Forms of interaction between kindergarten and family at the present stage. Abstract: Forms of interaction between a preschool educational institution and family Types of interaction between preschool and family

In order to ensure favorable living conditions and proper upbringing of a child, to form the foundations of a full-fledged and harmonious personality, it is necessary to strengthen and develop the close relationship and interaction of the preschool educational institution and the family.

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Modern forms of interaction between preschool teacher and family

Preschool childhood is a unique period in the life of every person, when the child’s health is formed and personality development occurs. Meanwhile, the child is completely dependent on the adults around him: parents, teachers. Since ancient times, scientists have been arguing about what is more important in the development of a child’s personality: either family or public education? Some great teachers leaned towards education in the family, others gave the main role to educational institutions, i.e. public education. Studying teaching experience allows you to borrow and use interesting ideas and creative approaches and methods. However, modern science has numerous data that indicate that it is impossible to renounce family education without harm to the development of the child’s personality, since its strength and effectiveness are incomparable even with highly qualified public education.

The state position towards the family and upbringing in the family changed at different stages of the development of society. Today, the government's position towards the family has changed, but the family has also become different. The Law “On Education” states for the first time that parents are the first teachers of their children, and a preschool educational institution exists to help the family. The emphasis has changed, the family has taken the lead, but the issues of educating teachers are still relevant. In order to ensure favorable living conditions and proper upbringing of the child, to form the foundations of a full-fledged and harmonious personality, it is necessary to strengthen and develop the close relationship and interaction of the preschool educational institution and the family. This requires active actions aimed at creating a unified space for the personal development of the child in the preschool educational institution and in the family.

Today, an urgent problem for preschool educational institutions is the further deepening of existing ideas about the family in modern approaches, the expansion of ideas about the forms, content, methods of interaction with the family, as well as the creation of an individual approach to each of its members. A number of works by such authors as T.N. are devoted to this problem. Doronova, O.I. Davydova, E.S. Evdokimova, O.L. Zvereva. and others. The direction for the development of a variable system of social and educational services has already been outlined, where parents act as customers and determine the course of work of the preschool educational institution.

There has long been a debate about what is more important in the development of personality: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, othersgave the palm to public institutions.
Thus, Ya. A. Komensky called the maternal school the sequence and sum of knowledge that a child receives from the hands and lips of the mother. Mother's lessons - no changes in the schedule, no days off or holidays. The more diverse and meaningful a child’s life becomes, the wider the range of maternal concerns. In the 90s, in accordance with the “Concept of Preschool Education” (1989), new approaches to cooperation with parents began to be developed, which are based on the relationship of two systems - kindergarten and family, the community of family and kindergarten. The essence of this approach is to combine the efforts of preschool institutions and families to develop the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and responsibilities.

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"cooperation" And "interaction".

Currently, all kinds of methods and forms pedagogical education of parents, both those already established in this area, and innovative, non-traditional ones.

Traditional ones include:

Visiting the child's family. It gives a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing, if it does not turn into a formal event. Pedagogical assistance to parents should be based on a thorough and comprehensive study of each family and each child.

Visual propaganda.When carrying out pedagogical propaganda, you can use a combination of different types of visualization. This allows not only to introduce parents to issues of education through materials from stands, thematic exhibitions, etc., but also to directly show them the educational process, advanced methods of work, and provide parents with the necessary pedagogical information in an accessible and convincing manner.

When working with parents, you can use such a dynamic form of pedagogical propaganda assliding folders. They also help with an individual approach to working with families.

Open Day, being a fairly common form of work, it makes it possible 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. It is conducted as a tour of a preschool institution with a visit to the group where the children of visiting parents are raised.

Conversations are carried out both individually and in groups. In both cases, the goal is clearly defined: what needs to be found out, how we can help. The content of the conversation is concise, meaningful for parents, and presented in such a way as to encourage the interlocutors to speak out. The teacher must be able not only to speak, but also to listen to parents, express his interest and goodwill.

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. The forms of consultation are different (a qualified message from a specialist followed by discussion; a discussion of an article read in advance by all those invited to the consultation; a practical lesson, for example, on the topic “How to teach a poem to children”).

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them toworkshops. This form of work makes it possible to talk about the methods and techniques of teaching and show them: how to read a book, look at illustrations, talk about what they read, how to prepare a child’s hand for writing, how to exercise the articulatory apparatus, etc.

Parent meetingsGroup and general sessions are held (for parents of the entire institution). General meetings are organized 2-3 times a year. They discuss tasks for the new school year, the results of educational work, issues of physical education and problems of the summer health period.

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.

Currently, in connection with the restructuring of the preschool education system, practitioners of preschool educational institutions are looking for new, non-traditional forms of work with parents, which are based on mutual cooperation and mutual assistance of educators and parents. Here are examples of some of them.

Family clubs. Unlike parent meetings, which are based on an edifying and instructive form of communication, the club builds relationships with families on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and a joint search for optimal forms of helping a child. The topics of the meetings are formulated and requested by parents. Family clubs are dynamic structures. They can merge into one large club or split into smaller ones - it all depends on the theme of the meeting and the plans of the organizers.

A significant help in the work of clubs islibrary of specialized literatureon problems of education, training and development of children. Teachers monitor the timely exchange, selection of necessary books, and compile annotations of new products.

Given the busyness of parents, such non-traditionalforms of communication with family, like"Parent mail" And "Helpline".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.

A non-traditional form of interaction with family is games library. Since games require the participation of an adult, it forces parents to communicate with the child. If the tradition of joint home games is instilled, new games appear in the library, invented by adults together with children.

Questions and answers evenings. They provide concentrated pedagogical information on a wide variety of issues, which are often debatable in nature, and the answers to them often turn into heated, interested discussions.

Round table meetings.They expand the educational horizons of not only parents, but also the teachers themselves.

Leisure forms – joint leisure activities, holidays, exhibitions – are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children.

Today, the system of preschool education is undergoing a transformation, and at its center are the humanization and deideologization of the educational process. Its goal is the free development of personality.

Awareness of the priority of family education makes it necessary to create new forms of relationship between the family and the preschool institution. The innovation of these relationships forms the concepts of “cooperation” and “interaction”.

The transition to new forms of relationships between parents and educators is impossible within the framework of a closed preschool educational institution: it must be an open system.

The main goal of the forms and types of interaction between the preschool teacher and the family is to establish trusting relationships between children, parents, and teachers, uniting them into a single team, cultivating the need to talk about their problems and solve them together.

The interaction between the preschool teacher and the family should permeate the entire complex of educational work in kindergarten. It is necessary to pay attention to the fact that educators use different forms of work, while paying attention to improving practical educational skills in the family.

It is necessary to constantly increase the forms of work with parents, to use non-traditional methods related to the issues of pedagogical education of parents. TolOnly the joint work of teachers and parents can bring tangible benefits in the education and upbringing of children.

BIBLIOGRAPHY

1. Antonova T., Volkova E., Mishina N. Problems and search for modern forms of cooperation between kindergarten teachers and the child’s family // Preschool education. 2008. N 6.
2. Arnautova E. Methods of enriching the educational experience of parents // Preschool education. 2002. N 9.
3. Interaction of an educational institution with the family as the main partner in organizing the educational process (methodological recommendations). - Orenburg: Orenburg IPK, 2003.
4. Humane and personal space of family support in the realities of the 21st century: materials of the 1st regional pedagogical readings 13-14.11.2008 / Under the general editorship. E.S. Evdokimova. - Volgograd. Volgograd scientific publishing house, 2009. - 254 p.
5. Dalinina T. Modern problems of interaction between a preschool institution and the family // Preschool education. 2000. N 1.
6. Doronova T. N. Interaction of a preschool institution with parents // Preschool education. 2004. N 1.
7. Karelina I.O. Preschool pedagogy: a course of lectures / I.O. Karelina. - Rybinsk: branch of YaGPU, 2012. - 71 p.
8. Mulyar N.V., Chernigovskikh E.V., Kubyshkina N.D. Innovative pedagogical technologies: materials of the III international. scientific conf. (Kazan, October 2015). - Kazan: Buk, 2015. - 189 p.
9. Myasishchev V.N. Psychology of relationships / V.N. Myasishchev. - M.: MSSI Modek, 2011. - 400 p.
10. Pavlova L. On the interaction of family and public education of young children // Preschool education, 2002. N 8.
11. Tonkova Yu. M., Veretennikova N. N. Modern forms of interaction between preschool educational institutions and families [Text] // Problems and prospects for the development of education: materials of the II International. scientific conf. (Perm, May 2012). - Perm: Mercury, 2012. - pp. 71-74.

A modern kindergarten needs to synchronize the processes of teaching and upbringing, making them not opposed to each other, but complementary, enriching the development of children. The child must receive the right to become the subject of his own life activity, to see his potential, to believe in himself, to learn to be successful in his activities, and for this, today a structural and functional model of interaction between the preschool educational institution and the family on child development issues is needed.

Both interacting parties are interested in children, in their joint upbringing carried out in the course of cooperation. In order for these areas to be coordinated, educators need to not only use situational and organizational issues when working with parents, but also issues related to the development of the child, his education and upbringing.

Since the most problematic area for educators is organizational issues related to the inclusion of parents in the life of a preschool institution, activities are needed to encourage parents to become involved in the life of a preschool institution. Since parents are interested, first of all, in the development of their children, it is preferable to encourage them to take part in the life of a preschool educational institution through awareness of the importance of this for the development of their children. Parents must realize the specific positive consequences for the child of their inclusion in the life of a preschool institution.

