Presentation on the topic "working with parents in preschools." Presentation - forms of working with parents in kindergarten Main blocks for working with parents

"Interaction

teacher

with parents »

Prepared the presentation

primary school teacher

MBOU "Bolshakovskaya Secondary School"

Abramovich Tatyana Yurievna


Collaborative interaction

PARENTS


The purpose of pedagogical interaction between family and school –

creating conditions for a comfortable, joyful, happy life for a child, for the development of his individuality in a common home “school - family”.


Only through joint efforts can we achieve certain results in the development and upbringing of a child, therefore trying:

Direct family education towards the comprehensive development of children; -assist parents in determining methods and techniques for raising children, developing in parents a positive attitude towards school, children’s learning, and trust in the teacher; -strengthen the authority of parents in the family; -help parents in supervising their children’s educational work at home; - tactfully manage the pedagogical self-education of parents, develop their desire for self-improvement.


Tasks of the class teacher in working with parents:

  • 1 Organization of psychological and pedagogical education of parents through a system of parent meetings, thematic and individual consultations, conversations.
  • 2 Ensure maximum convergence of the interests of parents and teachers in the formation of a developed student’s personality.
  • 3 Organize joint activities of parents and students.
  • 4 Identify the main aspects of moral education in the family.

Education of parents on issues of psychology and pedagogy

Sample topics for joint discussion

  • Physiological characteristics of a junior schoolchild.
  • Psychology of junior schoolchildren.
  • Basics of building communication with younger schoolchildren.
  • Features of a child's adaptation to school.
  • The importance of daily routine in the life of a schoolchild.
  • Game and toy in the life of a primary school student.
  • How to teach a child to study?
  • What to do if a child says: “I don’t want to!”
  • How to fight laziness?
  • Media in a child's life.
  • Traditions and customs of the family in raising a schoolchild.
  • A book in the life of a family and a child.

Forming in parents an understanding of their belonging to the school educational process

Approximate meeting topics:

  • Excursion – introduction to the school and school services.
  • Celebrating the birth of the class.
  • Meeting with the administration of the educational institution and the socio-psychological service.
  • Meeting of parents “Traditions of the class to be.”
  • Round table "Journey through a school textbook."
  • Parent meeting "Our first books."
  • Presentation of the class magazine “News of School Lessons”.
  • Introducing parents of students to the school book of records and class achievements.
  • Organizing and conducting parenting lessons.
  • "Open Day".
  • Publishing your own parent newspaper by the children's parents.

Diagnostics

Preliminary diagnosis necessary for the class teacher when preparing:

  • parent meetings;
  • thematic and individual consultations;
  • extracurricular activities;
  • organizing trips and excursions;
  • when planning extracurricular activities with a group of students;
  • when analyzing work with the class.

Operational diagnostics required:

  • in a conflict situation between parents and children when preparing for interviews;
  • in solving problems in relationships between schoolchildren, parents and children, teachers and students.

Final diagnostics held at the end of the school year: based on the results of class participation in holidays, class and school competitions and festivals.


Forms of interaction between the class teacher and parents

Parental

universities

Evening of questions

and answers

Conference

Parental

meeting

Group

Group

Individual

Active forms



Consultation. Conversation

Individual consultation is educational in nature and contributes to the creation of good contact between parents and teacher. Cl. Ruk-l provides parents with the opportunity to talk about the problems that they would like to introduce him to in an informal setting.

It is also important to discuss the following questions:

  • What opinion did the parents have about the previous class and the teacher with whom the child studied?
  • What opinion do parents already have about the school?
  • How do parents assess the child’s position in his own family?
  • What can a child do and what can’t he do in a family?
  • What help do parents need from the school?
  • How do they understand the classroom educational system?
  • What tasks in class could their child do?

Topics of consultations for parents:

- What if the child is left-handed?

  • Children's aggression and its causes.
  • Child's independence while doing homework. How to develop it?
  • How to develop a child's interest in reading?
  • A child’s touchiness and tearfulness – what is behind this?
  • Disagreements in the family and their impact on the child’s educational success.
  • Your child is in a group of children.
  • Childish selfishness. How to overcome it.
  • If the child does not want to go to school.
  • Fantasizing and lying of a child. Experts' opinion.
  • Friends in a child's life.
  • The reason for childhood loneliness.

Conversation It is better to carry out in order to prevent conflict situations, to improve relationships between parents and children, between individual teachers and families.

It is necessary to use a conversation with parents in order to achieve a trusting atmosphere and identify difficult points of contact in conflict situations.

The results of the conversation should not be made public if one of the participants does not want it.

