How to properly conduct a parent meeting at a preschool educational institution. methodological development on the topic

Krivolap Irina Alekseevna,

methodologist of preschool educational institution No. 4 “Zhuravlenok”

Shakhtersk city

Organizational and methodological aspect of holding parent meetings in kindergarten

Parent meetings are a public body that, by its decision, determines the task, content, and directions of work of the parent team and educational institution. At meetings, the team of parents rallies, a common opinion and pedagogical culture of the parent community are formed.

At the first parent meetings, the parent committee of the preschool institution and groups are elected. The next ones are summing up the results of the work; systematic familiarization of parents with the specifics of the activities of a modern preschool institution, tasks, new content and directions of the educational process.

Tips that will allow teachers to create favorable conditions for holding parent-teacher meetings

1. Parents must be sure that any information they provide orally or in writing to members of the teaching staff is confidential.

2. The primary source of information about children and families should be the parents themselves.

3. Only data that is important for working with children and parents is reported.

Preparing for a parent meeting

1. Questioning parents according to the proposed meeting topic. Questionnaires are completed at home, and the results are analyzed during the meeting.

2. Making invitations for each family.

3. Development and production of recommendations and business cards on the topic of the meeting. Their content should be concise and printed in large font.

4. Preparation of an exhibition of literature, children's works, etc., children and adults take part in it.

5. Preparation of posters on the theme of the meeting.

6. Holding a meeting of the parent committee.

Distribution of duties

Appointment of those responsible for:

1. Design of exhibitions.

2. Musical arrangement.

3. Staging problem situations.

4. Aesthetic design of the group.

Summing up the parent meeting

1. Draw conclusions, formulate necessary decisions, provide information on preparations for the next meeting.

2. Find out the attitude of parents towards the meeting. Information about the results of the parent meeting must be reported to the administration, and, if necessary, to a teacher-psychologist, speech therapist, and other specialists.

Algorithm for holding a parent meeting

Introduction (emotional, short, includes a message about the topic, forms of work, content of the activity).

Speech (3-4 people propose the most pressing issues for discussion). Music is played at various stages of the meeting.

Self-analysis “Point of view” - working with reminders. Parents are asked to read the text of the memo, highlight with a felt-tip pen those points - tips that, when used at home, gave positive results. Next, a discussion is held of the proposed options for interaction between parents and children, parents share their own experiences on the topic being discussed.

"Facts", short news. Familiarizing parents with new discoveries and teachers’ views on this topic.

“Details”, staging situations from practice.

Practical part. "Situation of success." All family members complete the task together (for example, learning poems, counting rhymes, movements for physical education breaks, competitions are held, etc.).

5. Summary. Determining the topic of the next meetings and the date of the meeting, the participation of parents in the preparation and conduct of this event.

An example of organizing a parent meeting

"Games your kids love."

Goal: to reveal the importance of outdoor and sports games for the physical development of a child; introduce the best experience of family gaming leisure; Learn games with parents to develop attention and personal qualities of the child.

Preparation:

 making postcards - invitations for parents indicating the topic of meetings;

 studying the sports and gaming interests of children and parents;

 playing “Finish the sentence” games with children (for example, “My favorite outdoor game is...”, “At home I like to play..”, “We play with dad...” and the like);

 preparation of a memo based on the results of studying parental and children’s sports interests;

Conducting individual work with parents (presenting personal experience of family education of a healthy child),

Preparation of literature, posters, slides on the topic, etc.

Equipment: a brightly decorated “envelope of friendly questions”, an exhibition of literature, photographic materials, props for outdoor and sports games.

Progress of the meeting.

1. Introduction. The teacher presents the topic of the meeting for public consideration. The introduction provides a message from parents regarding the topic of the meeting.

2. Self-analysis. “Point of view” - discussion of the memo, parents share their experience on this issue. The teacher reads out a memo (creating conditions in the family for the formation of a healthy child through motor play activities). If such conditions have been created in the family, family members place a red chip on the table, if from time to time, that is, spontaneously, they put a yellow one, but if they don’t do this at all (for some reason) - a blue one. The result is an independent counting of chips by parents (their number is not discussed).

3. Game "Divergence of Thoughts". Parents are given cards with the first words of the sentence, they need to continue them:

Your child loves to play...

At home my children and I play games like this...

In nature, we play such games with children......

These games teach..., develop.....

4. Viewing the exhibition “We really love to play.”

(photo materials - physical activity in kindergarten and at home).

