Analysis of work with parents.

Educator A.D. Nikonenko MADOU No. 313

In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results.

Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.”

Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, and patience to hear and understand each other.

Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in their child’s nutrition and believe that kindergarten is a place where they only look after their children while parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

How to change this situation? How to get parents interested in working together?
How to make parents participants in the educational process?

Therefore, in 2015, having recruited a group of kids, I began to work on the problem of interaction between kindergarten and family.

Work to involve parents in the joint activities of the preschool educational institution was carried out in four directions.

Informational and analytical

In order to study the family, clarify the educational needs of parents, establish contact with its members, and coordinate educational influences on the child, I began work with a survey “Cooperation between kindergarten and family.” Based on the collected data, I analyzed the peculiarities of the structure of family ties of each child, the specifics of the family and family education of the preschooler, and developed the tactics of my communication with each parent. This helped me better understand the pedagogical needs of each family and take into account its individual characteristics.

I developed it for myselfcriterion, which she called “inclusion”parents in the educational process. At first this criterion reflectedquantitative indicatorspresence of parents at group events: attendance at parent meetings and consultations; the presence of parents at children's parties, the participation of parents in the preparation and conduct of excursions and thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the “Open Day”; assistance from parents in equipping the pedagogical process.

Later I singled out for myselfqualitative indicators: initiative, responsibility, parents’ attitude towards the products of joint activities of children and adults. This analysis allowed us to identify three groups of parents.

• Parents are leaders who know how and enjoy participating in the educational process, see the value of any work of a child care institution.
• Parents are performers who participate subject to meaningful motivation.
• Parents - critical observers.

A change in the perception of parents as participants in the educational process has led to a change in the understanding of types of families:

• active participants in the pedagogical process, interested in the success of their children
• interested, but willing to solve problems with the help of specialists
• indifferent, living by the principle “I was raised the same way.”
• I had the opportunity to have a differentiated approach to parents during joint events.

Cognitive direction

The cognitive direction is to enrich parents with knowledge in matters of raising preschool children. The joint work of pre-school specialists (speech therapist, educational psychologist, physical education instructor, senior nurse) to implement the educational program provides pedagogical support for the family at all stages of preschool childhood, making parents truly equally responsible participants in the educational process.
Based on the purpose of the entire institution, Iformulated her goals So:

• Creating conditions for a favorable climate of interaction with parents.
• Establishing trust and partnership with parents.
• Involving families in a single educational space.

For the coordinated work of the kindergarten and parents, I set myself the need to solvenext tasks:

• Activate and enrich the educational skills of parents.
• Work closely with the families of your students.

For this purpose I usedactive forms and methods of work with parents:

• general and group parent meetings
• consultations
• classes with parents
• exhibitions of children's works made together with parents
• joint excursions
• Days of good deeds
• Open days
• participation of parents in the preparation and conduct of holidays and leisure activities
• design of photomontages
• joint creation of a developing subject-spatial environment
• morning greetings
• working with the parent committee of the group
• conversations with children and parents
• trainings
• workshop
• parents' living rooms
• master classes

As a result, the level of educational activities of parents increased, which contributed to the development of their creative initiative.

Knowing how important the atmosphere of friendly relationships between teachers and parents is,first parent meeting “Let’s get to know each other”I spent it in an unconventional way. I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation.

It began with a greeting and gratitude to send the child to our kindergarten. The game “Let's get to know each other and be friends” brought the adults together (everyone stood in a circle and told a little about themselves). At first everyone was embarrassed, but this feeling quickly gave way to joy and interest. A minute of getting to know each other helped relieve tension, because parents sitting at the same table more than once during the meeting needed to discuss a situation or issue together.

The friendly tone of the story helped create a trusting atmosphere and helped parents talk openly about problems.

For meetings, I prepare an exhibition of children's works or a photo stand, where I use photographs from family albums and the life of the group. At every meeting I express my gratitude to the parents who pay a lot of attention to their children and help in working together. It was very nice to see the happy eyes of the parents when they were presented with certificates or thanks.

Parents became active participants in all activities in the group, indispensable helpers, and learned to interact with each other as play partners.

I did a lot of work with parents whenpreparing children for school.