The structural-functional model of interaction between the preschool educational institution and the family on child development issues can consist of three blocks: information-analytical, practical and control-evaluative. Let's look at each of them.

Information and analytical block involves collecting and analyzing information about parents and children, studying families, their difficulties and requests, as well as identifying the family’s readiness to respond to the requests of the preschool institution. These tasks determine the forms and methods of further work of teachers. These include: surveys, questionnaires, patronage, interviewing, observation and special diagnostic techniques used mainly by psychologists.

Work with parents within the framework of the information and analytical block is built in two interrelated areas. The first direction is educating parents, providing them with the necessary information on a particular issue. To resolve issues, various forms can be used: lectures, individual and subgroup counseling, information sheets, newspapers, memo sheets, a library for parents, a video library, an audio library, etc. The second direction is the organization of productive communication between all participants in the educational space, i.e. it is an exchange of thoughts, ideas, feelings. For this purpose, events are planned and carried out that would involve parents and children in a common interesting activity, which would “force” adults to enter into communication with the child.

The main task of the teaching staff is to create conditions for situational, business-like, person-oriented communication based on a common cause (drawing, crafts, roles in a play, books, games, preparing for a holiday, a hike, developing a common project, etc.).

Accordingly, with the solution to this problem, forms of interaction are also chosen: game libraries, weekend exhibitions, traditions, theater Friday, meeting with an interesting person, holidays, publishing family newspapers, magazines, protecting family projects, keeping home reading diaries and much more.

Second - practical block, contains information aimed at solving specific problems related to the development of children. This block may consist of such forms of work as:

psychological training - interactive communication with parents;

“virtual reception”, which involves virtual communication with the parent community on the “Educational Portal” website.

The forms and methods of work that can be used by specialists, teachers and psychologists depend on the information they received when analyzing the situation within the first block.

In order to solve the problem of effective interaction between preschool institutions and families, a third block is being introduced - control and evaluation, those. This is an analysis of the effectiveness (quantitative and qualitative) of activities. To determine the effectiveness of efforts spent on interaction with parents, you can use surveys, feedback books, score sheets, rapid diagnostics and other methods used immediately after an event. Equally important is self-analysis on the part of teachers. When working with parents, repeated diagnostics, interviews with children, observations, recording the activity of parents, etc. can be used to track and evaluate delayed outcome.

Thus, working with this model makes it possible to structure the activities of teaching teams of preschool educational institutions and families, and can be the starting point for organizing harmonious interaction between parents, children, and teachers.

.2 Modern forms of interaction between a preschool teacher and the family of children of senior preschool age

The entire system of work in preschool educational institutions is aimed at accepting the family as the first and most important actor in the upbringing and education of the child. Therefore, family participation in the educational process makes it possible to improve the quality of children’s education, since parents know their child’s capabilities better and are interested in their further advancement.

The main areas of interaction with the family are:

studying the needs of parents for educational services;

educating parents in order to improve their legal and pedagogical culture.

Based on these directions, work is carried out to interact with the families of preschool children through various forms. An analysis of the work practices of preschool educational institutions revealed two types of forms of collaboration:

joint events of teachers and parents: parent meetings, conferences, consultations, conversations, evenings for parents, circles for parents, thematic exhibitions, debates, pedagogical councils, board of trustees, meetings with the administration, school for parents, visiting families at home, parent committee.

joint events of teachers, parents and children: open days, tournaments of experts, clubs, KVN, quizzes, holidays, family competitions, newspaper release, film screenings, concerts, group registration, competitions, improvement of the preschool educational institution and the territory.

Exist traditional and non-traditional forms of communication between a teacher and parents of preschool children, the essence of which is to enrich them with pedagogical knowledge. Traditional forms are divided into collective, individual and visual information.

Collective forms include parent meetings, conferences, round tables, etc.

Parent meetings are an effective form of work for educators with a group of parents, a form of organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten and family. The agenda of meetings can be varied, taking into account the wishes of parents. We recommend formulating the topic problematically, for example: “Is your child obedient?”, “How to play with a child?”, “Should children be punished?” and etc.

Currently, meetings are being replaced by new forms, such as “Oral Journal”, “Pedagogical Lounge”, “Round Table”, Parent Conferences, Workshops - their main goal is the exchange of experience in family education, etc. It is advisable to combine different forms of work, for example , after entertaining activities with parents, you can organize conversations and meetings.

Individual forms include pedagogical conversations with parents; This is one of the most accessible forms of establishing connections with family. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit. The purpose of a pedagogical conversation is to exchange opinions on a particular issue; Its peculiarity is the active participation of both the teacher and parents.

Thematic consultations are organized to answer all questions that interest parents. The main purpose of the consultation is for parents to make sure that in kindergarten they can receive support and advice. There are also “correspondence” consultations. A box (envelope) is being prepared for parents' questions. While reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues, or redirect the question. This form received a response from parents. As our experience of conducting “correspondence” consultations showed, parents asked a variety of questions that they did not want to talk about out loud.

A separate group consists of visual information methods. They introduce parents to the conditions, tasks, content and methods of raising children, help overcome superficial judgments about the role of kindergarten, and provide practical assistance to the family. These include tape recordings of conversations with children, video fragments of the organization of various types of activities, routine moments, classes; photographs, exhibitions of children's work, stands, screens, sliding folders.

In addition, visiting the child’s family helps a lot to establish contact with the child and his parents.

Traditional forms of interaction between the teaching staff of a preschool institution and the family are combined today in new social conditions with variable innovative technologies for organizing the interaction of preschool teachers with parents of students. Many preschool educational institutions have unique experience in this area.

Currently, they are especially popular among both preschool teachers and parents. non-traditional forms communication. The following non-traditional forms are distinguished: information-analytical, leisure, educational, visual and informational (Table 1).

Table 1 - Non-traditional forms of organizing communication between teachers and parents

Name For what purpose is this form used Forms of communication Information and analytical Identifying the interests, needs, requests of parents, the level of their pedagogical literacy Conducting sociological cross-sections, surveys, “Mailbox” Leisure Establishing emotional contact between teachers, parents, children Joint leisure, holidays, participation of parents and children in exhibitions Educational Familiarization of parents with the age and psychological characteristics of preschool children. Formation of parents' practical skills in raising children Seminars-workshops, pedagogical briefing, pedagogical living room, holding meetings, consultations in a non-traditional form, oral pedagogical journals, games with pedagogical content, pedagogical library for parents Visual and informational: informational and educational; informational and educational Familiarization of parents with the work of a preschool institution, the features of raising children. Formation of knowledge among parents about the upbringing and development of children Information brochures for parents, organization of days (weeks) of open doors, open viewings of classes and other activities of children. Publishing newspapers, organizing mini-libraries

They are built according to the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. In new forms of interaction with parents, the principle of partnership and dialogue is implemented. Plan in advance for conflicting points of view on issues of raising children (punishment and rewards, preparation for school, etc.). Parents get to know their child better because they see him in a different, new environment and become closer to teachers. The positive side of such forms is that a ready-made point of view is not imposed on the participants; they are forced to think and look for their own way out of the current situation. Thus, parents are involved in preparing matinees, writing scripts, and participating in competitions. Games with pedagogical content are held, for example, “Pedagogical Field of Miracles”, “Pedagogical Case”, “KVN”, “Talk Show”, where opposing points of view on the problem are discussed and much more. A number of kindergartens organize a pedagogical library for parents, and books are given to them at home. You can organize an exhibition of joint works of parents and children “Dad’s Hands, Mom’s Hands and My Little Hands”, leisure activities “Inseparable Friends: Adults and Children”, “Family Carnivals”.

A special role in any form of organizing interaction with parents is given to sociological issues, questioning, and testing of parents and teachers. The main task of information and analytical forms of organizing communication with parents is the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, the presence of the necessary pedagogical knowledge, the attitude of the family towards the child, the requests, interests, needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, person-oriented approach to a child in a preschool setting, increase the effectiveness of educational work with children and build competent communication with their parents.

Leisure forms of organizing communication are designed to establish warm informal relationships between teachers and parents, as well as more trusting relationships between parents and children (joint holidays and leisure activities). Leisure forms of cooperation with the family can only be effective if educators pay sufficient attention to the pedagogical content of the event.

Cognitive forms of organizing communication between teachers and families are intended to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents.

The main role continues to belong to such collective forms of communication as meetings, group consultations, etc. The principles on the basis of which communication between teachers and parents are based have changed. These include communication based on dialogue, openness, sincerity in communication, refusal to criticize and evaluate the communication partner.

Cognitive forms of organizing communication between teachers and parents are designed to play a dominant role in improving the psychological and pedagogical culture of parents, and therefore contribute to changing the views of parents on raising a child in a family environment, and develop reflection.

Visual and informational forms of organizing communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool educational institution, allow them to more correctly evaluate the activities of teachers, revise the methods and techniques of home education, and see more objectively the activities of the teacher. Visual information forms are conventionally divided into two subgroups. Familiarizing parents with the preschool educational institution, the features of its work, with teachers involved in raising children, and overcoming superficial opinions about the work of the preschool educational institution. The objectives of one of them - information and awareness-raising - is to familiarize parents with the preschool educational institution, the features of its functioning, the activities of teachers, etc. The tasks of the other group - information and education - are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the features of the development and upbringing of preschool children. Their specificity lies in the fact that the communication between teachers and parents here is not direct, but indirect - through newspapers, the organization of exhibitions, etc., therefore we have identified them as an independent subgroup, and not combined with cognitive forms.

