Project “Modern approaches to interaction between preschool educational institutions and families”

Project on interaction between teacher and parents

Pedagogical project of group 3 “Interaction of preschool educational institutions with parents.”

Raising children, shaping a child’s personality from the first years of his life is the main responsibility of parents. The family influences the child and introduces him to the life around him. We, adults, must help children understand the importance of family, cultivate in children love and respect for family members, and instill in children a sense of attachment to family and home. Promote the harmonization of parent-child relationships.

Project participants:

children of the middle group, parents, teachers of the group.
Goal:
to form the concept of “family” in children.

Tasks:

To form in children ideas about the family and the profession of their parents. To instill in children love and respect for family members, to teach them to take care of loved ones. To promote the active involvement of parents in joint activities with the child in family and kindergarten settings. Develop children's communication skills. Enrich parent-child relationships with the experience of joint creative activity.

Estimated results of the project implementation.

1. Children’s knowledge of information about their family, family members, traditions.

2. Children’s understanding of the importance of family in the life of every person.

3. The ability to organize role-playing games based on existing knowledge about the family.

4. Show care and respect for all family members.

Project development.

1. Inform project participants of the importance of this topic.

2. Create a developmental environment: select materials, toys, attributes for gaming and theatrical activities; didactic games, illustrated material, fiction on the topic “Family”.

3. Select material for productive activities.

4. Draw up a long-term action plan.

Relevance:

The family is the child’s first collective, his natural habitat, with all the diversity of relationships between its members, the richness and spontaneity of feelings, the abundance of forms of their manifestation - everything that creates a favorable environment for the emotional and moral formation of the individual.

The child grows up and enters kindergarten. Now new people appear in his environment: adults and children. And the child’s emotional comfort and security, his timely development, and ability to communicate with peers and adults depend on how adults, new people for him, meet the child, their efforts and efforts. No matter how good the pedagogical methods of an educational institution are, the decisive factor in the development of an individual is the family. Values ​​and atmosphere of the family, its traditions. Currently, in our country, for many reasons, family ties are weakening, and traditional family upbringing is becoming a thing of the past. It is the family that is the keeper of traditions, ensures the continuity of generations, preserves and develops the best qualities of people. The culture of relationships becomes the soil for the maturation of the individual and the basis of his life guidelines. And parents should become active and equal participants in the educational process. Introducing children to the concept “family is impossible without the support of the family itself.”

Parents often experience certain difficulties in that they cannot find enough free time to study with their children at home and are not confident in their capabilities. We often come across the attitude of many parents to withdraw themselves from resolving issues of raising children. A certain part of parents, busy with everyday everyday worries, perceive the preschool period as a time that does not require special educational efforts from them, and such parents shift the upbringing to a preschool educational institution, and at home they entrust the child to television, monster toys, and a computer. Reasoning in this way: “Whatever the child enjoys, as long as it is busy.”

On the other hand, the employees of preschool institutions themselves take on all the worries about raising and educating children, forgetting that parents should also show interest in communicating with the teaching staff of the institution. Our project

- an excellent opportunity to reflect on the role of family in the life of every person, on family traditions and their development in modern conditions.

The involvement of parents in the field of pedagogical activity, their interested participation in the educational process is absolutely necessary for their own child. Thus, an analysis of the state of this problem of interaction between preschool education specialists and parents determined the relevance of the project topic: “Organization of methodological work of preschool educational institutions and families.”

Theoretical foundations for organizing work with families in modern preschool educational institutions.

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

The unique educational capabilities of the family are also determined by the fact that parents know their children, their responsibilities, and unique interests better than anyone else. Possibilities and psychological manifestations.

Throughout his life, a person experiences the influence of family upbringing, although at different stages of life this influence is not the same. The enormous educational potential of the family is an objective factor.

The task is to ensure that it is realized as much as possible in the process of forming a harmoniously developed personality. One of the conditions for the positive educational impact of the family on children is caring for healthy moral and emotional relationships between spouses. Scientists have found that a healthy family environment has a very positive effect on the development of sensitivity, honesty, truthfulness, organization, hard work, and moral and volitional qualities. A family with coordinated marital relations provides an example of high morality, an example that is absorbed and implemented in the own behavior of a child, youth, or adult. Research convincingly shows that a favorable family climate stimulates the development of various socially significant interests and needs, altruistic feelings, strengthens an optimistic outlook on life, and the child’s faith in his own strengths, capabilities and abilities. In a family with harmonious relationships, the authority of the parents is extremely high, as a rule, a democratic style of relationships is established, the child feels like a full member of the family team, and contributes to his personal and creative development.