Summaries of joint classes, quizzes, entertainment, leisure activities “Land of Knowledge”, “Kolobok’s New Adventures”, “We are the Children of Planet Earth”, the quest “On the Road of Knowledge” were developed, workshops and trainings were held “Factors for the successful preparation and adaptation of children to school ", "Are you ready to send your child to school", "Defining the role of parents in the pre-school and school life of the child." As a result, the educational experience of parents was enriched and the effect of family preparation for school increased.

Topic workshop “Family on the threshold of a child’s school life”This was suggested by conversations with parents and analysis of children’s responses during speech development classes. A survey of parents “Going to school soon”, interviews with children, tests “Do I want to go to school”, analysis of children’s drawings “How do I imagine myself at school”, and parents “How do I imagine my child at school” were conducted.

Joint preparation brought me and my parents, parents and children closer together, and made families friends. Many parents have discovered hidden talents that they were unaware of until they had to draw themselves.

Specialists were invited to the meeting: school teachers, speech therapist. If at the beginning of the meeting there was some tension, a feeling of uncertainty, anxiety, then by the end of the meeting there was cheerfulness, mutual sympathy, emotional openness and interest in each other.

The work carried out contributed to increasing the attention of parents to the experiences of the child in the pre-school period of life. Parents got acquainted with the requirements that the school places on students, received recommendations on mathematics and speech development, they were offered games and game exercises to develop children’s mental abilities, games with letters and numbers.

Visually - information direction

The visual information direction includes:

• parent corners
• moving folders “Neboleyka”, “According to the advice of the whole world”
• family and group albums “Our friendly family”, “Our life day by day”, “Education from all sides”
• library - moving
• photomontages “From the life of the group”, “We are friends of nature”, “In the family circle”
• photo exhibitions “My grandmother is the best”, “Dad, mom, me - a friendly family”, “My dream apartment”
• family vernissage “My best family”, “Family is a healthy lifestyle”,
  "Learn to be a dad"
• emotional corner “This is how I am today”, “Hello, I’m here”
• piggy bank of good deeds.

The form of work through parent corners is traditional. In order for it to be effective and help me activate parents, I use the following headings: “What and how to keep a child occupied at home”, “We asked - we answer”, “Children say”, “Pug noses”, “Grow up”, “Thank you” ", "This is interesting", "Let's play", "With all my heart", "Pay attention." They contain practical material that makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, and assignments.

The activity of parents in creating photo newspapers, exhibitions, and competitions suggests that these forms of work are in demand. Visual information provides an opportunity to convey any information to parents in an accessible form and tactfully remind them of parental duties and responsibilities.

Leisure direction

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 carried out:

• holidays “Mother’s Day”, “Come on grandmothers”, “Birthday”, “My best family”
• entertainment “Family gatherings”, “April Fool’s Day”
• “All professions are needed, all professions are important” (meeting with an interesting person)
• sports activities “Family - healthy lifestyle”, “Growing Up Day”
• vernissage “In the world of feelings and emotions”, “Our daughters and sons”
• joint projects “Journey to the Kingdom of Mathematics”, “My Family”
• publication of family newspapers “I am with my grandmother”, “We relax with the whole family”.
• exhibitions of family collections, heirlooms “From Grandma’s Chest”, “That’s the Outfit”
• performances “Teremok”, “The Wolf and the Seven Little Goats”
• excursions “We are friends of nature”, “Let’s protect our nature”
• She developed holiday and entertainment scenarios together with her parents.

To make these events educational for children and parents, we have developed a certainpreparation algorithmfor family holidays:

• Highlighting the goals and objectives of activities for children, parents and teachers.
• Consultations for parents
• Drawing up a plan for the event and parental participation in it
• Distribution of adult roles
• Making invitation cards.
• Preparation of individual numbers (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.

It was a little scary to carry outfirst family holiday: children are small, parents are unfamiliar. We called it "Family Gatherings." But everything turned out to be quite simple, although some parents were wary at first.

The whole holiday was built on “parents-children” games, because the purpose of the meeting was: to develop relationships between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. It’s not for nothing that the proverb says, “A child grows not from bread, but from joy.”