“Open Days” are especially popular, during which parents can visit any group - this makes it possible to introduce parents to the preschool institution, its traditions, rules, features of educational work, to interest them and attract them to participate.

Round tables are held in a relaxed manner with a discussion of current problems in raising children, taking into account the wishes of parents, and using methods to activate them. Conflicting points of view on the issues of punishing children, preparing them for school, etc. are planned in advance. The positive side of such forms is that a ready-made point of view is not imposed on the participants; they are forced to think and look for their own way out of the current situation.

In order to effectively implement the interaction process, it is necessary, first of all, to know the characteristics of the subjects of interaction, in particular, the teacher must know the typology of families, the psychological characteristics of parents, their age characteristics, the various styles of communication between parents and children in different families. Preschool teachers are fully aware that each family has a number of individual characteristics and reacts differently to outside intervention. Therefore, at present, pressing tasks continue to remain individual work with a family, differentiated approach to families of different types, taking care not to lose sight and influence of specialists on any specific but important family issues.

Thus, the interaction between parents and teachers in a preschool educational institution has a distinctly specific nature of cooperation, since both the content and forms of relationships between parents and teachers of preschool educational institutions have changed. In order to increase the efficiency and productivity of interaction, it is advisable to develop specific programs for the work of preschool educational institutions with different types of families.

GRADUATE QUALIFYING WORK

Interaction between kindergarten and family

Introduction

Relevance of the problem

The changes taking place in the state and education place new demands on the nature and quality of relations between the family and the educational institution. The state's attitude towards the family has changed, and the family itself has changed. Today the family is going through a crisis. A significant part of family and moral traditions has been lost, the attitude of parents towards children has changed, and the psychological microsociety of the family has been destroyed. In the changed economic conditions, parents, for the most part, are looking for sources of livelihood rather than raising children. The number of single-parent, dysfunctional families is growing. The Law “On Education in the Russian Federation” in Article No. 44 states: “Parents 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” (1)

Recognizing the priority of family education changes the position of a preschool institution in working with families. Kindergarten teachers not only educate children, but also advise parents on education issues.

Changing the psychological and pedagogical approach in education to the problem of family in matters of development and upbringing of children, the social order of society requires: updating the content, organizational forms of educating parents, introducing non-traditional methods of work into practice, creating various special assistance services (pedagogical, psychological), forming a single an educational space that can help the development of a child and his family.

The relevance of updating the content of cooperation with the family is due to the need to intensify and integrate the work of all preschool education specialists in solving the problem of interaction between preschool educational institutions and families in accordance with the “Law on Education in the Russian Federation” and the UN Convention on the Rights of the Child.

The relevance of the problem of interaction between school and family is beyond doubt. A child comes to school from a family and returns to his family. The family is the primary social microenvironment for a child. Its enormous influence on a child’s development is undeniable. Both mother and father are necessary for its normal development. Their importance for the child is not determined by the material contribution; what is important for his mental health is, first of all, emotional and personal contact with his parents. A man and a woman, being opposites and having a unique impact on the child, form that “golden mean”, which is called emotional balance, and which determines the successful development of the child.

However, not all families fully realize the full range of opportunities to influence their children. The reasons are different: some families do not want to raise children, others do not know how, and still others do not understand why this is necessary. This is aggravated by the fact that young families tend to live separately from their elders, many parents have no experience of communicating with younger brothers and sisters, and the experience of family upbringing traditions has been lost. All this leads to problems raising a child in a family.

Problems of raising children also exist in the families of our kindergarten students. The study of families made it possible to identify problems in family education:

reducing the duration and formalization of communication between mother and father and child;

Insufficient practical interaction between adults and children;

Inability to understand the motives of a child’s behavior, ignoring his spiritual needs;

Ignorance of the content and methods of raising preschool children.

Therefore, at present, the task of providing psychological and pedagogical assistance to parents in raising their children is important. Pedagogical education of parents is necessary, which will help them improve the level of pedagogical knowledge. To do this, it is necessary to reconsider the organization of work with parents in kindergarten, to establish new relationships based on cooperation and interaction.

Analysis of the situation shows that the consulting psychological and pedagogical network in the village is developing slowly. Few parents cannot get advice from specialized centers. The closest people to the child and the problems of his upbringing are preschool teachers who are interested in creating favorable conditions for the child’s development, overcoming the mistakes of family education and improving the pedagogical culture of parents. Optimizing cooperation between kindergarten and family becomes an objective necessity. At consultations, practical classes, trainings, joint events with teachers and children, parents will be able to increase the level of pedagogical knowledge;

Overcome the difficulties of family education;

They will learn to interact with the child, respect his personality, interests and needs.

1. Interaction between kindergarten and family in modern conditions

.1 New philosophy of interaction between kindergarten and family

school family teacher parent

In the “Concept of Preschool Education” (2), which laid the foundation for the reform of preschool education, it was noted that kindergarten and family, having their own special functions, cannot replace each other. For a full, meaningful course of the preschool period, it is necessary to combine the efforts of parents and educators.

The basis of the new philosophy of interaction between family and preschool educational institutionlies the idea that parents are responsible for raising children, and all other social institutions are called upon to help, guide, and complement their educational activities. The novelty of the relationship between a preschool institution and a family is determined by the concepts of “cooperation” and “interaction.”

Interactionis a way of organizing joint activities through communication. This is communication “as equals”, where no one has the privilege to indicate or control.

Cooperationteachers and parents presupposes equal positions of partners, respectful attitude of interacting parties to each other, taking into account the individual capabilities and abilities of each.

Cooperation involves not only mutual actions, but also mutual understanding. These characteristics are closely interrelated and interdependent. The better partners know and understand each other, the more opportunities they have to form positive personal and business relationships, in order to come to an agreement and agree on joint actions. The joint work of teachers and parents allows them to get to know each other better and helps strengthen their mutual influence.

The initiator of establishing cooperation should be kindergarten teachers, since they are professionally prepared for educational work, and therefore understand that its success depends on consistency and continuity in the upbringing of children. The teacher is aware that cooperation is in the interests of the child, and that it is necessary to convince parents of this.

The most important way to implement cooperation between teachers and parents is to organize joint activities in which parents are active participants in the process, i.e. is happening inclusion of parents in the activities of the preschool institution.The inclusion of parents in the activities of a preschool institution involves their participation in:

Organization of the educational process;

organization of the development environment;

Involving parents in assessing and monitoring the activities of preschool educational institutions;

Providing additional services;

Development of planning: general preschool plans, independent activities of children, joint activities of children and adults.

To implement this task it is necessary:

Gradual inclusion of parents in the activities of the preschool institution;

Increasing the level of pedagogical knowledge of parents;

Raising parents as real customers of educational services, i.e. their understanding of the purpose of the goals and functions of the preschool institution;

Systematic participation of parents in the activities of the preschool institution;

Creating conditions for the transition of parents from the role of passive observers to active participation in cooperation with preschool educational institutions.

Effectiveness of cooperationteachers and parents due to:

Positive attitude of the interacting parties to work together;

Awareness of work goals, personal interest;

Joint planning, organization and control over the life activities of children;

The position of the administration that promotes self-realization and self-expression of teachers and parents.

The transition to new forms of relations between parents, teachers and children is impossible within the framework of a closed kindergarten: it must become open system.Research by T.A. Kulikova allow us to conclude that “openness of a child care institution” presupposes “openness inward” and “openness outward” (3).

Implement "openness inward“- this means making the educational process more flexible, differentiated, humanizing the relationships between children, teachers, and parents. To do this, it is necessary to involve parents in the educational process of the kindergarten, to create such conditions so that all participants in the process have a personal willingness to open themselves in any activity. “The openness of the kindergarten to the outside“means a willingness to cooperate with the surrounding society: library, school.

To create an optimal relationship between educators and parents, it is necessary that both parties trust each other. The relationship between teachers and parents should be based on psychology of trust.The success of cooperation largely depends on the mutual attitudes of the family and the kindergarten (V.K. Kotyrlo, S.A. Ladyvir(4). It is important that parents feel the professionalism of the teacher in matters of education, are confident in his good attitude towards the child, but most importantly - valued his personal qualities (attention, kindness, caring, sensitivity). The teacher wins such trust through a caring attitude towards the child, the ability to cultivate in him positive personal qualities, generosity, mercy. No less important are the culture of communication, tact and mutual understanding.

The leading role in establishing relationships based on trust in each other belongs to the teacher. Mutual understanding and mutual trust are possible if the teacher excludes edification when working with parents, does not teach, but advises, thinks with them, and agrees on joint actions for the upbringing and development of children. The atmosphere of interaction between the teacher and parents should indicate that the teacher needs parents, to join forces with them, that parents are his allies, and he cannot do without their advice and help.

The interaction of teachers and parents in modern conditions involves line of influence on the family through the child,where the child becomes the leading subject of attention, and relationships between adults become emotionally smooth and constructive. This model of cooperation involves the interaction of a child care institution and a family 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.

A new model of interaction between parents, children and teachers helps:

Ensure parental participation in the educational process;

Activate the educational capabilities of parents;

To promote personal enrichment of all participants in interaction through the activities of its transformation and change.

Impact on the family through the child involves a multi-level system of cooperationwith the families of the pupils, which will depend on the social status, education, interests and requests of the parents.