5. "Envelope of friendly questions." For parents' information - an envelope containing cards with questions and situations. If desired, parents take a card from the envelope, read the question, discuss the situation and give an answer.

6. Practical task. "Let's play together." Teaching parents the rules for organizing outdoor and sports games to develop attention and personal qualities of a preschool child.

7. Summary of the meetings. The chairman reads out a memo with advice on organizing leisure time for families as a decision of the parent meeting. Each family receives a questionnaire on the topic of the meeting, fills it out and returns it to the teacher.

Literature:

1. Kaluzhskaya L. Child health in kindergarten and family. - Kh.: Morning, 2005. - 266 p.

2. Sukhareva L.S. Let's take care together. Working with parents of preschool children. - H.:, View. group "Osnova": "Triad", 2008. - 128 p.

3. Family meetings in kindergarten / Tereshchenko O.//: Preschool education. - 2007.- No. 2.- P.18-20.

An integral part of kindergarten life are parent-teacher meetings. According to the plan, they are held four times a year, but in practice they happen more often. The reason for an extraordinary meeting may be an emergency situation in the children's team or the desire of teachers and parents to improve their relationships with children.

The purpose of the parent meeting in kindergarten is to establish a teacher-parent relationship. The stronger it is, the greater the benefit this tandem will bring to the child and the entire children's team.

How to hold a parent meeting in kindergarten?

First of all, organizing and holding this event is the task of educators. They think in advance about the topic of parent-teacher meetings in kindergarten, which can be very different and affect various aspects of raising a child and his development, both in a team and in the home environment.

Topics proposed by educators enable parents to think about issues such as:

does the baby speak correctly and what is needed to improve speaking skills and vocabulary;
importance in the development of creative abilities and speaking skills;
increasing parents' interest in education issues;
and, as a result, the child’s inattention and restlessness;
the child’s relationship to living and inanimate nature, love for others.

Forms for holding parent meetings in kindergarten

Increasingly, you can find a situation where parent meetings in kindergarten are non-traditional, but in the form of active discussions or even lively relay races. This is a little unusual, in comparison with the generally accepted norms for holding such events, when parents listen to the teacher’s prepared speech and go home. After such boring standard meetings, mom or dad feel dissatisfied that an hour of their time was taken away from them and rarely draw any conclusions that the teacher expects.

Now educators are trying to keep up with their colleagues and want to make such gatherings interesting and fruitful for parents. After all, raising a child is not an easy task and requires a lot of strength and energy, which parents who are always busy with work sometimes lack.

After interesting meetings, mothers and fathers have a desire to raise a successful person in their child. For many parents, such a discovery comes for the first time precisely when discussing the problems of education in the informal setting of such a meeting.

Kids and their teachers prepare colorful invitations for parents, which they present in the presence of the teacher. Guests from outside are often invited to meetings - child psychologists, doctors, teachers from development centers so that they can start a heated discussion in which each parent can participate and draw certain conclusions for themselves.

Types of parent meetings in kindergarten

Today, there are several types of communication between parents and educators, which are traditional forms of meetings:

Non-traditional types include information and analytical, which introduce parents to the specific age-related needs of children, and leisure, when an emotional connection is established between educators and parents, which is necessary for the joint education of the younger generation.

Parents and the kindergarten their child attends are inextricably linked. Parents and educators have a common task - raising a preschooler. Education in a preschool institution is a general concept that includes social, psychological, physical and mental. It represents exactly the basics a child needs to more easily adapt to school workloads.

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Parent meeting - highlights

The first parent meeting in kindergarten is the most exciting. Especially if this is their first child attending preschool. Each preschool institution holds parent meetings according to its program.

Meeting program:

Each program has its own advantages and disadvantages. The main disadvantage is the reluctance of the child’s parents to participate and be active during the meeting. Parents are required to be active, ask questions and engage in discussions. This is necessary to prevent possible misunderstandings between them and teachers or parents.

A classic parent meeting, where parents and teachers meet, lasts no longer than 45 minutes. This time is enough to discuss important issues and additional ones.

During the “school” year, about 3-4 parent-teacher meetings are held in kindergarten. The first meeting is held in early September, the second on New Year's Eve, and the third in April and May. The fourth meeting is individual, the need for it is determined by the teachers.

What do they talk about at parent-teacher meetings?

At the first parent-teacher meeting, educators must outline a plan for working with children for the current school year. Educators are required to give advice on how to work with children so that they better learn the material. It is important that they recommend textbooks for working at home and tell them what they will teach the children and what manuals they will use to teach them.
At the second parent meeting, we talk about mastering educational material over the past six months. Teachers pay attention to possible shortcomings of each child, highlight weaknesses and tell how to eliminate them.
The last parent meeting of the school year is the most important. On it, parents can learn about the successes of their own child, about what he has been taught. Parents can compare what teachers promised at the beginning of the year and what happened in the end.