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. The celebration ended with the words:

Take care of each other!
Warm with kindness!
Take care of each other,
Don't let us offend you.
Take care of each other,
Forget the fuss
And in a moment of leisure,
Stay close together!
(0. Vysotskaya)

In preparation for the holiday, I designed posters: “It happens that an hour of playing together, shared impressions will remain in the memory of a child for life,” “Being a friend of your children is much more difficult than feeding and clothing them,” invitations in the shape of a heart, selected together with music director, prepared prizes and medals for parents for participation. Parents and children were very happy and happy.

V.A. Sukhomlinsky said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.” Therefore, I decided - let the holiday meetings take place constantly and be bright, useful and exciting, because as a result of their holding, positive relationships between parents and their children are formed, emotional contacts are established.

I would like to say one thingimportant point in the system of working with parents. Every person, having done some work, needs to have his work evaluated. Our parents need this too. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do this whenever possible, and my parents pay me the same.

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, drew a colorful poster for birthday people, helped us design a duty corner, a nature corner, a stand for children’s art work, and made frames with photographs of children.

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”, “hair salon”, “shop”, “library”. There are “quiet” and “friendship” corners where children can sit in cozy chairs and watch group or family albums.

We also have a cafe “Dandelion”, where children love to invite guests, treating them to ice cream and tea with sweets.

Trusting relationships were gradually established in the joint activities of parents and the teacher. At events such as “Days of Good Deeds” - repairing toys, furniture, groups, arranging an area with a slide for sliding on ice, crafts made from snow, helping to create a subject-development environment in the group, an atmosphere of peace and warm relationships was established between me and my parents . Together we strived to make the children in the group feel good and comfortable. Depending on the work plan, we jointly drew up a schedule for helping parents, discussed each event, and solved problems. Thanks to this, all activities were carried out with great enthusiasm, since during their implementation everyone contributed grains of their labor, skill, and creativity.

The result is a cozy, renovated group and bedroom, a beautifully decorated reception room, because any work is effective when it is properly organized.
The upbringing and development of a child is not possible without the participation of parents. In order for them to become teacher assistants and develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, helping in everything, being patient and delicate and then everything will work out.

Today we can say that I have developeda certain system in working with parents.The use of various forms of work yielded certain results: parents from “spectators” and “observers” became active participants in meetings and assistant teachers, and an atmosphere of mutual respect was created.

Work experience has shown: The position of parents as educators has become more flexible. They now feel more competent in raising children. An analysis of joint events and a survey of parents shows: 35% of parents regularly participate in planning the educational process, 95% of families take an active part in organizing educational activities, and up to 70% in evaluating results.

Parents began to show sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. 100% of parents attend parent-teacher meetings, actively participate in holidays and entertainment, and project activities. According to the results of repeated diagnostics, there are no parent-observers in the group; the number of parent leaders increased by 30%; The number of executing parents increased to 67%.

Interaction between parents and kindergarten rarely occurs immediately. This is a long process, long and painstaking work, requiring patient, unwavering adherence to the chosen goal. I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life.

Analysis of work with parents

An analysis of the work of teachers with parents in our kindergarten showed 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 do not always know how to set specific tasks and select appropriate content and methods;

Some, especially young, teachers have insufficiently developed communication skills.

One of the challenges is to maintain OBJECTIVITY. It’s easy to get carried away by your child’s successes, failures, and achievements. Parents tend to consider the child an extension of themselves; they forget that the child is individual. Imagine two children. The first lives in an atmosphere of constant testing of how correctly he sees the world, communicates with others, plays, makes decisions, tidies his room, expresses his feelings. The second one is allowed to believe in himself, to be himself, to trust his sensations and feelings. This child feels loved, valued and respected. exactly the way he is. I would like to quote one of the statements:

“Just as a gardener accepts plant care recommendations without question or resistance and provides each plant with the conditions it needs to grow and bloom, we, parents, must adapt our parenting method to the natural needs of each child. If we understand who our child really is, we can think about what changes we need to make in our parenting style.”

It can be very difficult to activate parents. Most likely the reason is that educators often do not use or do not use enough positive experience of family education, and do not always provide timely training parents to parent meetings, consultations, conversations, etc. The activity of parents increases if educators promptly ask them to talk about their experiences and problems that arise in raising children.

CONCLUSIONS:

1. Start working with parents through testing, in order to identify the degree of their participation in the educational process

2. To involve parents in the lives of children and kindergartens, to improve their pedagogical culture, use active forms of work with parents.