Level I involves: - assistance to parents in planning the developmental impact on the child, in implementing an individual approach to children;

Level II - parents complement the child development program in kindergarten through various forms of joint communication between parents and children;

Level III - parents, together with teachers, conduct classes, organize creative activities with children, aimed at developing the individual capabilities of children.

All three levels of interaction allow, depending on the needs of parents, to take part in the life of the kindergarten, make changes to the educational process and be active participants in it. A differentiated approach to organizing work with parents is a necessary link in the system of measures aimed at increasing their pedagogical knowledge and skills.

Thus, advantages of the new philosophy of interaction between teachers and parentsundeniable and numerous:

Positive emotional attitude of teachers and parents to work together to raise children. Parents are confident that the preschool educational institution will help them in solving pedagogical problems, taking into account the opinion of the family. Teachers enlist the understanding of parents in solving problems in the upbringing and development of children;

Taking into account the individual characteristics of the child. By maintaining contact with the child’s family, the teacher knows his characteristics and habits and takes them into account when working, which leads to increased efficiency of the pedagogical process;

The ability to take into account the type of family and style of family relationships, which is unrealistic when using the traditional form of work;

Strengthening intra-family ties;

Parents can, already at preschool age, choose and shape the direction in the development and upbringing of the child that they consider necessary, i.e. take responsibility for raising the child.

The implementation of a new philosophy of interaction between preschool educational institutions and families helps to avoid the disadvantages that are inherent in old forms of working with families.

1.2 Approaches and main directions of organizing interaction between preschool educational institutions and families

Organization by the administration of the preschool educational institution of work with teachers to implement the new philosophy of working with parents involves:

Clear goal setting. Teachers must be aware of the purpose of interaction and adhere to it in the course of their work. Violation of this provision leads to the opposite of the expected result;

Each preschool educational institution employee must clearly understand what personal benefits he will receive from this work, including the financial aspect. The greatest psychological effect is achieved from the benefits that everyone will have by changing their attitude towards working with parents;

When planning work, it is imperative to take into account the state, interdistrict level, and early investments that will have an effect in a few years.

Trusting relationships between teachers and parents cannot be imposed; they appear as a natural desire of both parties. You can achieve understanding in relationships with parents if you systematically study the requests of parents, their requirements for the work of the preschool educational institution, invite parents to the preschool institution during entertainment and sports events, arrange presentations of the preschool educational institution in society, and provide parents with written information about the work of the kindergarten.

Based on the research of Lashley Jenny(5), we can distinguish actions of teachers to establish contacts with parents:

1. First contacts between the preschool educational institution and the family:

A teacher visiting a family at home;

inviting parents to visit the preschool educational institution;

Providing parents with written information about the child care facility;

A meeting with parents to clarify the conditions for the child to attend kindergarten.

2. Further relationship between parents and teachers is realized in the process:

Daily contacts when parents drop off or pick up their children;

Informal conversations about children or scheduled meetings with parents to discuss progress;

Familiarizing parents with written material about their children;

Visits to kindergarten parents to get acquainted with the work of the preschool educational institution and the opportunity to see how their child is doing.

3. Help for preschool parents:

As organizers and sponsors;

in organizing joint excursions, walks, and leisure activities;

4. Parents’ participation in their children’s daily visits to preschool educational institutions:

Parents stay so that the child gets used to the preschool;

Parents take part in children's games and activities.

5. Parents' contribution to their child's education:

Working with your child in kindergarten (so that the teacher can teach parents how to help their child);

Continuation of teaching work at home conducted by teachers.

6. Parental participation in social activities:

Work in the parent committee of the kindergarten and other public organizations of parents.

7. Organizing social events for parents:

Attending courses on educational issues;

Work of the club for parents;

Inviting lecturers on issues of interest;

8. Help for parents:

Providing assistance in matters of education and child development;

accumulation of information on family education and practical advice;

Help in solving crisis situations.

The achievement of optimal results in the upbringing and development of children in the joint activities of teachers and parents will be facilitated by conditions:

Unity of tasks and content of educational work in kindergarten and at home;

Providing an individual, differentiated approach to working with families of pupils based on an analysis of family education and the contingent of parents;

Teachers planning different forms of education with parents and other family members, the relationship between different forms;

Continuity in the content and technologies of pedagogical education for parents of children of different ages, in the development of practical skills in parents;

Availability of regulatory documents on working with families in the preschool educational institution;

Selection of materials in the methodological room of a preschool educational institution to help teachers;

Participation of all specialists in promoting the goals, objectives, content and methods of education and development of preschool children.

In order to pedagogically competently build work with parents within the framework of the new philosophy, it is necessary to observe principles:

- openness of the kindergarten for families(each parent is provided with the opportunity to know and see how his child lives and develops);

- cooperation between teachers and parents in raising children.Establishing partnerships among all participants in the educational process;

- scientific character- lies at the basis of all developments on the problems of preschool childhood, which allows the pedagogical process to be carried out on a scientific basis, using new educational technologies.

- continuity and integrity -the ability to work with families, implementing a single line of interaction at all stages of preschool age;

- variability- various forms of interaction between the child care institution and the family, flexible response to parents’ requests;

- planfulness -gradual pedagogical influence on parents, which is manifested in content, means, methods, techniques that meet the characteristics of families;

- humanity -relations between teachers and parents are built on trust, mutual respect, cooperation, and goodwill;

- diagnosticsgeneral and specific problems in the upbringing and development of a child;

- creation of an active development environment,providing unified approaches to personal development in the family and children's institutions.

The implementation of a new model of cooperation between kindergarten and family develops in parents the skills of conscious inclusion in a single process of raising and educating a child, joint with teachers, and in teachers, the stereotype of distancing parents from the education system is overcome. Cooperation between teachers and parents contributes to the provision of comprehensive assistance to kindergarten students and their families, helps in organizing the full life of children at each age stage, creates favorable opportunities for the development of children, and all kindergarten specialists are given the opportunity for their professional growth. Interaction contributes to solving current educational problems of all participants in the pedagogical process: children, parents, teachers.

2. Managing the process of cooperation between kindergarten and family

.1 Problem analysis of the activities of MBDOU "Bolshesnovsky kindergarten" with parents

MBDOU "Bolshesnovsky kindergarten" is a preschool educational institution of a general developmental type with a priority implementation of activities for the cognitive development of children. Has a state license to carry out educational work with preschool children.

There are 12 groups in the preschool educational institution, which are attended by children from 3 to 7 years old, a total of 265 people, which is 61% of the child population of the village.

Educational and correctional work with children is carried out by 25 teachers: 19 educators, 2 speech therapists, 2 music directors, a physical education instructor, and a teacher-psychologist. All teachers have special education (of which 18% have higher education). 76% of teachers have qualification categories.

An analysis of work with families showed that the kindergarten staff is looking for new forms of interaction with parents. Work with families of pupils is planned both throughout the children's institution and in each age group. Teachers use different forms of work: meetings, consultations, conversations, open days.

Propaganda of pedagogical knowledge is carried out through a system of visual propaganda. The groups have set up “Parent Corners” where advisory materials on all sections of the program are posted. Special folders contain collections of methodological recommendations for parents, compiled by kindergarten teachers and specialists.

On the issue of preserving and strengthening the health of preschool children, the nurse and physical education instructor issue sanitary bulletins. There is a “Health Corner” in the lobby, where parents can get information that interests them.

Work with parents of children in preparatory groups for school is purposefully organized. Individual conversations between a psychologist and each parent are held, meetings are held jointly with primary school teachers, and thematic exhibitions “How to prepare a child for school” are being prepared. To the most active parents at the “Goodbye, Kindergarten!” Letters of gratitude are presented from the kindergarten administration.

The kindergarten has experience in non-traditional forms of working with parents. There is a club for parents “My Family”.

But at the same time, the problem of proper interaction between the kindergarten and the family exists. Activity and initiative belongs mainly to educators. Quite often, the interaction of teachers with families is edifying and instructive in nature. Teachers and parents communicate most often in the absence of children (at meetings, consultations, etc.).

A problem analysis of the work of the teaching staff with parents helped to identify shortcomings in the work:

When choosing forms of work, the capabilities and living conditions of specific families and the cultural and educational level of parents are not always taken into account;

Traditional forms of working with parents predominate.

A survey of teachers shows that the main reasons for these shortcomings can be considered:

Insufficient knowledge of the specifics of family education;

Inability to analyze the level of pedagogical culture of parents and the characteristics of raising children in the family;

Insufficient level of development of teachers’ communication skills;

Lack of education experience and age barrier among young teachers.

Therefore, teaching constructive ways of communication to all participants in pedagogical interaction and increasing the level of psychological and pedagogical knowledge of parents becomes an objective necessity.

Problem analysis of family studieswas conducted on the following issues:

Sociological study of families;

Parents' satisfaction with the work of the kindergarten;

Problems of parents in raising and educating children;

parents' priorities in the field of pedagogical literacy;

relationships between parents and teachers.

210 people or 79% of the total number of parents took part in the parent survey.

The study of parents' questionnaires allowed us to obtain the following results: SOCIOLOGICAL STUDY OF FAMILIES: Parents' education: higher - 24%, specialized secondary - 59%, secondary - 17% Marital status: two-parent family -77%, single-parent family - 23% Social status: employees - 24 %, workers - 24%, intelligentsia - 26%, entrepreneurs - 15%, unemployed - 11% Number of children in the family: 1 child - 21%, 2 children - 68%, large families - 11%

68% of parents expressed satisfaction with the work of the kindergarten; 27%) parents are partially satisfied with the work of teachers; 5% of parents are not satisfied with the work of the kindergarten. Parents note that they receive information from the teacher (60%), visual information (23%), and at meetings (17%).

