Effective forms of interaction with parents (from work experience)

Effective forms of interaction with parents (from work experience)

• February 23, 2013

Competition “My Pedagogical Initiative – 2012”
Nomination “Working with Parents”

One of the conditions for the successful creative development of a child is the joint activity of parents, children and teachers. Family and kindergarten, having their own functions, cannot replace each other. Creating a unified space for child development is impossible if teachers and parents remain in the dark about each other’s plans and intentions.

Kindergarten is the first public institution with which parents come into contact and where their systematic education begins. The level of pedagogical culture of parents, and, consequently, the level of family education of children, largely depends on the quality of this work.

Therefore, I believe that positive results in raising a child can be achieved as a result of coordinated actions of the teacher, assistant teacher and family, the development of parental interest in education issues, and the establishment of trusting business contact between the family and the kindergarten.

When I started working on the Rainbow program, I began to worry about questions: what forms of interaction with parents are most effective and what are the ways to implement them? In addition to parent meetings, group and individual consultations, I began to use new forms, the main purpose of which was the pedagogical education of parents and their involvement in the educational process.

Thus, family participation in the educational process will improve the quality of children’s education, since parents know their child’s capabilities better and are interested in their further advancement.

The list of new forms I use includes:

• Round table meeting.
• Evenings of questions and answers.
• Disputes.
• Information leaflets, etc.

In my work on interaction with parents, I apply the following principles :

• Focus.
• Systematicity.
• Taking into account the specifics of each family.
• Taking into account the experience of parents.
• Goodwill.
• Openness.

In order to know the family better at the beginning of the year, I draw up a “social passport” of the group :

• age of parents.
• family composition (full, incomplete),
• number of children in the family,
• educational level of parents,
• socio-economic situation in the family.

I talk with parents and children about the summer holidays, about what’s new with the child.

Of course, trusting relationships with parents did not immediately develop. Some parents lacked motivation for communication and had no desire to bring family problems up for discussion. I tried to avoid criticism and build communication based on dialogue and partnerships. Gradually, my parents began to understand that I was sincerely interested in solving common problems for the kindergarten and the family, and, believing in this, they began to listen carefully to advice and be more critical of themselves and their child.

At the beginning of the year, a survey was conducted on the topic “Identification of the state and development of cooperation between family and kindergarten.” These questionnaires helped me in my further work, namely, I drew up a long-term action plan with my parents, taking into account the wishes and their advice.

In individual work I use moving folders. For example, the Convention on the Rights of the Child. Why this particular topic, because it’s no secret that parents do not know the rights of their child and how unpleasant it is to talk about it when child abuse occurs. “Preparing your hand for writing” - where recommendations and various strokes were posted.

In the parent corner, the “Hero of the Day” section is of particular interest to parents. For example, I put the following information in it:

“Tolik listened carefully to Nastya’s story today. – Gena was polite. – Nastya ideally fulfilled the duties of a duty officer in a corner of nature.

The use of various forms of interaction with parents has yielded certain results. Parents became active participants in all matters. They began to treat their child as an equal, and realized that it was unacceptable to compare him with other children. They began to show interest in the child’s affairs and be ready for emotional support.

Bibliography:

• T.N. Doronova, V.V. Gerbova, T.I. Grizik, E.V. Solovyova “Rainbow”. Program and methodological guidelines for the upbringing and education of children aged 6–7 years in kindergartens. M. Education, 1997;
• T.N. Doronova “On the threshold of school”: methodological recommendations for educators working with children 6–7 years old under the “Rainbow” program. 3rd ed. M. Education, 2004

I would like to present a description of my work for the academic year 2010-2011 in the form of a modern, familiar genre - the fascinating private detective “The Disappearance of Kuzi the Hedgehog.”

The form is, of course, fabulous, but based on real events.

Appendix 1: Working with parents.

Appendix 2: Private detective “The Disappearance of Hedgehog Kuzi.”

