families;

Low-income families;

Dysfunctional families.

Depending on the problems that arise in families, one or another theme of events is chosen.

But, as already noted, effective education of parents cannot be conducted without the active participation of educators, methodologists, and social pedagogues. And there is a need to touch upon the activities of educators and social educators in their work with parents in more detail.

kindergarten teachers and parents.

An analysis of the work of educators with parents in preschool institutions often shows that, along with the positive aspects of cooperation between the kindergarten and the family, there are also disadvantages. Among them, the most common are:

Educators are not always able to set specific tasks and choose appropriate content and methods;

Quite often, educators, especially young ones, use only collective forms of work with the family.

The reasons for this are insufficient knowledge of the specifics of family education, the inability to analyze the level of pedagogical culture of parents, the peculiarities of raising children and, accordingly, design their activities in relation to parents and children. Some, especially young, educators have insufficiently developed communication skills.

Taking into account the above, we can conclude that the head of the kindergarten, methodologist and social pedagogue should systematically work to improve the level of knowledge, skills and abilities of educators in the field of cooperation with the family.

The interaction between the kindergarten and the family should permeate all educational work in the kindergarten. Care must be taken to ensure that teachers use various forms work, paying attention to improving the practical educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents, etc.).

When analyzing plans for working with parents from year to year, it is necessary to ensure that parents, while the child attends kindergarten, learn the maximum knowledge and skills, so that in each age group the most pressing issues of raising young children are affected, more attention to social issues. For example, in the second group of young children, much attention should be paid to the role of the family in adapting to a preschool institution, in the middle group - the role in shaping cognitive interests, industriousness in children, in older groups - teaching children, instilling in them a sense of responsibility for the performance of duties, preparing children for school, etc.

Particular importance should be attached to the study of the conditions for raising children in the family. In addition to the above methods of questioning and testing, there are many other ways to study the family, both group and individual. The most common is a visit to the family by a social pedagogue or educator.

Seeing a child in a family environment, the teacher gets to know his interests more deeply, which often differ from those in kindergarten, has the opportunity to get closer to the child himself. He can identify positive parenting practices that he recommends to other parents, and also uses in an individual approach to the child in kindergarten. Each family must be visited at least once a year, paying particular attention to disadvantaged families.

As a rule, young professionals make more mistakes. To help young teachers, questionnaires can be offered regarding the various activities of the child in the family. For example, when getting acquainted with gaming activities, you can pay attention to the following questions:

The presence of toys, their compliance with the age of the child and his interests;

Placement of toys, their condition;

What motivates parents to buy toys;

Favorite toys of the child, what toys the child likes to play at home and whether parents know about it;

Do parents solve pedagogical problems with the help of the game;

When and with whom do children play (with brothers, sisters, other children, etc.).

When identifying the nature of labor education, the teacher finds out:

Does the child have systematic labor duties in the family, their content, orientation;

How do children fulfill these responsibilities;

What tools does the child have, where are they stored;

Is there a fixed time for the child to perform work duties;

Do parents teach children to work, do they practice joint labor with children;

The child's interest in certain types of work.

Questionnaires of this type can be used to study various activities of the child. After studying the answers of the parents, the educator or social pedagogue, in case of any violations, should direct the work of the parents in the right direction, pointing out the mistakes. But the proposals to the family that the teacher gives must be specific. For example: if you buy toys, then which ones, determine labor duties - which ones, etc.

It is necessary to try to analyze visits to families every year, to summarize the results. identify positive and negative, set tasks for further work.

To identify the difficulties of parents in raising children in different age groups, as well as their interests and suggestions for improving the work of the kindergarten, you can conduct surveys of the following plan:

1. What pleases you in your child's behavior?

2. What difficulties do you face in raising a child?

3. What, in your opinion, causes the deviation (if any) in the child's behavior?

4. What topics would you like to discuss (or hear recommendations from) at parent-teacher meetings?

5. What are your wishes for improving the work of the kindergarten?

Summarizing the answers helps to get a general idea of ​​how they understand the tasks of upbringing, whether they know their child, whether they are able to analyze the causes of deviations in his behavior and correct them. Also, such small questionnaires help to activate and direct the work of teachers, since they contain not only answers to the questions posed, but also the wishes of parents regarding the organization of educational work in kindergarten.

It is very difficult to activate parents. Most likely, the reason is that teachers often do not use or use insufficiently positive experience of family education, do not always prepare parents for parent meetings in a timely manner. consultations, conversations, etc. The activity of parents increases if teachers promptly ask them to talk about their experience, about the problems that arise in raising children.

The effectiveness of working with parents largely depends on the psychological mood that arises in the process of everyday contacts between teachers and parents. This attitude is determined by the individual approach of educators to the parents themselves, by the way they take into account the characteristics of the personality of the parents and the difficulties of family education.

In order to facilitate the work of the educator in preparation for activities for pedagogical education of parents, special attention should be paid to the systematization and development of various recommendations. Thematic material can be divided into four groups:

2. Practical recommendations for educators regarding the content, forms and methods of work of the kindergarten with parents: a) study of families; b) pedagogical conversations and thematic consultations; c) parent meetings; d) study, generalization and dissemination of the experience of family education; e) individual work with dysfunctional families and children from these families; f) recommended topics for events for parents of children of different age groups, practical recommendations and questions for analyzing a certain form of work of educators with parents.

3. Improving the pedagogical skills of educators: a) planning work with parents; b) pedagogical self-education of teachers; c) pedagogical experience; d) consultations and seminars with educators.

So, the study of work experience has shown that the issues of the pedagogical culture of parents must be considered in close connection with the improvement of the qualifications of educators, because the attitude of the teacher to children, to their parents, the level of his pedagogical skills determine the level of upbringing of the child and the attitude of parents to the requirements put forward by the kindergarten.

On the example of the work of I / s No. 66 in Tambov, we can propose the following methodological work - this is the conduct of methodological weeks on the problem of working with personnel.

1. Consultations on the topic “Working with parents - non-traditional approaches”.

2. View and analyze abstracts of non-traditional meetings with parents.

3. Drawing up notes of meetings with parents in the light of new approaches.

4. Drafting perspective plan work with parents of different age groups for a year together with a methodologist, psychologist, social pedagogue.

5. Teachers' councils on the topic “Work of the teaching staff with parents” (non-traditional approaches), with the invitation of parents from the parent committees.

It is necessary to constantly expand the forms of work with the family, to use non-traditional methods regarding issues of pedagogical education and parenting.

§4. Forms and methods of work with parents.

Currently, all kinds of methods and forms of pedagogical education of parents are used, both those already established in this area, and innovative, non-traditional. Used:

visual propaganda,

visiting families,

parent meeting,

Conversations and consultations

parent conferences,

oral journals,

Questionnaire,

open days,

round tables,

club organization,

Organization of business games.

It is worth touching on some forms and methods in more detail.

a) Visiting families

Pedagogical assistance to parents should be based on a thorough and comprehensive study of each family, each child. Work with parents will have a concrete, effective character, promote mutual understanding and mutual interest of parents and educators, if the following tasks are implemented in unity:

1. Acquaintance with the material conditions of the family's life, its psychological climate, and the peculiarities of the child's behavior in the family.

2. Determination of the level of pedagogical culture of parents.

3. Identification of the difficulties experienced by parents.

4. Studying the positive experience of family education in order to disseminate it.

5. The implementation of a collective, differentiated and individual pedagogical impact on parents based on a thorough analysis of the data obtained about each family.

These tasks can be solved using various methods of working with parents, but the most effective form for this is visiting families.

A professional social educator will see from the first visit to the family what kind of relationships prevail between its members, what is the psychological climate in which the development of the child takes place. At each subsequent visit to the family, the educator or social pedagogue must determine in advance specific goals and objectives related to the characteristics of the development and upbringing of the child, with the type of family. For example, when visiting the family of a young child at home, the following goals and themes are put forward: conversations: “Conditions for the development of the subject activity of the child”, “Compliance with the daily routine of the child of an early age”, “Pedagogical conditions for the formation of cultural and hygienic skills and independence of the child”, etc. The goals of visiting older preschoolers at home are different: family”, “Formation of the initial skills of educational activity of the future student in the family”, “Raising interest in the book”, “Selection of toys”, etc. For example, visiting a low-income family, you can find out what specific difficulties they experience; think about how the preschool educational institution can help the family (free attendance at kindergarten, buying toys, etc.). A clearly defined goal of the visit ensures the readiness of the teacher to meet with parents, its purposefulness.

To make home visits more effective, it is necessary to inform parents not only about the time of the visit, but also about its main purpose. Practice shows that in this case conversation and observations run more efficiently. It should also be noted that at home, a conversation with parents is more frank, there is an opportunity to get acquainted with the opinions and views on the upbringing of all family members who daily influence the development of the child. On the basis of conversations with all family members, observations, the educator can clearly define further tasks on education.

b) Visual propaganda.

Carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to acquaint parents with the issues of education through the materials of stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, to give parents the necessary pedagogical information in an accessible and convincing manner. Can be permanently arranged group stands type “For you, parents”, containing information in two sections: everyday life groups - various kinds of announcements, mode, menu, etc., and current work on raising children in kindergarten and family.

At the beginning of the year, as a rule, the teachers' council discusses the annual work plan. Then the teachers inform about the tasks of education for a certain section for the quarter, inform the program content of the classes, give advice to parents on how the work carried out in the kindergarten can be continued in the family. Under the general heading, for example, “What did your children do today”, extracts from the calendar plans, brief extracts about the implementation of the program are placed.

With great pleasure, parents look at the work of children exhibited at a special booth: drawings, modeling, applications, etc.

The theme of the stand materials should depend both on age characteristics and on the characteristics of families. In the preparatory group, the stand materials can be devoted to the following topics: “What children should learn in the preparatory group for school”, “Joint preparation of children for school in the family and kindergarten”, etc. For families with disabled children, you can arrange a stand where there will be practical recommendations from a psychologist, social pedagogue, speech pathologist. You can also place a list of instances where parents can get the necessary help and support.

Great importance should be attached to the design of general thematic stands and exhibitions. Usually they are prepared for the holidays: “Hello, New Year!”, “Mom has golden hands”, “Soon to school”, etc., as well as they are dedicated to certain topics, for example: “Love, friendship, mutual respect are the basis for the normal development of children” (for large families), “Education of industriousness in the family”, “I myself”, “The world around us”, etc.

Used at exhibitions various materials. For example, at the exhibition on the theme “The Joy of Creativity”, you can place the work of children and parents from natural materials, drawings, applications, embroidery, macrame, etc., at the exhibition “Parents for Kindergarten” - doll clothes made by parents, various crafts and etc.

It is advisable to design exhibitions on topics related to various aspects of education (labor, aesthetic, etc.): “We work, we try”, “Beauty and children”, “We and nature”, etc.

The design of exhibitions can be different, depending on the subject. At the exhibition on the theme “Goodbye, kindergarten, hello, school!” you can put items needed by a first grader: pens, pencils, pencil case, notebooks, satchel, etc., photographs various options schoolchildren's corner in the family, advice on the mode of life of a schoolchildren, etc.

When acquainting parents with physical education in the family at the exhibition, you can use photographs, textual material about the benefits of physical exercise, a list of basic movements that preschoolers should master.

Parents show great interest in how children live in kindergarten, what they do. The best way to introduce this to parents is to open days. Great efforts must be made by methodologists, social educators, and psychologists to carry them out. Preparations for this day should begin long before the scheduled date: prepare a colorful announcement, think over the content of the educational educational work with children, organizational moments. Before you start watching classes, you need to tell parents what lesson they will watch, their goal, and the need for it.

Open viewings give parents a lot: they get the opportunity to observe their children in a situation different from the family one, compare his behavior and skills with the behavior and skills of other children, learn from the teacher teaching methods and educational influences.

Along with open days, parents on duty and members of the parent committee. Ample opportunities for observation are provided to parents during children's walks on the site, on holidays, evenings of entertainment. This form of pedagogical propaganda is very effective and helps the teaching staff to overcome the superficial opinion that parents still have about the role of kindergarten in the life and upbringing of children.

In working with parents, you can use such a dynamic form of pedagogical propaganda as slide folders. They also help with an individual approach to working with the family. In the annual plan, it is necessary to foresee the topics of folders so that teachers can select illustrations and prepare text material. The topics of the folders can be varied: from material related to labor education in the family, material on aesthetic education to material on the upbringing of children in incomplete family.

For incomplete families, you can arrange a folder on the topic “Raise a child to be full-fledged”:

2) consultation for parents;

3) related articles;

4) where to find support in a crisis situation (recommendations of a social pedagogue).

Here, for example, what materials can be placed in a folder on the topic “Children's play as a means of education”:

1) the statements of the classics of pedagogy about the purpose of the game for the development and education of children preschool age;

2) what toys a child of a particular age needs, a list of toys and photographs;

3) how to organize a play corner at home;

4) a brief description of the species gaming activity in different ages, its role in moral education, examples of role-playing games;

In the folder-mover on the topic “Joint work of the kindergarten and the family in physical education” you can pick up the following:

1) textual material on the importance of physical education of preschool children;

2) consultation for parents on a specific topic;

4) plans-summaries of physical culture classes;

6) photographic material reflecting the classes exercise in kindergarten;

7) newspaper and magazine articles.

Folders-movers should be mentioned at parent meetings, recommended to familiarize yourself with the folders, give them for review at home. When parents return folders, it is advisable for educators or social pedagogues to have a conversation about what they have read, to listen to questions and suggestions.

One should take seriously such a form of work as visual propaganda, correctly realize its role in the pedagogical education of parents, carefully considering the content and design of folders, striving for the unity of textual and illustrative materials.

The combination of all forms of visual propaganda helps to increase the pedagogical knowledge of parents, encourages them to reconsider the wrong methods and techniques of home education.

c) parent meetings.

Usually, parent meetings are held traditionally - a teacher's report on a topic and a discussion of organizational issues. As a rule, parents do not show any activity at meetings of this type. And passivity is an indicator of either disinterest, or the fact that the very form of the meeting does not encourage statements from the parents. This suggests that it is urgently necessary to revise the forms of holding parent-teacher meetings.

But still, many preschool educational institutions use innovative forms of conduct.

To improve the conduct of the event, it is necessary to organize workshops, at which it is worth considering the issues of preparing and holding parent-teacher meetings, ways to increase the activity of parents. You can also discuss the recommendations that are given on these issues in the manuals, determine the general requirements for preparing and holding the meeting.

Some parent-teacher conferences can be made public so that educators from other groups can attend. Together with the methodologist and social pedagogue, a plan of measures to prepare for the meeting is discussed, a questionnaire for parents and a memo are compiled. The meeting should be announced in advance - one to two weeks before it is held.

Questionnaires can be of a different plan, something like this:

“Dear mothers and fathers!

We ask you to take an active part in preparing for the group parent meeting on the topic “. . . . . . .” (indicate the topic of the parent meeting).

We suggest thinking about the following questions:

1. . . . . . . . . . .

2. . . . . . . . . . .

3. . . . . . . . . . .

etc. (questions are drawn up taking into account the theme of the event, taking into account the social, pedagogical, psychological aspects of education).

It is also determined in advance who can speak at the meeting.

The methodologist and social pedagogue places material on the information board approximately under the following headings:

1. “Our successes”: the implementation of a program for any type of education (depending on the topic of the meeting), the level of knowledge of children.

2. “Our tasks”: tasks to be solved together with parents.

3. "Consultation": a summary of the topic of the meeting, its importance in the upbringing of children.

4. “Literature on the topic of the event”: a list of references with brief annotations.

5. “Children's fiction”: a list of literature with annotations and recommendations for its use in one or another aspect of educational activity (labor, aesthetic, physical, etc.).

In addition to such an information board, you can arrange a folding screen, an exhibition of literature for parents.

An active meeting of parents involves showing classes-conversations, then discussing what they saw, distributing memos on the topic of the meeting.

By organizing parent-teacher meetings according to this scheme, you can a short time achieve results: parents become more interested in the life of the kindergarten, more active in its work. This form enables parents to sort of get to know their child again, observing him in a kindergarten, when pedagogical problems are discussed in a free conversation, helps to increase the sense of responsibility for raising children, unites the team of parents, and has a positive effect on the relationship between the kindergarten and the family.

d) Business games.

Business game - room for creativity. It brings the participants of the game as close as possible to the real situation, forms the skills to quickly make pedagogically correct decisions, the ability to see and correct the mistake in time.

There is no specific narrowly focused scheme for conducting business games. It all depends on the competence, abilities and imagination of the leaders.

An example game structure is as follows:

1. Preparatory stage which includes the definition of the goal, objectives of the game, organizational rules governing the course of the game, the choice of the actor (persons) in accordance with the roles, the preparation of the necessary visual material and equipment

2. Game progress, which consists in the implementation by all participants of the game of the necessary rules and actions.

3. Outcome of the game expressed in the analysis of its results.

The purpose of business games is to develop and consolidate certain skills, the ability to prevent conflict situations. Roles in business games can be distributed in different ways. Educators, managers, social educators, parents, members of the parent committee, etc. can participate in it. A referent (there may be several of them) also takes part in the business game, who monitors his object using a special observation card.

The topic of business games can be various conflict situations.

e) Evenings of questions and answers.

Evenings of questions and answers are concentrated pedagogical information on a wide variety of issues, which are often of a debatable nature, and the answers to them often turn into a heated, interested discussion. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as a relaxed, equal communication between parents and teachers, as lessons in pedagogical reflection.

Parents will be notified at least one month in advance of this event. During this time, methodologists, educators, social educators should prepare for it: collect questions, group, distribute them in the teaching staff to prepare answers. At the evening of questions and answers, the presence of most members of the teaching staff, as well as specialists - doctors, lawyers, social educators, psychologists, etc., is desirable, depending on the content of the questions.

How to organize the receipt of questions from parents? Usually, methodologists and educators use parent-teacher meetings, questionnaires, and all kinds of questionnaires for this. At parent meetings, they inform the time of the evening of questions and answers, provide an opportunity to think through questions and fix them on paper, and parents also have the opportunity to think over questions at home and hand them to the teacher later.

f) Round table meetings.

Meetings at the “round table” expand the educational horizons not only of parents, but also of the teachers themselves.

The design of the event is very important. The assembly hall should be specially decorated, the furniture should be specially arranged, attention should be paid to the musical arrangement, which should be conducive to reflection and frankness.