In conversation cl. The manager should listen and hear more, and not give educational recommendations.



Parent readings

They provide the opportunity not only to listen to teachers’ lectures, but also to study the literature on the problem themselves.


Parents' evenings

Conducted in the classroom 1-2 times a year, either in the presence of children or without them.

Parents' evening is a celebration of communication with the parents of your child's friends, it is a celebration of memories of your own childhood and the childhood of your child, it is a search for answers to the questions that life poses to parents.

Parents' evening allows you not only to express your opinion, but also to hear something useful for yourself in the reasoning of other parents, draw certain conclusions, learn something, taking something into your educational arsenal.


Sample topics for parents' evenings:

  • The year my child was born - what a year it was!
  • A child's first books.
  • My child's future. How do I see him?
  • My child's friends.
  • Holidays for our family.
  • “Do’s” and “don’ts” in our family.
  • Our family's birthday. How do we celebrate it?
  • Punishments and rewards in our family.
  • Questions from children that baffle adults.
  • Photos of our childhood.
  • How to learn to say “Thank you” to your child.
  • If a child is sick...
  • How we teach our child to work.
  • Moral lessons from our family.
  • The role of dad in the family. Family dialogues.

Parent trainings

  • This is an active form of work with those parents who are aware of problematic situations in the family, want to change their interaction with their own child, make him more open and trusting, and understand the need to acquire new knowledge and skills in raising their own child.

Two parents participate in parent trainings, which increases the efficiency of work.

Each training session is analyzed, and only after a thorough analysis does the class teacher make adjustments to the plan for future lessons.


Parent rings

  • one of the discussion forms of communication between parents and the formation of a parent team.

The parental ring is prepared in the form of answers to the most pressing questions of pedagogical and psychological science. The parents choose the questions themselves. They can make a choice of topics at the very beginning of the school year. Parents receive a list of problematic issues for participation in the ring at the first parent meeting. During the ring, two or more families are debating on the same issue. They may have different opinions, different positions. The rest of the audience does not enter into controversy, but only supports the opinion of the families with applause.

The last word in the ring remains with the specialists who must be invited to participate in the meeting, or with the class teacher who can give compelling arguments from the life of the class team in defense of a certain position.


Sample themes for parent rings:

- Bad habits - heredity or social influence?

  • Is it possible to punish a child with your own home?
  • What to do if a father is not interested in raising his own child?
  • How to teach a child to be human always and everywhere?
  • Does your child need holidays?
  • Difficulties of a school lesson. What are they?
  • Children of different nationalities in the same class.
  • School uniform. "Pros and cons".
  • If children are irresponsible.

Conclusion:

  • Dialogue communication allows the development of not only the personality of the child, but also the parent and teacher.

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To help the class teacher Pshukova Marina Khazrailovna Municipal Educational Institution Secondary School No. 1 S.V. Kurkuzhin

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The main stages of the school’s work with parents Work with parents of elementary school students. Working with parents of 5th grade students (adapting the transition to primary school). Work with parents of primary school students (grades 6–8). Working with parents of high school and graduate students.

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The functions of interaction between the school and parents are educational and developmental; informational; formative; security and health; controlling; household

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The tasks of interaction between the school and parents are the formation of an active pedagogical position of parents; equipping parents with pedagogical knowledge and skills; active participation of parents in raising children.

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Organization of interaction between school and family; study of the family in order to identify its capabilities in raising its children and the children of the class; grouping families according to the principle of their moral potential and the ability to exert an educational influence on their child and the children of the class; analysis of intermediate and final results of their joint educational activities.

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Joint activities of teachers and parents Supporting the physical health of students. Communication and formation of personal orientations of students: interest in life, interest in people, interest in culture, contributing to the understanding of universal human values. The cognitive sphere of students’ lives (working with subject teachers), taking into account the individual characteristics of students. Protecting not the student, but the person within him.

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Working with the family - the impact on the educational potential of the family; studying the family atmosphere surrounding the student, his relationships with family members; psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations; organizing joint free time for children and parents; protection of the interests and rights of the child in so-called difficult families.

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Rules for teachers Parents and children should not feel like objects of study. Work with parents should be purposeful, planned and systematic. The methods of this work must be interconnected with the methods of raising children. Psychological and pedagogical methods should be varied and used in combination.

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Family study General information about parents, other family members, living conditions, material security. Interest in school affairs. General information about children (age, interests, level of education). Educational capabilities of the family (level of pedagogical culture of parents

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The content of work with parents is to increase the psychological and pedagogical knowledge of parents (lectures, seminars, individual consultations, workshops); involving parents in the educational process (parent meetings, joint creative activities, assistance in strengthening the material and technical base); participation of parents in school management (school council, parent committees).