Parents suggest improving the quality of educational work with children. 78% of parents would like to know more about their child. 79% of parents would like to receive additional educational services, and 42% of parents wanted their children to attend several clubs at once.

PARENTS' PROBLEMS IN THE EDUCATION AND EDUCATION OF CHILDREN were distributed as follows:

Communication between parents and children;

Teaching and raising children in a home environment;

creating an environment at home for the child’s development;

Parents put forward the following as the main PRIORITIES FOR PEDAGOGICAL LITERACY:

Mastering communication techniques with preschool children;

mastering forms, techniques, methods in raising and teaching children;

cooperation with kindergarten teachers.

THE RELATIONSHIP OF PARENTS WITH STAFF of the kindergarten is satisfied by the majority of parents (83%). The need to collaborate with teachers in raising their children is recognized by 59% of parents.

THE DEGREE OF PARENTS' INVOLVEMENT IN THE ACTIVITIES OF THE KINDERGARTEN: - active participants - 15%, - observers - 65%, - customers - 20%.

Thus, the contingent of kindergarten parents is not homogeneous in composition and priorities in raising children. Not all parents realize the importance of cooperation with kindergarten teachers. Changing this position of parents should be the task of the administration and kindergarten teachers. Success is possible only when parents become active participants in the educational process and a community of children and adults is formed. The task of the teaching staff is not just to attract parents to their side, but to develop a joint strategy for raising the child.

2.2 The purpose and objectives of cooperation between teachers and families

Target:Psychological and pedagogical education of parents Tasks:1. Create conditions to meet the real needs of the family in raising children, provide the necessary services to those in need;

2. Increase the level of psychological and pedagogical knowledge of parents;

3. To involve parents in participating in the life of the kindergarten through the search and implementation of the most effective forms of work with the family;

4. Increase the professionalism of teachers on the issue of interaction between kindergarten and family.

.3 Stages of development of cooperation between kindergarten and family

stage. Target:creating conditions for effective interaction between kindergarten and family.

Tasks:

Study by teachers of the theoretical basis on the problem: similar work experience, scientific and methodological literature, modern developments;

Analysis of work with parents to identify the level of work of teachers;

Studying the needs of parents in improving pedagogical literacy, the level of their inclusion in the activities of a preschool institution;

Identifying problems of teachers in interaction with parents;

Analysis of methodological support for working with parents in a preschool institution;

Concluding agreements with other social institutions for the successful implementation of cooperation.

Planned results:

Creation of an information bank of regulatory and legal documentation, didactic and methodological support for working with parents;

Increase the level of knowledge of teachers on the problem;

Development of long-term plans for working with parents and children. Determination of the main methods and forms of work;

Creation of a data bank of families of pupils, including the needs of parents to improve pedagogical literacy, experience of family education, the level of inclusion of parents in the activities of the kindergarten. Stage II. Target:pedagogical education of parents, provision of services to those in need. Inclusion of parents in the activities of preschool educational institutions.

Tasks:

Increasing the level of pedagogical knowledge of parents through the organization of informational and educational events, training sessions;

Organization of joint cultural events for children, parents, teachers;

Organization of work with teachers to improve communication skills;

Identification, based on diagnostic analysis, of positive aspects of work and shortcomings.

Preparation of a package of documents for organizing cooperation with parents of “disorganized” children. Planned results:- Acquisition by parents of knowledge and skills regarding the upbringing and development of children;

Reducing the level of pedagogical neglect in raising children;

Improving the level of constructive communication skills between teachers and parents:

Testing of new forms of interaction between a preschool institution and family: a group of short-term stays for children and an adaptation group of young children.

Stage III. Target:continue work on pedagogical education of parents, developing different forms of interaction between kindergarten and family.

Tasks:

Analysis and correction of cooperation between the child care institution and the family;

Organization of collective creative activities, work of creative workshops for parents and children;

Identifying positive experiences of cooperation and the reasons for unsuccessful experiences.

Planned results:

Changing the style of relationships in families of pupils;

Achieving common value orientations among teachers and parents;

Creation of a “Pedagogical Piggy Bank” for working with parents.

Stage IV. Target:analysis of the implementation of cooperation between kindergarten and family.

Tasks:

Summarize your experience of working with families.

Identify the reasons for the bad experience and outline corrective work.

Planned results:

Selection of the best materials for publication in the regional newspaper “Svetly Put”, “Pedagogical Bulletin” of the Education Department of the Bolshesosnovsky Municipal District Administration.

Stage I. Goal: creating conditions for effective interaction between kindergarten and family

No. Tasks Contents of activities Performers Deadline Output 1. Advertising the image of the preschool educational institution Popularization of the activities of the preschool educational institution in the media - the newspaper "Svetly Put" Head, deputy. Head, specialists Throughout the year Articles in the district newspaper Issue of advertising booklets, leaflets about the activities of preschool educational institutions Head, deputy. manager, specialists Throughout the year Distribution at meetings with parents Open days: “Kindergarten invites” Manager, deputy. Head, teachers 1 time per quarter Summaries of events, questionnaires for parents. Participation of employees and children in events of the surrounding society Head, deputy. head, teachers, children Throughout the year Holidays, concerts Introducing parents to the programs on which the kindergarten operates Deputy. Head, teachers During the year Consultations 2. Create a data bank about the families of pupils Research of families of pupils to identify: - type of family; - educational social and financial situation Deputy head, group teachers, parents I quarter, annually Long-term planning, discussion of results 3. Study the needs of parents in improving pedagogical literacy Questionnaires and surveys of parents to identify: - the level of parental aspirations for the preschool education of children; - parents’ needs for educational services; - the degree of parental involvement in the activities of the kindergarten; - a set of needs to improve the pedagogical literacy of parents. Deputy. head, group teachers, parents 1st quarter, annually Long-term planning, discussion of results 4. Study the level of satisfaction of parents with the work of the kindergarten - Questioning parents; - Analysis of the forms of work that teachers use in groups. - Reasons for dissatisfaction with working with parents. - Relationships between teachers and parents Deputy Head, Specialists, educators 2 times a year Questionnaires for parents 5. Organize the work of the library - Organize thematic exhibitions of new literature. - Distribution of books at home for parents and children. Deputy. head During the year Exhibitions, library work in kindergarten 6. “Kindergarten mailbox” - Identification of parents’ problems, their solutions; - Identification of information about the work of the kindergarten Head, deputy. Head, specialists During the year Suggestions, comments from parents

Stage II Goal: pedagogical education of parents, provision of services to those in need. Inclusion of parents in the activities of preschool educational institutions

No. Tasks Contents of activities Performers Deadline Output 1. Increase the level of legal knowledge of parents Selection of regulatory documents on the problem of protecting children's rights Deputy. manager, specialists I quarter Information stand Design of the information stand “Dedicated to the rights of the child” specialists 1 time per quarter Rod. meetings, meetings Creation of a data bank on the nature of treatment of children in the family Educators, psychologist During the year Questionnaires of parents, teachers Development of leaflets for parents on the implementation of children's rights in the family Deputy. head, psychologist, educators. During the year, participation of parents in the “Day of Good Deeds.” Inform. stand Design of an information stand in each group Educators Throughout the year, information for parents on the issue Organize the work of the “Legal Academy for Parents” Head, lawyer 1 time per quarter workshop, discussions, round table 2. Organize pedagogical education for parents Work of the “My Family” club by age “Baby”, “Why”, “I want to know everything.” Deputy. head, teachers 1 time every 2 months, practical classes, round tables, living room debates, etc. Work of the “Mother’s School” club for young families Head, deputy. head, teachers 2 times a month Notes, video, joint events Open days “Invite kindergarten” (on the subject of the annual plan) Head, deputy. head, teachers 1 time per quarter Notes, video, joint events Information stand regulating the activities of the kindergarten (documents) Head, deputy. Head, teachers I quarter Documentation on the activities of the kindergarten Information stands in groups teachers In current. year Leaflets for parents Design of folders Educators. specialists Throughout the year, recommendations to parents Meetings in groups, educators once a quarter Notes - theses Consultations of educators, specialists on problems of education and training Educators, specialists During the year Protocol-report, theses, exhibitions Individual interviews with parents to identify their problems in education and upbringing, study motives and needs Deputy. manager, specialists During the year Questionnaires, work planning “Kindergarten mailbox” (identification of problems, issues, their solution) Manager, deputy. head Constantly throughout the year Suggestions, comments from parents, work planning 3. Involve parents in the activities of the kindergarten Participation in creating a developmental environment in groups and at the kindergarten site head, deputy. Head, teachers Constantly during years Visual forms Holding traditional holidays with the participation of parents: - “Day of Knowledge”; - “Hello, very much!”; - “Visiting the Christmas tree”; - "March 8"; - Graduation balm. head of music manager educators According to schedule Video scripts Homework for joint completion of parents and children Educators, specialists Constantly throughout the year Individual work of educators and parents Joint competitions for children and parents: - “Fun starts” - “Come on, guys” - “Dad, mom, I am a sports family Instructor for physical education, teachers According to schedule Notes, scripts, videos Group leisure activities in groups Educators, music directors, specialists Throughout the year Scripts, video Participation in organizing competitions: - “Generous Autumn” - “Skillful hands do not know boredom” (toys for groups and teaching aids) - “ From the world one by one" (fair and sale) Deputy. manager, specialists, teachers According to the plan Competitions, photo albums, design of a recipe book Elective courses “Housewife” “Fitness club” “Trowel” Deputy. head, specialists Throughout the year Celebration for parents and children, video film Organization by parents of video filming of holidays, entertainment, activities, etc. educators Throughout the year video films 4. Involve parents of “disorganized children” in cooperation with the kindergarten - Identification of children who do not attend kindergarten; - Individual interviews to identify problems in education and the need for pedagogical knowledge; - Introducing parents to the programs in which the kindergarten operates; - Conducting an “Open Day” to familiarize yourself with the activities of the kindergarten. Deputy. manager, specialists. 2 times a year. Questionnaires, individual work with parents.