Meeting topics may vary. The conversation should be started by activist parents, then a psychologist, a doctor, a defectologist, educators, a social pedagogue, and other parents should join it. It is possible to offer for discussion various situations from family life, problems that arise when raising children in various types of families. (annex II), which further activates the participants of the meetings. In this form of work, it is noteworthy that almost no parent remains on the sidelines, almost everyone takes an active part, sharing interesting observations, giving practical advice. A psychologist or social educator can summarize and end the meeting.

Chapter III.FROM THE EXPERIENCE OF WORK ON PEDAGOGICAL EDUCATION OF PARENTS OF PRESCHOOL CHILDREN

§one. From the experience of preschool educational institution No. 66 "Topolek"

Today, in the conditions of a new stage of the scientific and technological revolution and the dynamism of social transformations, it turned out that preschool institutions are cut off from modern real life, they work on the principle of a “closed system”, carrying out their educational and educational functions only within the framework of a kindergarten, only with children and families attending kindergarten. Solving the problems of socialization of the younger generation in the modern conditions of life in our society dictates the need to change the nature of the activities of a preschool institution as the first stage in the system of lifelong education. The "Law on Education of the Russian Federation" provides for the further development and improvement of education, the search for new types of preschool institutions, new forms of upbringing and education of children. On the basis of the Preschool Institution No. 66 "Topolek" there is a Preschool Microdistrict Center, which communicates with the preschool educational institution and the microdistrict. Kindergarten "Topolek" acts as an open socio-pedagogical system (Annex III). The relevance of this work lies in solving the problems of socialization of the younger generation in the modern conditions of life in our society, which dictates the need to change the nature of the activities of a preschool institution as the first stage in the system of public education. The development of a model for the activity of an open preschool educational institution was prompted by the problem of isolation of kindergartens from modern real life, their work on the principle of a “closed system”. Ordinary preschool institutions carry out their educational and upbringing functions only within the kindergarten, only with children who attend preschool. Separation of children from broad participation in the life of their region, from the economy of the environment, its productive and cultural-historical potential - all this destroys the integral educational process, does not contribute to the sufficient formation of personality.

The purpose of the activities of preschool educational institutions as an open socio-pedagogical system is as follows:

The maximum "binding" of the pedagogical activity of the preschool educational institution to the conditions of the district society;

Formation of the child's personality through interaction with the social institutions of the environment, the family;

Socialization of the child's personality;

Organization of a coordinating educational center on its own base to work with the family of the microdistrict;

Fulfillment of the social order of the population of the microdistrict;

Contribute to the creation of educational potential in the urban society through interaction with the social institutions of the environment;

To carry out active work to improve the pedagogical enlightenment of parents of preschoolers;

To promote the realization of the rights of families and children to protection and assistance from society and the state;

To promote the development and strengthening of the family as a social institution;

Improve indicators of social health and well-being of families and children;

Humanize family ties with society and the state, labor collectives and public organizations;

Help in establishing harmonics within family relations.

The identified goals of the work are inextricably interrelated, determine the specifics of the further development of the preschool educational institution; they organically include the whole complex of tasks that provide the necessary conditions for personal development.

In-depth work in the identified areas requires the establishment of new relationships between adults and children, new forms and methods of working with parents.

Tasks of the DMC:

Protection and strengthening of the physical and mental health of children;

Ensuring intellectual and personal development child;

Concern for the emotional well-being of each child;

Interaction with the family for the full development of the personality of the child and to increase the pedagogical potential of the parents of children.

Of particular importance in the implementation of the planned tasks and the creation of psychological and pedagogical conditions for education and training are:

Organization of a developing environment in the group of preschool educational institutions;

Taking into account the individual characteristics of the development of the child, the implementation of a differentiated approach to children with different levels of development and in working with parents of various categories;

Providing social and psychological support for the child, creating emotional and psychological comfort in the group;

Forecasting the process of child development;

Carrying out corrective procedures;

Establishing a stable relationship with the parents of pupils.

DOU No. 66 operates on the following principles :

humanization;

Continuity (in the work of age groups in preparation for school);

Differentiation;

Compensation (initiation to those personally significant socio-cultural values, the needs for which are not yet satisfied by the system of preschool education, its standards);

Socialization (implementation of communication between the pupil and his society / DOW - family - friends /, protection of the personality of the pupil, familiarization with social processes and structures);

Self-actualization (identification and implementation of individual creative interests and abilities, as well as self-organization, self-development and personal growth of pupils);

Pedagogization (formation of the pedagogical environment of the residents of the microdistrict, interaction of preschool teachers with the family in shaping the personality of the child).

There are already certain results of the existence of preschool educational institution No. 66 as an open system. In working with parents, the results are as follows:

Involvement of parents of pupils in the life of children and kindergarten:

Ensuring the pedagogical culture of parents in matters of upbringing and education of children;

Active participation of parents in developing educational work with children.

In addition to the principles and tasks, the management system is also being improved:

a) transition to development mode;

b) creation of an “information bank” of pedagogical ideas;

c) improving the financing system: the use of financial resources of sponsors, the board of trustees for the development of preschool educational institutions.

Management is a purposeful, continuous interaction, cooperation of the leadership, all participants in the pedagogical process to achieve the goals. The goals are consistent with the social order of the parent community.

The highest governing body is the Pedagogical Council

The updated content of all educational work with children and parents in preschool educational institution No. 66 is characterized by non-standard, creative search, which contributes not only to the development of the intellectual and creative abilities of children, but also to strengthening their health.

The atmosphere of mutual understanding that has developed in the preschool educational institution, a positive psychological climate in the team create optimal conditions for improving educational and educational processes.

Priority areas of work of preschool educational institution No. 66:

Methodical work with the teaching staff of a preschool institution;

Involvement in the educational and educational activities of the preschool educational institution of families where children do not attend preschool educational institutions;

Organization of pedagogical education of parents;

Joint activities with enterprises and institutions of the city to strengthen the family and form the personality of the child;

Carrying out various events on the basis of cultural and educational institutions of the city;

Charity.

Activities of the Preschool Microdistrict Center.

The work of the Center is based on social action model, which provides for a sequence of actions in relation to the family as an object and the competent implementation of each of the actions.

The model consists of the following components:

Presence of PEI employees' own ideas about the content of assistance to the client and about the client's ideas about the content of this assistance, as well as the form of its provision;

A broad study of the family-system and each of its members as an individual (personality);

Differentiation of families into types according to the deformity of family structures;

Development of a program (corresponding to the types of families identified in the course of differentiation) of social impacts on the family of a correctional and educational orientation;

Getting in touch with the family-system and its members in order to implement a program of social action;

Tracking the results of correctional and educational activities with the family and making the necessary changes.

So, embarking on social actions in relation to the family in order to help her, the social educator is obliged to clearly represent its content (both on my part and on the part of the client) and possible forms of translating this content into practice. In the scientific literature (Bernler G., Junsson L. Theory of socio-psychological work, M, 1992., S. 174-185, p. 306), the following grouped representations of the contactee (social educator) in helping the client are noted: their knowledge of their capabilities in providing assistance; presumed knowledge of expected services from the client; knowing what he could give out of what the client expects; an idea of ​​what he can give without realizing it; his conscious ideas and unconscious assumptions about the needs of the client.

The representations of the first group are determined by the boundaries of the professional competence of the social pedagogue and the capabilities of the institution that he represents.

The second group of ideas about the content of helping the client is determined by the client's expressed need for it and obtaining information from other sources, and on this basis - the formation of knowledge about what kind of help the client expects from him.

The third group of ideas is determined by the social pedagogue's realistic assessment of his own field of activity.

The fourth group (unconscious help) is close to the “aerobatics” of the work of a social pedagogue. This is where the deep aspects of professionalism come into play.

The fifth and sixth groups are the sum of several systematized ideas that exist and are found in the field of his activity.

The expectations inherent in the client regarding the content of the assistance provided to him are as follows: his conscious desire for help; what, according to his assumptions, a social pedagogue can give him; what he is supposed to get, and, finally, his unconscious desires (direct simple help, which is formulated by him at the first meeting with a consultant - to get advice on raising children, to solve the issue of economic support, etc.).

Along with the fact that the social pedagogue has his own ideas about the content of assistance to the client and about the client’s ideas about the content of this assistance, he needs to have ideas about the forms of assistance, among which there is a form of compensation for the lack of something (material assistance, provision of necessary services, etc. .), liberation from the negative, work on something (specific work that the client is not able to do himself) and intended changes (work to change "me" or the system).

Thus, the social pedagogue's knowledge of the content and forms of assistance provided is a necessary component in working with families.

The second component of the interaction between the family and the Center is a broad study of the family and each of its members as an individual (personality).

It is based on the obligatory compilation of the characteristics of the microdistrict, on the basis of the extensive information obtained by familiarizing with the primary materials - the personal files of children, conversations with neighbors, acquaintances and family friends, questioning children and parents, diagnosing family relationships, etc.

The characteristics of the microdistrict contain the following generalized data: a map-scheme of residential buildings and other objects; description of the natural and material living environment of residents; total number residents in society, including children; the average age of the adult population; gender composition; the national composition of the inhabitants; social and professional composition; educational level of residents; the total number of families in the microdistrict, including complete families with grandparents, complete families without grandparents, incomplete families, childless families with one child, two children, large families with children of senior school age, families of refugees and internally displaced persons.

Along with studying the infrastructure of the microdistrict, one should have information about the socio-economic and socio-pedagogical needs and needs of families, children, youth related to the organization of work, study and leisure of minors and youth.

All the data obtained already allow us to influence the family-system not blindly.

The component of social actions at this stage, after drawing up the characteristics of the microdistrict, provides for the study of the position of the individual in the family and the family system. You can use the American version of the schemes for the social study of the individual and the family (tested on experimental sites in Russia).

Scheme No. 1 of studying the social history of the individual.

1. Personality.

1.1. General information (full name, year of birth, place of birth, marital status, address).

1.2. Family (parents: full name, year of birth and death - if one of them died, address; brothers and sisters: names, dates of birth, place of residence; children: names, age, dates of birth and place of residence) .

1.3. Professional level (presence of education, place of study or work, reasons for leaving jobs).

1.4. Individual characteristics of a person (health and physical condition, ability to social contact, knowledge and skills, ability to work, ability to change the physical and technical environment, ability to influence other people, ability to work rationally and purposefully to implement the intended alternatives).

1.5. Relationships within the family, his place in it; neighborhood and community connections.

2. Worries, needs, problems.

2.1. The reasons that led to the need to interact with this person.

2.2. The history of the development of the need, problems and factors influencing its development.

2.3. Ability to perform life roles.

2.4. Basic needs.

2.5. Expectations of the individual on the content of the assistance provided.

3. Factors affecting the provision of assistance to the client.

3.1. What does the person expect as a result of help.

3.2. Are these expectations realistic?

3.3. The presence of internal resources in the individual to change.

3.4. Negative factors influencing the expectations of the individual.

3.5. Positive factors of influence on the expectations of the individual.

Scheme No. 2 of the study of family history.

I. Basic information.

1.1. Names and birthdays of family members, dates of death.

1.2. Marriage dates.

1.3. Attitude to religion, nationality.

1.4. The language spoken in the family.

II. Family as a system.

1. Family structure.

1.1. The number of family members, their family ties.

1.2. Relationships in subsystems: parents, parents and children, brothers and sisters. The presence of groups in the family.

1.3. The relationship between family members and the family as a system with other members of a large family (grandfather, grandmother, cousins).

1.4. The relationship between the family as a system and closest friends.

2. Family environment.

2.1. Family relationships with neighbors.

2.2. Influential people of a large family, strengths and weaknesses of their influence on the family.

2.3. Living situation and socioeconomic status.

3. The functioning of the family.

3.1. The relationship of the family with the environment (neighbors, relatives, educational institutions, etc.).

3.2. Decision-making in the family (who prevails: husband or wife, participation of children in decision-making, influence of next of kin on decision-making in the family).

3.3. Role functions (who manages the household, who takes care of the children, which of the family members is entrusted with the function of emotional support for the family as a system - encouragement, attention, care).

4. History of family development.

4.1. Genealogical tree of the family (family roots, their influence on the current state of affairs in the family).

4.2. Family customs and traditions.

4.3. Stages of development of family life.

Diagnosis of interfamily relationships is carried out on the basis of appropriate methods and questionnaires. To determine the presence of conflict structures in the family, one can go in two ways: through work with children and parents.

Family differentiation into types is the main component of social interactions between the family and the Center. The literature provides various approaches to the definition of family types. It is acceptable to divide families into two groups: prosperous and dysfunctional families (with the presence of any deformity of the family structure).

Prosperous families can be divided into pedagogically literate and positively oriented towards raising children.

Dysfunctional families, according to the degree of conflict with the pedagogical, moral, social requirements of society, are divided into conflict, pedagogically insolvent and immoral. The main work should be aimed specifically at disadvantaged families. There is the following characteristic of dysfunctional families (Alekseeva A.S. Features of dysfunctional families and the possibilities of the school in working with them: collection Issues of crime prevention, M., 1985., p. 35).

Conflict family with a confronting type of relationship. In these families goes layering of conflicts (previous unresolved conflict generates even more discontent). This is expressed in the form of scandals, rudeness, mutual threats, insults. the feeling of love, respect, duty is destroyed. This family is being destroyed from the inside. Children from such families more often than others violate the norms of behavior in social institutions (kindergartens, schools, etc.).

Pedagogically unsuccessful family . In these families, a low pedagogical culture is combined with an unwillingness to correct or change anything. Parents consciously or involuntarily set the child against the teacher who makes certain demands. protest against the demands begins to be expressed in disobedience, rudeness, alienation from the team, and then from the family.

Immoral family. In these families, the spouses come into conflict not only in relations with each other, but also with the norms of morality and the rules of moral behavior in general. An immoral family is made up of people who, even in their parental environment (family), have learned the standards of cruel treatment, who are unable and unwilling to harmonize their way of life with the generally accepted one. Children from such families often have discrepancies between the need for sympathy from others and the inability to win them. At the same time, they often claim uncompromising leadership among their peers. The impossibility of achieving a status corresponding to these claims leads to the fact that they become leaders on the street and, more often than others, join the ranks of offenders.

A different degree of deformation of family relations requires a social pedagogue to have different approaches to organizing work with them. The main conditions conducive to strengthening the ties of dysfunctional families with society are: a careful and thorough study of the family environment, all aspects of its life, taking into account specific features, a specific type of trouble; building positive and trusting relationships between disadvantaged families and the institution; implementation on this basis of business cooperation in organizing joint influences on pedagogically neglected children.

The fourth component of the social action model with the family is development of a program of social actions of correctional and educational orientation corresponding to the types of families identified in the course of differentiation. The program of such actions for the family consists of the following blocks:

Block of increased pedagogical culture of parents,

Block of joint activities of parents and children,

Block of individual work with parents and children and the family-system as a whole.

The fifth component of the model of social actions with the family determines getting in touch with the family-system and its members in order to implement a program of social action.

Getting into contact with the educational and correctional goal is one of the most difficult types of work with the family and the individual - a family member.

The theoretical basis of this type of activity of a social teacher with a family can be the concept of G. Bernler (Bernler G., Jonsson L. Theory of social and psychological work, M., 1992., S. 204-210). Its essence is as follows: the contact between the social educator (consultant) and the client (family member) is understood as a series of interactions between the level of consciousness and contemplation.

A basic level of(level 0) is formed by the corresponding levels of actions of the parties (everything that a person does, says, expresses in sign language, etc., but does not think).

Next comes contemplation level 1(for the client, this is his meta-level of the socio-psychological field, for the consultant - his ideas about this field, including ideas about the client and interactions at the basic level).

Next contemplation level 2(for the client, it consists of his thinking about his level 1 ideas, including ideas about himself; for the consultant, it contains ideas and thoughts about the client's ideas, as well as his own ideas at level 1).

And there can be an infinite number of such postulations of levels of consciousness, where each level contains reflections and ideas about the lower level.

Moreover, as G. Bernler points out, the “house” of the consultant must be one floor higher than the “house” of the client, or at least reach its level, so that he is able to reflect and realize the processes and structures of the socio-psychological field.

However, the most difficult is the establishment (or entry) of the social educator in the first contact with the family or its individual members. This process can be ensured by the following method of contact interaction (adapted), proposed by L.B. Filonov (Filonov L.B. Psychological ways of establishing contacts between people, M., 1983.). The methodology provides for six stages in contacting, during which positive relationships between contactees naturally develop.

On the first stage the stress, anxiety and uncertainty of parents in relations with the teacher is relieved by focusing on the positive from what the social teacher knows about the family and its members according to previously collected information. moreover, at this stage, the social educator plays the role of a listener, using empathic pedagogical skills.

On the second stage(subject to the above) the parent begins to “talk out”, the social teacher is still a listener. Parents start asking for advice.

On the third stage the social educator switches the attention of parents to increasing the requirements both for themselves and for each family member.

On the fourth stage the social educator proceeds to actions - a discussion of already individual negative personality traits of both his own and any family member, unfavorable concomitant circumstances.

On the fifth stage trust is won, and this is the beginning of interaction.

On the sixth stage correctional and educational work is being carried out by a social pedagogue.

In conclusion, it should be noted that when making contact, everything depends on the degree of deformity of family structures and the professionalism of the person making contact with the family in order to work on change.

In preschool "Topolek", as noted, active work is being done with parents. I have also studied the basic model of the experience of preschool institution No. 66 "Topolek" of the Soviet regional public organization of Tambov "Interaction between a preschool institution and parents in the upbringing and education of children."

Leading idea of ​​experience: on the basis of non-traditional forms and methods of working with parents, to organize a more humane democratic upbringing and education of children in the family, in which teachers and parents, guided by the principles of a unified approach to raising and educating children, constantly exchange experience, putting into practice the most valuable, advanced methods of influence on children.

Parenting concept:- increasing pedagogical knowledge, pedagogical culture of relationships, increasing the practical skills of parents in raising children;

Comprehensive upbringing of a child in a preschool institution and at home, creating an atmosphere of mutual respect based on the principles of a unified approach to the upbringing and education of children;

Democratization and humanization of all processes of upbringing and education of children in the family;

A positive example of the behavior and attitude towards others of all adult family members, the systematic inclusion of children in household, economic activities, education for work of adults;

Implementation of an individual differentiated approach in working with the family, taking into account the education of parents, life experience, the degree of participation of parents in the upbringing and education of children, paying special attention to families with a low general and pedagogical culture;

Formation of psychological readiness for studying at school through the constant cooperation of parents, educators with elementary school and a teacher.

