Organization model. interaction between teachers

Irina Vlasova
Creation of a unified educational space for child development “Kindergarten - family”

« Creation of a unified educational space

child development« Kindergarten - family» .

Relevance and novelty:

Federal educational preschool standard education aimed at solving the problem of providing psychological and pedagogical support families and increasing the competence of parents (legal representatives) V development and education issues, protection and promotion of children's health. In the content section educational preschool programs education the features of interaction between the teaching staff and families of pupils. IN educational environment of the kindergarten should be created conditions for parental participation in educational activities.

In the new century children's the garden gradually turns into an open garden educational system: on the one hand, the pedagogical process of a preschool institution becomes more free, flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers focus on cooperation and interaction with parents and nearby social institutions. So way, it turns out that social partnership is a mutually beneficial interaction between various sectors of society, aimed at solving social problems, ensuring sustainable development social relations and improving the quality of life, carried out within the framework of current legislation.

Social partnership includes development of project culture shared by partners as a medium for dividing tasks (responsibility). It includes the process of finding new (alternative) decisions related to specific groups of vulnerable people, where partners involve each other. It contains contractual obligations and a quality (service) improvement system that all partners must study and develop.

A sustainable positive image of a preschool institution can be considered as an important modern component and resource educational institution.

Social partnership creates favorable conditions for creativity self-development of participants in the educational process.

The state begins with families. So, at the center of the sphere education should be the answer to question"Who am I?" and theme "My family» . And the main ones should be not only for children, but for all members families so that, first of all, parents understand why they brought them into this world baby, felt with all facets of the soul and realized what depended on them. Will the baby in the future become the master of his destiny, his dreams, his families.

Of all types of interaction kindergarten and family in our opinion, today the most relevant is a socio-pedagogical partnership, which presupposes equal rights of both subjects, who are equally responsible for the quality of the results.

Target:

Creation of a unified educational space for child development« kindergarten-family» .

Achieving the goal is decided through:

1. establishing partnerships with families of pupils, inclusion of all subjects educational process, including parents of preschoolers, to continuous self-development, as a result of which they become active participants transformation the surrounding macrosociety;

2. experience of productive activities and constructive interaction with various government entities on issues of education of preschool children, including Creation a socially significant product - a bright event in the life of the pupil and his environment;

3. creation of a subject-development environment for the development of the child’s personality.

Educational The process in our institution is open, and the participation of family members of pupils is strongly encouraged in it. Social-pedagogical partnership has a beneficial effect on educational process of kindergarten.

In our children's The kindergarten has developed its own system of interaction with the parents of pupils. In accordance with the results of the study of the parent contingent, work is carried out according to the following directions:

analysis of the level of psychological and pedagogical culture of parents (questioning, sociometry method, observations and interaction analysis child with parents).

popularization of modern psychological and pedagogical ideas, providing parents with the necessary theoretical and practical information (open days, parent meetings(group, general, conference at the end of the school year, various forms of visual information in the corner for parents: booklets, recommendations, consultations, mailbox for questions, "repeat with child» , "cook child» , "make with child» etc.) For children who do not attend preschool institutions, a short-term group for children aged 2-3 years is organized. Classes are held 3 times a week for two hours throughout the academic year. Narrow people work with children and parents specialists: educational psychologist, music director, physical education instructor, speech therapist.

use of non-traditional forms of working with families pupils - family meetings: master classes on making a product of artistic and aesthetic activity, training games "When you were little", Creation joint projects "Space", "Household appliances", "Cook", "Salesman", "Pets", "Computer", "How to build a house" and others, holidays “Russian song – Russian soul”, "Day families» , "Olympics", "Defenders of the Fatherland", "Health Day", "Tasting of dishes".

conveying to parents interesting and useful information related to the life activities of children in kindergarten: expert advice, music and poetry corner; corner "Slightly", exhibition "Make it with your kids", photo exhibition "The World Around Me", Rainbow of success, “Today we worked out...”, "We sincerely thank you", "In a circle families» , Children's creativity corner, “We live and live”.

individual focus in working with parents (differentiated consideration of educational influences in families, inclusion of parents in the pedagogical process, taking into account their individual interests and abilities);

involving parents in leadership children's kindergarten through participation in the work of the Conference, the parent committee, and the Council of Teachers.

Every year parents become more actively involved in educational process. Parents participate in updating the subject matter development environment of the group: in the 1st junior group they made a game marker space - car, in preparatory - marker "Ship", "House", "Fences" to play out a role-playing game. Together with teachers, they participate in the acquisition of educational games, toys, and equipment. The parents of the middle group painted the wall of the veranda. Parents are systematically involved in preparing their children for holidays: sew costumes, make attributes, decorate a group room, participate in matinees and entertainment. The parents' efforts and resources were renovated: group and middle group dormitory "Fish", hallways in the 2nd junior group "Bees", in the middle group "Squirrels", in the preparatory group "Bear Cubs". Parents of the senior speech therapy group "Ants" They gave a computer and a printer to the teachers of the group. In winter, parents participate in creating a slide for skiing, ice buildings for development of basic movements. In speech therapy groups, parents willingly carry out instructions from educators and speech therapists to correct the speech of a preschooler.