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Forms of work with parents Traditional Parent meetings Class-wide and school-wide conferences Individual teacher consultations Home visits Non-traditional Discussions Psychological warm-ups Round tables Oral journals Workshops Parent evenings Parent readings Parent trainings

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Forms of psychological and pedagogical education Lecture Conference Workshop Open lessons Individual thematic consultations Family visits Parent meeting School-wide parent meetings Class parent meetings University of pedagogical knowledge

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Sample topics for consultations for parents: The child does not want to study. How can I help him? Poor memory of the child. How to develop it? The only child in the family. Ways to overcome difficulties in education. Punishment of children. What should they be? Anxiety in children. What could it lead to? Shy child. Problems of shyness and ways to overcome it. Rudeness and misunderstanding in the family. A talented child in the family. Are children's friends friends or enemies? Three generations under one roof. Communication problems.

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The presentation on the topic “Working with parents in preschool educational institutions” can be downloaded absolutely free on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 12 slide(s).

Presentation slides

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For many years, our preschool educational institution has been carrying out systematic, targeted work with parents under a single goal: “Creating a unified educational and health space “kindergarten - family.” In working with parents, the following tasks, identified by us as priorities, are solved: 1. Improving the pedagogical culture of parents. 2. Study and generalization of the best experience of family education. 3. Involving parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. To solve the tasks at the beginning of each school year, a long-term plan for working with parents is drawn up, which outlines work in several directions: · as part of the implementation of the program for raising and educating a child in kindergarten; · within the framework of the implementation of the program for preserving and strengthening the health of children; · as part of the implementation of a targeted program of work with families. At the beginning of the school year, group meetings are held in each age group, at which parents are introduced to the tasks of raising and educating children for a given school year. Propaganda of pedagogical knowledge is carried out through a system of visual propaganda. The groups have set up “Parent Corners”, where consultations are held on all sections of the program, on issues of health improvement and education of children. In special folders there is a selection of methodological recommendations for parents compiled by teachers of the State Educational Institution

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On issues of maintaining and strengthening the health of children, sanitary bulletins are issued by the head nurse and physical education instructor in accordance with the annual work plan. Special “Health Corners” have been set up, where parents can receive all the information they are interested in regarding the health of their children. Each group has notebooks for individual work with children, which are led by specialists from the preschool department: a physical education instructor, a visual arts teacher, a literacy and mathematics teacher. Every day, educators set up information boards for parents: “What we did,” “Attach at home,” “Learn with your children.” Throughout the year, the head, medical workers, speech therapist, and physical education instructor conduct individual consultations with parents. Teachers of preschool groups, when drawing up calendar planning, at the beginning of each month, prescribe work with parents, where they indicate the topics of individual and group consultations, the topics of visual information, and work with the parent committee. To ensure the greatest effectiveness of work with parents for the new school year, a survey is conducted in all groups in the month of May in order to identify the most acceptable and effective forms of work with the parent community.

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The leisure area in working with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. This is explained by the fact that any joint event allows parents to: see from the inside the problems of their child, difficulties in relationships; test different approaches; see how others do it, that is, gain experience interacting not only with your child, but also with the parent community as a whole. The group held: - holidays “Mother’s Day”, “Come on Grandmothers”, “Birthday”, “My Best Family”, joint projects “My Genealogy”, “Russian Izba”, exhibitions of family collections, relics “From Grandmother’s chest", "Folk doll", "New Year's toy". The participation of families in competitions for the best drawing, napkin, or craft made from natural materials not only enriches family leisure time, but also unites children and adults in common activities. They do not remain indifferent: they collect drawings, photographs, and prepare interesting crafts together with the children. This helps me get to know my students better. I would like to talk about one important point in the system of working with parents. Every person, having done some work, needs an assessment of his work. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. In modern conditions of kindergarten it is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us make a magnetic board, manuals for literacy and math classes, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate a duty corner, a nature corner, and an emotional corner. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a “hospital”, a “hair salon”, a “shop”.

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She developed holiday and entertainment scenarios together with her parents. To make these events educational for children and parents, we have developed a certain algorithm for preparing for family holidays: - highlighting the goals and objectives of the events for children, parents and teachers; - consultations 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 performances (learning poems, dances, songs); - drawing up a memo - assistant for parents and children; - individual meetings and consultations; - production of attributes, aids. The work being carried out allows us to increase the psychological and pedagogical competence of parents in matters of parent-child relationships. A holiday in kindergarten is joy, fun, celebration, which is shared by both adults and children. Parents are the dearest and closest people! They saw that the children were proud of them, they wanted to dance, sing songs, and play with them. Years will pass, children will forget the songs that were played at the holiday, but in their memory they will forever retain the warmth of communication and the joy of empathy. After all, we have one goal - to educate future creators of life. What a person is like is the world he creates around himself. I would like to believe that when our children grow up, they will love and protect their loved ones.