Technology: the use of non-traditional highly effective methods and techniques of working with parents:

1. Questioning of parents.

2. Parent testing.

3. Express poll.

6. Registration of invitation cards.

7. Discussion of pedagogical situations.

8. The study of drawing projective techniques.

9. Individual conversations with parents.

10. Individual conversations with children.

11. Visiting the child's family.

12. Modeling of game and problem situations.

13. Identification of best practices in family education.

14. Participation of parents in pedagogical councils.

Preschool institution No. 66, in addition to traditional ones, also uses innovative, non-traditional forms of work with parents:

1. Round table discussion.

2. Oral journal.

3. Discussion "round table".

4. Pedagogical living room.

5. Quiz.

6. Brain ring.

8. Pedagogical kaleidoscope.

9. Evening of questions and answers.

10. Club of connoisseurs.

11. Press conference.

12. "Field of miracles."

13. "Star hour".

Monitoring the activities of the teaching staff in terms of working with parents showed that the use of a differentiated approach and non-traditional forms and methods are quite effective. As a result, the responsibility of parents for the upbringing of children in the family has increased, the pedagogical knowledge of parents is constantly being improved; creates an atmosphere of mutual understanding and trust between parents, teachers and children; there is an exchange of best practices in family education between parents; a favorable emotional atmosphere is created between parents and teachers; joint success in the upbringing and education of children is ensured. It is also possible to note the increasing activity of parents in preparing and conducting joint educational and pedagogical events, improving their attendance.

In preschool educational institution "Topolek" the work of a social teacher is well-established. It performs the following functions:

Promotes the self-development of the individual, directing efforts to create favorable conditions for the full development of the child's personality;

Organizes activities in a differentiated way, depending on the needs, interests and capabilities of each individual;

Forms healthy relationships in society, contributing for this purpose to the formation and development of a common system of interests and values ​​in adults and children;

Builds relationships with children, teaching staff and parents on the basis of dialogue, delving into all the subtleties of relationships; influences relations between people, the situation in the micro-society, remaining in the position of an informal leader, assistant;

Organizes educational work aimed at the formation of a general culture of the individual;

It studies the psychological and pedagogical characteristics of the child's personality and his microenvironment, identifying interests and needs, deviations in development and behavior, and provides timely assistance;

Is an intermediary between the child and the educational institution, family, environment, authorities;

Promotes the realization of the rights and freedoms of students, ensuring the protection of life and health;

Interacts with teachers, parents, specialists of social services, family and youth employment services, etc. when providing assistance to children in need of guardianship and guardianship, with disabilities, as well as those who find themselves in extreme situations;

Participates in the development and implementation of educational programs.

As can be seen from the above, the social teacher in preschool educational institution No. 66 acts diversified, in accordance with the social needs of society. This proves that only a qualified specialist can perform such versatile activities correctly and competently.

In the course of studying the work of the preschool educational institution, the following structure of interaction between the preschool educational institution and the social institutions of the microdistrict was revealed. The model of interaction between the preschool educational institution and the social institutions of the environment looks something like this (Annex IV):

With the Department of Education of Tambov,

With the Department of Education of the Mayor's Office of Tambov,

With the Administration of the Soviet district of Tambov (department of guardianship and guardianship),

With the Center for Social Protection of the Population of the Soviet District of Tambov,

With institutions of education, culture, sports (TVVAII named after Dzerzhinsky, TSU named after Derzhavin, school No. 11, cinema "Mir", Puppet show, House of Creativity "Rainbow" of the Soviet district, etc.),

With the teenage club "Rainbow",

With ZhEU-6, ZhEU-10.

With the District Department of Internal Affairs, the Inspectorate for Juvenile Affairs,

With polyclinic No. 4,

with industrial enterprises shoe factory, Revtrud plant, etc.),

With the board of trustees (sponsors).

Work with the family in preschool educational institution No. 66 is carried out in the following areas (Annex V):

Working with young families

Working with families in the neighborhood

Working with large families

Diagnosis of families, drawing up a social passport.

§2. Working with families of disabled children (from the experience of preschool educational institution No. 66)

The integration of children with developmental disabilities is a process in which all highly developed countries are involved, which is explained by many different reasons. Together, they can be described as the social order of society and the state that have reached a certain level of economic, cultural, legal development. Integration is a natural stage in the development of the system of special education, associated with a rethinking by society and the state of its attitude towards people with disabilities, with the recognition of their rights to provide equal opportunities with other opportunities in various areas of life, including education. The search for effective forms of corrective assistance to children with developmental disabilities is also associated with targeted work to integrate them into the children's society.

Integration, understood as the process of teaching children with problems in general educational institutions general type, is currently in the spotlight. This is due to the fact that integrated learning is expanding in Russia, but the process is spontaneous, and because it is often opposed to special education. Integrated learning is a natural stage in the development of the system of special education. Integrated education involves the mastery of a child with developmental disabilities with those knowledge, skills and abilities and in the same time frame (or close) as normally developing children in accordance with the state educational standard. In this sense, integrated education can be effective for those children with developmental disabilities whose level of psychological development corresponds to or is close to their age. Integration is not a new problem for the Russian Federation. There are many children with developmental disabilities in mass kindergartens. This category of children is extremely heterogeneous and integrated into the environment of normally developing peers for various reasons.

It is conditionally possible to distinguish 4 groups of such children:

1. Undiagnosed children (their “integration” is due to the fact that the existing deviations have not yet been identified).

2. Children whose parents, knowing about the problems of their child, for various reasons, insist on education in a mass kindergarten. At the same time, if integrated education is carried out only at the request of parents without taking into account the opinion of specialists, it turns out to be effective only for a small part of children.

Preschool age is a favorable period for the integration of children with developmental disabilities into a team of healthy peers. The most adequate conditions for carrying out targeted work on integration are provided by preschool educational institutions of a combined type, which have both ordinary and special (correctional) preschool groups. Under these conditions, it is possible to effectively integrate problem children, taking into account the level of development of each child, choosing a useful and possible “share” of integration for him, i.e. one of the following models.

Combined Integration , in which children with a level of psychophysical development corresponding to or close to age norm 1-2 people are brought up on equal terms in mass groups, receiving constant corrective help from a specialist.

Partial integration in which children with developmental problems, who are not yet able to master the educational standard on an equal footing with healthy peers, join mass groups only for part of the day.

Temporal integration , in which all pupils of a special group, regardless of the level of psychophysical development, are united with healthy children at least 2 times a month for various educational events: holidays, competitions, etc.

The implementation of these models implies the mandatory management of the integration process by specialists who help teachers in organizing the upbringing and education of a child with developmental disabilities in a team of healthy peers.

Creation of a flexible system of correctional education and training of children with developmental disabilities, including special (correctional) preschool institutions and special groups in general education kindergartens, groups of home education and short-term stay, integrated education will expand the possibilities of choosing adequate and effective forms of pedagogical influence and education, which will meet the interests of both the extraordinary child and his family.

It is important to pay special attention to corrective assistance to young children: targeted pedagogical influence from an early age helps a child with problems achieve a level of general and speech development equal to or close to the age norm, and allows him to join the environment of normally developing peers as early as possible. In these groups, it is necessary to provide corrective assistance to children with severe disabilities (for example, with intellectual disabilities, with complex combined disorders, when a number of defects are combined: hearing loss, vision loss, emotional-volitional sphere). Early medical-psychological-pedagogical intervention will make it possible to weaken, and in some cases even prevent the consequences of one or another deviation in development, will help to raise a person who is able to actively participate in the life of society.

The use of effective forms of corrective action on preschoolers with developmental disabilities is one of the topical areas for improving the system of their education.

Currently in Russia, the most common form of corrective assistance to preschool children with developmental disabilities is their upbringing and education in a preschool educational institution of a compensating type and compensatory groups as part of combined educational institutions. Most children with special needs are brought up at home or in general developmental kindergartens. They are in dire need of systematic advice from specialists. One of the forms of such assistance can be groups of a new type - groups of home-based education and groups of short-term stay in special correctional preschool educational institutions.

One of the main priority areas of preschool educational institution No. 66 "Topolek" is the social protection of the personality of disabled children of the preschool educational institution and the microdistrict. Therefore, in the preschool educational institution No. 66, for the 5th year, groups of short-term stay and groups of home study function.

The main tasks of these groups are:

1. Carrying out corrective work with children.

2. Teaching parents pedagogical technologies of cooperation with their child, techniques and methods of his upbringing and education in a family environment and providing them with psychological support.

3. Education of parents of preschoolers.

In DOU No. 66, the work of these groups is organized, both in the morning and in the evening in the form of individual lessons. Children can study in home study and short stay groups until they reach school age. It depends on the complexity and structure of the defect, the speed of the child's progress in the learning process and the desire of the parents. At the end of each academic year, all children are presented to the psychological, medical and pedagogical commission, where the issue of further ways and forms of their education is decided.

There are 14 handicapped preschoolers in the microdistrict where the Topolek kindergarten is located, 7 of them are in specialized medical institutions. The families of the remaining 7 preschool children were presented with a business card of preschool educational institution No. 66, in which psychological and pedagogical correctional work was painted. The social pedagogue offered questionnaires to the parents of these children. The families expressed their desire to cooperate with the preschool educational institution.

Children are taught by a psychologist, a speech therapist, educators, and a social worker.

Classes in the home-schooling group are conducted with the obligatory presence of one of the parents. Depending on age, diagnosis, under the guidance of a psychologist and a social pedagogue, a differentiated approach is carried out to each disabled preschooler.

Work with children with disabilities is carried out in the following areas:

Organizational and pedagogical,

Therapeutic and restorative,

Correctional and educational.

Paramount importance in the organization of correctional work is given to the creation of an emotional and psychological climate. New forms of work are being introduced all the time.

A social pedagogue and psychologist are doing a lot of work to collect information about a disabled child. The following points are taken into account:

1. Properties of speech behavior (sociability, impulsiveness, the nature of the reaction to changes in the conditions of communication, organization of speech, etc.).

2. Features of general behavior (excitement, lethargy with effective coloring, jealousy, etc.).

3. The state of psychophysical processes (stability of attention, observation, exhaustion, entry into activity).

4. Data on the family of a disabled child.

The information obtained helps to outline the directions of correctional and educational work and determine the ways of an individually differentiated approach. The harmony of intra-family relations is the basis of the entire future life of the child. To help parents and children, a psychologist, social pedagogue and other specialists use family play therapy. The main thing in play therapy is the establishment of family relationships. The psychologist and social teacher of preschool educational institution No. 66 work in three main areas:

1. With children.

2. With family.

3. With teachers of the preschool educational institution.

Each of these areas in itself is voluminous and complex. But at the same time, only their interconnection makes the work meaningful and effective. And only with competent diagnostics, close contact with the family, with full mutual understanding, the maximum development of the child's personality is possible.

§3. The work of kindergarten No. 66 "Topolek" with large families as part of the experiment "Preschool institution - an open socio-pedagogical system"

Target:

- organization of social, material assistance to large families through interaction with social institutions of the environment;

Providing targeted assistance;

Promotion of positive experience of education in large families;

Formation of positive intra-family relations;

Formation of pedagogical culture of parents;

Raising a healthy child in a large family;

Organization of cultural leisure;

Formation of a full-fledged personality;

Preparation for school.

Kindergarten No. 66 is attended by 8 children from large families. In addition, 5 more large families were taken for the experiment, whose children do not attend kindergarten for one reason or another.

Working with large families includes several stages.

Stage 1.

A) Diagnostic study of large families of the microdistrict, attending and not attending a kindergarten.

B) Questioning to identify the characteristics, needs, needs and interests of children and parents of large families.

C) Drawing up a social portrait of the family.

D) Creation of a data bank on each large family.

Stage 2.

Individual work with families in particular need of social and material assistance.

Stage 3.

Work with children:

Organization of cultural and leisure activities,

Organization of educational and recreational work,

Interest group work

Preparation for school.

Working with parents:

Educational work (consultations, lectures, interest clubs, etc.),

Building positive family relationships

Assistance in establishing contact between parents and children,

Targeted social and pedagogical assistance.

The work of a social teacher of kindergarten No. 66 with large families.

1. Socio-pedagogical.

A) Questioning. Differentiation of families into categories depending on the degree of participation in the upbringing of children. Drawing up a social portrait of a child from a large family. Card index of large families.

B) Social patronage of a large family in need of permanent or temporary social care (special attention is paid to families with unfavorable psychological and socio-pedagogical conditions, provision). Providing them with assistance in family education, in overcoming pedagogical errors and conflict situations with children by parents, improving the moral microclimate in the family.

C) Organization of non-traditional meetings with parents: interest clubs, family art auctions, KVN-s, etc. with the participation of children.

D) Individual counseling, lectures.

E) Organization of cultural and leisure activities, the work of circles on the interests of children in kindergartens. Interaction with all kindergarten specialists in matters of the full-fledged formation of the personality of a child from a large family.

2. Social work.

A) Provision of one-time financial assistance to those in dire need through the department of guardianship and guardianship of the Regional Public Organization, the center for urgent social assistance.

B) Exemption from parental fees for a period of 6 months for low-income, large families whose children attend kindergarten.

C) Allocation of free gifts for the New Year, International Children's Day, for cultural and leisure activities through the Center for Urgent Social Assistance, Board of Trustees, sponsors.

D) Organization for children from large families of the microdistrict of short stay groups in a nursery-garden for 3-4 hours, weekend groups, walking groups with free stay.

The main areas of work of a psychologist with large families

d/s №66.

1. Work with children.

A) Psychological examination.

B) Psychological training.

C) Identification of interpersonal relationships in the family.

D) Psychocorrective work.

D) Individual work.

2. Working with parents.

A) Joint work with a social pedagogue on questioning, drawing up a social passport of the family.

B) Advising parents on issues of education, the formation of positive relationships in the family society, productive communication between children and adults.

C) Lecture hall on questions of psychological culture.

D) Club “Communication between adults and children”.

D) family patronage. Identification of interpersonal relationships, individual consultations. Joint patronage with physicians for children, teachers in matters of raising a healthy child. Creating a positive psychological microclimate in the family.

E) Targeted assistance. Letters to parents at their address. Purpose: to prevent possible pedagogical errors in the upbringing and education of children, recommendations for education, health improvement, education; pedagogical education of parents.

The relationship of kindergarten No. 66 with school No. 11 in working with large families.

1. Joint patronage of large families by a social pedagogue from school No. 66 and a social pedagogue from school No. 11 and a psychologist.

2. Joint events for preschoolers and schoolchildren from large families (“Merry Starts”, “Health Day”, etc.), as well as within the framework of the meetings “Happy Family”, “Pedagogical Lounge”.

3. Joint pedagogical councils teachers of school No. 11 and teachers of preschool educational institution No. 66 on the problems of large families of the microdistrict on the following topics:

Social portrait of a child in a large family of the microdistrict;

Analysis of express questionnaires of large families;

Social problems of large families of the microdistrict;

Mini-interviews of problem families;

Creative report of teachers of kindergarten No. 66 on the organization of work with large families.

Model of interaction between a social teacher and teachers of kindergarten No. 66 in working with children from large families.

In his work, the social teacher of kindergarten No. 66 interacts with:

Department of Education of Tambov (coordination of pedagogical work, solving problems of social assistance to a large family);

Musical director (work according to interests, learning to play musical instruments);

Psychologist (psycho-coordination work, individual work);

Teacher of additional education (English, German, labor, theatrical activity, choreography);

tutor for physical culture(sports section “Grace”, choreography);

Educator for fine arts;

Teaching staff (teaching children from large families);

Medical staff /doctor, nurse/ (work on raising a healthy child).

§4. Analysis of experimental studies on the differentiation of forms of work with parents.

I decided to test the effectiveness of non-traditional forms of work and the use of new methods by using them in another preschool institution - the Zhemchuzhinka kindergarten in Tambov.

Since for the differentiated organization of forms of work in kindergarten it is necessary to divide parents into categories, I carried out testing parents of children of the senior group of the kindergarten "Pearl" in order to identify the degree of their participation in the educational process, using a test developed on the basis of preschool educational institution No. 66.

According to the results of the study, the parents were divided into three groups. The first group is distinguished by a high level of emotional and moral culture, which is manifested in the communication of parents with children; serious attitude to raising children. The second group - with an average level of education and culture of parents. The third group can be attributed to the risk group. In this group, each family member lives his own life, each has his own range of interests; parents are distinguished by a low level of psychological and pedagogical awareness.

Since the parents of the third category have a low level of pedagogical training and psychological and pedagogical knowledge, correctional work was directed precisely at them.

Of course, one cannot change the attitude and behavior of parents in one meeting or conversation. Therefore, these parents were followed up for four months.

To involve parents in the life of children and kindergarten, to improve their pedagogical culture, I used the following active forms of work from many forms of work with parents:

1. Meeting with parents “Pedagogical Kaleidoscope”;

2. “Evening of questions and answers”;

3. Conversation-lecture on the topic "How to raise your child to be successful."

Meeting with parents “Pedagogical kaleidoscope” (Annex VI) proceeded according to the following plan:

1. Solving pedagogical situations.

2. "Guess".

3. Game with the audience.

4. Express survey.

5. Get to know your child.

Parents were offered various problem situations, the solution of which required them to know the pedagogical foundations of raising children, their psychology, and situations were also offered that could only be solved together with the children. Such classes allow you to better know the relationship between parents and children, pay attention to shortcomings in education, take additional corrective measures, and direct the actions of parents in the right direction.

Evenings of questions and answers are concentrated pedagogical information on a wide variety of issues. The theme of the evening in our case was the discussion of issues related to communication between children and adults. In my opinion, such evenings are of great benefit, resolving conflict situations in the family between parents and children, teaching parents the right ways to solve problems.

“Evening of questions and answers” (Annex VII), held in the kindergarten "Pearl", was built as follows. The topic was chosen as the actual problem of communication between children and adults in the family. In advance, at the parent meeting dedicated to communication, questions of interest to parents were collected. At the “Evening...” parents heard detailed answers.

The plan for this lesson is as follows:

1. Psychologist's consultation “Communication between adults and children. Culture of behavior”.

2. Answers to parents' questions.

3. Express survey of parents.

4. Playing out pedagogical situations by children, solving pedagogical situations by parents.

5. Reminders for parents.

The final stage of the work was a lecture-conversation on the topic “How to raise your child to be successful”. This brought the final line under the four-month observation and study of the categories of parents and their behavior depending on belonging to a certain category.