In addition, other organizational issues are discussed at the meeting. It is no secret that the kindergarten is financed not only by the government, but also by the parents themselves. Educators mainly raise the issue of the need to purchase this or that furniture and bed linen. In turn, parents should not remain silent and speak openly about their financial capabilities. Especially if it's an upcoming kindergarten graduation.

Parent meeting in nursery, junior group

When a child goes to kindergarten for the first time, it is always exciting not only for the parents, but also for him. Today, the age of a child for admission to kindergarten is 3 years. Moreover, each kindergarten has its own policy and attendance is not mandatory in comparison with school. Private kindergartens can accept younger children, starting from 1.5 years. Some state kindergartens still have nursery groups that accept children from 2 years of age.

As mentioned earlier, parent meetings are held 3-4 times during the school year. The academic year in kindergarten lasts the same amount of time as in school. However, the difference is that there are no holidays in kindergarten. They are determined for their child by the parents themselves.

First parent meeting:

This stage of the parent meeting includes short stories from parents about themselves. Also, a parent committee is elected. It includes from 3 to 5 parents, who must be active, be able to organize the necessary events, and purchase the missing elements for the group.

Plans for the academic year.

Basically, the program for the younger group in kindergarten is aimed at developing the child’s independence. By the age of 3, a child should be able to independently:

eat using a spoon
drink from a cup,
go to the toilet, wash your hands,
clean up toys after yourself,
put on clothes and shoes, undress,
fold things, hang up,
unbutton and fasten buttons.

These skills should be improved during the first half of the year.

At a parent meeting in middle and senior groups

Teachers do not decide on their own when it comes to drawing up a curriculum. However, they should already have a lesson plan drawn up and talk about it.

Organizational issues.

This is one of the important points at which shopping and holidays are discussed. It is recommended to be active when discussing all issues and do not hesitate to express your opinion.

At the first parent meeting, teachers pay attention to such a moment as the child’s adaptation to kindergarten. It very rarely goes unnoticed, and the reasons are the omissions of parents and educators. For example:

On the part of the parents, there is concern for the child.
On the part of educators, there is no understanding that each child is individual.

Parents should be clear that their child may not be ready for kindergarten. It may not be a matter of the degree of possession of the necessary self-care skills. Mental state and health play an important role. Adults need to take care in advance about the correct placement of the child in kindergarten and the development of a positive attitude towards him. At a minimum, you should walk with your child near the kindergarten and talk about its advantages.

The adaptation process can last from 6-8 days to 6 months. Adaptation is delayed due to the child’s health status and insufficient investment by parents and educators.

Adaptation disorders:

Loss of appetite, malnutrition.
Sleep disturbance, emotional state.

More severe violations include:

Refusal to go to the toilet or visiting it late.
Increased body temperature.
Frequent morbidity.
Change in stool character.

Adaptation disorders should be discussed with educators. Often all problems can be easily solved if you contact a child psychologist. In good kindergartens, even public ones, there is a psychologist who can identify the problem and quickly solve it, and help parents understand it.

At the second and third parent meetings, we talk about the child’s skills for six months and a year, respectively. Educators draw parents' attention to the child's level of development, his capabilities and shortcomings.

Parents' meeting in the middle and senior groups

Basically, the meeting in the middle and senior groups is no different from what it was in the junior ones. The only difference is in the conversations about the child’s skills - acquired and acquired during the school year. Every year the child grows older, new difficulties arise, which teachers point out.

Parent meeting in the middle group

Important points that educators pay attention to will be:

It is absolutely clear that not every child is able to pronounce certain letters. You need to work on this yourself and seek help from a speech therapist. However, it is important to teach your child the culture of speech and to be polite.

It is necessary that the child knows how to say hello, say goodbye, say words of gratitude and ask for forgiveness without reminders. Also, the child must be able to address an adult as “you” and pronounce the teacher’s name and patronymic in full.

Parent meeting in the senior group

At parent meetings in the senior, preparatory group, educators should talk about the presence of certain skills of the child, his mental, physical and psychological development, which is necessary for normal adaptation to school. A child aged 6 years must have all the skills required for school.

Knowledge of all letters (be able to name and distinguish them).
Reading by letter, by syllable, by whole words.
Drawing, writing letters, numbers.
Counting to 20 and back, adding, subtracting.
The ability to break down words into sounds.
Tell us about yourself and your parents.