Analyzing the results of work over the past three years, we noted positive dynamics in development social and pedagogical relations. Family and children's garden – two educational phenomena, each of which gives child social experience, but only together they create optimal conditions for a little person to enter the big world

“Kindergarten and family -

Parents are the closest people who can always come to the rescue and we, teachers, need their help. The role of parents in organizing the educational activities of children, the importance of example in education, measures to improve the health of children, instilling conscious discipline, duty and responsibility, typical difficulties and shortcomings in family education and ways to eliminate them, the role of parents in the self-education of children.

In our institution, a plan for joint activities with parents of students is annually developed and then adjusted. The events are designed in such a way that they meet the objectives of the preschool educational institution, the interests and needs of parents and the capabilities of teachers.

For many years, our preschool educational institution has been carrying out systematic, targeted work with parents under a single target:“Creation of a unified educational space “kindergarten - family”. When working with parents, the following are resolved, which we have identified as priorities: , tasks:

Improving the pedagogical and psychological culture of parents. Study and generalization of the best experience of family education. 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;

As part of the implementation of the program to preserve and strengthen children's health;

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 the given school year.

Propaganda of pedagogical and psychological 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 and a psychologist from the MBDOU.

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 psychologist, a speech therapist, and a music director. 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, psychologist, and physical education instructor conduct individual consultations with parents.

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.

According to the data obtained, the most popular are: events with the participation of children and parents (90%) ; general parent meetings (35%) ; parent clubs, conferences (30%) .

Purposeful work is carried out with parents of the school preparatory group. Individual conversations are held between all kindergarten specialists and each parent, meetings together with primary school teachers, visual information is systematically updated, and thematic exhibitions “How to prepare a child for school.”

Through the efforts of the fine arts teacher, exhibitions of joint creativity between children and parents are organized throughout the year: “Drawing with Dads”, “Drawing with Moms”, “Winter Landscape”, crafts from natural materials “Autumn Gift”, etc. Parents with They participate with pleasure in such forms of work that are already becoming traditional and arouse great interest in children, and the desire of parents to engage in fine arts with their children.

Physical education and music holidays with parents have become traditional: “Mom and I are a sports family”, “Dad and I are a sports family”, friendly meetings between parents of different age groups, between parents and teachers of the preschool educational institution.

The best experience of family education is regularly presented in the form of photo newspapers, collective works, and photomontages.

There are organized ski trips on weekends. Parents actively participate in “Health Days”. The personal interest of parents in physical education with their children has increased, we have entire sports families - not only parents come to competitions and physical education events, but also grandparents, aunts, uncles, nephews, etc. Everyone cheers not only for their teams, but also for the opposing teams, and then they drink tea together in the dining room and discuss the most interesting moments of the competition.

In order to morally stimulate the most active parents, wall newspapers are published in groups at the end of the year, letters of gratitude are presented at the general parent meeting from the administration of MBDOU TsRR-DS “Krepysh”, photo newspapers “The Most Sports”, “The Most Active” are published. Goals of working with parents:

Make the parent “feel like a human being.”

Increasing parents' sense of self-competence. Overcoming a state of crisis among parents. Integration of parents by discussing “ordinary” parent-child problems of upbringing, learning, and behavior. This gives parents of children with special needs the opportunity to feel like parents first and parents of a special child second.

Working methods with parents may be different in form, but aimed at solving the same problems. These methods include:

Discussion of current problems in the development and upbringing of children. Playing out situations. Teaching parents basic psychological concepts (small lecture course). Children's games with parents.

There are methods that allow you to build relationships with parents.

The first one is “Let’s get to know each other!” At this stage, parents’ acquaintance with the kindergarten, with educational programs, with the teaching staff reveals to them the possibilities of working together.

The second stage is “Let's make friends!” At this stage, parents are offered active methods of interaction: trainings, round tables, game seminars.

The third stage is called “Let's find out together.” At this stage, we can talk about the functioning of the parent-teaching community, directing its activities towards the development of the child.

Techniques ininteractions with parents are:

A positive attitude towards communication is the solid foundation on which all the work of the group’s teachers with parents is built. In communication between a teacher and parents, categoricality and a demanding tone are inappropriate. After all, any model of interaction with families perfectly built by the kindergarten administration will remain a “model on paper” if the teacher does not develop for himself specific forms of correct treatment of parents. The teacher communicates with parents every day, and it depends on him what the family’s attitude towards the kindergarten as a whole will be. Daily friendly interaction between teachers and parents means much more than a single well-executed event.