Based on the results of research and observations, a social passport of kindergarten No. 66 "Topolek":

1. Total children - 140.

2. Number of large families - 4;

there are 12 children in them, at school - 6, in kindergartens - 6.

3. Number of incomplete families - 19;

Single mothers - 6, parents divorced - 13.

4. The number of low-income families - 5;

there are 7 children in them, in school - 2, in kindergarten - 5.

5. Dysfunctional families - 2;

they have 2 children.

6. Families with disabled children -4;

there are 6 children, and 4 children with disabilities.

7. Education:

Higher - 77;

Secondary special - 144;

Average - 21.

8. Unemployed parents - 18.

The control section has completed its work. The same test was proposed as at the beginning of the study. The results of repeated testing exceeded all expectations. They showed that the interest of parents in the lives of children and their pedagogical level has grown significantly. Parents became interested in new forms of work, new methods of holding events; increased their activity.

From the foregoing, we can conclude that a differentiated approach and the use of non-traditional forms of work justifies itself. If you build pedagogical and educational work with parents depending on the categories, then you can achieve high results. The most important thing is not to stop there, but by improving and raising the qualifications of the employees of preschool institutions themselves, to introduce more and more active forms of work with parents in kindergartens of the city.

The use of new forms and methods of work has justified itself, and many preschool institutions of the city successfully use them in their work. But the problem of children at risk remains. And here the main role should be played by social teachers of preschool educational institutions. But until now, when the new, and most importantly necessary, professions of a social pedagogue, a teacher of additional education, and a teacher-organizer have long entered the education system and strengthened in their position, many preschool institutions do not have such a position on their staff. Thus, out of 60 preschool institutions in the city of Tambov, only 10 have a social teacher on staff. In other kindergartens, the functions of a social pedagogue are performed by methodologists, educators, and heads. But in order to perform all the functions of a social pedagogue, this position simply requires a qualified specialist who must organize work in society: in an educational institution, at the place of residence, and most importantly, in the family. Being an intermediary in the system of interaction between the personality of the child, family and society, the social pedagogue should influence the formation of educative, humanistic, spiritual and moral relations among children and adults.

CONCLUSION.

In order to create favorable conditions for raising children in the family, parents first of all need to master the full volume of certain psychological and pedagogical knowledge, practical skills and teaching skills.

To implement a differentiated approach to working with parents, it is necessary to comply with such general pedagogical and specific conditions as family structure, social status, style of family relations, etc.

The following socio-pedagogical methods can be used to identify the level of pedagogical culture and the degree of participation of parents in the upbringing of children: questioning, testing, individual conversations, visiting families, observing children and parents, etc.

Depending on the categories of parents, such new active forms of work as “round tables”, auctions, quizzes, pedagogical kaleidoscopes, disputes, interest clubs, competitions, “Question and Answer Evenings”, etc. are used.

Before each meeting, viewings of classes are organized, according to the topic. Used manifolds different forms impacts must be based on trust. The organization of interaction should be aimed at the implementation of the pedagogy of cooperation between educators and parents, at raising the professional level of the educators themselves in working with parents, taking into account modern requirements of pedagogical propaganda.

Identification of all categories through socio-pedagogical methods, the use of active forms of work with parents, taking into account the types of families and the level of their pedagogical knowledge, skills, communication skills with children, organizing the work of preschool educational institutions as an open system, actively supporting communication with microdistricts, brings significant results . This was revealed during the ongoing research work.

and if we add some changes in the structure of preschool education to this, then more can be achieved. In my opinion, the introduction of preschool educational institutions operating on an open system into the system of preschool education will only improve the quality of work of teachers of preschool institutions of the city with parents, strengthen the connection between kindergartens and microdistricts, ensure more efficient and effective dissemination of advanced pedagogical experience, and help to work more actively on pedagogical education of parents of preschool children.

It is necessary to further improve the forms of work with parents, taking into account their social status, social status, category of families, social situation in society. And the social teacher should take the main leading role in this, using all the knowledge gained at the university in practice in working with teachers of preschool institutions, and most importantly, with the parents of children.

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Currently, the preschool educational institution is constantly working on the development of pedagogical reflection. Consider how this work is carried out using the example of the older group.

Cognitive direction- this is the enrichment of parents with knowledge in the upbringing of preschool children. To do this, the following traditional and active methods of parent education are widely used (See Annex 2):

visits to the families of pupils at home;

general and group parent meetings (parent meetings are held in the form of business games, trainings, workshops, see topics below);

consultations (see topics below);

classes with the participation of parents;

Exhibitions of children's works made together with their parents;

joint excursions;

· Days of communication;

Days of good deeds;

· Days of open doors;

participation of parents in the preparation and holding of holidays, leisure activities;

- design of photomontages;

joint creation of a subject-developing environment;

· morning greetings;

Work with the parent committee of the group;

conversations with children and parents;

trainings;

Seminar - workshop;

Parents' living rooms

· helpline;

· Trust mail;

family reunion.

Consultations for parents were held on the following topics:

The aggressive child

The influence of parental attitudes on the development of children

Advice for parents "Child in the country"

Features of the psychology of preschoolers

・Cultivating friendships in the game

Advice for parents "Put your heart on reading"

Advice for parents "Health is the head of everything"

Formation of the culture of the meal

· Ready for school: What do we not understand?

Consultation for parents "Teaching a child to communicate"

Parent meetings on the topics:

· Parent meeting “Do you know your child?”

· Oral journal on the topic: “Why does a person need childhood?”

Parent meeting "Game is not fun"

Parents' meeting "It's good that there is a family that keeps me from any troubles everywhere" (business game)

Parent meeting in the middle group "What toys do children need"

· Parent meeting (together with children) “Preparing children for school. What does it mean?"

Features and problems of speech development in older children

Visually - informational direction includes:

parent corners,

folders - shifters "Healthy", "According to the Council around the world",

family and group albums "Our friendly family", "Our life day by day", "Education from all sides",

library - movement,

photo montages "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, I - Friendly family»,

family vernissage "My best family", "Family - a healthy lifestyle", "Learn to be a dad",

emotional corner "I'm like this today", "Hello, I've come",

a piggy bank of good deeds.

Leisure direction 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; to see how others do it, that is, to gain experience of interaction 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 Day",

“All professions are needed, all professions are important” (meeting with an interesting person),

sports leisure activities "Family - a healthy lifestyle", "Growing up Day",

Vernissage "In the world of feelings and emotions", "Our daughters and sons",

joint projects "My genealogy", "My family",

Issue of family newspapers “I am with my grandmother”, “We have a rest with the whole family”, “Miracle is a child”,

Celebration of birthdays (monthly),

exhibitions of family collections, relics "From Grandma's Chest", "That's the outfit",

performances "Teremok", "The Wolf and the Seven Kids",

joint trips "To the world of beauty",

· excursions “We are friends of nature”, “Let's protect our nature”.

Scenarios for holidays and entertainment were developed jointly with parents. In order for these events to become educational for children and parents, a certain algorithm for preparing for family holidays was developed:

highlighting the purpose and objectives of activities for children, parents and teachers;

Advice for parents

drawing up a plan for the event and the participation of parents in it;

distribution of adult roles;

production of invitation cards;

preparation of individual numbers (learning poems, dances, songs);

drawing up a memo - an assistant for parents and children;

individual meetings and consultations;

production of attributes, manuals.

The ongoing work allows to improve the psychological pedagogical competence parents in parent-child relationships.

MINISTRY OF EDUCATION OF THE MOSCOW REGION

STATE AUTONOMOUS EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"MOSCOW STATE REGIONAL SOCIO-HUMANITARIAN INSTITUTE"

Faculty of Education

Department of ND and SO

Course work

in the discipline "Preschool Pedagogy"

on the topic "Content, forms and methods of pedagogical education of parents"

Completed by: Morozyuk Galina Vladimirovna

Scientific adviser: Danskaya Natalya Anatolyevna

Kolomna 2013

Introduction

Chapter I Theoretical basis interaction of a preschool educational institution with a family

1 Analysis of psychological and pedagogical literature on the problem of interaction between the preschool educational institution and the family

2 Modern approaches to the organization of interaction between the family and the preschool educational institution

3 Forms of interaction between a preschool educational institution and a family

Chapter II. From the experience of working with parents on the introduction of non-traditional forms of interaction between preschool educational institutions and families

1 Studying the state of work with parents at the stage of ascertaining experiment

2 The formative stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

3 The control stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

Conclusion

List of used literature

Introduction

“Each of us, teachers and parents, bears our share of responsibility for the treasure named Childhood” - these are the words of the teacher E.P. Arnautova determine the meaning of the joint work of the preschool institution and the family. It is on us, adults, on our coordinated actions, on our ability to find common ground, to help each other in the difficult task of raising children, that the personal development of the child, his mental health. The effectiveness of such cooperation is determined by the degree of mutual understanding, trust and mutual assistance to each other. And the emotional well-being of the child in the family and kindergarten depends on how correctly we can understand each other, accept, coordinate our actions.

Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. Today, there is no longer a dispute about what is more important in the development of a person: family or public education (kindergarten, school, other educational institutions). Modern science is unanimous in the fact that without prejudice to the development of the child's personality, it is impossible to abandon family education, since its strength and effectiveness are incomparable with any, even very qualified education.

A modern family cannot raise a child in isolation from other educational institutions: the child goes to a preschool institution, then to school, is engaged in a circle or art education studio, attends a sports section, etc.

All educational institutions are called upon to promote the maximum development of the child, therefore, they are interested in joining their efforts, while taking into account those aspects of educational activities in which each of them has certain advantages. So, a kindergarten is more qualified than a family in providing education, developing children's creative abilities, preparing for school, etc. To some extent, a family can also introduce a child to the world of the knowledge and skills mentioned above. But it is important how it will be pedagogically competent. After all, the wrong method of raising and teaching the development of a child can easily do more harm than good.

For all the universality and indispensability of family education, it does not provide the fullness of the conditions for the harmonious and versatile development of the individual. Therefore, today we are not talking about replacing home education with public education, or vice versa, but about their complementarity in the creation of the child's personality, about the cooperation of parents and professional teachers.

After all, no matter how seriously the forms of raising children in preschool institutions are thought out, no matter how high the qualifications of the workers of a preschool institution are, it is impossible to achieve the goal without the constant support and active participation of parents in the educational process. The all-round harmonious development of a child's personality requires unity and consistency of the entire system of upbringing and educational influences of adults on a child. The role of the family in creating such coherence can hardly be overestimated, because the family, as the first institution of socialization, has a decisive influence on the development of the main personality traits of the child, on the formation of his moral and positive potential. It is in the family that children receive their first moral lessons, their character is formed; in the family, initial, life positions are laid. Therefore, it is extremely important that the main component of the work of preschool institutions be the promotion of pedagogical knowledge among parents. This is also necessary in order to eradicate the mistakes made by parents in family education: many young parents underestimate the importance of physical education of children, some find it difficult in a psychological approach to children, others do not pay due attention to labor education, etc. In connection with the above, the relevance of the topic determined by its social significance - the provision of necessary assistance to the family in the performance of educational functions.

The object of the study is the organization of interaction between a preschool educational institution and the parents of pupils, and the subject of the study is the forms and methods of work of a kindergarten with the families of pupils.

Purpose: To reveal the forms and methods of working with parents in a preschool institution, necessary to increase the activity of parents as participants educational process.

Research objectives:

.Study and analyze psychology - pedagogical literature on the problem of interaction between a preschool institution and a family.

.Consider modern approaches to organizing interaction between the family and preschool educational institutions.

Get acquainted with the forms of interaction between the family and the preschool educational institution.

Determine the importance of psychological - pedagogical education of parents.

Research hypothesis: We assume that the interaction of a preschool institution with a family will be more effective if:

non-traditional forms of interaction between the preschool educational institution and the family will be used in combination with traditional ones;

the work will be dominated by forms aimed at involving parents in the upbringing of their children.

The theoretical significance lies in the fact that theoretical approaches to the work of a preschool educational institution with a family were generalized. Practical significance: The results can be applied by educators to work with the families of pupils in a preschool educational institution.

The methodological basis of the study is evidence-based pedagogical theories about the social role of the family, its priority in the development of the child's personality, the need for special preparation of parents for raising children, pedagogical support for the family (E.P. Arnautova, T.I. Grizik, O.I. Davydova, V.P.Dubrova, E.S.Evdokimova, L.V.Zagik, O.L.Zvereva, V.M.Ivanova, P.F.Kapterev, A.V.Kozlova, V.K.Kotyrlo, A. A. Mayer, L.F. Ostrovskaya, K.D. Ushinsky and others).

Research methods:

ü Theoretical:

a) analysis of psychological and pedagogical literature;

b) comparison, generalization, concretization;

c) study of advanced pedagogical experience.

ü Empirical: conversations, questionnaires, observations, quantitative and qualitative analysis of research data.

Research base: MADOU d / s of the combined type No. 10 "Scarlet Flower", covered 20 parents.

The work consists of: introduction, 2 chapters, conclusion for each chapter, conclusion, list of references.

Chapter I. Theoretical foundations of interaction between a preschool educational institution and a family

1.1 Analysis of the psychological and pedagogical literature on the problem of interaction between the preschool educational institution and the family

For a long time there has been a dispute about what is more important in the formation of a person: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, others gave the palm to public institutions.

So, Ya. A. Comenius called the maternal school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - without changes in the schedule, without days off and holidays. The more diverse and meaningful the child's life becomes, the wider the range of maternal concerns. Ya. A. Komensky is echoed by another humanist teacher I. G. Pestalozzi: the family is a true organ of education, it teaches by deed, and the living word only complements, and, falling on the soil plowed up by life, it produces a completely different impression.

In contrast, the utopian socialist Robert Owen considered the family one of the evils on the way to the formation of a new person. His idea of ​​the need for exclusively social education of a child from an early age was actively embodied in our country with the simultaneous relegation of the family to the position of a "cell" with "backward" traditions and customs. For many years, word and deed emphasized the leading role of social education in shaping the personality of the child.

After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal of preschool education was harmonious development child, then after her his goal was to form, first of all, a citizen of the Soviet state. In this regard, the attitude of the leaders of preschool education to the concept of "free education" is indicative, according to which education should encourage the natural, spontaneous development of the child, not imposed from the outside, in which the main role belongs to the family. For example, D. A. Lazurkina called for a fight against “free education”, and education in preschool institutions began to be seen as a means of compensating for the shortcomings of family education, and often even as a means of destroying the previously existing institution of the family, a means of combating the “old family”, which was regarded as a hindrance or even an enemy of correct, i.e., public education.

Ideas of this kind were further developed in the works of A. S. Makarenko: “Families are good and bad. We cannot vouch for the fact that the family can educate as it wants. We must organize family education, and the organizing principle must be the school as a representative of state education. The school should lead the family.” Makarenko urged teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents. At the same time, family education had to play a subordinate role, depend on the "order of society" .

Later - in the 40s - 60s, the problem of the "struggle" between the preschool institution and the family was no longer so acute, but the main trend - the desire to subordinate the family to the influence of the preschool institution - remained. The global goal was still education, first of all, a member of society, so public education was considered more correct than family education. From this the conclusion followed: the family should play a subordinate role in relation to the preschool institution. The family, therefore, as before, was considered not as a subject of cooperation, but rather as an object of influence on the part of a preschool institution. So, for example, in the Charter of the kindergarten, approved on December 15, 1944, it was said: "The kindergarten ... should serve as an example of the correct upbringing of preschool children and assist parents in raising a child in the family," and in the Temporary Regulations on Preschool Children's The institution, approved by the Decree of the Council of Ministers of the RSFSR on March 8, 1960, said: "A preschool children's institution - a nursery - a kindergarten - is being created in the interests of implementing a unified system of communist education of preschool children."

According to the forecasts of academician S. G. Strumilin (1960), in the future, “every Soviet citizen, already leaving the maternity hospital, will receive referrals to kindergartens with round-the-clock maintenance or an orphanage, then to a boarding school, and from there he will go with a ticket into an independent life ... ".

But not all scientists adhered to this opinion. For example, in the 1960s and 1970s Over the years, much attention has been paid to the combination of social and family education. Pedagogical research was carried out, the purpose of which was to scientifically substantiate the ways and means to ensure the functioning of the "school-family-public" system. In the works of I. V. Grebennikov, A. M. Nizova, G. I. Legenky and other authors, various concepts were used: “pedagogical education”, “pedagogical propaganda”, “an organic combination of public and public education”, etc. The effectiveness of forms and methods of providing pedagogical assistance to parents was studied.

In 1960, the first research institute of preschool education of the APN of the RSFSR (later APN of the USSR) was established in our country, headed by Academician A.V. Zaporozhets. In various laboratories of the Scientific Research Institute of the APS of the USSR, the problems of development and education of children of early and preschool age were considered, attention was also paid to the study of questions of family education of preschool children. The researchers concluded that none of these could be successfully addressed by the kindergarten without the cooperation of the family. Although these social institutions have common goals and objectives, the content and methods of raising and educating children are specific in each of them.

Here is a diagram developed by E. P. Arnautova and V. M. Ivanova, which discusses the shortcomings and positive aspects of public and family education.

Preschool Family Disadvantages Advantages The business form of communication between the educator and children, his reduced intimacy, emotional insufficiency. The presence of successive educators with different programs of their behavior, methods of influencing the child. Appeal of the educator to all children, insufficiency of individual communication with each child. Comparative rigidity of the daily routine. Communication with children of the same age. Relatively "soft" relations between parents and a child, emotional richness of relations. The constancy and duration of the pedagogical program of the behavior of parents, their impact on the child. Individual appeal of pedagogical influences to the child. Mobile mode of the day. Opportunity to communicate with children-relatives of different ages. The purposeful nature of the upbringing and education of children. The conditions of life and life are scientifically designed for the upbringing and education of children. Application of methods of education, training, adequate to the age characteristics and capabilities of preschoolers, understanding of their spiritual needs. Skillful use of evaluation of children's activities and behavior as a stimulus for their development. A variety of meaningful activities of children in the children's society. The ability to play and communicate with a wide range of peers. The absence of an upbringing program, the presence of fragmentary ideas about upbringing among parents, the use of random pedagogical literature by parents. The spontaneous nature of the upbringing and education of the child, the use of certain traditions and elements of purposeful education. The desire of adults to create conditions for themselves in the family, their misunderstanding of the importance of these conditions for the child. Lack of understanding of the age characteristics of preschoolers, the idea of ​​children as a reduced copy of adults, inertia in the search for methods of education. Failure to understand the role of assessment in the upbringing and education of the child, the desire to evaluate not his behavior, but his personality. The monotony and lack of content of the child's activities in the family. Lack of communication with children in the game. The inability to give the child an objective description, to analyze their methods of education.