Of course, in addition to discussing the child’s development and curriculum, the issue of organizing holidays, other events, and raising money for the needs of the kindergarten is always raised at parent meetings. It is great when parents have time to attend a group meeting.

It should be understood that a child behaves differently in kindergarten than at home. Not every parent manages to track negative and positive aspects in the behavior and development of their own child. Therefore, a parent meeting in kindergarten can help solve many problems, if you do not neglect active interaction with teachers.

Video

Parents are the main educators of their children. All other social institutions, including preschool educational institutions, are called upon to help, support, guide, and complement their educational activities.

Practice shows that not all families fully realize the full range of possibilities for reasonable influence on a child. The reasons are different: some families do not want to raise a child, others do not know how to do this, and others do not understand why this is necessary. In all cases, modern parents need qualified assistance from a preschool institution. General and group parent meetings are a permanent form of interaction with parents.

It is best to conduct non-traditional parent-teacher conferences by following Confucius's rule: “Tell me and I will forget. Show me and maybe I'll remember. Involve me, and I will understand,” translated by modern scientists and expressed in the dry language of numbers: what is heard is remembered by 15%, what is heard and seen by 25%, what is written by 40%, and what is done by 70%.

Undoubtedly, the use of non-traditional methods of holding, following the principles of variability of parent-teacher meetings allows us to achieve positive results in interaction with parents, to improve their pedagogical culture regarding the issues of raising children.

Parents will be happy to go to a parent meeting, knowing that there will be something interesting and playful: they will hear and see their children in classes, in games, in performances. Parents are interested in text materials, recommendations, and advice.

Parents will be interested in answers to exciting topics, discussed pedagogical situations, what they need to pay special attention to and how to help their child.

Parent meetings bring the teacher and parents closer, bring the family closer to the garden, and help determine the optimal ways of influencing the educational influence on the child.

For parents, such meetings turn into a festive event and do not lose their attractiveness for several reasons:

The relevance of the topics raised at the meetings

The saturation of meetings with corrective, preventive and educational information;

The opportunity for parents to observe their children and the results of the coordinated activities of specialists, presented in the form of demonstrations and creative reports.

This model of working with families allows us to cooperate with parents who do not have a clear educational interest, but who believe that they have enough knowledge and experience to raise their own children. The number of these is quite large; It is this group of parents that usually makes strict demands on the institution, because they themselves do not want or cannot provide their children with the desired development.

In addition, parent meetings allow you to:

Provide parents with information of pedagogical, psychological, speech therapy content; improve the pedagogical competence of both parents and educators;

Visually demonstrate to parents the successes and shortcomings in the development of children, and parents draw conclusions about this independently, comparing and observing their child in the group;

Demonstrate techniques and methods of working with children;

Invite the family for consultation with specialists, introducing them to preschool employees; parents sometimes have no idea that their problem can become the object of help when specialists are invited to look at a particular family situation in a new way;

Organize express consultations with specialists immediately after the meeting:

Involve the emotional sphere of children and adults by organizing meetings in a festive atmosphere;

Introduce the requirements of preschool educational institutions, justify their content from the perspective of caring for children; parents learn the tasks of the kindergarten and better understand their role; the work of specialists and educators becomes transparent to parents.

Thus, the content and forms of work with families in preschool educational institutions should be varied. Life tasks dictate the need for certain knowledge. And the task of each teaching staff is to be able to be sensitive to the needs of the family and competent in solving modern problems of upbringing and education.

General concepts about the interaction between kindergarten and family.

Childhood experiences largely determine a person's adult life.

At the beginning of the journey, next to the defenseless and trusting baby are the most important people in his life - his parents. Thanks to their love, care, emotional closeness and support, the child grows and develops, he develops a sense of trust in the world and in the people around him.

At a certain stage of life, a child enters kindergarten. Now he is surrounded by new people, adults and children, whom he did not know before and who form a different community than his family. If parents and educators join forces and provide the child with protection, emotional comfort, an interesting and meaningful life in kindergarten and at home, and the kindergarten will contribute to his development, ability to communicate with peers, and help prepare for school, then we can say with confidence that the changes that have occurred in the child’s life are for his benefit. But if from this moment on the parents stop taking an active part in resolving the difficulties that the child encounters, then sad consequences await them at school. Specialists in defectology believe that one of the reasons for persistent poor performance at school is the lack of timely assistance to the child.