Description of the presentation by individual slides:

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Interaction with parents in group No. 9 MDOAU kindergarten No. 5 Teachers Alekseeva S.L., Sharafieva N.N.

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Currently, it is becoming more and more obvious that increasing the effectiveness and quality of the activities of preschool educational institutions is impossible without effective cooperation with the main social customers - parents of pupils. Throughout the entire period of a preschooler’s stay in kindergarten, it is important for teachers and parents to be partners, allies in education and upbringing, to understand each other, to speak the same language, and to go in the same direction. Otherwise, the harmonious development of the child and his full socialization are impossible. It is extremely important to create a single space for interaction between teachers and parents for the exchange of experience, knowledge, ideas, discussion and solution of specific educational problems. In our group No. 9, interaction work is aimed at solving the following tasks: - familiarizing parents with the life and work of a preschool institution; - pedagogical education of parents; - establishing unity in raising children; - study and dissemination of best practices in family education. Organized cooperation can give impetus to building interaction with the family on a qualitatively new basis, which involves not just joint participation in raising a child, but awareness of common goals, the formation of trusting relationships and the desire for mutual understanding. Based on this, the main thing in our work is to create a system of personality-oriented interaction between adults and children by organizing a unified educational space in preschool educational institutions and families.

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Directions for involving parents in joint activities Informational - analytical - (questioning, testing, polling, "mailbox" Educational - (parental living rooms, non-traditional meetings, excursions) Visual - informational - (through parent corners, folders - moving, mini - library, newspaper release) Leisure – (holidays, promotions)

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Forms of interaction with parents Traditional forms Non-traditional forms Parent meetings Consultations Questioning Matinees Design of information stands Visiting the child's family Presentation of the group Concerts Thematic leisure Design of wall newspapers and booklets Trust mail Theatrical performances for children with the participation of parents Non-traditional meetings Information about the group, kindergarten on the website on the Internet

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The implementation of interaction with parents in group No. 9 takes place in four areas:

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Direction – informational and analytical. Goal: identifying positive experiences and shortcomings in matters of education and training

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2. Direction - visual and informational The visual and informational direction makes it possible to convey to parents any information in an accessible form, to tactfully remind them of parental duties and responsibilities. Kindergarten begins with the locker room, it is very important that it is cozy and beautiful, so our parents' corner is decorated seasonally.

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3. Direction - cognitive Main goal: improving pedagogical culture, pedagogical competence of parents in raising a healthy child; family orientation towards raising a healthy child; ensuring close cooperation and uniform requirements of the kindergarten and family. One of the main forms of work on pedagogical education of the family is the parent meeting. We have moved away from the outdated lecture method of conducting meetings. We use techniques that activate parents’ attention, make it easier to remember the essence of conversations, and create a special mood for a friendly conversation. We use moments from the life of the group, including staging fragments from the practice of raising children, including practical tasks, games, relay races, and musical accompaniment. At every joint event we express our gratitude to parents who pay a lot of attention to their children and help in working together. At meetings with parents we talk not only about raising children, but also about relationships in the family. For the event we are preparing an exhibition of children's works or a photo stand, where we use photographs from family albums and the life of the group.

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MOTHER'S DAY 4. Direction - leisure - (holidays, promotions) Joint events. This direction turned out to be the most attractive, in demand, useful, but also the most difficult. This is explained by the fact that any joint event allows parents to see the problems of their child from the inside, compare him with other children, see difficulties in relationships, see how others do it, i.e. gain experience interacting not only with their child, but also with parent community in general.

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Meetings with parents at festive events always mobilize, make our everyday lives brighter, this increases our self-esteem as a teacher, parents gain satisfaction from working together and, accordingly, the authority of the kindergarten.

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In modern conditions of kindergarten it is difficult to do without the support of parents. That is why a lot of things in our group and area are made by the hands of the fathers and mothers of our children. They helped us produce manuals, helped us design a duty corner, a nature corner, a theater corner and much more. With the help of parents, the group is designed so that every corner is used for the development of children.

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For creative communication, a form of working with families is used, such as thematic exhibitions. These exhibitions provide opportunities for parents and children to organize joint activities. Parents note that in the process of jointly preparing materials for the exhibition, adults and children get to know each other even better; the family has another opportunity to talk about the child, about his life in the group and at home.