Based on the above table, it can be concluded that each of the social institutions has its own advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of society, the environment, etc. Therefore, it is important to combine the upbringing of the child in the family with the need to educate him in a group of peers. The above analysis confirms the need for cooperation between the kindergarten and the family, the complementary, mutually enriching influence of family and social education.

As a system of propaganda of pedagogical knowledge, in the 70-80s there was a pedagogical general education for parents. It was an integral system of forms of propaganda of pedagogical knowledge, taking into account various categories of parents. The purpose of pedagogical general education was to improve the pedagogical culture of parents.

Investigating the problem of pedagogical universal education, O. L. Zvereva revealed that it was not carried out in all kindergartens due to insufficient preparedness of teachers to work with parents. Practitioners used its various forms: group and general parent meetings, designing stands for parents, folders, etc. Educators noted the fact that parents want to get, first of all, specific knowledge about their child.

Teachers often complain about the fact that now you can’t surprise parents with anything. But, as the studies of O. L. Zvereva show, and later these data were confirmed by E. P. Arnautova, V. P. Dubrova, V. M. Ivanova, the attitude of parents to events depends, first of all, on the setting of educational and educational work in kindergarten, initiatives of the administration, its involvement in solving issues of pedagogical education of parents. Often the search for ways to improve work with parents was limited to finding new forms, and much less attention was paid to its content and methods.

A number of works by teachers (E. P. Arnautova, V. M. Ivanova, V. P. Dubrova) speak of the specifics of the pedagogical position of the educator in relation to parents, where two functions are combined - formal and informal. The educator acts in two persons - an official and a tactful, attentive interlocutor. His task is to overcome the position of edification, talking with family members, and develop a trusting tone. The authors identify the causes of the difficulties experienced by the educator in communicating with parents. These include the low level of socio-psychological culture of the participants in the educational process; lack of understanding by parents of the inherent value of the period of preschool childhood and its significance; their unformed “pedagogical reflection”, their ignoring the fact that in determining the content, forms of work of a kindergarten with a family, it is not preschool institutions, but they act as social customers; insufficient awareness of parents about the peculiarities of life and activities of children in a preschool institution, and educators - about the conditions and characteristics of family education of each child. Teachers often treat parents not as subjects of interaction, but as objects of education. According to the authors, a kindergarten only fully satisfies the needs of the family when it is an open system. Parents should have a real opportunity to freely, at their own discretion, at a time convenient for them, get acquainted with the activities of the child in kindergarten, with the style of communication of the teacher with the children, and be included in the life of the group. If parents observe children in a new environment, they perceive them with “different eyes”. The ideas of interaction between family and public education were developed in the works of V. A. Sukhomlinsky, in particular, he wrote: “In the preschool years, the child almost completely identifies himself with the family, discovering and asserting himself and other people mainly through the judgments, assessment and actions of the parents.” Therefore, he emphasized, the tasks of education can be successfully solved if the school maintains contact with the family, if relations of trust and cooperation have been established between educators and parents.

Thus, studies of the 70-80s of the last century specified the content, forms and methods of pedagogical education of parents and made it possible to develop valuable recommendations for teachers.

Deeper changes in the interaction between the family and the preschool institution occurred in the 1990s. This was due to the education reform, which also affected the system of preschool education. The change in state policy in the field of education entailed the recognition of the positive role of the family in the upbringing of children and the need to interact with it. Thus, the Law of the Russian Federation "On Education" states that "the state policy in the field of preschool education is based on the following principles: the humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual, the education of citizenship, diligence, respect for the rights and human freedoms, love for the environment, Motherland, family”. In this law, in contrast to the documents of previous years, respect for the family is recognized as one of the principles of education, i.e., the family is transformed from a means of pedagogical influence on the child into his goal.

In the 90s, in accordance with the "Concept of Preschool Education" (1989), new approaches to cooperation with parents began to be developed, which are based on the relationship of two systems - a kindergarten and a family, a family community and a kindergarten (L. M. Klarina) . The essence of this approach is to combine the efforts of preschool institutions and the family for the development of the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and obligations.

L. M. Klarina developed a whole complex of formation and development of content and organizational areas of the kindergarten and family community (children, parents, professionals), for example, the creation of a methodological room in kindergarten equipped with psychological and pedagogical literature for parents, a joint discussion with them of what they read with a view to the possible use of the knowledge acquired in this way in a kindergarten, opening on this basis a discussion club for professionals and parents, a library of children's literature that can be used both in kindergarten and in the family, organizing a sports section for children and parents, various interest clubs, etc.

So, we can conclude: the pedagogy of the early Soviet period recognized the role of the family in the education of preschool children, but this did not lead to the recognition of the need for cooperation between the preschool institution and the family, but rather to the views on the family as a social institution that opposes society as a whole and preschool education. institution in particular. In those years, it was also noted that the family should be studied, but not as a potential or real ally, but rather as a factor interfering with the proper upbringing of children, which it is desirable to subordinate to society and whose influence must be fought.

In the 1940s and 1960s, the problem of the “struggle” between the preschool institution and the family was no longer so acute, but the global goal was still education, primarily a member of society, so public education was considered more correct than family education. From this the conclusion followed: the family should play a subordinate role in relation to the preschool institution. In the 60s - 70s of the XX century. years, much attention began to be paid to the combination of social and family education.

Research in the 1970s and 1980s specified the content, forms and methods of pedagogical education of parents and made it possible to develop valuable recommendations for teachers.

In the 1990s, much attention began to be paid to the interaction between the kindergarten and the family. Practitioners are looking for new, non-traditional forms of cooperation with parents.

At present, the system of preschool education is being restructured, and humanization and de-ideologization of the pedagogical process are at the center of this restructuring. From now on, its goal is not the education of a member of society, but the free development of the individual.

1.2 Modern approaches to the organization of interaction between the family and the preschool educational institution

preschool parent interaction educational

The basis of the new concept of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to support and supplement their educational activities. The officially implemented policy in our country of transforming education from family to public is becoming a thing of the past.

Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of "cooperation" and "interaction".

Cooperation - this is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication.

The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.

It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become an open system. The results of foreign and domestic research make it possible to characterize what constitutes the openness of a preschool institution, including "openness inward" and "openness outward".

To give a preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal readiness to discover themselves in some kind of activity, event, talk about their joys, anxieties, successes and failures, etc. An example of openness is demonstrated by the teacher. The teacher can demonstrate his openness to children by telling them about something of his own - interesting, seen and experienced during the holidays. days, thus initiating in children the desire to participate in the conversation. Communicating with parents, the teacher does not hide when he doubts something, he asks for advice, help, in every possible way emphasizing respect for the experience, knowledge, personality of the interlocutor. At the same time, pedagogical tact, the most important professional quality, will not allow the teacher to stoop to familiarity and familiarity. The teacher “infects” children and parents with his personal readiness to discover himself. By his example, he calls parents for confidential communication, and they share their anxieties, difficulties, ask for help and offer their services, freely express their claims, etc. “Openness of the kindergarten inside” is the involvement of parents in the educational process of the kindergarten. Parents and family members can significantly diversify the lives of children in a preschool institution, contribute to educational work. This can be an episodic event that every family can afford. Some parents are happy to organize an excursion, a “hike” to the nearest forest, to the river, others will help in equipping the pedagogical process, and others will teach children something.

Some parents and other family members are included in the ongoing systematic educational, health work with kids. For example, they lead circles, studios, teach kids some crafts, needlework, engage in theatrical activities, etc. All subjects of the pedagogical process benefit from the participation of parents in the work of a preschool institution. First of all, children. And not just because they learn something new. Another thing is more important - they learn to look with respect, love and gratitude at their dads, moms, grandparents, who, it turns out, know so much, tell so interesting stories, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn.

Thus, we can talk about a real addition to family and social education.

“Openness of the kindergarten to the outside” means that the kindergarten is open to the influence of the micro-society, ready to cooperate with social institutions located on its territory: a general education and music school, a sports complex, a library, etc. So, on the basis of the library, the “Knizhkin holiday” is held, in which older pupils of the kindergarten take part; music school students give a concert in kindergarten; children, staff and parents are involved in community activities. For example, a preschool institution presents the work of its pupils at the exhibitions of children's creativity held on a district scale. On Defender of the Motherland Day, children, with the help of their parents, invite veterans and military personnel to their concert.

The content of the work of a kindergarten in a microsociety can be very diverse, largely determined by its specifics. Its undoubted value is in strengthening ties with the family, expanding the social experience of children, initiating the activity and creativity of kindergarten employees, which, in turn, works for the authority of the preschool institution, public education in general.

In order for the kindergarten to become a real, and not a declared, open system, parents and teachers must build relationships on the psychology of trust. Parents should be sure of the good attitude of the teacher to the child. Therefore, the teacher needs to develop a “kind look” at the child: to see positive traits in his development, personality, create conditions for their manifestation, strengthening, attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).

In the conditions of an open kindergarten, parents have the opportunity to come to the group at a convenient time for them, watch what the child is doing, play with the children, etc. Teachers do not always welcome such free, unscheduled visits by parents, mistaking them for control and verification of their activities. But parents, observing the life of the kindergarten from the inside, begin to understand the objectivity of many difficulties (few toys, cramped washroom, etc.), and then instead of complaining about the teacher, they have a desire to help, to take part in improving the conditions of education in the group. And these are the first sprouts of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful methods of the teacher, enrich the content of home education. The most important result of a free visit by parents to a preschool institution is that they study their child in an environment that is unusual for them, notice how he communicates, studies, how his peers treat him. There is an involuntary comparison: does my child lag behind others in development, why does he behave differently in kindergarten than at home? Reflective activity “starts up”: am I doing everything right, why do I get different results of upbringing, what should I learn.

The lines of interaction between the teacher and the family do not remain unchanged. Parents and teachers should be able to express their opinions to each other about certain problems of education.

Interaction in a small group of parents with similar problems of home education is called a differentiated approach. For example, childish stubbornness, shyness, whims, restless sleep.

There is another line of influence on the family - through the child. If life in a group is interesting, meaningful, the child is emotionally comfortable, he will definitely share his impressions with his parents. For example, the group is preparing for Christmas carols, children prepare treats, gifts, come up with sketches, rhymed congratulations, wishes, etc. At the same time, one of the parents will definitely ask the teacher about the upcoming entertainment, offer their help.

Of the relatively new forms of cooperation between the kindergarten and the family, it should be noted rest evenings with the participation of teachers, parents, children; sports entertainment, gatherings, preparations for performances, meetings in the form of "Let's get acquainted", etc. In many preschool institutions there is a "helpline", "Day of good deeds", evenings of questions and answers are held.

The main goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, unite them into one team, educate the need to share their problems with each other and solve them together. The interaction between teachers and parents of preschool children is carried out mainly:

- through the involvement of parents in the pedagogical process;

- expansion of the sphere of participation of parents in the organization of the life of an educational institution;

- parents attending classes at a convenient time for them;

- creation of conditions for creative self-realization of teachers, parents, children;

- informational and pedagogical materials, exhibitions of children's works, which allow parents to get to know the specifics of the institution, acquaint him with the educational and developing environment;

- various programs of joint activities of children and parents;

- combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;

- manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions;

- respectful relationship between the family and the educational institution.

So, the relationship of the preschool institution with the family should be based on cooperation and interaction, provided that the kindergarten is open inside and out.

1.3 Forms of interaction between the preschool educational institution and the family

An important condition for the cooperation of teachers with parents is focusing on the needs and demands of families of preschoolers. Most parents are interested in their children being successful, actively developing their abilities, therefore, already in the process of the first acquaintance of parents with a preschool institution, even before the child enters kindergarten, the services provided by the preschool educational institution are discussed during an individual conversation. The meetings are aimed at pedagogical education of parents, their topics may be different, but one way or another it is connected with educational activities of the preschool educational institution.

It is necessary to strive to ensure that parents become active participants, and not passive observers of the pedagogical process. The inclusion of family members of pupils in the activities of a preschool institution should imply a variety of approaches, various forms of interaction should be used, which can be divided into traditional and non-traditional.

Traditional forms of improving the pedagogical culture of parents:

family visit

The educator of each age group must visit the families of their pupils. Each visit has its purpose.

The purpose of the first visit to the family is to find out the general conditions of family education. Return visits are planned as needed and include more specific tasks, such as checking the implementation of the recommendations that were previously given by the teacher; familiarity with the positive experience of family education; clarification of the conditions of preparation for school, etc. There is another form of family visit - a survey, usually conducted with the participation of the public (members of the parents' asset) in order to provide material assistance to the family, protect the rights of the child, influence one of the family members, etc. Based on the results of such a survey, a psychological and pedagogical description of the family is drawn up.

A visit to the child's family gives a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing, if it does not turn into a formal event. The teacher must agree in advance with the parents on the time of the visit that is convenient for them, and also determine the purpose of their visit. To come to the child's home is to come to visit. So you have to be in good mood, affable, benevolent. You should forget about complaints, comments, do not allow criticism of the parents, their family economy, way of life, advice (single!) Give tactfully, unobtrusively. Having crossed the threshold of the house, the teacher captures the atmosphere of the family: how and which of the family members meets, supports the conversation, how directly the issues raised are discussed. The behavior and mood of the child (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family.

Visual propaganda

Carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to acquaint parents with the issues of education through the materials of stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, to give parents the necessary pedagogical information in an accessible and convincing manner. You can constantly design group stands like “For you, parents”, containing information in two sections: the daily life of the group - various kinds of announcements, regimen, menus, etc., and the current work on raising children in kindergarten and family. At the beginning of the year, as a rule, the Council of Teachers discusses the annual work plan. Then the teachers inform about the tasks of education for a certain section for the quarter, inform the program content of the educational activities directly, give advice to parents on how the work carried out in the kindergarten can be continued in the family.

With great pleasure, parents examine the work of children exhibited at a special stand: drawings, modeling, applications, etc.

For families with disabled children, you can arrange a stand, where there will be practical recommendations from a teacher - a psychologist, a social pedagogue, a defectologist. You can also place a list of instances where parents can get the necessary help and support.

Parents show great interest in how children live in kindergarten, what they do. The best way to acquaint parents with this is through open days. Great efforts must be made by methodologists, social educators, and psychologists to carry them out. Preparations for this day should begin long before the scheduled date: write a colorful announcement, think over the content of educational work with children, and organizational issues. Before you start watching directly educational activities, you need to tell parents what lesson they will watch, their goal, and the need for it.

Open viewings give a lot to parents, who get the opportunity to observe their children in a situation different from the family one, to compare his behavior and skills with the behavior and skills of other children, to adopt teaching methods and educational influences from the teacher.

Along with open days, parents and members of the parent committee are on duty. Ample opportunities for observation are provided to parents during children's walks on the site, on holidays, evenings of entertainment. This form of pedagogical propaganda is very effective and helps the teaching staff to overcome the superficial opinion that parents still have about the role of kindergarten in the life and upbringing of children.

In working with parents, you can use such a dynamic form of pedagogical propaganda as slide folders. They also help with an individual approach to working with the family. In the annual plan, it is necessary to foresee the topics of folders so that teachers can select illustrations and prepare text material. Folder topics can be varied: from material related to labor education in the family, material on aesthetic education to material on the upbringing of children in an incomplete family.

Folders-movers should be mentioned at parent meetings, recommended to familiarize yourself with the folders, give them for review at home. When parents return folders, it is advisable for educators or social pedagogues to have a conversation about what they have read, to listen to questions and suggestions.

One should take seriously such a form of work as visual propaganda, correctly realize its role in the pedagogical education of parents, carefully considering the content and design of folders, striving for the unity of textual and illustrative materials.

The combination of all forms of visual propaganda helps to increase the pedagogical knowledge of parents, encourages them to reconsider the wrong methods and techniques of home education.

An open day, being a fairly common form of work, makes it possible to acquaint parents with a preschool institution, its traditions, rules, features of educational and educational work, to interest them and involve them in participation. It is carried out as a tour of a preschool institution with a visit to a group where children of new parents are brought up. You can show a fragment of the work of a preschool institution (the collective work of children, fees for a walk, etc.). After the tour and viewing, the head of the preschool educational institution or the methodologist talks with the parents, finds out their impressions, and answers the questions that have arisen.

Educational conversations with parents

This is the most accessible form of establishing a connection between a teacher and a family; it can be used both independently and in combination with other forms: a conversation when visiting families, at a parent meeting, during a consultation period.

Purpose: to provide parents with timely assistance, or to exchange views on a particular issue of education and achieve a common point of view on these issues.

The leading role here is assigned to the educator, he plans in advance the topic and structure of the conversation.

Thematic consultations

Consultations are close to conversations, their main difference is to give qualified advice to parents.

Consultations can be planned and unscheduled, individual and group.

Planned consultations are held systematically in the kindergarten: 3-4 times a year in each age group and the same number of general consultations according to the annual plan. The duration of the consultation is 30-40 minutes. Unscheduled ones often arise during communication between teachers and parents at the initiative of both parties.

Consultation, like a conversation, requires preparation for the most meaningful answers of teachers to parents.

Thematic and individual consultations

Consultations are held at the request of parents if they encounter a problem in raising a child that they cannot solve on their own.

Thematic and individual consultations are held for parents on the recommendation of the educator, if he sees that they are not able to deal with the problem on their own, or the problem has been brought to a conflict situation, or the parents are trying to get away from solving a difficult situation.

In preparation for the consultation, it is necessary to talk with the child, his immediate environment, and teachers. And this must be done tactfully and skillfully. Each consultation involves not only a discussion of the problem, but also practical recommendations for solving it. Not every educator can conduct such a consultation, therefore it is always appropriate to involve competent people and specialists in finding a solution in a difficult situation.

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops. This form of work makes it possible to talk about the methods and techniques of learning and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.

Parent meetings are held group and general (for parents of the entire institution).

At group meetings parents are introduced to the content, tasks and methods of raising children of a certain age in a kindergarten and family.