3. Identify best practices in family education in groups. After analyzing the work done, our team reached the following annual goals, which also stem from a survey of kindergarten teachers:

ANNUAL TASKS FOR THE 2014-2015 SCHOOL YEAR

1. Start work on the implementation of the Federal State Educational Standard in preschool educational institutions, taking into account the use of the “Road Map”.

2. Continue work on the use of theatrical activities in the social and personal development of a preschooler, based on the study of the history of our state.

3. Systematize work to create conditions conducive to the formation of cognitive interests in preschoolers using non-traditional methods and techniques when teaching elementary mathematical concepts.

First section. ORGANIZATIONAL AND MANAGERIAL

1.1. Meetings of self-government bodies

1.1.1. Council of Preschool Teachers

		Deadlines carrying out	Responsible
	Pedagogical council No. 1. Subject "Priority directions of educational policy of preschool educational institutions for the 2014-2015 academic year" Goal: approval of the prospects for the work of the team for the 2014-2015 academic year. 1. Results of summer health work. 2. Adoption of the annual plan, curriculum. 3. Approval of the working group’s plan for the implementation of the Federal State Educational Standard for Education for the 2014-2015 academic year. 4. Approval of the basic general educational program of preschool education at MBDOU kindergarten No. 35 for the 2014-2015 academic year. 5. Approval of the work plan of the inspector for the protection of children’s rights for the 2014-2015 academic year. 6. Approval of work plans for the implementation of the Federal State Educational Standard for narrow specialists for the 2014-2015 academic year: *teacher – psychologist; *teachers – speech therapists; *music directors; *physical education instructor; * inspector for the protection of children's rights. 7. Review and discussion of local acts: Orders Tariffication Acquisition Instructions for protecting the life and health of children Inner order rules	September	Manager Shatun L.M., Senior teacher Bautina Yu.V. Teacher - psychologist Knysh A.S., Speech therapist teachers: Vereshchaga R.N., Zubko N.M., Musical directors: Kalinova S.N., Maeva L.V. Physical education instructor Kuznetsova O.A. Child Protection Inspector Bad R.S.
	Pedagogical council No. 2. Subject " Updating the educational process of preschool educational institutions in accordance with the Federal State Educational Standard, by developing cognitive interests in preschoolers, using non-traditional methods and techniques when teaching elementary mathematical concepts " Goal: Creation of a developing subject-spatial environment in preschool educational institutions, taking into account the requirements of the Federal State Educational Standard for Educational Education and Regional Educational Institutions. 1. Results of the previous teaching council No. 1. 2. Report on the topic: “Development of cognitive interests in preschoolers using non-traditional methods and techniques in teaching REMP.” 3. Results of thematic inspection (Control) 4. Business game on the topic “Pedagogical run on the knowledge of REMP.” 5. Results of the exhibition “Bird House”, autumn holidays. 6. Results of parent meetings, joint work with the family. Pedagogical council No. 3. Topic: “Interaction of preschool teachers who carry out correctional work taking into account the Federal State Educational Standard, using the means of theatrical activities in the development of a preschooler” Goal: Increasing the effectiveness of interaction between narrow specialists and educators when organizing correctional work in preschool educational institutions, using the means of theatrical activities in the development of preschoolers. 1. Results of the previous teachers’ meeting No. 2. 2. Report on the topic: “Continuity in the work of a speech therapist and other preschool specialists” 3. Business game 4. Report “Integrated approach to conducting speech therapy classes” 4. Results of thematic inspection (Control) 5. Results of New Year’s matinees and the exhibition “Father Frost’s Workshop” 6. Certification of teaching staff in preschool educational institutions.		Manager Shatun L.M. Old Voss. Bautina Yu.V. Teacher - psychologist Knysh A.S. Educators: Kulish L.N., Bogdanova T.P., Nesterenko L.V., Ivasheva A.M., Gerashchenko E.I. Manager Shatun L.M. Senior teacher Bautina Yu.V. Teachers - speech therapists: Vereshchaga R.N., Zubko N.M. Teacher-psychologist: Knysh A.S. Teachers: Osipenko I.P. Stegno V.M. Nesterenko L.V. Bogdanova T.P. Kulish L.N. Andrusenko E.I.
	Pedagogical council No. 4. Subject“Continuity of kindergarten and family in the social and personal development of a preschooler, based on the study of the history of our state” Goal: to expand knowledge about public holidays and the historical heritage of our country, to cultivate respect for the military past of our Motherland when interacting with parents. 