Author: Sinaeva Valentina Vladimirovna, teacher, highest qualification category, Preobrazhensky kindergarten “Malyshok”, Preobrazhensky village, Nazarovsky district of the Krasnoyarsk Territory. 27 years of experience. Diploma of the laureate of the regional competition “Trade Union Prize named after Hero of Socialist Labor K.A. Mixon." Certificate of honor from the Ministry of Education and Science of the Russian Federation. Finalist of the All-Russian competition “My best lesson 2012-2013”.

Development of an event to establish contact with parents.

Certification task No. 3 “Interaction with parents.”

Development of an event for children and parents “1+1=3!”

Performed:

Kovalenko Vera Pavlovna

additional education teacher

UIA to the State Traffic Safety Inspectorate of the city of Raduzhny

Explanatory note.

An important problem of modern society is the spiritual and moral education of the younger generation. The Concept of Modernization of Education emphasizes the exclusive role of the family in solving the problems of education. The determining role of the family is due to its profound influence on the entire complex of the child’s physical and spiritual life. Combining the efforts of the family and various social institutions, including institutions of additional education, opens the way to dialogue, broad social interaction, and helps to expand the boundaries of interpersonal communication. The most common problems of families in matters of upbringing are the busyness of parents, leading to a reduction in time for raising children; having one’s own beliefs and views on education that differ from those accepted in society; low level of education and culture of parents, etc. Pedagogical education, improving the pedagogical culture of parents contributes to the improvement of family education, brings awareness to the actions of parents, increases the level of positive attitude and trust in representatives of the pedagogical community. Today it is impossible to study children separately without exerting a pedagogical influence on adults, without involving the family in the educational process.

One of the most important tasks of an additional education teacher is establishing contact with students’ parents. Contact between a teacher and parents is possible when both parties realize that they have a common goal - the good upbringing and education of children, which can only be achieved through joint efforts.

The main goals of organizing interaction with parents of students are to increase the role of the family in the upbringing and development of children, to create a cohesive and friendly team, as well as to organize cooperation between parents and teachers in education based on a single pedagogical position.

Today, the issue of interaction between teachers, parents and students must be resolved comprehensively and systematically; it is necessary to look for new ways of cooperation. The active forms of organizing activities with parents, such as holidays, competitions, reporting concerts and other events for parents, unite and allow a real influence on the quality of family education, contribute to the creation of an atmosphere of mutual trust and understanding in relations with all participants in the educational process . It should be noted that cooperation and business relationships with parents are the result of the conscious, purposeful, creative work of the teacher, his constant desire to be involved in the process of communication with parents as equal participants interested in the success of raising children. For better awareness of parents about educational activities, a form was chosen where adults and children are involved together in the educational process.

Relevance

joint activities with parents is obvious. Communicating with the parent, the teacher learns more about him and the child, tries to take into account his characteristics, needs and internal aspirations in the learning process. Parents can always get advice on how to resolve the current problematic situation and seek help in raising children. It is not for nothing that many parents, in questionnaires and in personal communications, draw attention to the fact that at home the child is not as diligent and assiduous as in classes with a teacher. Many parents don’t even know how their children behave in society. Joint activities with parents not only leave an emotional mark on the child’s heart, but also enrich it with moral content. The performing activity of children, combined with the active participation of adults, intertwined with the overall chain of emotional impressions, makes the event a bright event in the child’s life and remains in his memory for a long time. For parents, this is a unique opportunity to enter the world of childhood and become “equal” to the child.

Novelty

approach to the content of the event is that the event is conducted as a comic activity with children, together with parents, in conditions where parents play the role of students along with the children.
As a rule, older parents are embarrassed to perform in such a role; there are always fewer of them participating in the event than younger parents, however, this approach to organizing the event allows parents to be on an equal footing among their children, to communicate with the teacher at an emotionally close distance , to be in the classroom conditions, to directly experience the pedagogical impact .
One preliminary meeting with parents is enough for practical mastery of simple exercises and more people want to participate in the event.
Jokes and laughter, which invariably accompany such activities, create an emotionally relaxed atmosphere, which has a positive effect on a trusting relationship with the teacher. Parents begin to better understand the pedagogical process from the inside, become its participants, and together with their children overcome learning difficulties, thus, parents develop respect for the educational work of their children and
a desire to practically contribute to their success. The tasks should be simple and easy to complete for parents.