The agenda of group parent meetings includes a pedagogical conversation (report) on the most important topic at the moment; doctor's statement or nurse, music worker; reports of any of the parents about the experience of family education; discussion of current organizational issues. During the academic year, it is recommended to conduct 3 - 4 group meetings, they are prepared, as a rule, by both educators in turn. Duration - 1,5 hour.

After the end of the meeting, the parents ask questions that concern them and were not covered at the meeting, consult with the teacher and, perhaps, express complaints.

At general meetings, they discuss tasks for the new academic year, the results of educational work, issues of physical education and problems of the summer health period, etc.

At each meeting, a chairman and a secretary (from parents) are elected, minutes are kept, a decision is made; personal registration is required.

The head of the preschool educational institution, together with the educators and the parent committee, plans and conducts a general parent meeting. You can invite a doctor, a lawyer, etc. They are organized 2-3 times a year.

Holding parent-teacher meetings according to the old structure does not meet the expectations of parents. In accordance with the regulatory framework of preschool institutions, parents are customers of educational services and have the right to take part in the organization educational process, create their own self-government bodies and resolve some issues on their own at parent meetings and conferences. Usually, parent-teacher meetings are held traditionally - a teacher's report on a topic and a discussion of organizational issues. As a rule, at meetings of this type, parents do not show any activity, and passivity is an indicator of either disinterest, that the very form of the meeting does not invite statements from the parents.

Some parent meetings can be made open so that educators of other groups and preschool specialists can attend.

An active parent meeting may include:

elements of training;

Master Class;

seminar - workshop;

video training;

video presentation;

showing directly educational activities on video.

By organizing parent-teacher meetings according to this scheme, you can achieve amazing results in a short time: parents become active, interested.

Parent conferences

The main goal of the conference is the exchange of experience in family education. Parents prepare a message in advance, the teacher, if necessary, assists in choosing a topic, designing a speech. An expert can speak at the conference. His speech is given “for starters”, to provoke discussion, and if possible, then discussion.

The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced. It is important to determine the actual topic of the conference (“Children's health care”, “Physical and psychological readiness of the child to study at school”, “Aesthetic education of preschoolers”, “School tomorrow” of our children, etc.). An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference. You can finish the conference with a joint concert of children, employees of a preschool institution, family members.

Non-traditional forms of interaction with the family

Preschool presentation

Objectives: to acquaint parents with the preschool institution, the charter, the development program and the team of teachers; show (fragmentary) all activities for the development of the personality of each child.

As a result of this form of work, parents receive useful information on the content of work with children, paid and free services provided by specialists (teacher - speech therapist, teacher - psychologist, social pedagogue, swimming instructor, etc.)

Round table with parents

Purpose: in an unconventional setting with the obligatory participation of specialists to discuss with parents actual problems education.

Parents are invited to the “round table” meeting, expressing in writing or orally their desire to participate in the discussion of a particular topic with specialists.

family clubs. Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the parents. Family clubs are dynamic structures. They can merge into one big club or break up into smaller ones - it all depends on the theme of the meeting and the plan of the organizers.

A significant help in the work of the clubs is the library of special literature on the problems of upbringing, education and development of children. Teachers monitor the timely exchange, selection of necessary books, make annotations of new products.

Film university or film lecture hall

This form makes it possible to widely use both short science-popular and chronicle-documentary films, as well as full-length feature films. Currently, a video recording of the real life of the preschool educational institution is being used. Films are edited, dubbed by specialists and offered to parents for home viewing. The use of a video camera helps parents see their children in a new, closed environment and draw appropriate conclusions.

The work of the film university is built on the basis of a specific curriculum and an appropriate program. Each session is accompanied by a thematic film.

The toy library is also an unconventional form of interaction with the family. Since games require adult participation, this encourages parents to interact with their child more often. Preschool childhood is a period of play. The game brings great joy to the child; it gives the preschooler the opportunity to be active. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Given the busyness of parents, such non-traditional forms of communication with the family as "Parental mail" and "Hotline" are also used. Any family member has the opportunity in a short note to express doubts about the methods of raising their child, seek help from a specific specialist, etc. The helpline helps parents anonymously find out any problems that are significant to them, warn teachers about noticed unusual manifestations of children.

Pedagogical interview of parents

Recorded on a voice recorder, video camera. Can be used at parent meetings, conferences, seminars. Topic: "What would you like to see your son or daughter?", "What should be the ideal teacher of my child", "What should be the environment in kindergarten."

Grandmothers are attracted by the Crazy Hands circle. Modern fuss and haste, as well as crowding or, conversely, the excessive luxury of modern apartments, almost excluded the opportunity to engage in needlework and handicrafts from a child's life. In the room where the circle works, children and adults can find everything they need for artistic creativity: paper, cardboard, waste materials and etc.

Training game exercises and tasks. Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of “Why didn’t you put your toys away again?” - "I have no doubt that these toys obey their master"). Or parents should determine why such words addressed to the child are unconstructive: “Shame on you!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me (a)?”, "How can you do this to me!" etc. Tasks can be performed in the following form: the teacher begins the phrase: “Study well at school - this means ... "or" For me, a dialogue with a child - this is...” The mother or father must complete the sentence.

Master Class

The master class is conducted by an expert in a particular discipline for those who want to improve their practical achievements in this subject.

Master class is:

- an active form of parenting education, in which knowledge is acquired or improved through an activity approach through self-organization and activation of the creative potential of each participant;

- a visual demonstration of the achievements of a professional in order to transfer knowledge and experience to students for their possible use in their work;

- one of the forms of the training session, in which the teacher is a master, involving each participant in creative joint activities, teaching him the skill of communication, creative thinking, independent organization of training, and active mastering of the new;

- this is a “highlight” that needs to be presented creatively so that it is relevant and interesting;

- one of the forms of cognition through the active activity of the participants, solving individually and jointly the task assigned to them; a sign of this form is the use of the maximum potential of each in the creation of a creative product and the interaction of all;

- it is a kitchen where the chef teaches cooks very "simple" recipes that allow them to communicate, actively interact, and creatively improve in order to reach the heights of mastery.

The concept of "master class" implies not only that the presenter is a recognized master, but also that everyone present at the classes wants to improve their professional level and learn skills.

Parents need to:

- systematize and evaluate the knowledge they already have;

- gain new theoretical and practical knowledge;

- learn to apply the acquired knowledge;

Classes master - classes do not imply a fixed start and end time, a fixed number of participants and the receipt of diplomas and certificates. The main result of attending classes is obtaining and systematizing information in the field of unique technologies. The transformation of information into personal knowledge and skills, the training of technical, analytical and technological thinking and, accordingly, - increasing professional literacy .

Evenings of questions and answers are concentrated pedagogical information on a wide variety of issues, which are often of a debatable nature, and the answers to them often turn into a heated, interested discussion. The role of question and answer evenings in equipping parents with pedagogical knowledge lies not only in the answers themselves, which in itself is very important, but also in the form of these evenings. They should take place as a relaxed, equal communication between parents and teachers, as lessons in pedagogical reflection.

Parents are informed about this evening no later than a month in advance. During this time, the methodologist, educators, teacher - psychologist should prepare for it: collect questions, group, distribute them in the teaching staff to prepare answers. At the evening of questions and answers, the presence of the majority of members of the teaching staff, as well as specialists - doctors, lawyers, a social pedagogue, a psychologist, etc., is desirable, depending on the content of the questions.

How to organize the receipt of questions from parents? Usually the methodologist and educators use parent meetings, questionnaires, all kinds of questionnaires for this. At parent meetings, they inform the time of the evening of questions and answers, provide an opportunity to think through questions and fix them on paper, and parents also have the opportunity to think over questions at home and hand them to the teacher later.

In the zone of special attention of the teaching staff of a preschool institution, there should be a guide for self-education of parents. Therefore, the library of a preschool institution should have literature on various issues of family education, including journal articles. It is advisable to involve the parents themselves in the acquisition of the library fund, who willingly donate the books and magazines they have read for public use. Promotion of literature on pedagogical topics is the responsibility of preschool teachers. Various forms of this work are important: traditional slide folders, discussion of individual books or publications during consultations, discussion club meetings, information on a group stand, exhibitions of new literature with a brief annotation, a review of new products at a parent meeting, etc. The task of teachers is to awaken parents' interest in pedagogical literature and help them choose sources that are theoretically reliable in the stream of modern publications.

Educator cooperation - psychologist, educators and families helps not only to identify the problem that caused the difficult relationship between parents and the child, but also to show the possibilities of solving it. At the same time, it is necessary to strive to establish equal relations between the teacher-psychologist, educator and parents. They are characterized by the fact that the parents form an attitude towards contact, there are trusting relationships with specialists, which, however, do not mean full consent, leaving the right to their own point of view. Relationships proceed in the spirit of equality of partners. Parents do not passively listen to the recommendations of specialists, but they themselves participate in drawing up a plan for working with a child at home.

Thus, the cooperation of the kindergarten with the family can be carried out in different ways. It is only important to avoid formalism.

From the beginning of the existence of Soviet power, in our country, which proclaimed a policy of public education, for many years a derogatory attitude towards the family and home education took shape, under the influence of which professional teachers became convinced of the pedagogical incompetence of parents, their unwillingness to overcome it (“They do nothing want to know, they don’t know how to educate”). Meanwhile, teachers did not seek to acquaint "incompetent" parents with the content, methods of raising children, the bearers of which they were - professionals. Parents were admitted to the kindergarten when their help was required in cleaning, landscaping, landscaping, repairs, they were invited to holidays and meetings. And on other days the doors of the kindergarten are closed for them. The teachers sincerely believed that their mission was to teach, control the family, point out its mistakes and shortcomings. As a result, very tenacious methods and forms of work with the family have developed with the dominance of the teacher's monologue (instructive messages at the meeting, consultations, information stands, etc.). This led to many mistakes in the teacher's communication with parents (impersonal appeals, haste in assessing the child with an emphasis on negative manifestations, neglect of the interlocutor, ignoring his mood, condition, life experience, etc.). These mistakes, negligence are evidence of the teacher's communicative incompetence, which practically nullifies his pedagogical competence: it is not enough to know a lot, you must be able to say so in order to be heard. However, in the future, approximately from the 60s, considerable experience in pedagogical education of parents was accumulated in our country - “schools for mothers”, “universities of pedagogical knowledge”, “parental general education”, etc. But the content of the programs was often ideologized and politicized. In addition, teachers often chose an instructive tone for communicating with parents: they did not advise and offer, but demanded; they did not prompt, but instructed - and acted as a referee, and not a partner. All this repulsed the parents. And the result was the same - the kindergarten and the parents were engaged in raising the child without interacting with each other.

This state of affairs required not only a change in the approach to the family, but also the creation of new forms of preschool education.

In recent years, domestic science has been talking about the priority of the family in raising a child. The Law of the Russian Federation "On Education" for the first time in many decades recognized that "parents are the first teachers of their children. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood."

At present, the system of preschool education is being restructured, and humanization and de-ideologization of the pedagogical process are at the center of this restructuring. Its purpose is not the education of a member of society, but the free development of the individual. Much attention is beginning to be paid to the interaction between the kindergarten and the family. Practitioners are looking for new, non-traditional forms of cooperation with parents, based on the principle of unity of educational influences.

Chapter II. Experimental work on the introduction of non-traditional forms of interaction between the preschool educational institution and the family in the practice of the work of a preschool educational institution

.1 Studying the state of work with parents at the stage of ascertaining experiment

Experimental work on the introduction of non-traditional forms of interaction between a preschool educational institution and the family in the practice of the preschool educational institution was carried out on the basis of the MADOU d / s of the combined type No. 10 "Scarlet Flower" in the senior group No. 3. The work was carried out in 3 stages, which are ascertaining, formative and control experiments. To conduct experimental work, we identified two groups of parents - experimental and control. - 10 parents in each group.

During the ascertaining stage, the work was carried out from September 2012. to December 2012 Experienced - experimental work began with a study of the state of work with parents in the group. To do this, we analyzed the annual work plan, a long-term plan for working with parents, and found out that the group holds parent meetings once every three months, as well as questionnaires, entertainment, and workshops.

We then conducted a survey of parents.

Answers of the parents of the experimental and control groups to the questions of the questionnaire (stating the stage of work with parents).

Questions and answer options Number of answers experimental group Number of responses from the control group1. What issues of upbringing remain less studied for you? Relationships between children 10 Relationships between children and parents 67 Organization of a healthy lifestyle for a child 22 Introduction to cultural values ​​11 Others (please name) 002. Do you read pedagogical literature? I read regularly10 I read sometimes46 I don't read543. Do you read newspapers and magazines devoted to the problems of educating preschool children? I read regularly11 I read sometimes64 I do not read354. In what forms would you like to receive information about the upbringing of your children in kindergarten? Would you like to participate in the work with the children of your group? Yes12No986. What circle could you lead in a group? "Origami" 01 "Crochet" "Unconventional drawing techniques" "Entertaining physical education" "Young technician" 1 Other (name)

Analysis of the responses to the questionnaire showed the following:

To the question “What problems of upbringing remain less studied for you?” 60% of the parents of the experimental and 70% of the control groups answered: "The relationship between children and parents." This suggests that parents of both groups are poorly informed about the education of preschoolers. This fact is confirmed by the answers to the following two questions: “Do you read pedagogical literature?”, “Do you read newspapers and magazines devoted to the problems of educating preschoolers?”:

Ø 50% of the parents of the experimental group and 40% of the parents of the control group do not read pedagogical literature;

Ø 30% of the parents of the experimental group and 50% of the parents of the control group do not read periodicals devoted to the problems of educating preschoolers.

The vast majority of parents in the experimental and control groups take a passive position in the issue of interaction with the preschool educational institution. Thus, 60% of the parents of the experimental group and 50% of the parents of the control group would like to receive information about the upbringing of their children only at parent meetings. 90% of the parents of the experimental and 80% of the parents of the control group did not want to participate in working with children in kindergarten, citing the lack of free time and the fact that only preschool workers should deal with this issue. Only one parent in each group we studied expressed a desire to lead a circle in kindergarten.

Based on the results of the survey, we set the following tasks for working with the parents of the experimental group:

Ø Establish partnerships with the family of each pupil, join forces for the development and upbringing of children;

Ø To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's interests;

Ø Activate and enrich the educational skills of parents;

Ø Maintain their confidence in their own teaching abilities.

The solution of these problems is connected with the awareness of parents of their educational role in the family, their experience of relationships with the child. In psychology, this form of rethinking is called reflection (translated from Latin - “turning back”).

We used a reflexive model of communication between the teacher and the family, which aims to rethink the parents of their educational attitudes and stereotypes. In the concept of "pedagogical reflection" we included the ability of parents to analyze their own educational activities, critically evaluate it, find adequate reasons for both their pedagogical successes and miscalculations, choose methods of influencing the child that correspond to his characteristics and specific situation.

Before we started work, the educators collectively discussed and then adopted the principles of interaction with parents:

Ø Realize that only the joint efforts of the family and the educational institution can help the child; treat parents with respect and understanding;

Ø Remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one like him (her) in the world, and we must value his individuality, support and develop it. In teachers, the child should always see people who are ready to give him personal support and come to the rescue;

Ø To educate in children boundless respect for their parents, who gave them life and put a lot of mental and physical strength so that they grow up and be happy;

Ø Take into account the wishes and suggestions of parents, highly appreciate their participation in the life of the group;

Ø Consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a specific child and his parents based on knowledge of the psychological characteristics of age, taking into account the child's previous experience, his interests, abilities and difficulties that have arisen in the family and educational institution;

Ø Respect what is created by the child himself (a story, a song, a building made of sand or other building material, modeling, drawing, etc.). Admire, together with parents, his initiative and independence, which contributes to the formation of self-confidence and self-confidence in the child, and in parents causes a sense of respect for the educators of their children;

Ø Regularly in the process of individual communication with parents to discuss all issues related to the upbringing and development of children;

Ø Show understanding, delicacy, tolerance and tact, take into account the point of view of parents.

"Authoritarian parenting methods" are excluded. You should interact with parents with interest and love for the child. In order for educators and parents to find time for such interaction, it must be specially organized. Each direction of a child's development involves special content and forms of communication between educators and parents, during which their psychological and pedagogical culture will increase.

2.2 The formative stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

The second, formative stage of the experiment took place from December 2012. to April 2013 - the introduction of non-traditional forms of interaction between a preschool educational institution and the family in the practice of preschool educational institutions.

From the first day we met the parents of the experimental group, we reminded them that in order for our children to grow up morally healthy, close contact between parents and educators is necessary. Acquaintance with the life of each family began with a questionnaire that parents fill out.

The following questions were included in the questionnaire:

How well do you know your child?

What is your child's temperament?

How often do you spend your free time with your child?

Do you enjoy interacting with your child?

What does your child like to do in his free time?

What household chores does your child perform?

How does he carry out his duties at home?

What methods of education do you prefer to practice?

Who in your family spends the most time with your child?

After analyzing the questionnaires, we learned a lot about the family: about the child's hobbies, about his behavior and duties at home, about the methods of education used by parents, about who in the family is engaged in education.

The following questionnaire for parents allowed us to draw a conclusion about the sociability of the child, about his character traits, ability to communicate; we learned about relationships in the family from the children's drawings.

At this stage of the pedagogical experiment, we held a meeting "Family leisure". Children's drawings on the theme "Evening in my family" become an indicator of family leisure. All the drawings are similar: mom is in the kitchen, dad is on the couch, and the child is somewhere aside, alone with toys, at the computer, etc.

The picture is an indicator of relationships in the family. The child lacks communication, often in the family he is lonely. That is why difficult children grow up in seemingly prosperous families.

Children's drawings made parents look at their child with a different look. There was only one answer: we don't talk much with children.

To the question: “What do your parents not allow you to do?” The children's answers basically came down to the following: you mustn't light the gas, open the door for strangers, light a fire, and so on. Some children said this: “I don’t know that I can’t, I can do anything.”

With this setup - everything is allowed! - children usually come to kindergarten: you can scream, run, misbehave during lunch, etc. The principle of education of many parents: do what you want, just don't bother me. But parents are responsible for their child, they must make the necessary demands on him, teach him what is possible and what is not.

Analyzing the content of questionnaires, drawings, analyzing various situations of communication between the child and adults and peers, together with the parents, we made a number of rules:

Ø Be moderately kind and demanding to your child if you want to achieve something;

Ø Before you evaluate the actions of the child, try to understand the situation;

Ø Show your child a good example.