So, an active course towards creating a unified space for the child’s development should be supported by both the kindergarten and the family. However, the staff of preschool institutions themselves sometimes take on all the worries of raising and educating children, forgetting that parents should also show interest and initiative in communicating with the teaching staff of the institution.

The participation of parents in the life of the child not only at home, but also in kindergarten will help them:

Treats the child as an equal;

Understand that it is unacceptable to compare him with other children: if he did something better today than yesterday, you need to rejoice at his personal growth;

Know the child’s strengths and weaknesses and take them into account;

Show sincere interest in his actions and be ready for emotional support, for sharing his joys and sorrows;

Establish a good, trusting relationship with the child.

In this case, communication with teachers in both primary and secondary schools will not cause difficulties for parents. They will be ready for dialogue, will be able to defend their own point of view, the interests of the child, and, if necessary, protect him.

Everyone knows that the interaction between a teacher and parents is a rather complex process, and it requires special training for educators in several areas. First of all, teachers need to be convinced that interaction with parents is the most important condition for effective work with children.

Characteristics of forms of interaction between preschool educational institutions and families.

Daily communication with the parents of children attending a preschool educational institution is carried out by the group’s teachers. Observations and analysis of the current practice of this communication have shown that the interaction of teachers with parents is not always effective and aimed at solving the problem of combining the efforts of the family and kindergarten for the upbringing and development of the child.

The following features can be noted in the communication between parents and educators:

Different parents turn to educators with different frequencies; as a result, some of them communicate with the teacher almost every day, while others practically do not communicate, and this fact often remains outside the attention of the staff;

Parents are primarily interested in what and how the child ate, and less often - in his success in classes; at the same time, important aspects of the child’s individual development and the ways of forming his personality are often not discussed;

Educators more often turn to parents in cases of negative behavior of the child than note successes, which subconsciously forms in parents a negative attitude towards contacts with teachers in general, since each of their appeals is associated with some unpleasant situation;

Educators ask parents to intervene in the educational process, but do not give specific recommendations on how to jointly achieve the desired result. At the same time, parents often demonstrate an aggressive reaction - towards the teacher or their own child - which indicates that they do not know exactly how to influence his behavior;

A significant amount of time is spent communicating between teachers and parents on abstract topics;

Teachers do not always choose the right style of communication with parents. Often a tradition is established of addressing each other as “you” and by name, and restrictions on discussions of other employees and the situation in the kindergarten are not observed. Ultimately, this harms the reputation of the teacher himself, reduces respect for the kindergarten and the willingness to appreciate the work of the team and the care they show towards the child.

In order to avoid such mistakes, systematic work between the methodologist and educators is necessary. It is aimed at solving the following problems:

Balance the frequency of communication between teachers and parents of all children in the group;

Plan the content of communication with each family, its goals and expected results;

Ensure that parents are informed daily about the life of children in kindergarten, as well as provide each parent with positive information about their child;

Increase the awareness and psychological culture of communication between educators and parents;

Work on developing a style of communication with parents only on topics related to the development and health of children;

Guarantee the protection of children's rights in preschool institutions.

Style of interaction with parents of students

The style of interaction between the preschool educational institution and the family is determined by a number of factors:

Accepted subordination and boundaries of competence in making decisions and answering various questions from parents. Depending on the specific conditions, issues can be resolved in different ways; it is only important that all employees know exactly which of them they have the right to discuss with parents and which not.
Accepted style of speech. Mutual address with parents by name and patronymic, regardless of age, is mandatory for all employees of the institution.
Accepted dress code at work. Ideally, employee clothing should be practical, neat, appropriate for its purpose and not too far behind business fashion.
Compliance with the principles of non-directiveness, non-judgmental, personality-oriented approach, correctness, constructiveness.

One of the tasks of communication is to reveal to parents important aspects of the child’s psychological development at each age level of preschool childhood, to give parents information, and before that to interest them in receiving it and to understand what information they are missing. To do this, together with speech therapists and teachers, the topic of the upcoming meeting, pre-planned in the curriculum, is developed, fragments of classes with children on this problem are discussed, and who is best to show the lesson is discussed. Thus, showing a fragment of a lesson became an important element of working with parents.

Traditionally, meetings with parents in kindergartens are held 2-3 times a year. These include organizational issues and meetings with a speech therapist or psychologist. This is where getting to know and working with parents begins. Consultations, advice, answers to questions - all this work of the staff is ongoing, everyday in groups when communicating with the family. Some teachers talk systematically, regularly, others - as needed, as a problem arises, and even if there is contact with parents. In the work of a kindergarten, meetings with parents can be put on a scientific basis and elevated to the rank of systematic.