1. Results of the previous teachers' meeting No. 3. In the long-term plan of working with parents, teachers reflect joint work with the families of pupils. In the plan, educators note the forms of organizing communication indicating the topic (parent meeting, consultation, joint exhibitions, competitions, holidays, etc.). When organizing work with families of students, teachers use various forms of cooperation. Download: Preview: Help analysis on this topic: “Working with parents: analysis of the plan for working with parents, individual stands for parents, organization of group events with parents.” Form of control: operational. Purpose of the audit: to analyze the organization of work of teachers with parents of students. Object of control: all groups. The inspection was carried out by senior teacher Malenkaya N.A. Working with parents Group Junior Average Older Preparatory Information stand for parents Long-term plan for working with parents Parent meetings Visual information for parents Individual conversations Participation of parents in joint activities Participation of parents in competitions and exhibitions Each group has an information stand in the locker room for parents, which contains the following information: the group’s business card, a schedule of activities, and the group’s daily routine. Every day, teachers post menus on the stand. Consultations for parents on issues of education and respect for the rights of preschool children are posted on the information stand. Teachers of all groups updated information stands for parents In the long-term plan of working with parents, teachers reflect joint work with the families of pupils. In the plan, educators note the forms of organizing communication indicating the topic (parent meeting, consultation, joint exhibitions, competitions, holidays, etc.). When organizing work with families of students, teachers use various forms of cooperation. Teachers of all groups schedule parent meetings (3 meetings per year). At the time of inspection, 1 parent meeting was held in each group. In order to familiarize parents with the work of preschool educational institutions, the peculiarities of raising children, and to develop parents’ knowledge about the upbringing and development of preschool children, visual information is used (consultations, moving folders, publication of wall newspapers, memos). Every day, teachers conduct individual pedagogical conversations with parents of pupils on the problems of raising and educating preschool children. If necessary, educators organize home visits to children to determine the child’s living conditions. When working with families of students, teachers use leisure forms of organizing communication with parents: participation of parents in joint events, participation of parents in competitions and exhibitions. Participation of parents in competitions, exhibitions of works of parents and children demonstrate the results of joint activities of parents and children. When working with parents, continue to use various forms of communication, such as holding joint holidays that help create emotional comfort in the group and bring together participants in educational relations. Place GCD planning on information stands. Prepare reminders and booklets for parents on the prevention of DDTT. Senior teacher: ________ N.A. Small Anna Chudinova Analysis of work with parents (legal representatives) Analysis of work with parents(legal representatives) Teacher Chudinova A.E. The family is the source and mediating link in transmitting socio-historical experience to the child, and above all, the experience of emotional and business relationships between people. Taking this into account, we can rightfully assume that the family was, is and will be the most important institution for the upbringing and socialization of a child. Any pedagogical system without a family is impossible. In family conditions, emotional and moral experience develops, family defines level and content of the child’s emotional and social development. That's why it's so important to help parents understand that a child’s upbringing and development cannot proceed on its own. In accordance with the new by law“On education in the Russian Federation” One of the main tasks facing a preschool institution is “interaction with the family to ensure the full development of the child’s personality.” The Federal State Educational Standard states that working with parents must have a differentiated approach, take into account social status, family microclimate, parental requests and level of interest parents' activities at the preschool educational institution, improving the culture of family pedagogical literacy. Requirements for the interaction of the Organization are also formulated working with parents. The educational system of the family is formed empirically by: it is constantly tested in experience, contains many pedagogical "finds", although often not without miscalculations and serious mistakes. The full upbringing of a preschooler occurs under the simultaneous influence of the family and the preschool institution. The dialogue between the kindergarten and the family is built, as a rule, on the basis of the teacher’s demonstration of the child’s achievements, his positive qualities, and abilities. The teacher in such a positive role is accepted as an equal partner in education. In order to activate parents and they have become assistant teachers, it is necessary to involve them in the life of the kindergarten. Job with a family is a difficult task, both organizationally and psychologically-pedagogically. In families where they are concerned about raising children and their future, the education system is subject to analysis, assessment, takes into account the child’s characteristics and prospects for his development. Parents often experience certain difficulties in that they cannot find enough free time to work with their children at home, and are unsure of their capabilities. Therefore, it is so necessary seems implementation of a holistic system of interaction between preschool educational institutions and families. At the same time, the use of various forms of cooperation with parents makes it possible to develop their interest in educational issues, arouse a desire to expand and deepen their existing pedagogical knowledge, and develop creative abilities. Forms of interaction