Together with my parents, we decided to create the ABC of Family Happiness club. We build its work under the motto "My family is my joy". Purpose: to bring up kind, sympathetic children, loving and respecting parents, sisters and brothers, grandparents, friends and relatives, to be merciful to people.

The first meeting of the club was dedicated to getting to know the children's families. The exhibition of family albums turned out to be very interesting. The meeting of the club turned into a wonderful holiday in which every family took part. Showed their talents and children, and parents, and grandmothers.

The second meeting of the club was devoted to the traditions of Russian folk culture. Children together with their parents cooked Russian folk costumes, read fairy tales, learned folk songs and games, got acquainted with ancient traditions and rituals.

The holiday "Village gatherings" was interesting. Mothers and grandmothers performed Russian folk songs; mothers staged folk tales; children solved riddles, demonstrated old things: tongs, yokes, tubs found with their grandmothers and great-grandmothers. A little later, we held a marathon "My Friendly Family". In poems, songs, playful form, children expressed their attitude towards grandparents, parents, brothers and sisters. The children expressed their opinion on how they understand what the “world of the family” is. As a result, it turned out that "the world of the family" - this is a home, comfort, warmth; mutual understanding, love, respect; holidays, traditions.

The adults tried to explain to the children that in order for peace and friendship to reign in the family, three important rules must be remembered:

- respect elders and love them;

- take care of the little ones;

- remember that you are the helper in the family.

Not only children, but also parents answered questions about what qualities should be cultivated in oneself, with what mood one should perform household duties, how family members should treat each other so that everyone is happy.

Folk wisdom says: "Without a root, wormwood does not grow," so we began practical work collection of materials about the genealogy of the family.

So, having laid the foundation for a family chronicle, restoring, as far as possible, their genealogy, and even inventing their own coat of arms and motto, the children realized that they owe their lives to many generations of their family. A person in this world is not alone and should cherish all his relatives.

All this work helped the children understand: in order to take care of loved ones, one must help in everything and do good deeds.

The result of this painstaking, but at the same time interesting work was the family holiday "My family is my joy." The holiday was held on a great emotional upsurge.

The effectiveness of the educational work of the educator largely depends on his ability to find a common language with parents, relying on help and support. Parent meetings are one of the most effective forms of raising the pedagogical culture of parents and forming a parent team.

Each of our meetings with parents gives rise to reflection, causes a desire to analyze and reason. AT recent times we came to the conclusion that parent meetings need to be conducted in a new way. Our parent meetings are pedagogical education, consultation, discussion, and family holidays.

To help parents choose the right path, we held a series of round-table discussions as part of the ABC of Family Happiness club. Parents could freely express their opinion on the problems of education, share their experience of family education. So, talking about the relationship between mother and child, we came to the conclusion that maternal love has many faces. The main thing is to love the child for real. This means, for his sake, to overcome oneself, to suppress one's bad habits and addictions, to limit the demonstration of one's "I". And this, it turns out, is much more difficult than meeting the basic needs of the child.

Preparing for the parent meeting on the topic "Educating a culture of behavior of older preschoolers", we set ourselves the goal of helping parents see the shortcomings in the process of raising children and find ways to eliminate them.

A. S. Makarenko wrote: “Our children are our old age. Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, our guilt before other people, before the whole country.

The personal example of parents is the main condition for education. What the child sees daily in the family, he will definitely transfer to adulthood.

During the work of the ABC of Family Happiness club, many holidays, parent meetings, and round tables were held. We consider this form of cooperation "educator - parent - child" very effective; During the preparation for various events, there are many opportunities for communication between children and parents. Preparatory work creates an atmosphere for creativity and activity. Common causes and interests unite children and parents, have a positive effect on the formation of the child's personality. Parents become heroes in front of their children. The receptive souls of children are gracious soil capable of nurturing the seeds of goodness and morality.

Next, we solved one of the main tasks of the experiment: the development of methods for developing parents' reflection of their own educational techniques. To do this, we used: discussion of different points of view on the issue, solving problematic problems of family education, role-playing of family situations, training game exercises and tasks, parents' analysis of the child's behavior, appeal to the experience of parents, game interaction between parents and children.

Discussing different points of view on the issue will set the parents up for reflection.

Solving the problematic tasks of family education encourages parents to search for the most appropriate form of behavior, exercises logic and evidence-based reasoning, and develops a sense of pedagogical tact. Problem situations are proposed for discussion. Role-playing of family situations enriches the arsenal of ways of parental behavior and interaction with the child. For example, the following task is given: please play how you will establish contact with crying baby etc.

Training game exercises and tasks. Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of “Why didn’t you put your toys away again?” - “I have no doubt that these toys obey their owner”). Or parents must determine why such words addressed to the child are unconstructive: “Shame on you!”, “I’m not satisfied with your “I want”, you never know what you want!” etc. Tasks can be performed in the following form: the teacher begins the phrase: “Studying well at school means ...” or “For me, a dialogue with a child is ...” Mother or father must complete the sentence.

Parents' analysis of the child's behavior helps them understand the motives of his actions, mental and age needs.

Appeal to the experience of parents. The teacher suggests: "Name the method of influence that helps you more than others in building relationships with your son or daughter?" Or: “Has there been a similar case in your practice? Tell us about it, please,” etc. Encouraging parents to share experiences activates their need to analyze their own successes and miscalculations, to correlate them with the methods and methods of education used in similar situations by other parents.

Game interaction of parents and children in various forms of activity (drawing, modeling, sports games, theatrical activities, etc.) contributes to the acquisition of partnership experience.

These methods provide parents with the opportunity to model their behavior in a play setting. Experimental observations show that when a parent models his own behavior in the game, his view of the educational problem expands. He may even question his previous view of the problem.

Only verbal communication (parents answer questions from the teacher and each other) does not allow solving problems related to parents' awareness of themselves as educators. The reason is that, trying to present themselves in the best light, moms and dads carefully control their statements, suppressing the naturalness and spontaneity of their behavior.

A parent involved in play training begins to rediscover the joy of communicating with a child. Many, as a result of participating in game trainings, discovered such truths, for example, that it is impossible to experience alienation, anger and anger at a child and at the same time be a happy parent; it is impossible, sowing seeds of negative emotions in the soul of a child, to receive his smile and love in return.

3 The control stage of work with parents to conduct non-traditional forms of interaction between a preschool educational institution and a family

At the last control stage, which took place from April to May 2013, the effectiveness of the work done was studied and analyzed.

Based on the results of experimental work on the introduction of non-traditional forms of interaction of a preschool educational institution in the practice of the preschool educational institution, a second survey of parents was conducted.

After analyzing the answers of the parents of the experimental group, we came to the following conclusions:

Most parents began to purposefully deal with the problems of educating preschoolers. Now they are interested in problems that they had not thought about before: the moral, patriotic and aesthetic education of children, their culture of behavior, familiarizing children with cultural values. As the results of the survey showed, these problems are of interest to 70% of the parents of the experimental group (before the formative stage - 10%).

All parents of the experimental group read pedagogical literature (40% - regularly) and periodicals devoted to the problems of educating preschoolers (60% - regularly). Before the forming stage - 10% each.

% of parents would like to take part in the life of the kindergarten (before the formative stage - 10%). 40% of parents want to receive information about the upbringing of their children in a playful way, at parent conferences - 30%. Before the formative stage - only 10%. Parents expressed their desire to hold circles: "Origami", "Modeling from salt dough", "Crochet", "Young Technician", "Skillful Hands", "Young Athlete" - 60%. Before the formative stage - 10%.

Answers of the parents of the experimental and control groups to the questions of the questionnaire (control stage of work with parents)

Questions and answer optionsNumber of responses from the experimental groupNumber of responses from the control group1. What issues of upbringing remain less studied for you? Relationships between children 00 Relationships between children and parents 04 Organization of a healthy lifestyle for a child 33 Introduction to cultural values ​​32 Others (please name) 412. Do you read pedagogical literature? I read regularly40 I read sometimes66 I don't read043. Do you read newspapers and magazines devoted to the problems of educating preschool children? I read regularly61 I read sometimes47 I don't read024. In what forms would you like to receive information about the upbringing of your children in the kindergarten? Would you like to participate in the work with the children of your group? Yes84No266. What circle could you lead in a group? "Origami" 11 "Crochet" 10 "Unconventional drawing techniques" 00 "Entertaining physical education" 10 "Young technician" 11 Other (name) 10

The answers of the parents of the control group differ in many ways from the answers of the parents of the experimental group. This is due to the fact that active work was not carried out with these parents on their pedagogical training and involvement in cooperation with preschool educational institutions.

Analysis of the responses of the parents of the control group showed the following.

Some parents began to show more interest in the problems of raising their children. If earlier they were mainly concerned with the issue of relationships with children, now they have become interested in the problems of physical education and a healthy lifestyle of the child, the culture of behavior and familiarizing children with cultural values ​​- only 60% versus 30% at the ascertaining stage. In all likelihood, this is due to the fact that the parents of the experimental group shared their impressions of classes in the kindergarten with the parents of the control group.

The attitude towards pedagogical literature has not changed, but 80% of parents began to read periodicals on the issues of raising children (regularly - only 10%).

40% of parents expressed a desire to participate in joint work with children - a little more than at the ascertaining stage (20%), but much less than the parents of the experimental group (80%).

20% of parents want to receive information about the upbringing of their children in a playful way. The majority prefer traditional forms - parent meetings and individual conversation - 80%.

The parents of the control group do not have a great desire to hold circles: only two parents agreed to do this - "Young Technician", "Young Athlete", that is, 20%. Relations between a preschool institution and a family should be based on cooperation and interaction, subject to the openness of the kindergarten inward (involving parents in the educational process of the kindergarten) and outward (cooperation of preschool educational institutions with social institutions located on its territory: general education, music, sports schools, libraries, etc. .d.).

The main goal of all forms and types of interaction between the preschool educational institution and the family is to establish trusting relationships between children, parents and teachers, to educate the need to share their problems with each other and solve them together. This is facilitated by non-traditional forms of interaction with the family.

Various methods of developing parents' reflection of their own educational techniques are very effective.

The experience of working with the parents of the experimental group showed that as a result of the formative experiment, the position of both parents and educators became more flexible. Now they are not spectators and observers, but active participants in various events. Moms and dads feel more competent in raising children. The position of the parents of the control group has not changed much: parents show insufficient knowledge and skills in the field of raising children of preschool age, show little activity in interaction with preschool educational institutions on problems child education and development.

Conclusion

In the course of the work, the questions were considered that the family and the preschool educational institution in a chronological series are connected by continuity, which ensures the continuity of the upbringing and education of children. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

The family and the preschool educational institution have their own special functions and cannot replace each other. An important condition for continuity is the establishment of a trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is corrected, which is especially necessary when preparing children for school.

The family is an institution of primary socialization. Kindergarten is part of the indirect or formal environment of the child and is an institution of secondary socialization. All stages of the socialization process are closely interconnected.

At present, no one doubts the need for public preschool education. In recent years, increased demands have been placed on preschool institutions.

Modern approaches to organizing the interaction of a preschool educational institution with a family should be based on cooperation and interaction, subject to the “openness of the kindergarten inside” (involving parents in the educational process of the kindergarten) and “outside” (collaboration of preschool educational institutions with social institutions located on its territory: general education , music, sports schools, libraries, etc.).

The interaction between the kindergarten and the family should permeate the entire educational - educational work in the preschool educational institution. It is necessary to ensure that teachers use various forms of work, paying attention to improving the practical and educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents, etc.).

Particular importance should be attached to the study of the conditions for raising children in the family.

Practitioners are looking for new, non-traditional forms of cooperation with parents; restructuring of the system of preschool education.

Thus, the use of non-traditional forms, together with traditional forms of interaction between a preschool educational institution and a family, contributes to an increase in the efficiency of work with parents.

List of used literature

1.Amonashvili Sh. A. To school from the age of six. - M., 1986.

.Arnautova E.P. Visiting the director: Conversations with the head of a preschool institution about cooperation with the family. - M.: Linka - Press, 2004. - 208s.

.Arnautova E.P. Teacher and family. - M.: Karapuz, 2002. - 264s.

.Gippenreiter Yu.B. Communicate with the child. How? - Moscow: OOO Astrel, 2006.

.Danilina T. Contemporary Issues interaction of a preschool institution with a family // Preschool education. 2000. No. 1. - P.41 - 48

.Davydova O.I., Bogoslavets L.G., Mayer A.A. Working with parents in kindergarten: Ethnopedagogical approach // Appendix to the journal "Management of preschool educational institutions". - M.: TC Sphere, 2005. - 144 p.

.Doronova T.N. On the interaction of a preschool educational institution with parents // Preschool education. - 2000. № 1. - P.60 - 68.

.Doronova T.N., Glushkova G.V. and others. Together with the family: A manual on the interaction of preschool educational institutions and parents - M.: Education, 2005.

.Elzhova N.V. Working with children and parents in a preschool educational institution. - Rostov n / a: Phoenix, 2008. - 282p.

.Innovative forms of interaction between the preschool educational institution and the family: parent meetings and conferences, discussions, workshops, round tables / ed. - comp. Sertakova N.M. - Volgograd: Teacher, 2013. - 203s.

.Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Tutorial for stud. avg. ped. textbook head - M: Publishing Center "Academy", 2004. - 351s.

.The concept of preschool education (1989) / S.A. Kozlova, T.A. Kulikova // Preschool pedagogy: textbook. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2009. - P.389 - 399.

.Kulikova T. A. Family pedagogy and home education: a textbook for students. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 232 p.

.Leontieva A. Parents are the first teachers of their children / A. Leontieva, T. Lushpar // Preschool education. - 2001. No. 8. - pp.57-59

.Mayer A.A., Davydova O.I., Voronina N.V. 555 ideas for involving parents in the life of the kindergarten. - M.: TC Sphere, 2011. - 128s. - Supplement to the journal "Management of preschool educational institutions".

.Makarenko A.S. Book for parents. - M.: Pravda, 1985. - 448 p.

.Miklyakova N.V. Creating conditions for effective interaction with the family. - M., 2006.

.Peterson L.G., Abdulina L.E. Interaction of the preschool educational institution with the family as a resource for the development of adults and children // Management of the preschool educational institution. 2012. No. 3.

.Prokhorova S.Yu., Nigmatulina N.V. etc. Non-traditional forms

holding parent meetings in kindergarten - M .: Scriptorium 2003, 2011. - 104s.

.Solodyankina O.V. Collaboration between a preschool institution and the family / O.V. Solodyankina. - M., 2004.

.Social partnership of kindergarten with parents: Collection of materials / Comp. Tsvetkova T.V. - M.: TC Sphere, 2013. - 128s. (Library of the journal "Management of preschool educational institutions")

.Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes. Vol. 3 / Comp. Bogdanova O.S., Smal V.Z., Sukhomlinskaya A.I. - M.: Pedagogy, 1981. - 403 p.

.Falyushina L.I. Quality management of the educational process in a preschool educational institution: A guide for heads of preschool educational institutions. - M., 2003.

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PROJECT

Psychological and pedagogical education of parents

in a preschool educational institution

Developed by: Neustroeva Irina Anatolyevna

"From how childhood passed,

who led the child by the hand in childhood,

what entered his mind and heart from the environment

the world - it depends to a decisive extent,

What kind of person will today's baby be?

Sukhomlinsky V.A.

Relevance of the problem:

The changes taking place today in the field of preschool education are aimed primarily at improving its quality. It, in turn, largely depends on the coherence of the actions of the family and the preschool educational institution. A positive result can only be achieved when considering the family and kindergarten within the framework of a single educational space, which implies interaction, mutual perception, mutual assistance, cooperation between preschool teachers and parents throughout the child's preschool childhood.

Russia begins with a family. The most important place in the formation of a child's personality is occupied by the family. According to researchers (L.B. Schneider), it depends on it how a person will grow up, and what character traits will form his nature. In the family, the child receives primary skills in the perception of reality, learns to recognize himself as a full-fledged representative of society. The family and the preschool educational institution are two important institutions of the child's socialization. And although their educational functions are different, for comprehensive development The child needs their full and close interaction. If the preschool educational institution contributes to the integration of the child into society, then the family is designed to ensure the individualization of child development.

Article 18 of the Law of the Russian Federation"On education" says: " Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality.».

Parents need to be taught to be parents. This is what the new"philosophy" family work. Parents are responsible for the upbringing of children, and all other institutions of upbringing and education, including preschool educational institutions, are called upon to contribute to this. The role of the family is to gradually introduce the child into society, so that his development proceeds in accordance with the nature of the child and the culture of the country where he was born. Teaching a child the social experience that mankind has accumulated, the culture of the country, its moral standards, the traditions of the people is a direct function of the family as a social institution. But all this is impossible without systematic education of parents.

What a child acquires in childhood in the family, he retains throughout his subsequent life. The importance of the family as an institution of education is due to the fact that the child is in it for a significant part of his life. The family lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

Studies of domestic psychologists (Leontiev A.N., Petrovsky A.V.) indicate that the most favorable opportunities are created in the family for strengthening the health of the child, developing his physical qualities, moral feelings, habits and motives of behavior, intelligence, familiarization with culture . The significance of the relationship between parents and the child attracted the attention of many teachers and psychologists (Zakharov A.V., Varga A.Ya., Spivakovskaya A.S. and others). Common to all approaches is the assertion of the child's need to have and maintain a sense of security and confidence in its provision on the part of adults. It is manifested in the care of an adult and demonstrating to the child his positive - emotional attitude towards him. By this, the adult forms the need for emotional interaction in the child. In conditions when the majority of families are concerned about solving the problems of economic, and sometimes physical survival, the tendency of self-withdrawal of many parents from solving issues of upbringing and personal development of the child has intensified. Parents, not having sufficient knowledge of the psychological, age and individual characteristics of the development of the child, sometimes carry out education blindly, intuitively. A crisis situation in the family, uncertainty about one's future, the development of tension in personal relationships, emotional tension leads to a violation of parent-child relationships.