It should be noted that maternal upbringing has always aroused the insatiable interest of many major researchers as a colossal social and pedagogical phenomenon. The great Czech teacher J. Kamensky substantiated the idea of ​​a mother's school, relying specifically on the experience of family education. The famous Swiss teacher I. G. Pestalozzi created his book for mothers, drawing on the experience of Swiss female education. K.D. Ushinsky highly appreciated the effectiveness of women's approaches to family education. “It should be noted,” wrote V.A. Sukhomlinsky, “that the family, parents are the educational school that no educator can replace.”

The educational power of parents' personal example is determined by the psychological characteristics of preschool children: imitation and concrete thinking. Children unconsciously tend to imitate both good and bad, to follow examples rather than moral teachings. That is why parents’ demanding control over their behavior is so important, which should serve as a role model for children.

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

Cooperation is communication “as equals”, where no one has the privilege of specifying, controlling, or evaluating.

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 institution” is the personal interaction between the teacher and parents about 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, solving his individual problems, and 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 studies make it possible to characterize what makes up the openness of a preschool institution, including “openness inward” and “openness outward.”

Giving a preschool institution “openness inward” means making the pedagogical process more free, flexible, differentiated, and humanizing the relationships between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents) have a personal willingness to reveal themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc.

“Openness of the kindergarten inward” 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 and contribute to educational work. This can be an occasional event that every family can do. Some parents will be happy to organize an excursion, a trip to the nearest forest, to a river, others will help in equipping the pedagogical process, and still others will teach their children something.

Thus, 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 fathers, mothers, grandmothers, grandfathers, who, it turns out, know so much, talk so interestingly, and have such golden hands. Teachers, 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 help, and sometimes simply learn.

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

“Openness of the kindergarten to the outside” means that the kindergarten is open to the influences of the microsocium, its microdistrict, and is ready to cooperate with social institutions located on its territory, such as a secondary school, a sports complex, a library, etc.

Thus, on the basis of the library, a “Book Festival” is held, in which senior kindergarten students take part; school students give a concert in kindergarten; children, staff and parents are involved in activities. For example, a choir of children, employees, and parents of a preschool institution performs at the holidays. The preschool institution presents the works of its students at exhibitions of children's creativity.

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

When carrying out this large and responsible work, the problems presented to society by life itself are taken into account:

- small family size, raising one child in it;

- separate living of young spouses and hence - loss of family traditions, difficulty in transferring the experience of family upbringing, the specifics of the influence of an incomplete family on the child;

- lack of communication between parents and children due to parents being very busy and young parents continuing to study;

- absorption of spiritual intellectual reserves by the so-called “materialism”.

Correct pedagogical guidance of family education is possible subject to an integrated approach to education, ensuring coordination of efforts in all areas of education - ideological, political, labor, moral, aesthetic, physical.

Establishing friendly contacts with parents is easier if the teacher builds communication purposefully, taking into account the situation, thinks in advance not only the content of the conversation, but also its course, possible options and unexpected turns. When giving advice, trying, if necessary, to make adjustments to the educational influence of parents on the child, one must remember that direct, tactless interference in the internal affairs of the family can cause protest and cause harm that is difficult to repair. After all, every parent raises their children as they see fit, based on their knowledge, skills, feelings and beliefs.

The great social significance of targeted communication with the family lies in the fact that by directing the influence of parents on children in the right direction, the teacher also influences the restructuring of intra-family relationships, contributes to the improvement of the personality of the parents themselves, thereby increasing the level of general culture of the population.

In order for kindergarten to become a real, and not a declared open system, parents and teachers must build their relationships on the psychology of trust. Parents must be confident that the teacher has a good attitude towards the child. Parents' trust in a teacher is based on respect for the teacher's experience, knowledge, and competence in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).