between kindergarten and parents- these are ways of organizing their joint activities and communication. The main goal of all types of forms of interaction between preschool educational institutions and families is to establish trusting relationships with children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together. Planning one form or another work, I always start from ideas about modern parents, as modern people who are ready for learning, self-development and cooperation. Taking this into account, I choose the following requirements for forms: interaction: originality, relevance, interactivity, emotionality. There are traditional and non-traditional forms of communication between the teacher and parents of preschoolers, the essence of which is to enrich them with pedagogical knowledge. Traditional forms of interaction with family presented: collective, individual and visual information. In his work I tried to make fullest use of the entire pedagogical potential of traditional forms of interaction. Building interaction with parents, can be actively used as traditional forms - this parent meetings, lectures, workshops, and modern (non-traditional) forms - workshops, master classes, excursions, parent clubs, promotions, recreational activities, games, etc. Information analytical: sociological surveys, tests, questionnaires, which are aimed at identifying interests, needs, requests parents, the level of their pedagogical literacy, establishing emotional contact between teachers, parents and children). Cognitive: workshops, pedagogical living room, holding meetings, consultations in non-traditional forms, oral pedagogical journals, pedagogical library for parents, quizzes, flash mobs that are aimed at familiarizing parents with the age and psychological characteristics of preschool children, the formation of practical parents child-rearing skills. Visual information: open viewings of classes and other activities of children, exhibitions of children's works, joint exhibitions work of children and parents, publication of newspapers, information stands, aimed at enriching knowledge parents The main task of information analytical forms of organizing communication with parents are collecting, treatment and the use of data about the family of each pupil, his general cultural level parents, whether they have the necessary pedagogical knowledge, the family’s attitude towards the child, requests, interests, needs parents in psychological and pedagogical information. Just on analytical basis, it is possible to implement an individual, person-oriented approach to a child in a preschool institution, increasing the effectiveness of educational work with children and building competent communication with them parents. Sociological surveys and questionnaires play a big role at the initial stage, as they allow us to outline directions for further work. Testing was used to identify the level of pedagogical culture parents. Cognitive forms of organizing communication between teachers and families intended for parental information with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of parents practical skills in raising children. Leisure forms of organizing communication between teachers and parents designed to establish warm trust relationships, emotional contact between teachers and parents, between parents and children. Lately I have become more active in attracting parents to the joint activities of the teacher and children, to conduct direct educational activities with the participation parents, walks, morning exercises. Visual and informational forms of organizing communication between teachers and parents solve familiarization problems parents with conditions, content and methods of raising children in a preschool institution, allow us to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and see the activities of the teacher more objectively. In addition, visual and informational forms of organizing communication between teachers and parents can be divided into visual and educational form, which is aimed at enriching knowledge parents about the features of development and education of preschool children. All forms of interaction with parents, which I use in work, create an atmosphere of trust and cooperation in the team of adults surrounding the child. In conclusion, I would like to note that family and kindergarten are two important institutions for the socialization of a child, each of which in its own way gives the child social experience, but only in combination with each other do they create optimal conditions for a little person to enter the big world. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family has and which cannot be replaced by a preschool institution. Kindergarten in its work with the family must rely on parents not only as assistants to a child care institution, but as equal participants in the educational process. That is why the close relationship between the teaching staff, children and parents. Having analyzed results of the work done work, I came to the following conclusions: one of the main tasks facing the kindergarten to ensure the full development of the child and improve the pedagogical culture parents is interaction with family. The success of such interaction and cooperation also increases the success of family and home education. Best articles on the topic Braid “Snake”: how to learn to braid with a snake How to braid with a snake clip What is the secret of Sophie Marceau's beauty? Appliances for home use Categories: Office Education Notes Other Internet Multimedia Editors Cameras Social media Navigators © 2024 elhistoria.ru. Programs for Android - Browsers. Antiviruses. Communications. Office.