Children's need for love, warmth, affection, attention and care from a close adult is enormous, but today the need to find a job, work overload, reduced free time lead to a deterioration in the physical and mental state of parents, increased irritability, fatigue, stress, manifestations of cruelty, disharmony of child-parent relationships, which damages the physical and psychological health of the child, his well-being Many parents are aware of the shortcomings of raising their children, but often they lack elementary knowledge of pedagogy and psychology to solve the problems that arise

Analyzing the situation (in our case, through a survey of parents, individual conversations with parents and children, analysis of the social passport of the families of pupils attending a children's institution), we came to the conclusion that parents need methodological assistance, knowledge about the psychophysical development of children, about the importance psycho-emotional state family members, about methods and techniques of interaction with children. One of the effective forms of family support can be the organization of a creative association of parents, teachers, and children on the basis of a kindergarten. Here, parents, through communication with each other, teachers, can get answers to their questions, jointly find ways to solve specific problems. Of course, parents have the opportunity to get information on the Internet, communicate on forums, but nothing can replace personal emotional communication with each other and teachers, aimed at mutual assistance and support in the upbringing of preschool children. The leading and significant goal of the activity of a creative association should be the preservation of the psychological and physical health of children and parents, the harmonization of interpersonal and intra-family relations based on mutual understanding, support and respect for each other

The relevance of the problem lies in the fact that the kindergarten is the first non-family social institution, the first educational institution with which parents come into contact and where systematic psychological and pedagogical education begins. The further development of the child largely depends on the joint work of parents and teachers.

Project object:

Psychological and pedagogical education of parents of preschool children.

Project subject:

Project type:

Practice-oriented, long-term, open, collective.

Project participants:

Teachers of a preschool educational institution, pupils, parents.

Project implementation conditions:

The interest of children and parents, purposefulness, variability of forms and methods, cooperation, openness, systematic work.

Activities:

Educational – providing information for psychological and pedagogical culture of parents

Practically effective - increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full emotional communication

Objective of the project:

Ensuring the unity and continuity of family and public education, providing psychological and pedagogical assistance to parents, supporting the comprehensive development of the personality of children.

Tasks:

Creating a positive emotional environment for communication between children, parents and teachers.

Providing advice to parents on the upbringing, education and development of a child of preschool age.

Activation and enrichment of psychological and pedagogical knowledge and skills of parents.

Development of creative abilities of children and parents in joint activities.

Generalization and promotion of the positive experience of family education

Conditional division of work with parents:

All parents - within the framework of parent meetings to improve the pedagogical and psychological culture

A group (subgroup) of parents - within the framework of a creative association for the formation of skills and abilities for the purpose of constructive communication and interaction in the parent-child system

Individual consultations, psychological and pedagogical support.

Working rules:

Sincere respect for the project participants.

Communication is not for harm, but for good.

Tact and objectivity.

The project is being implemented in three stages:

Preparatory.

Basic.

Final.

Project Implementation Plan:

Registration of the passport DOU.

Making a visual campaign.

Visiting families of pupils at home.

Analysis of the social passport of the families of pupils attending kindergarten.

Conducting the competition "The Best Parent Corner"

Creation of the DOW website.

October November

During the year

Head of preschool educational institution, senior educator

Identification of parents' requests for the organization of educational work with children

Drawing up a long-term work plan

Parent survey

“Mom, dad, kindergarten and I are a close-knit family together.”

Individual conversations with parents on the topic "My expectations"

Holding an open day

Mailbox.

Discussion of general questions on the organization effective work with family.

October

October

August

During the year

During the year

Art. educator, educators,

Teacher - psychologist

main stage

Establishing partnerships between all project participants

Setting up a home playground.

Organization of joint celebrations.

Organization of trips and excursions.

Arrangement of joint photo exhibitions and vernissages of creative works.

Creation of the creative association "Blue Wagon"

During the year

October

caregivers

senior teacher

Inviting parents to cooperate

Work in the creative association "Blue Wagon".

Building a library for parents.

Release of creative booklets "Blue Wagon".

Consulting on the issues of education, training, development, preservation of the physical and psycho-emotional health of children.

Conducting parent meetings.

according to plan

April

monthly

during the year

according to plan

Art. educator,

Visual information for parents

About the traditions of preschool educational institutions, employees, groups, programs and technologies for working with children.

On the age characteristics of preschool children.

On the importance of family education.

O creativity preschool children, etc.

During the year

Head of DOU

Art. educator,

Teacher - psychologist, educators

Pedagogical education of parents, implementation of interaction between the family and the preschool educational institution

Parent meetings.

The functioning of the creative association "Blue Wagon".

Seminars - workshops.

Business games.

Disputes.

"Communication Hour"

Consultations.

Day of open doors "First time in kindergarten".

Participation in holidays, joint activities.

according to plan

according to plan

January

February

December

During the year

August

During the year

Art. educator,

Teacher - psychologist, educators

The final stage

Summarizing

Results of work on the project

Analysis of the implementation of the project with the involvement of parents.

Determination of prospects for further work.

Identification of the level of awareness and assimilation by parents of the forms and rules of education and training of preschool children

May

Project participants

Social work:

Hospital - data bank, conversations, consultations, references.

KDN, JDN - identification and work with families in a socially dangerous situation

School - continuity, registration of a unified social passport for the families of pupils

Feedback:

Questionnaires.

Answers to questions from the mailbox (trust mail)

Consultations on request.

Reflection of joint activity.

Drawing up a work plan taking into account the wishes of the parents

Expected Result:

The use of modern technology is morally - spiritual development will contribute to the improvement of the psychological and pedagogical culture of parents, their study of themselves, their families, their relationships with others, their knowledge of the upbringing and development of children.

The novelty of the child-parent-teacher relationship is determined by the concepts of "cooperation", "interaction", "reflection".

Cooperation- this is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction- represents a way of organizing joint activities, which is carried out on the basis of social perception and through communication. In the “Dictionary of the Russian language” S.I. Ozhegov says this: interaction is the mutual connection of two phenomena, mutual support.

Pedagogical reflection- this is the ability of parents to analyze their own educational activities, critically evaluate it, and find the causes of their pedagogical mistakes.

Parents should not only communicate pedagogical knowledge, stimulate their interest in pedagogy and the problems of raising children, but also form their parental position. After all, parents often have knowledge, but they cannot use it for various reasons. It is very important to form in parents the ability to apply the acquired knowledge, to connect theory and practice. Here it is necessary to single out the concept of "pedagogical reflection", which includes the ability of parents to analyze their own educational activities, critically evaluate it, find the causes of their pedagogical mistakes, the inefficiency of the methods used, and choose methods of influencing the child that are adequate to his characteristics and specific situation. O. L. Zvereva recommends using the analysis of pedagogical situations, the solution of pedagogical problems, the analysis of one's own educational activities, the use of homework. Such methods help to form a parental position, increase the activity of listeners, update the knowledge gained, help to look at the situation through the eyes of a child, to understand him.

Used Books:

Formation of positive relationships between parents and children aged 5-7 years: diagnostics, trainings, classes / ed.- comp. Korobitsyna E.V. - Volgograd: Teacher, 2009.

Parent meetings / ed.- comp. Kylasova E.L. (and others). - Volgograd: Teacher, 2013.

Interactive pedagogy in kindergarten. Methodical manual / Ed. Miklyaeva N.V. - M .: TC Sphere, 2012

Pedagogy of mutual understanding: classes with parents / ed. - comp. Moskalyuk O.V., Pogontseva L.V. - 2nd ed. - Volgograd: Teacher, 2012.

Parent meetings in kindergarten: / ed. - comp. Chirkova S.V. - M.: VAKO, 2011

Kindergarten and family / ed. Markova T.A.-M.: Enlightenment, 1981

To the educator about working with the family: A methodological guide for kindergarten / Zagik L.V. and others: Enlightenment, 1989

Agavelyan M.G., Danilova E.Yu. Interaction of preschool teachers with parents.- M .: TC Sphere, 2009

Skorolupova O.A. Thematic planning educational and educational process in the preschool educational institution. Part 1- M .: LLC Publishing house "Scriptorium 2003", 2008

Skorolupova O.A. Thematic planning of the educational process in preschool educational institutions. Part 2- M .: LLC Publishing house "Scriptorium 2003", 2008

Arnautova E.P. Socio-pedagogical practice of interaction between family and kindergarten in modern conditions / Kindergarten from A to Z-2004

Makhov F.S. Who do we raise: Conversations about maternal and paternal education / - M .: Profizdat, 1989

Sections: Working with parents

1. Description of the situation and problem.

The family plays a central role in shaping a child's personality. According to researchers (L.B. Schneider. Psychology of family relations. M., 2000.), 70% of it depends on how a person grows up and what character traits will form his nature. In the family, the child receives primary skills in the perception of reality, learns to recognize himself as a full-fledged representative of society. This is precisely what the “new philosophy” of working with the family leads to: parents are responsible for the upbringing of children and their development, and all other institutions of upbringing and education, including preschool educational institutions, are called upon to contribute to this. The family and the preschool educational institution are two important institutions of the child's socialization. And although their educational functions are different, their interaction is necessary for the comprehensive development of the child. If the preschool educational institution contributes to the integration of the child into society, then the family is designed to ensure the individualization of child development.

The change in state policy in the field of education entailed the recognition of the positive role of the family in the upbringing of children. Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the personality of the child at an early age. Article 2 of the Law of the Russian Federation "On Education" formulates the following principles of education:

a) the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
b) the unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;
c) general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils;
d) the secular nature of education in state and municipal educational institutions;
e) freedom and pluralism in education;
f) democratic, state-public nature of education management. Autonomy of educational institutions.

In this law, unlike the documents of previous years, respect for the family is recognized as one of the principles of education, that is, the family is transformed from a means of pedagogical influence on the child into its goal.

Pedagogical education of parents is most often implemented in traditional forms:

1) inside the kindergarten:

Visiting the family with a caregiver;
- conversations and consultations;
- general and group parent meetings;
- visual propaganda (stands, screens, thematic exhibitions, etc.);

2) outside kindergarten:

Universities of Pedagogical Knowledge;
schools for parents, etc.

Their common disadvantage:

Work with parents is not differentiated, without taking into account the characteristics of the family;
- parents have limited access to stay in kindergarten: Open days and other events are held strictly according to a pre-planned plan;
- parents cannot influence the pedagogical process, they are involved only in the implementation of organizational moments, and they get acquainted with educational work only when considering “visual agitation” - stands, screens prepared by teachers;
- the leading role in the organization of work with the family is assigned to teachers: the purpose of many forms is to help parents, recommendations, advice, and correct the mistakes of family education. This indicates that the family is perceived as a pedagogically imperfect factor in the development of the child's personality. And the forms of work with the family themselves do not give the proper results, since they are aimed at interaction with a wide range of parents. Under these conditions, it is impossible to see the problems of each family individually.

That is why a "new philosophy" of interaction between the preschool educational institution and the family is needed.

However, before talking about the implementation of a new philosophy, it is necessary to analyze the prerequisites for this approach and the readiness for it of both parents and teachers.

In recent years, the level of parental culture has dropped sharply, every year there are fewer families where the child feels loved, where mom and dad are truly concerned about the health and development of their child.

Of course, for the sake of the child, for the sake of his full development, it is necessary that parents are constantly interested in his well-being, mood, know how to help him in failures, how to stimulate success, the desire to gain knowledge, to be the best of the best.

Therefore, in order for our children to fully develop, grow up not only as good sons and daughters, but also later become good citizens of our country, parents must be "Children's Excellence”, that is, such parents who are constantly learning and developing as moms and dads, as individuals.

Our teaching staff is trying to help parents raise, learn to understand and educate their children. For these purposes, we do a lot: we hold Open Days, invite parents to holidays and sporting events, hold consultations, meetings with specialists, parent meetings and conferences in an unconventional form. But this does not always give a positive result: the educational level of parents is different, and one-time events cannot change the situation.

In this regard, a well-thought-out model for the organization of psychological and pedagogical education of parents of MDEI is needed.

2. Goals and objectives of the project.

The main goal of the project is the development and implementation of the model of organizing psychological and pedagogical education of parents in the new socio-economic conditions, interaction with the parents of pupils, taking into account the ethnic, social and cultural affiliation of the family.

Project tasks.

1. Determine the content and forms of psychological and pedagogical education of parents in order to improve their general and pedagogical culture.
2. To build the structure of the pedagogical education of parents to optimize family education in two directions: informative and educational.
3. Prepare a package of diagnostics to determine the level of pedagogical culture of parents.
4. Develop an educational program on the psychological and pedagogical education of parents.

3. Suggested ways to solve the problem.

3.1. Decide problems of teacher education parents can be done through the development and implementation of a model for the organization of psychological and pedagogical education of fathers and mothers of our preschool educational institution. This model will provide an opportunity to create a system of pedagogical education for parents.

It is also necessary to include knowledge on the formation of a family way of life, on creating a favorable psychological climate in the family, on ethnic culture and relationships with people of different nationalities, on artistic, aesthetic, physical development, and others.

Forms of submission of material can be very diverse: discussions, conferences, hour of questions and answers, round tables, business and role-playing games, trainings, family living rooms, master classes and others. At the same time, it is necessary to use new pedagogical technologies for the development of a person's intellect, his personal qualities.

At the heart of the organization of education of parents, a personal-active approach will be used: not only the level of education of parents, but also the level of parental culture is taken into account. Dads and moms are subjects of the educational process - pedagogical technologies should help us with this. Each lesson with parents will end with individual and collective reflection.

Through the entire educational process, the portfolio of the family will be carried out. Portfolio acts as a mechanism for self-development of mothers and fathers, helps to adjust their life positions, build the way of a modern family.

To activate and stimulate parents, you can use family activity cards, the contest "The Best Parental Team" and other events.

To sum up the results of the psychological and pedagogical education of parents, you can use the currency of parental knowledge and such forms as the presentation of families, competitions for the best connoisseur of the child's soul, competitions "Father of the Year", "Mom of the Year".

3.2. To organize the education of parents, it is necessary to provide 3 blocks: diagnostic, variable and a block of self-education of parents.

a ) Diagnostic unit.

Its goal is to create conditions for parents to study themselves, their families, their relationships with their immediate environment, family patterns, their knowledge of raising children.

The result of the work within the framework of this block is the need formed in parents for obtaining pedagogical knowledge.

Work with parents within the framework of the diagnostic block begins with the first meeting in kindergarten through individual interviews, questionnaires, and continues through group sessions with moms and dads. All information is collected in the portfolio of the family.

b ) Variable block.

Its goal is to create conditions for the pedagogical education of parents in accordance with their needs and interests. In this block, the main thing is the choice of the content of education by the parents themselves.

The result of work within this block is the acquisition by parents of the basics of pedagogical knowledge on family education, on the formation of a family way of life, etc.

The diagnostic stage will help organize the education of parents in this block; based on its results, several lecture halls can be created at the same time and parents will have a choice.

The results of the work at this stage are also recorded in the family's portfolio.

in ) Block of self-education.

Its goal is to raise the level of parental culture. It is determined by the mothers and fathers themselves on the basis of a package of diagnostics of the parent culture and is recorded in the family portfolio.

Organizational and managerial structure "Schools parental love"will look like this (Figure 1):

Diagnostic block.

It includes:

a) a pedagogical studio;
b) self-diagnosis laboratory.

2. Variable block.

It includes master classes on the following topics:

a) lessons of family love;
b) the art of communicating with a child;
c) educational games for children and adults;
d) artistic and aesthetic development of children, etc.

3. Block of self-education.

It includes:

a) advisory points;
b) telephone "Family Advisor";
c) a mini-library for parents;
d) stand "If you good parent».

3.4. Runs a school Council of School Organizers. It should include the head of the MDOU kindergarten "Birch", the deputy head for educational and methodological work and a teacher-psychologist ..

The founding goal of the Council is to create conditions for the work of the school:

To form the lecture staff of the school from among the best educators and specialists;
- prepare and teach new pedagogical technologies to those who will work on the psychological and pedagogical education of parents;
- create a system to stimulate these teachers;
- organize work to create an educational program for parents and monitor the progress of its implementation;
- identify and appropriately arrange rooms for classes with parents, introduce into the work of the teaching staff a system for tracking the educational process of parents through a family activity map, contests "The Best Parental Team of the Year", "Father of the Year", "Mom of the Year".

3.5. Implements the work of the school its lecture staff. The lecture staff of the school includes 5-6 teachers, headed by his deputy for educational and methodological work. Lecturers conduct classes with parents based on developing technologies in accordance with the educational program of parents.

In the course of classes, the parents themselves fill out the portfolio of the family. To stimulate the cognitive activity of moms and dads, lecturers use the currency of parental knowledge - specially prepared tokens. Each lesson necessarily ends with individual and collective reflection.

The lecturers of the school use such forms as presentation of families, a competition of experts in the child's soul, etc. to sum up the final results of classes in the pedagogical studio "Preparing excellent students", in master classes.

At the end of school the best parents a diploma or certificate "Excellent student of childhood" is issued.

3.6. The school builds its work on the the basis of the Regulations on the "School of parental love»,

Memorandum of Loving Mothers and True Fathers, the Code of Excellence in Childhood, the Regulations “On the Family Portfolio”, “On the Family Activity Map”, “On the stand “If you are a good parent”, “On monitoring the educational activities of parents”, on the contests “The best parent team” , "Father of the Year", "Mom of the Year".

The basis of the educational process at school loving mothers and real fathers is program "Children's Excellence", approved by the Pedagogical Council of the MDOU kindergarten "Birch". It is open: in the course of its implementation, additions, changes, and adjustments can be made.

To track the results of the educational activities of parents, the Board of School Organizers uses a diagnostic package adopted by the Pedagogical Council of the MDOU.

3.7. In order to put the created model of organization of psychological and pedagogical education of parents into practice, it is necessary to carry out a number of activities and find the necessary resources both within the MDEI and beyond.

1. Personnel - the creation of a group of lecturers from among the best kindergarten teachers and specialists.
2. Financial - additional payments to the lecture staff, payment for scientific and methodological support for the implementation of a model for organizing psychological and pedagogical education of parents.
3. Intellectual - the development of specific activities with parents, a piggy bank of materials from the experience of educators and specialists, business and role-playing games.
4. Material - rooms for classes and communication, audio and video equipment, computers, stationery.

4.Expected results.

During the implementation of the project "Excellent students of childhood", conditions will be created for the introduction of a model for organizing psychological and pedagogical education of parents:

1. A package of documents for the School of Loving Moms and Real Fathers will be developed.
2. The lecture staff of the "School of parental love" will be created and trained in new pedagogical technologies.
3. Will be developed educational program psychological and pedagogical education of parents "Excellent students of childhood".
4. A package of parent crop level diagnostics will be generated.
5. The material and technical base for the activities of the School of Loving Mothers and Real Fathers will be prepared.
6. And, most importantly, these conditions will make it possible to conduct systematic classes on the psychological and pedagogical education of parents.