Stage I Goal: to continue work on pedagogical education of parents, developing different forms of interaction between kindergarten and family

No. Tasks Contents of activities Performers Deadline Output 1. Continue legal education of parents Organizing legal advice for parents in kindergarten head, lawyer 1 time per month Individual. consultation for parents - “Children’s Rights Week” Deputy. Head, teachers, specialists annually Summaries of events, holidays - Exhibition of children's drawings "Mom, Dad, I - a friendly family" teachers According to plan Album of children's works - Memos for parents "This is useful to know" Deputy. manager, psychologist Throughout the year Leaflets for parents Holidays: “A friendly family together”, “Family birthday” Music director, specialists According to the plan, video film 2 Analyze and adjust work with parents on their pedagogical education Individual tasks for joint completion by parents and children with increased cognitive development Educators, specialists, psychologist Throughout the year Individual work with children and parents Problem seminar - workshop “A first-grader is growing in a family” Psychologist, deputy. head, "speech therapist III quarter Round table, discussions, workshop, protocol - report Carrying out correctional work with problem families Psychologist, speech therapist, specialists During the year Individual work, consultations - Identification of families at risk: - organization of discussions, trainings for the correction of parental attitudes; - individual work with families Deputy. head, educators, psychologist, speech therapist, specialists Throughout the year Individual work, notes, theses, speeches Acquaintance with new programs, forms and methods of teaching children Deputy head, educators Throughout the year consultations 3. Improve work on including parents in the activities of preschool educational institutions “Day of Good Deeds”, “K they came to visit us" (joint games, interesting things to do with parents) Educators, parents Once a month Visit to parents of the kindergarten "Adults for children" theatrical performances with the participation of parents as heroes Educators, specialists According to plan Notes, holidays Parents' visits to open classes, holidays, special moments for assessment of results in the educational processHead, deputy. Head, teachers During the year Protocol - report - Development and testing of new events in a preschool institution: “My grandmother and I are friends” - Family talent competition - Meetings with interesting peopleDeputy. head, music director, specialists, educators During the year Scenario notes, video - film - Organization of clubs for children and parents: - “Musical living room” - “Create, invent, try” Deputy. manager, specialists, educators During the year Work plan Concerts, exhibitions - Organization of an Open Day to monitor the implementation of routine moments and identify the activity of children during the day; Manager, deputy. manager, creative group, nurse. 1 time per quarter Protocol - report - Monitoring of the parent committee over the implementation of instructions to protect the life and health of children; - catering; - compliance with safety regulationsManager, deputy. manager, creative group, teachers, specialists, nurse 2 times a year Protocol report 4. Continue cooperation with parents of “disorganized children” Individual interview to identify problems in training and education, parents’ needs for pedagogical knowledge Head, deputy. head, psychologist, specialists constantlyConsultations, questionnairesIntroducing parents to the programs under which the preschool institution operatesDeputy. Head, specialists Consultations throughout the year Conducting seminars and workshops on various sections of the program Deputy. manager, specialists, psychologist, speech therapist 1 time per quarter Abstract presentations, protocol Individual counseling at the request of parents Specialists, deputy. head During the year Questionnaires, consultations Participation of children and parents in leisure activities Creative group, music. leaderDuring the yearHolidays, scripts, video

No. Objectives Contents of activities Performers Deadline Output 1. Continue legal education of parents - Organization of legal consultation in kindergarten head, lawyer 1 time per month Individual. consultation for parents - “Children’s Rights Week” Deputy. Head, teachers, specialists annually Summaries of events, holidays - Exhibition of children's drawings "Mom, Dad, I - a friendly family" teachers According to plan Album of children's works - Memos for parents "This is useful to know" Deputy. head, psychologist Throughout the year Leaflets for parents - Holidays: “A friendly family together” “Family birthday” Music director, specialists According to the plan video film 2. Analyze and adjust work with parents on their pedagogical education Individual tasks for joint completion by parents and children with increased cognitive development Educators, specialists, psychologist Throughout the year Individual work with children and parents Problem-based seminar - workshop “A first-grader is growing in a family” Psychologist, deputy. head, "speech therapist III quarter Round table, discussions, workshop, protocol - report Carrying out correctional work with problem families Psychologist, speech therapist, specialists Throughout the year Individual work, consultations Identification of families at risk: - organization of discussions, trainings for correction of parental attitudes - individual work with families Deputy head, educators , psychologist, speech therapist, specialists Throughout the year Individual work, notes, theses, speeches Acquaintance with new programs, forms and methods of teaching children Deputy head, educators Throughout the year consultations 3. Improve the work of including parents in the activities of the preschool educational institution “Day of Good Deeds”, “Visit us” came" (joint games, interesting things to do with parents) Educators, parents 1 time per month Visit to parents of the kindergarten "Adults for children" theatrical performances with the participation of parents as heroes Educators, specialists According to the plan Notes, holidays Parents' visits to open classes, holidays, routine moments to evaluate results in educational processHead, deputy. Head, teachers During the year Protocol - report Development and testing of new events in a preschool institution: “My grandmother and I are friends” - Family talent competition - Meetings with interesting people Deputy. head, music director, specialists, teachers During the year Notes of scripts, video - film - Organization of clubs for children and parents: - “Musical living room” - “Create, invent, try” Deputy. manager, specialists, educators During the year Work plan Concerts, exhibitions - Organization of an Open Day to monitor the implementation of routine moments and identify the activity of children during the day; Manager, deputy. manager, creative group, nurse. 1 time per quarter Protocol - report - Monitoring of the parent committee over the implementation of instructions to protect the life and health of children; - catering; compliance with safety regulationsManager, deputy. head, creative group, educators, specialists, nurse 2 times a year Protocol report 4. Continue cooperation with parents of “disorganized children” Individual interview to identify problems in training and education, parents’ needs for pedagogical knowledge Head, deputy. head, psychologist, specialists constantlyConsultations, questionnairesIntroducing parents to the programs under which the preschool institution operatesDeputy. Head, specialists Consultations throughout the year Conducting seminars and workshops on various sections of the program Deputy. manager, specialists, psychologist, speech therapist 1 time per quarter Abstract presentations, protocol Individual counseling at the request of parents Specialists, deputy. head During the year Questionnaires, consultations Participation of children and parents in leisure activities Creative group, music. leaderDuring the yearHolidays, scripts, video Stage IV Goal: analysis of the implementation of cooperation between kindergarten and family

1.Analyze the results of cooperation between teachers and parentsAnalysis of the forms of work of teachers with parentsHead, deputy. Head, teachers III quarter Questionnaires, individual work with teachers, parents Identification of contradictions in cooperation with parents Head, deputy. head, teachers III quarter Questionnaires, individual work with teachers, parents Questionnaires and surveys of parents to identify: - level of satisfaction with the work of the kindergarten with parents; - the degree of parental involvement in the activities of the preschool educational institution; - level of satisfaction with the acquired pedagogical knowledgeDeputy. Head, teachers III quarter Questionnaires, individual work with teachers, parents

.5 Managing the process of cooperation between kindergarten and family

stage. Goal: creating conditions for effective interaction between kindergarten and family