Target:

Involving children and parents in educational activities aimed at establishing trusting relationships.

Tasks:

— to unite the parent team, create a positive attitude, an atmosphere of common interests of children, parents and teachers, create conditions for pedagogical education of parents;

— develop skills in analyzing real pedagogical situations and ways to solve them;

— introduce non-traditional forms of interaction with parents and children;

— to form in students an idea of ​​the family as close people who will always come to the rescue and are interested in the success of their child;

— create positive motivation for parents to actively participate in the upbringing of their children.

— develop the creative potential of children.

Preparatory stage with parents:

demonstration of an advertising booklet, organization of communication between parents and teachers to resolve organizational issues, the date and time of the event, familiarization with the scenario of the upcoming holiday, exchange of ideas; distribution of roles and responsibilities; discussion of homework, practical preparation, paraphernalia for competitions and educational tasks (soft toys).

Teacher preparation for the event:

production of an advertising booklet, comic inserts for parents’ badges, organization of the production of a sign with the name of the event “1+1=3!”, a stand
with
photographs of children from concerts and performances, development of a questionnaire for parents based on the results of the event, development of self-analysis questions for conducting Events
.
Preparing children for the event:

repetition of exercises, activities in the classroom, psychological attitude of positive motivation.

Event participants:

students of the association “Fidgets” of MAU DO GDDT aged 7-10 years, parents of students, additional education teacher, teacher-organizer (sound engineer).

Date and time of the event:

end of October, first half of the day, Sunday..

Conditions for the event:

musical accompaniment, a hall of sufficient capacity, multimedia equipment, places for students and parents participating in the event as spectators. The duration of the event is 60 minutes.

Expected results:

— establishing trusting relationships between children, teachers and parents; — creating motivation for actively solving pedagogical problems in the process of raising and teaching children;

— increasing the level of pedagogical communication between teacher and parents;

— strengthening positive motivation for children to attend classes.

Event scenario "

1+1=3!»,

Beginning of the event: participants line up in a checkerboard pattern in the middle of the hall. The dress code is sports and dance.

1. Teacher:

“Long live different dances - Ballet and pop, Folk and classical, Sports and majestic! Fast and slow, Time-tested, Ancient, modern - The art of dance is magical!

Hello, dear participants and spectators! So begins our unusual activity called “1+1=3!”! You just think that this is the name for a math class, but in fact, it’s about us, about dancers! Even if it seems strange and wrong to you now, when our session comes to an end, you will all be able to tell why our event is called that! Today we will all master the magic of dance art together, learn to perform dance tasks, and work as a team for a common result! Before we start our lesson, I would like to introduce you to the newly arrived students! Please get acquainted! (Introduces parents in a humorous manner, for example, Mashenka Petrova, Svetochka Ivanova, etc.) Take your seats, children, we begin the lesson with a bow.” (Introductory bow sounds) “Five, six, seven, eight...” (Everyone bows). “So, before we start active movements, we first need to do a warm-up, warm up our muscles for work, I ask everyone to stand in a common circle.”

(Children and parents stand in a common circle, a warm-up introduction sounds. The teacher conducts a warm-up using simple movements, such as walking on the toes, on the heels, on the inside and outside of the feet, raising the knee, clapping to the rhythm of the music. The teacher counts rhythm, helps children and parents). Goal: to warm up the muscles, get comfortable in a new group, and emotionally relax while performing the exercises. Music is playing. Warm up. The teacher helps the participants.