Parent meetings are an effective form of communication between educators and parents. It is at meetings that the teacher has the opportunity to familiarize parents in an organized manner with the tasks, content, and methods of raising preschool children in a kindergarten and family setting. Currently, teachers are using new non-traditional forms of working with parents: sports events, KVN, leisure evenings and many others. Events carried out sporadically cannot replace systematic work with parents. It is advisable to hold group parent meetings, consultations, and conversations. During the meeting, the main burden falls on the report. This material can be used for conducting oral and written consultations with parents, as well as other forms of work. The teacher is required to have a creative approach to the material: searching for new examples; using their own methods of activating parents, aimed at making listeners interested in the problem being studied, at creating an association with their own experience of raising children, and at rethinking their parental position. In this case, it is necessary to take into account the parents’ need for knowledge. The main thing is that parents are not passive listeners.

It is advisable to ask questions to the listeners, give examples from the practice of raising children in families and kindergartens, analyze pedagogical situations, invite parents to watch video clips of classes with children, games, walks, etc. Interest should be aroused in advance, during preparation for the event. The formulation of the topic should be made problematic.

In practice, the timely preparation of invitation cards by the hands of children has proven positive. For example, if the meeting is dedicated to the problem of labor education, you can issue an invitation in the form of a whisk or apron; if we are talking about preparations for the New Year, then make it in the form of a Christmas tree. Parents should be given questions to discuss and small assignments to do in advance. Meetings can be held in the form of question and answer evenings, oral journals, talk shows.

The content of communication with parents includes many issues related to the upbringing, development and education of children. It should cover the entire range of tasks of raising and teaching children in kindergarten. There are no secondary topics for parents, since with the birth of a child they are forced to master the profession of a teacher. As practice shows, it is important for parents to know the characteristics of a particular age, the patterns of development of children, their needs, the nuances of moral, mental, physical and other aspects of education. At the same time, teachers follow the lead of parents, taking into account the requests and need for pedagogical knowledge. It should also be taken into account that parents are now bombarded with a large flow of information: many magazines are published, radio and television programs are created, but at the same time they are aimed at the average parent and the average child, and mothers and fathers come to education for whom it is important to know the features of development raising their children. Therefore, the teacher himself plays a leading role in enriching parents with pedagogical knowledge.

It is recommended to start the school year with a meeting at which it is necessary to highlight the patterns of development of a child of a particular age, teach parents to observe him, rationally organize his activities, and see themselves from the outside as teachers. Further activities can be planned at your discretion, depending on the priority direction of the institution, the needs of the parents and other factors.

The work of educators with families can be divided into daily, weekly and one-time. Each group should have its own plan for working with the families of specific children (with deadlines).

Daily work is aimed at ensuring parents are systematically informed about the child’s life in kindergarten and maintaining contact with the family.

First of all, this purpose is served by a stand for parents available in each group, which includes the following information:

The monthly medical program is filled out by doctors. Current recommendations for hardening, health improvement, disease prevention. List of necessary clothes for a boy/girl - according to the season.

Characteristics of age-related psychological characteristics of children in this group.

Daily regime.

Timetable of classes.

House rules for parents.

Weekly Every parent should have the opportunity to talk with the teacher about the individual development of their child. In order for this process to cease to be spontaneous and spontaneous, you need to create a schedule of conversations. With parents of problem children, such conversations, if necessary, can even be held daily for some period (no more than 2 weeks). This means that each teacher plans a conversation with 4 parents for the evening. It is important that the teacher’s time is not constantly occupied by the same most sociable parents, and that they do not distract the teacher with conversations on extraneous topics.

The topics and goals of the conversation should also be reflected in the work plans and correspond to the results of the survey of children and families conducted at the beginning of the school year.

When thinking over a plan for conversations with parents, educators use observational material about the child that has accumulated over the course of the week.

Monthly Events include joint celebrations, pedagogical lounges, and discussion clubs. They are specially planned in advance and prepared by the teaching staff of the preschool educational institution. During such events, different tasks can be solved, but one should always strive to establish a friendly, trusting atmosphere, a good emotional mood and an atmosphere of joint creativity with parents.

Parent meeting as a form of work with families.

According to scientists, a preschool child is most susceptible to the influence of family members. Therefore, in our opinion, improving the quality of preschool education, first of all, depends on the coordination of the actions of the family and the preschool institution, and subsequently the family and the school. The work of our team with families is based on a systematic approach that allows us to change the views and interactions in the family on raising a child, so that they cease to be negative and passive.