It is necessary not only when working with children, but also when working with parents. The teacher, when communicating with parents, must feel the situation, the mood of mom or dad. This is where the teacher’s human and pedagogical ability to reassure the parent, sympathize and think together about how to help the child in a given situation comes in handy.

Modern mothers and fathers, for the most part, are literate, knowledgeable people and, of course, well aware of how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten staff in understanding the family’s problems and a sincere desire to help.

Any event, even the smallest one, to work with parents must be carefully and seriously prepared. The main thing in this work is the quality, and not the quantity of individual, unrelated events. A weak, poorly prepared parent meeting or seminar can negatively affect the positive image of the institution as a whole.

A kindergarten today should be in development mode, not functioning, be a mobile system, and quickly respond to changes in the social composition of parents, their educational needs and educational requests. Depending on this, the forms and directions of work of the kindergarten with the family should change.

Results.

Parent communication groups are small - from 3 to 10 people. The concrete results for parents of special children are that they no longer feel special and isolated. The activity of all group members increases. They realize themselves socially: they sew costumes for children's parties, make decorations, participate in writing scripts and holding holidays, and actively participate in the life of the kindergarten. The topics of group conversations change over time. From discussing the specific problems of children attending kindergarten, we move on to discussing the problems of older or younger children, and then to discussing the parents’ own problems and characteristics that interfere with their communication with the child. Thus, the parent communication groups in our kindergarten were transformed into personal growth groups. An interesting sequence has emerged: “before I become a happy mother, I want to become a happy person, a happy woman.” A happy person is one who “stands on his own two feet” and is responsible for himself. In our opinion, this change is very symbolic and significant. We can say that by changing in this way, the mother changes her personal status.

Thus, the use of various forms of work with the families of our kindergarten students has yielded positive results. results: The nature of interaction between teachers and parents has changed, many of them have become active participants in all activities of the kindergarten and indispensable assistants to teachers. With all their work, preschool employees prove to parents that their involvement in teaching activities, interested participation in the educational process is important not because the teacher wants it, but because it is necessary for the development of their own child. The kindergarten and the family should strive to create a unified space for the child’s development.

From how childhood passed, who led the child by the hand in childhood,
what entered his mind and heart from the surrounding world - from this
to a decisive extent depends on what kind of person today's baby will become.
V.A. Sukhomlinsky

The upbringing of the younger generation in modern society is a subject of special concern. The Law of the Russian Federation “On Education in the Russian Federation”, Article 44, paragraph 1, determines that “Parents (legal representatives) of minor students have a priority right to educate and raise children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.” Thus, recognition by the state of the priority of family education requires a different relationship and educational institution, namely cooperation, interaction and trust.
Cooperation is communication “on equal terms”, where no one has the privilege of specifying, controlling, or evaluating. Interaction - provides a way of organizing joint activities that are carried out through communication. The kindergarten and the family should strive to create a unified space for the child’s development.
Modern trends in the development of preschool education are united by one important and significant criterion - its quality, which directly depends on the level of professional competence of teachers and the pedagogical culture of parents. Achieving a high quality of education for pupils, fully satisfying the needs of parents and the interests of children, and creating a unified educational space for the child is possible only if a new system of interaction between the preschool educational institution and the family is developed.
The model of social partnership between preschool educational institutions and families of pupils is understood as a process of interpersonal communication, the result of which is the formation in parents of a conscious attitude towards their own views and attitudes in raising a child.
In modern research, partnership is understood as mutually beneficial constructive interaction, characterized by “trust, common goals and values, voluntariness and long-term relationships, as well as recognition of the parties’ responsibility for the result.”
The effectiveness of a kindergarten depends largely on constructive interaction and mutual understanding between the teaching staff of a preschool institution and parents.
Numerous studies conducted in our country and abroad have convincingly shown that family and kindergarten are two educational phenomena, each of which enriches the child with social experience in its own way. But only in combination with each other do they create optimal conditions for a little person to enter a big, complex world. That is why, at present, the interaction of teachers and parents is considered as an organic part of the educational process of preschool educational institutions, without which it is impossible to solve the problems of education and development of preschool children. Therefore, the goals of the project were to improve the pedagogical culture of parents and organize effective interaction with them. This approach will certainly contribute to family unity, emotional rapprochement between adults and children, and the development of common spiritual interests among them.
The main idea of ​​the project: the creation and implementation in the educational process of a form of work with the families of pupils, which allows for the establishment of effective and targeted interaction between the kindergarten and parents within the framework of social partnership.
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. How to get parents interested in working together? How to create a unified space for child development in the family and preschool educational institutions, with all participants in the educational space? In this regard, I developed and implemented a project called “Kindergarten and family as a single space for child development.”

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