2. Teacher: “Well done, guys, you have stretched your arms and legs well, and now let’s start learning dance exercises that will help us be beautiful in dancing and confident in ourselves. Guys, stand in a checkerboard pattern, I propose to play the game “Dance Point.” (The teacher explains and shows the principle of turning and holding the head in the right direction. Music plays, children and parents perform the exercise on the spot for 1-2 minutes in the right and left directions. Spectators, depicting “Dots,” hold soft toys on their heads with their hands. The teacher helps children and parents perform the exercise with advice and comments. Goal: to relax emotionally while performing the exercise, to get used to a new group, to acquire dance skills). Music is playing. A game. The teacher helps the participants.

3. Teacher: “Well done, guys, everyone coped with the training task, so we learned what our head and neck should do when we perform a dance turn, and now I want to offer you a competition where we will perform this exercise in practice. So, I ask everyone to divide into 2 teams and build 2 circles.” (After construction, the teacher explains and shows the principle of the game: in a circle, next to each participant on the right, there is another participant. You need to make a dance turn while holding the “point” and pass the relay attribute (soft toy) to the participant standing on the right. The team that completes the task faster wins. Goal: to awaken emotions, relieve tension in the group and get ready for work). Music is playing. Contest. The teacher helps the participants.

4. Teacher: “If you can’t sleep in the morning, your sleep has run away somewhere, you’re tempted to start dancing - that means the day for dancing has come! We will certainly dance Waltz, Latin and Foxtrot, Tango, Break and Macarena, This day will not be in vain!

Well done, guys, the team spirit is strong among the dancers, we cannot be broken!!! After such a competition, we are ready to do anything: dance Latin and sit down! We are not afraid of anything! Now we’re about to get up in a common dance and sing! Oh... let's dance! We can bend over and squat, that is, perform a step in the demi-plie position! I suggest you demonstrate all your dancing qualities in the musical game “Rucheek”!” (The teacher explains the purpose and content of the game “Stream”: children and parents are divided into pairs and stand in 2 columns. The last pair of each column begins to move inside the column. The column that finishes the movement faster wins. Goal: acting harmoniously in teams of 2 people “child-parent”, encourage participants to interact and understand each other). Music is playing. A game. The teacher helps the participants.

5. Teacher: “I want to praise our newcomers, such dexterous and strong students came to us, we really need such dancers in our team, right, guys? Well done, Mashenka Petrova, Svetochka Ivanova! And dancers also have very well developed spatial coordination, that is, we must be able to maintain the chosen direction when performing dance patterns: know the direction clockwise and counterclockwise, into the circle and out of the circle, be able to make formations and formations in a line or any another figure, keep your distance! I invite all participants to play the dance game “Transformer”, help each other, guide each other! (The teacher explains the essence of the game: students must, on command: line up in a column, line, diagonal: make a circle (dense, wide), two circles, three circles; make two circles - a circle in a circle: stand in pairs, threes, etc. Thus, the group “transforms”, taking on different figures and positions.

Goal: to encourage participants to interact and understand each other, to develop a sense of orientation in space). Music is playing. A game. The teacher helps the participants.

6. Teacher: “Congratulations, dancers! In your dance there is no discord, in your dance there is coherence, you are simply class dancers! We had such wonderful teamwork, not everything was perfectly smooth, but we overcame all the difficulties, because we really want to learn dance skills, learn to be a team, do everything together: perform, participate in various events, learn to be beautiful, smart , strong! Well done boys!

Holding hands, we will run and dance in a zigzag. A round dance will flash, The earth will disappear from under our feet! And now the last game of our wonderful lesson is the game “Weave”. I ask all participants to line up in this way: new students (parents - author's note) line up in a chain led by a teacher, children line up in a line in front of the audience. (The teacher explains the essence of the game: the leader leads his “chain” of parents holding hands between the students in a zigzag, as if “weaving a fence”; having finished the line, the parents line up in the same line behind the children. Now the children begin to walk between their parents in a zigzag until they complete the line Thus, you need to "braid" several rows to end on the other side of the improvised stage. The game ends when the music ends. The team that makes the most lines wins.) Goal: to unite in teams, led by a teacher (leader for a team of parents), to explore mutual acceptance of each other and making contact; develop a quick reaction). Music is playing. A game.