Joint work with the family to raise a healthy child in our preschool educational institution is based on the following basic principles that determine its content and organization:

We are working to ensure that the goals and objectives of raising and developing a healthy child are accepted by both educators and parents.

We introduce the family to the content, methods and techniques of working in kindergarten on all aspects of health.

It is important to be systematic and consistent in your work; an individual approach to each child and each family, mutual trust and mutual assistance between teachers and parents, strengthening the authority of the teacher in the family, and parents in the kindergarten.

An analysis of the practice of our preschool educational institution shows that not all parents, at the proper level, delve into the problems of upbringing, development and health of their child, therefore, in the conditions of life in modern society, the teacher needs to understand the problem “What is happening today between the kindergarten and the parents?” Are there enough opportunities for successful interaction? And taking on problems entirely by a preschool institution cannot ensure increased efficiency in the process of raising and developing a healthy child. Therefore, we consider the main direction to bring together the interests of teachers, children and their parents.

The modern family needs help (medical, pedagogical, social) to a greater extent than before. With the participation of the teacher in the parent’s development of adequate experience of family education, this is a flexible psychological support for parents in their personal awareness of their rights, worked out by the teacher. Consequently, in the work of a teacher with parents, the motives, goals and methods of cooperation must be changed, based on their needs and difficulties. Therefore, teachers and parents must be familiar with the tasks of raising and developing children, on time and at the same time. It is necessary for educators and parents to join forces and provide the child with double protection, emotional comfort, and an interesting and meaningful life both at home and in kindergarten. This will allow the development of the child’s basic abilities, the ability to communicate with peers and ensure successful socialization in society.

Modern parents are quite literate, have access to pedagogical information, but often they use random literature, unsystematically, and therefore parents’ knowledge is chaotic.

A positive result can only be achieved by uniting the family and kindergarten into a single educational space, implying interaction and cooperation between preschool teachers and parents throughout the child’s preschool childhood. And this is possible provided that the characteristics of each specific family are taken into account.

An effective form for us was a step-by-step organization of work.

At stage I– collection of information (interview, diagnostics, questionnaires, visiting families at home, observation).

Stage II– general preventive (visual campaigning, meetings with specialists).

At stage III work is carried out with risk groups on various aspects of health (identifying problems: conversations, observations, tests, surveys; correction of parental attitudes: trainings, conversations).

Stage IV– individual work (identifying positive experiences of family education; consultations).

OnV stage– getting acquainted with the results of work, making decisions. Joint discussion of plans for the future.

This organization of work with parents allows us to structure the work of teachers with parents and give it a comprehensive character. Parents should consider the process of raising and developing a child as a dialogue with their child based on knowledge of the psychological characteristics of age, taking into account his interests and abilities. Instill in the child confidence in the teacher and actively participate in the affairs of the kindergarten. To attract the attention of teachers and parents to the formation of a common understanding of the goals and objectives, means and methods of raising children, their emotional well-being, full physical, mental, social and spiritual-moral health.

The system of interaction between a preschool institution and a family consists of various forms of work. We divide all forms of work into daily, weekly, monthly, and events carried out as necessary.

We organize interaction between parents:

with a group of parents (parent meetings, seminars, debates, round tables);

subgroup (parents committee meeting);

individually.

Interaction with parents is carried out in a variety of activities:

educational – round table “Healthy lifestyle”, consultations: “Child and computer”, “Organization of family walks”;

labor – participation in the “Plot of Our Dreams” campaign, improvement of groups “Group Housewarming Party”, production of toys “Gifts for Santa Claus”;

leisure – a joint meeting of parents and children “Family Day”, a sports festival “Dad and I are the best friends”, a competition “Our Family’s New Year’s Toy”,

Analysis of work in this area showed that this approach to working with parents allows us to achieve sustainable positive results and contributes to:

increasing the pedagogical literacy of parents. Based on the diagnostic results, we can conclude that the number of parents whose leading motive is:

active participation of parents in the activities of the preschool institution.

Thus, it is obvious that the existing system of work in this direction helps to unite teachers, parents and children on the basis of common interests, attracts adults to the problems of children, thereby helping to improve the quality of the educational process.

The main goals of the parent meeting.

Coordination and unification of the educational institution and the family in creating conditions for the comprehensive development of the child’s personality.

Improving the pedagogical culture of parents.

Involving parents of students in cooperation.

Tasks of the parent meeting.

Establish partnerships between teachers, children and parents.

Create an atmosphere of community of interests.