In an open kindergarten, parents have the opportunity to come to the group at a time convenient for them, observe what the child is doing, play with the children, etc. But parents, observing the life of a kindergarten “from the inside,” begin to understand the objectivity of many difficulties (few toys, a 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 shoots of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful teaching techniques and enrich the content of home education. The most important result of parents’ free visit to a preschool institution is that they study their child in an unfamiliar environment, notice how he communicates, studies, and how his peers treat him.

Interaction in a small group of parents who have similar home education problems is called a differentiated approach.

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

Among the relatively new forms of cooperation between kindergarten and family, it should be noted recreation evenings with the participation of teachers, parents, and children; sports entertainment, get-togethers, preparations for performances, meetings in the form of “Let’s get to know each other,” “Let’s please each other,” etc. Many preschool institutions hold “Good Deeds Day,” question-and-answer evenings.

The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.

Interaction between teachers and parents of preschool children is carried out mainly through:

— involving parents in the pedagogical process;

— expanding the scope of parental participation in organizing the life of an educational institution;

- parents attending classes at a time convenient for them;

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

- information and pedagogical materials, exhibitions of children's works, which allow parents to become more familiar with the specifics of the institution, introduce them to the educational and developmental environment;

— various programs for joint activities of children and parents;

- combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a 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 raising and teaching a child, the desire to take into account his interests, without ignoring feelings and emotions;

— respectful relationship between family and educational institution.

So, the relationship between the preschool and the family should be based on cooperation and interaction, provided that the kindergarten is open inward and outward.

Currently, the problem of the family and its role in reproduction and in the upbringing of new generations has acquired particular relevance. Speaking about family education, we should first of all note its continuity, duration, and versatility. Indeed, a person is connected with the family and is exposed to it - in different forms and with different intensities - from the day of birth until the end of his life. The specificity of the objective influence of the family on the child also determines the originality of the process of family education as a conscious, purposeful pedagogical activity of parents.

The advantages that parents have, in contrast to educators, are that the latter have much greater opportunities for an individual approach to the child, taking into account his age and personal characteristics, and gradually introducing him to work.

Family and preschool institutions are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. Preschool plays an important role in the development of a child. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. The harmonious development of a preschooler without the active participation of his parents in the educational process is impossible.

Project implementation.

RELATIONSHIP OF WORK WITH PARENTS.

“Reading fiction”, “Cognition (FCCM)”, “Communication”, “Artistic creativity (drawing)”, “Artistic creativity (PI and PD)”.

Fiction:

-Repeat the most interesting, expressive passages from the read work.

— To develop the ability to listen to new fairy tales, stories, poems, to follow the development of action, to empathize with the heroes of the work.

- Explain the actions of the characters and the consequences of these actions.

COGNITION:

- Understand the roles of adults and children in the family.

- Encourage the child to be joyful and proud that he has a family.

— Ensure the development of the ability to name family members

— Foster a culture of behavior.

— Enrich knowledge about your family.

- Develop kind, gentle feelings towards your loved ones

COMMUNICATION

- To form in children a good attitude towards their parents.

— Ensure children’s ability to tell short stories from personal experience.

— Continue to work on developing coherent speech.

-Provide the ability to answer questions.

-Continue to expand and activate children's vocabulary.

-Develop the correct tempo of speech and intonation expressiveness.

ARTISTIC CREATIVITY:

— Formation of sustainable interest in art activities.

— Practice conveying in drawings the beauty of surrounding objects and nature.

-Practise creating simple plot compositions.

— Develop a sense of form and composition.

- Inspire joy from the image created by children.

— Develop accurate work skills

ARTISTIC CREATIVITY:

- Develop a desire to build buildings according to your own plans.

— Continue to teach how to play with buildings, unite them according to the plot: path and houses - street, etc.

— Construct new buildings using previously acquired knowledge.

— Improve constructive skills.

Thematic classes are held during the implementation of the project. To help parents, folders are inserted, consultations are given, homework is given for children and parents on a certain topic: collecting material for the publication of family and group newspapers, photo albums, compiling stories about the family. Communication with children in free time (conversations).

Project presentation.

1. Leisure “Family Evening”.

2. Exhibition of projects “Happy Day Off”.

3.

Parent survey.

4. Exhibition of drawings “My Family”.

Conclusion.