No. Tasks Contents of activities Performers Deadline Output 1 Create a mechanism for managing cooperation between kindergarten and family Definition of functions, forms of work with participants in cooperation Head, deputy. Head I quarter Order of the head Creation of a consultative and diagnostic service Deputy. head, psychologist, speech therapist, nurse I quarter Questionnaires, diagnostics 2 Inform the team about the cooperation of the kindergarten and family Production meeting “Coordination of the activities of kindergarten employees to implement cooperation between the kindergarten and the family” Head, deputy. Head, specialists Quarter 1 Directive of the Head Pedagogical Council “Social and pedagogical practice of interaction between family and kindergarten in modern classes” Head, Deputy. Head of the 1st quarter Questionnaires for teachers 3 Study the theoretical basis of the problem: similar work experience; scientific, methodological literatureCreative work “Modern family - what is it like?” A cross-section of teachers' ideas about the modern familyHead, deputy. Head II quarter collages Round table: teaching staff and parents: methodology of interaction Deputy. Head, psychologist 2nd quarter Adjustment of work plans Round table on the problem “I would like to propose...” Exchange of views on the literature studied Head, deputy. head 2 times a year Messages from teachers Inclusion of this problem in self-education plans Head, deputy. Head, teachers I quarter Discussion of messages from teachers Consultation “Preparing and conducting a survey of parents on the topic of interaction between kindergarten and family. Goals and objectivesHead, deputy. Head, teachers I quarter Memo for educators Pedagogical Board “Problems of family education.” Discussion of collected information about familiesManager, deputy. Head, teachers I quarter Messages from teachers Pedagogical lounge “The specifics and importance of family in a child’s life.” Clarification of teachers' knowledge on the problem Head, deputy. Head, teachers II quarter Discussion of the results of the literature studied “Modern concepts and prospects for joint activities of kindergarten and family in Russia and abroad” Head, deputy. head, teachers II quarter Messages from teachers 4 Determine the level of work of teachers on the issue of interaction with parents Study and analyze the work of kindergarten teachers on the problem Head, deputy. Head I quarter Discussion of messages from teachers Identify problems of teachers in interaction with parents Head, deputy. Head I quarter Questionnaires To study the needs of parents in improving pedagogical literacy, the reasons for dissatisfaction with the organization of work with children and parents Head, deputy. Head, teachers I quarter Questionnaires 5 Determine the content of connections with the surrounding society Determine and develop additional opportunities for interaction with: - the library; - school; - hospital; - district leisure center; - Center for Youth Creativity “PoletZam. head 1st quarter Action Plan 6 Determine the level of methodological support for working with parents in kindergarten - Create a package of regulatory and legal documentation in the preschool educational institution: - “Law on Education in the Russian Federation” - Family Code of the Russian Federation - “Convention on the Rights of the Child” - Charter of the preschool educational institution - Regulations on the Governing Council Head 1st quarterPlan activities - Create an information bank, including: - a catalog of literature - a video library of experiences in family education, activities, routine moments - recommendations for parents on the development of children's speech, cognitive activity, mathematics Deputy Head 1st quarter Plan of activities 7 Develop plans for working with parents and children, determine forms and methods of work - Individual consultation to discuss long-term plans; - seminars on organizing joint events for children and parents, productive activities; - Competition for the best developments on the problem. Head, deputy. head, teachers According to the annual plan Consultations Work experience notes 8 Track the results of work at stage I. Reflection on the results of workRepeated questioning of teachers to identify knowledgeHead, deputy. Head, teachers III quarter questionnaires Study and analysis of teachers’ self-education plans on the problem Head, deputy. Head I quarter Individual work with teachers Study and analysis of teachers' long-term plans in order to identify the ability to set goals and objectives of work and see prospectsDeputy. Head During the year Individual work with teachers Monitoring the decisions of the teachers' council (meetings) Deputy. Head of the current years Questionnaires, reports Attending teacher events to assist in correcting mistakesDeputy. manager Throughout the year Questionnaires, reports Organization of mutual visits to events in order to identify positive experiences and correct shortcomings Manager, deputy. head During the year Discussion of events Conducting a pedagogical quiz, solving pedagogical problems in order to identify the depth and awareness of knowledge Head, deputy. Head, teachers, specialistsII quarterDiscussion of eventsCompetition for the best organization of the child development environmentDeputy. Head, teachersIII quarterAlbumTracking the results of work to create an active environment for the development of the childDeputy. Head During the year Individual work with the teacher Repeated questioning of teachers in order to identify the quality of the knowledge acquired, their analysisDeputy. Head III quarter questionnaires Pedagogical council on the results of work at the first stage Head, deputy. Head, teachers III quarter Discussion of work results stage Goal: Improving the professionalism of teachers, improving communication skills

Testing new forms of interaction between kindergarten and family

No. Objectives Contents of activities Performers Deadline Output Increasing the level of legal knowledge of teachers Consultation “Organization and content of preventive work to protect the rights of children from abuse” Psychologist, educators 1st quarter Messages from educators Business game “Legal Academy of Teachers.” Discussion of situations related to violation of children's rights and ways to solve this problem. Drawing up memosDeputy Head, teachers I quarter Memo for parents Inclusion in self-education plans of issues of protecting children's rights in kindergarten and at home Deputy. Head, teachers I quarter Messages from teachers Exhibition of materials

The work of preschool educational institutions with families is based on the cooperation of teachers and parents, which presupposes equality of positions of partners, respectful attitude of interacting parties towards each other, taking into account individual capabilities and abilities. Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, and mutual influence. Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships.

The concept of community implies the unification of someone based on friendship, unity of views and interests. But is mutual friendship possible without communication, therefore, without interaction? Of course not. And since fellowship presupposes, first of all, openness of heart towards each other, i.e. the presence of empathy, then community, is the highest point of interaction between the preschool educational institution and the family.

Childhood is an unforgettable time in the life of every person. It is filled with the kind hands of parents and the care of educators. Parental love gives a person a “margin of safety” and creates a sense of psychological security. Who helps parents raise their children? Educators are the first assistants to parents; in their hands, children become inquisitive, active, and creative.

At the present stage, family education is recognized as leading, since parents are the first teachers; they are obliged to lay the foundations for the physical, moral, intellectual, and personal development of the child. The successful implementation of this large and responsible work is impossible in isolation from the family.

The main thing in the work of any preschool educational institution is the preservation and strengthening of the physical and mental health of pupils, their creative and intellectual development, and the provision of conditions for personal and harmonious growth. To achieve high effectiveness of the educational and pedagogical process in preschool educational institutions, working with parents of students is of great importance. Parents. Parents. Parents... you can, however you bend this word, use an effective spell that will bear fruit to improve the relationship between the preschool educational institution and families. In this regard, the position of preschool educational institutions in working with families is also changing.

An analysis of psychological and pedagogical literature has shown that the problem of interaction between family and preschool educational institutions is widely discussed by teachers and practicing psychologists. Research conducted by T. Danilina revealed problems that exist in the interaction of preschool educational institutions with families, such as lack of time and reluctance to work in cooperation. L.M. Clarina developed a whole complex of formation and development of content and organizational areas of the kindergarten and family community. T.N. Doronova, G.V. Glushakova, T.I. Grizik and other authors developed and published methodological recommendations for preschool employees in organizing and conducting work with parents based on cooperation and interaction.

The problem of interaction between a preschool institution and a family remains relevant today, sometimes acquiring an aggravated character. Difficulties in relations between families and educational institutions may be associated, for example, with a discrepancy in mutual expectations and with the sometimes mistrust of parents in educators. The misunderstanding between the family and the kindergarten falls heavily on the child. And we, teachers, very often experience great difficulties in communicating with parents due to the choice of form of interaction.

Thus, the analysis indicates the need for innovations in cooperation with parents. It is necessary to develop and implement a work system for the active inclusion of parents in the life of preschool educational institutions. All this allows us to consider working with parents as one of the problems in the activities of preschool educational institutions at the present stage of modernization of the education system. In this regard, the issue of finding and implementing modern forms of interaction between a preschool institution and the family is one of the most pressing today.

Forms of interaction between kindergarten and parents 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, unite them into one team, cultivate the need to share their problems with each other and solve them together. Teachers are trying to make fullest use of the entire pedagogical potential of traditional forms of interaction with the family and are looking for new, modern forms of cooperation with parents in accordance with the changing socio-political and economic conditions of the development of our country.

By building interaction with parents, you can develop and use both traditional forms - these are parent meetings, lectures, workshops, and modern forms - oral magazines, excursions, parent clubs, promotions, recreational activities, games, etc.

When planning this or that form of work, we, as teachers, always proceed from the idea of ​​modern parents as modern people who are ready for learning, self-development and cooperation. Taking this into account, we select the following requirements for forms of interaction: originality, relevance, interactivity.

Recently, new, promising forms of cooperation have emerged, which involve involving parents in active participation, both in the pedagogical process and in the life of the kindergarten. In our group we use a variety of modern forms of working with parents. What can be attributed to them:

Information and analytical

Questionnaire;

- "Mailbox".

Visual information

Parent clubs;

Mini library;

Information stands "WINDOW - very short news";

Publication of the newspaper "ZhZD - the life of wonderful children."

Cognitive

Parents' living rooms;

Non-traditional parent-teacher conferences;

Oral journals;

Excursions.

Leisure

Holidays;

Joint leisure activities;

Participation of parents in competitions and exhibitions.

One of the forms of information and analytical work is a mailbox. This is a box or notebook in which parents can put notes with their ideas and suggestions, and ask questions to specialists, the head or the methodologist. Questions asked are covered at parent meetings or given in writing by specialists. This form of work allows parents to share their thoughts with the teacher and is effective when lack of time prevents the teacher from meeting with parents in person.

Another effective form of working with parents is visual information. Our group has had a parent club called “Parent Academy” for several years now. There are usually 4 club meetings per year. We try to make the meetings interesting for parents and not turn into boring lectures, so we always choose topics taking into account their wishes (based on the results of the survey). “The magical world of theater”, “How to maintain health”, “Child from the point of view of astrology”, “Adults through the eyes of a child” - these are some of the topics of the meetings. In addition, we try to ensure that children take part in the meeting, including a practical part or a master class. In conclusion, each parent receives a memo on the topic.

The information stand “WINDOW - very short news” will also tell parents about the life of the group. "WINDOW" reflects the most important events - holidays and entertainment, children's birthdays, hikes and excursions, meeting guests, interesting activities, competitions, products of collective children's creativity, children's compositions. If necessary, these stands can easily be turned into thematic ones: “What is safety?”, “Once again about the rights of the child,” etc.

One of the most traditional, but effective cognitive forms of working with families remains the parent meeting. However, from work experience we know that parents are reluctant to respond to direct meetings in the form of reports and instructive conversations, which is quite understandable. We found a way out of this situation by changing the forms and methods of implementation. We tried to build communication not on a monologue, but on a dialogue. This approach required more thorough and lengthy preparation from teachers, but the result became more tangible. We hold meetings in the form of discussions, round tables, KVN, get-togethers, etc. Teachers often use video recordings of children’s activities, fragments of classes, and competitive performances. That is why the percentage of attendance at meetings is quite high.