7. Teacher: “So our amazing lesson ended, all together we acquired knowledge, skills, abilities, we understood what kind of work it is, how friendly we should be, what kind of like-minded people in order to achieve the goal when our children are in beautiful costumes will successfully participate in future competitions and festivals of our city and not only on the stages of our country. Dreaming is wonderful, but for dreams to come true, you need to work, work hard and tirelessly! I have a question for parents and students: why is our event called “1+1=3!”? (Answers from parents and children). Correct answer: we count not people, not numbers, but concepts. One unit is the student’s parents, the second unit is the student himself, and where did the third unit come from, since the result “3” is also written there? That’s right, “three” is the teacher, he is the third in the team of parents and students, because only in such a tandem will we achieve great success and results through joint efforts!)

I want to wish our dear students, our children:

Today is your holiday, so let your family, loved ones, friends share it with you... Everyone who believes in you immensely!

You are beautiful in your wonderful dance, Your movements are perfect and easy! And I just want to admire, And dedicate the best poems to you. Today I would like to sincerely congratulate all those who devote time to dancing, I wish you happiness and I want to add - Let the soul dance and sing.

And to our dear parents, I would like to say a huge thank you from the bottom of my heart for supporting their children, for their help in organizing this wonderful event and wish:

Parents, congratulations on your success, and even if it was troublesome for you, but still, sharing this holiday with your children, you have been smiling with them for a long time. And the pride for the children overwhelms, And the satisfaction is doubly! I wish you great patience, diligence in the educational chaos, may the house always be filled with cheerful laughter, and may joy not be interfered with by work, I wish your children success, may they get less tired of studying!

Dear parents, in order to improve the quality of the educational process, I invite you to fill out a questionnaire.

QUESTIONNAIRE

based on the results of the joint event “1+1=3!”

Dear parents! In order to improve the quality of the educational process, we ask you to answer the following questions:

Thank you for your participation! Goodbye, see you again!

List of sources

1. Arnautova E.P. Teacher and family. M.: Karapuz, 2001.

2. Dyblya, A.P. Organization of interaction with parents of students https://urok.1sept.ru/%D1%81%D1%82%D0%B0%D1%82%D1%8C%D0%B8/507018/

3. Concept for the development of additional education for children for 2014-2020. (Approved by Order of the Government of the Russian Federation No. 1726-r on September 4, 2014).

4. Malenkova L.I. Theory and methods of education. Uch. allowance. - M.: Ped. society of Russia, 2002.

5. Methods of educational work / Ed. V.A. Slastenina. - M.: Publishing House, 2004.

6. Pedagogical Internet portal “About childhood” o-detstve.ru

7. Order of the Ministry of Education of the Russian Federation dated November 9, 2022 No. 196 “On approval of the procedure for organizing and implementing educational activities in additional general education programs.”

8. Sanitary and epidemiological rules and regulations SanPiN 2.4.4.3172-14 (Registered with the Ministry of Justice of Russia on August 20, 2014 N 33660)

9. Troyanskaya S.L. Pedagogical communication: methodology, theory and practice. 10. Study guide. Izhevsk: UdGU, 2011 – 148 p.

11. Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ

12. https://nsportal.ru/shkola/materialy-k-attestatsii/library/2011/03/05/metodicheskie-rekomendatsii-po-podgotovke

13.https://vip.1obraz.ru/?utm_source=resobr.ru&utm_medium=refer&utm_campaign=resobr.ru_refer_rubr_roditeli/#/document/16/3218/

14. https://rudance.pro/rubriki/tancevalnaja-psihologija/287-50-tancevalnyh-igr.html

15. https://vip.1obraz.ru/#/document/16/4790/bssPhr1/?of=copy-9000eff2d8

16. https://vip.1obraz.ru/#/document/16/3218/bssPhr1/?of=copy-2f7aeac257

Signature Kovalenko Vera Pavlovna

16.02.2020