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

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

The relationship between a preschool institution and a family should be based on cooperation and interaction, subject to the openness of the kindergarten inward (involvement of parents in the educational process of the kindergarten) and outward (cooperation of the preschool educational institution with social institutions located on its territory: schools, libraries, etc.).

The main goal of all forms and types of interaction between the preschool educational institution and the family —

establishing trusting relationships between children, parents and teachers, nurturing the need to share their problems with each other and solve them together. Experience working with parents has shown that the position of parents has become more flexible. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children. Most parents began to purposefully deal with the problems of raising preschoolers. They are interested in the problems of patriotic, moral and aesthetic education of children, their culture of behavior, and introducing children to cultural values.

Thus, the use of different forms and methods of interaction between a preschool institution and a family helps to increase the effectiveness of work with parents. At the end of the project we carried out:

1. Leisure “Family Evening” for children and parents.

2. Exhibition of projects “Happy Day Off”.

3.Parent survey.

4. Photo exhibition of drawings “My Family”.

List of used literature:

1. Bayborodova L.V. Interaction between school and family: Educational manual. - Yaroslavl: Academy of Development, 2003. - 224 p.
2. Interaction of an educational institution with the family as the main partner in organizing the educational process (methodological recommendations). - Orenburg: Orenburg IPK, 2003.
3. Dalinina T. Modern problems of interaction between a preschool institution and the family // Preschool education. 2000. - No. 1. - P. 41 - 49.
4. Doronova T. N. Interaction of a preschool institution with parents // Preschool education. 2004. - No. 1. — P. 60 — 68.
5. Doronova T. N. On the interaction of a preschool educational institution with the family on the basis of a unified program for parents and educators “From childhood to adolescence” // Preschool education. 2000. - No. 3. - P. 87 - 91.
6. Preschool institution and family - a single space of child development / T. N. Doronova, E. V. Solovyova, A. E. Zhichkina, etc. - M.: Linka-Press. - 2001. - P. 25 - 26.

Kindergarten and family - interaction and cooperation

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

In an open kindergarten, parents have the opportunity to come to the group at a time convenient for them, observe what the child is doing, play with the children, etc. Teachers do not always welcome such free, unplanned “visits” from parents, mistaking them for control, checking your activities. But parents, observing the life of a kindergarten “from the inside,” begin to understand the objectivity of many difficulties (few toys, a 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 shoots of cooperation. Having become acquainted with the real pedagogical process in the group, parents borrow the most successful teaching techniques and enrich the content of home education. The most important result of parents’ free visit to a preschool institution is that they study their child in an unfamiliar environment, notice how he communicates, studies, and how his peers treat him. There is an involuntary comparison: is my child lagging behind others in development, why does he behave differently in kindergarten than at home? Reflexive activity “starts”: am I doing everything as I should, why am I getting different results from my upbringing, what do I need to learn.

Cooperation between kindergarten and family presupposes that both parties have something to say to each other regarding a particular child and his development trends. Hence the turn to interaction with each family, hence the preference for individual forms of work (individual conversations, consultations, family visits, etc.).

Interaction in a small group of parents who have similar home education problems is called a differentiated approach.

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

Among the relatively new forms of cooperation between kindergarten and family, it should be noted recreation evenings with the participation of teachers, parents, and children; sports entertainment, get-togethers, preparations for performances, meetings in the form of “Let’s get to know each other”, “Let’s please each other”, etc. Many preschool institutions have a “helpline”, “Good Deeds Day”, question and answer evenings.

The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.

Interaction between teachers and parents of preschool children is carried out mainly through:

— involving parents in the pedagogical process;

— expanding the scope of parental participation in organizing the life of an educational institution;

- parents attending classes at a time convenient for them;

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

- information and pedagogical materials, exhibitions of children's works, which allow parents to become more familiar with the specifics of the institution, introduce them to the educational and developmental environment;

— various programs for joint activities of children and parents;

- combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a 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 raising and teaching a child, the desire to take into account his interests, without ignoring feelings and emotions;

— respectful relationship between family and educational institution.

So, the relationship between the preschool and the family should be based on cooperation and interaction, provided that the kindergarten is open inward and outward.

Not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, and still others do not understand why it is necessary. In all cases, qualified assistance from a preschool institution is necessary.