The most popular and beloved form of work by both educators and parents is leisure time. This is where opportunities for cooperation are most fully revealed. It has become a good tradition to hold health-improving events every year, regardless of the time of year. During the hike “Into Nature”, the goal of which was, in collaboration with the family, to form in them a conscious attitude towards their health and the need for a healthy lifestyle. Also, every year, together with their children, parents take an active part in the sports festivals “Young Fighter Course” and “All on the Ski Track”. Such events bring families together, provide an opportunity to look at each other in a new environment, and strengthen cooperation between the family and the kindergarten. Following the results of such holidays, newspapers, leaflets, and albums with photographs are also published.

Thus, the family and the preschool institution are two important social institutions for the socialization of the child. Without parental participation, the upbringing process is impossible, or at least incomplete. Experience working with parents has shown that as a result of the use of modern forms of interaction, the position of parents has become more flexible. Now they are not spectators and observers, but active participants in the life of their child. Such changes allow us to talk about the effectiveness of using modern forms in working with parents.

Conclusions on the first chapter

1. Modern science emphasizes the priority of the family in raising a child, manifested in a variety of forms of interaction with a preschool educational institution. The success of cooperation largely depends on the mutual attitudes of the family and the kindergarten. They develop most optimally if both parties realize the need for targeted influence on the child and trust each other. It is important that parents are confident that the teacher has a good attitude towards the child; they felt the teacher’s competence in matters of education, but most importantly they appreciated his personal qualities (caring, attention to people, kindness, sensitivity).

2. Communication between teachers and parents of students has always been and remains a pressing issue for kindergartens. One aspect of this issue is the search for effective ways of cooperation, necessary for both teachers and parents. It is necessary to develop common educational positions with the family of each pupil, to create an atmosphere of community of interests, emotional mutual support and mutual insight into each other’s problems. The relationship between the preschool institution and the family should be based on cooperation and interaction, subject to the openness of the kindergarten from inside to outside.

3. Today, all experts recognize the importance of involving parents in the work of the kindergarten; educators must take the initiative and understand how to interact with each individual family for the benefit of the child. Using the principle of an individual approach to parental participation, it is possible to develop various ways to involve the majority of families in the work, let’s note some of them: presentation of a preschool institution; open classes with children in preschool educational institutions for parents; pedagogical council with the participation of parents; questionnaires, interviews, pedagogical situations, helpline, family visits, pedagogical conversations, thematic consultations, individual and group meetings; "round table"; conference; visual propaganda and much more.

Olga Manushina
Modern forms of interaction between preschool educational institutions and families

At the core modern The concept of preschool education 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 educational activities families.

Cooperation- This is a joint activity in which no one has the privilege to indicate, control, or evaluate.

Interaction is a way of organizing joint activities, which is carried out on the basis of social perception and through communication.

Key point in context « family– preschool institution"- personal interaction 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, which is impossible without "openness" DOW.

Give to a preschool "openness" inside means making the pedagogical process more free, flexible, differentiated, humanizing the relationships between children, teachers, parents, creating such conditions that all participants in the educational process (children, teachers, parents) there was a personal readiness to open oneself in some activity or event, to talk about one’s joys, worries, successes and failures.

"Openness" DOW inside

– this is the involvement of parents in the educational process of the kindergarten. Parents, members families can significantly diversify the lives of children in a preschool institution and contribute to educational work.

The main goal of everyone forms and types of interaction between preschool educational institutions and families– establishing 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.

Teachers must master modern an arsenal of pedagogical technologies in order to be able to explain to parents their purpose, features and preferences; know the specifics of family upbringing, take into account the peculiarities of raising children; be able to design activities in relation to parents and children, analyze the level of pedagogical competence of parents; pay attention to the pedagogical education of parents, as well as constantly improve their level of communication skills.

Currently, various methods are used and forms pedagogical education of parents. In preschool pedagogy, there are four most general areas of work with parents:

Traditional (thematic parent meetings, consultations, family sports, competitions, holidays, conversations, visits child's family. open days, etc.);

Educational (organization of parental education, publication of newsletters, information leaflets, booklets, stands and "corners" for parents, using the media to highlight educational problems, etc.);

Interactive (master classes, trainings, surveys, diagnostics, round tables, consultations with specialists, workshops - seminars, etc.);

Development of public administration (work of the board of trustees, parent committee).

Let us dwell in more detail on the interactive direction, which contains great potential for modern stage of development of preschool education in the work of preschool educational institutions with family.

Interactive direction in working with family can currently be considered a priority, as it allows the use of optimal forms and methods in differentiated group and individual work with family, as well as improve the pedagogical competence of parents.

Interactive methods of working with parents, which can be characterized as innovative, which are little used in preschool institutions, can be attribute:

method "delphi"- brainstorming method; a method for quickly finding solutions based on their generation in the process of brainstorming, which is carried out by a group of teachers and parents;

test case method (problem situations); using this method, the teacher creates special conditions in which each parent - participant in the seminar - workshop manifests himself most clearly;

trainings for parents, during which the teacher creates conditions so that parents not only learn their pedagogical capabilities, but can also use them in specific problem situations that arise in family;

actions - a set of events and actions that help parents better understand the problem that has arisen, determine their position in solving this problem, their attitude towards it;

master classes for parents transfer of current technology, method interaction between parents and a teacher with recognized authority, who ensures the transfer of experience and skills to parents through direct and commented demonstration of work techniques;

thematic and individual consultations at the request of parents; each consultation involves not only a discussion of the problem, but also practical recommendations for solving it; specialists competent in this field are involved in the consultation;

exposition and interactive exposition (from the Latin expositio - display, presentation) in art - placement in museum and exhibition halls or in the open air according to a certain system of various works of art, as well as monuments of material culture, historical documents. In the work of a kindergarten, the exposition of children's activities makes it possible to show parents the progress of the child in mastering the educational program, to acquaint the children of the group and teachers with the personal preferences of each child, with his hobbies and interests. The group should be full of crafts and drawings by children, which help each child to better understand and reveal their capabilities and the capabilities of other children.

Interaction between kindergarten and family should permeate all educational work in preschool educational institutions. It is necessary to ensure that teachers use a variety of forms of work, paying attention to improving the practical educational skills of parents (conversations and other work must be confirmed by practical observations, joint activities of children and parents)

Using the knowledge, experience and capabilities of the teachers of our preschool institution, we actively use various modern forms of interaction with the parents of the students.

Each group hosts joint creative, playful, and research projects between teachers, children, and parents. Preschool teachers, using this method, try to take into account the fact that all projects must be interconnected. To complete each new project (conceived by the child himself, in a group, independently or with the participation of a teacher), it is necessary to solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to obtain the necessary knowledge and, with its help, do specific work. The ideal project is one that requires knowledge from various fields to solve a whole range of problems. By solving specific life problems, building relationships with each other, learning about life, children receive the knowledge necessary for this life and develop their abilities. Joint projects help you get to know opportunities better families, include them in the educational process, deepen the psychological and pedagogical competence of parents. The topics of the projects coincide with the calendar planning of our kindergarten; the timing of the projects depends on the problem that has arisen, the tasks set, the age group, etc. The most successful were projects: "My family» , "Miracles from the Autumn Branch", “The New Year is rushing towards us...”, "Let's talk about love","Garden on the window" and the most long-term, creative project "A Year-Long Literary Journey". This project is now very relevant, because 2015 is the year of Russian literature. All teaching activities, joint events, and competitions take place in our kindergarten and are inextricably linked with Russian literature. We use the works of Russian classics and literary heroes to solve our problems, develop creative abilities and comprehensive development of students.

In our kindergarten in winter, a promotion is organized "Volunteer" when everyone wants (parents, children, employees) They go out to clear areas of snow, and after working together we drink tea. We receive a huge charge of energy, positivity, and joyful emotions from physical labor and communication with parents and children. There is also a promotion in winter "Feed the birds in winter", when all the parents, children and teachers are making bird feeders. Then teachers and children hang them in the kindergarten area and feed their feathered friends. And the jury members choose the most original feeder and award the winners.

A joint action is also carried out in the spring, during the improvement of the territory called "The cleanest yard". All employees of preschool educational institutions, employees of schools with in-depth study of individual subjects take part in this action "Yaktylyk", parents and residents of the neighborhood.

For the second year in a row in the group "Stars" there is a promotion going on "The Sun of Family Traditions", where a friendly team of teachers, children and parents get together, talk about their family traditions, family values, holidays, relationships with children, the older generation, share experiences, problems and give each other gifts.

During the school year, teachers of our preschool educational institution conduct other forms of interaction and cooperation with parents:master – classes, seminars, round tables, individual conversations; our parents are frequent guests in the group, telling their children about their professions and culinary abilities; help in organizing holidays, directly – educational activities, projects, competitions.

Family interaction and kindergarten is a long process, long and painstaking work, requiring patience, creativity and mutual understanding. In new forms of interaction teacher with parents, based on cooperation in dialogue mode (conversations, family clubs, discussions: round tables, seminars - trainings, interactive games, master classes, the principle of trustful partnership is implemented. Variety of interactive forms of interaction with parents allows educators to significantly improve relationships with families, improve the pedagogical culture of parents, expand children’s understanding of various educational areas.

Practitioners are looking for new, innovative forms cooperation with parents; The preschool education system is being restructured. Use of non-traditional forms of interaction between the preschool educational institution and the family together with traditional ones help to increase the effectiveness of work with parents.