Currently, urgent tasks continue to be individual work with families, a differentiated approach to families of different types, care not to lose sight and influence of specialists who are not only difficult, but also not entirely successful in some specific but important issues families.

Open Day, being a fairly common form of work, provides an opportunity to introduce parents to a preschool institution, its traditions, rules, and features of educational work, to interest them in it and to involve them in participation.

Conversations are conducted both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help.

Consultations. Usually a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. You can invite parents of different groups who have the same problems or, conversely, successes in education (capricious children; children with pronounced abilities in drawing and music) to group consultations. The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues.

Parent meetings are held in group and general meetings.

Parent conferences. The main goal of the conference is to exchange experiences in family education. Parents prepare a message in advance, and the teacher, if necessary, provides assistance in choosing a topic and preparing a speech. A specialist may speak at the conference.

Given the busyness of parents, such non-traditional forms of communication with families as “Parent Mail” and “Helpline” are also used. Any family member has the opportunity to express doubts in a short note 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, and warn teachers about noticed unusual manifestations in children.

The cooperation of a psychologist, educators and families helps not only to identify the problem that has caused the difficult relationship between parents and children, but also to show the possibilities of solving it. At the same time, it is necessary to strive to establish equal relations between the educational psychologist, educator and parents. They are characterized by the fact that parents develop an attitude of contact and develop trusting relationships with specialists, which, however, do not mean complete agreement, 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 themselves participate in drawing up a plan for working with the child at home.

Thus, the interaction between the kindergarten and the family can be carried out in different ways. It is only important to avoid formalism.

The personality of the pupil is formed under the influence of family, comrades, surrounding adults, public organizations, teams, etc. Among these diverse influences, a significant role belongs to the personality of the educator, but the educator must always remember about other areas of educational influence. It is very important that the requirements emanating from them and from the teacher are uniform and do not contradict one another.

The family plays a huge role in the formation of personality. The intimacy of relationships, the individuality of influences, the uniqueness of approaches to education, combined with deep consideration of the characteristics of children, whom parents know much better than educators, cannot be replaced by any other pedagogical influences. It is not for nothing that most teachers agree with the formula - only what is truly brought up in a person is what is brought up in the family. Hence the requirement to maintain and strengthen connections with the family, rely on it when solving all educational problems, and carefully coordinate educational actions. A proven means of connecting a preschool educational institution with the family is non-traditional interactions between the family and the preschool educational institution. Pedagogically correct conduct of these activities allows you to effectively coordinate the efforts of parents and educators.

Therefore it is necessary:

— Establish partnerships with the family of each pupil, join efforts for the development and upbringing of children.

— Create an atmosphere of community of interests, emotional mutual support and mutual insight into each other’s problems.

— Activate and enrich the educational skills of parents.

— Maintain their confidence in their own teaching capabilities

Solving these problems is associated with parents’ awareness of their educational role in the family and their experience of relationships with the child. In psychology, this form of rethinking is called reflection (translated from Latin as “turning back”).

The effectiveness of a teacher’s educational work largely depends on his ability to find a common language with parents, relying on help and support.

Upbringing in the family is the foundation. Everything else: kindergarten, school, college, environment - additional polishing, nothing more.

The personal example of parents is the main condition of upbringing. What a child sees every day in the family, he will definitely carry into adulthood.

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

A parent who is 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 towards a child and at the same time be a happy parent; It is impossible to sow the seeds of negative emotions in a child’s soul and receive his smile and love in return.

Literature:

1. Svirskaya L. Working with the family: optional instructions. - M.: LANKA-PRESS, 2007. - 176 p.

2. Kozlova A.V., Desheulina R.P. Work of a preschool educational institution with the family. - M.: TC Sfera, 2007. - 112 p.

3. Glebova S.V. Kindergarten - family: aspects of interaction. - Voronezh: PE Lakotsenin S.S., 2007–111 p.

4. Zvereva O. L., Krotova T. V. Parent meetings in preschool educational institutions. - M.: Iris-press, 2007. - 128 p.

5. Evdokimova E. S., Dodokina N. V., Kudryavtseva E. A. Kindergarten and family. - M.: Mozaika-Sintez, 2007. - 208 p.

6. Evdokimova E. S. Pedagogical support of the family in raising a preschooler. - M.: TC Sfera, 2005. - 96 p.