To help parents understand their educational role in the family, their position in communicating with children within the framework of family education.

To assist parents in mastering psychological and pedagogical knowledge about the development of a preschool child and the ability to apply them in communication.

Select methods of influence on the child that are appropriate to his age and individual characteristics.

Learn to accept and support children with different character types, problems and behavior styles.

Maintain parents' confidence in their own teaching abilities.

To develop the ability of parents to analyze their own educational activities, evaluate them critically, and find the reasons for their pedagogical failures and miscalculations.

Promote mastery of ways to express your emotions - both positive and negative.

Develop new skills to interact with your child.

Intensify communication in the family.

Principles for holding parent meetings.

The meeting is held with equal activity from parents and teachers.

The participation of parents is negotiated, and a scenario for interaction with them is developed.

The topics of the meetings are equally interesting to organizers and parents, and are known to everyone in advance.

There shouldn't be too many meetings and they shouldn't be too long.

The meeting organizer must master the technique of exchanging opinions and applying polar points of view.

The decision that the parent meeting comes to is an equal agreement between the organizer and the parents, which specifies how the parent can monitor the performance of teachers by their duties.

The results of the meeting should be discussed among the teaching staff in order to identify failed moments and strengths.

The principle of variability is of great importance. Teachers should conduct not only classic parent-teacher meetings, but also be able to use different options, forms of organization, methods and techniques.

Conditions for a successful parent meeting.

Respect the rights of parents.

Express feelings more sincerely and be able to manage them.

Be attentive and sensitive to the emotional state of parents.

Actively listen to parents, giving them the opportunity to talk about the difficulties they are experiencing in raising a child.

Strives for understanding and joint problem solving.

Types of parent meetings.

Organizational, at which work plans are drawn up and approved, a parent committee is elected, and events with the participation of parents are distributed.

Installation (instructional)), at which parents are introduced to the changes taking place in the life and activities of the children's team, its mode of operation, the educational process, and the legal framework.

Introducing with analytical materials from the life of a preschool institution: with the results of pedagogical diagnostics, with the results of medical examinations, with results on morbidity and attendance, etc.

Advisory, where certain general (group) activities are discussed that require advice, support, and parental approval.

Meetings convened regarding any emergency situation.

Joint with students and parents.

Thematic dedicated to discussing the most pressing and complex issues of upbringing, development and education of students in this group.

Information and educational(as a system of psychological and pedagogical education conducted in various forms: meetings - conferences, lectures, psychological trainings, role-playing games on various topics and problems of education and training).

Meetings - debates, aimed at identifying and reconciling different points of view in the community of parents and teachers.

Meetings - workshops, aimed at parents mastering specific techniques and methods of family education, assisting children in self-education and self-education activities.

Related to providing assistance to individual families and children.

Reporting (final), aiming to show the educational process as a means of developing the child’s personality, to draw the attention of parents to the positive and negative phenomena of the group’s life.

Organizational forms for holding parent meetings.

Classic – delivering information to parents (parents’ questions – teacher’s answers).

Conferences.

Meeting – consultation – discussion of current topics with experts.

Round table – discussion with the obligatory use of reflective techniques.

Dispute.

Group discussion is a form of work that involves arguing and determining a position on a particular issue.

Brainstorming is an active form of improving the pedagogical culture of parents, involving the generation of ideas on the problems of education in the family.

Meeting.

Pedagogical workshop.

Joint creativity of children and parents.

Meeting - studio - training at three levels: theoretical, practical and technological.

A creative meeting at which children demonstrate to their parents their creative abilities, sporting achievements, applied skills, etc.

Workshop.

Training.

Organizational and activity game.

Role-playing game.

Methods of interaction.

Group discussion that increases the psychological and pedagogical literacy of parents, allowing one to identify individual parenting techniques. As the discussion unfolds, elements of playing out situations can be included.

Video correction. Participants watch video recordings of problem situations involving a parent and a child, a parent and a teacher, a teacher and a child, and then analyze what they saw and try to find a solution.

A game with which you can simulate and reproduce problem situations identified during the discussion.

Joint actions - completing tasks by the teacher and parents with further self-analysis.

A constructive debate that helps compare different points of view on raising children, teaches you to listen to the opinions of other meeting participants, and choose the most effective and rational approaches to solving problems based on cooperation.

Verbal discussions, fostering a culture of dialogue in the family and society, developing the ability to argue one’s arguments, taking into account the arguments of opponents, including one’s own child.

Meetings are organized and held at least once a quarter.

The meeting must begin at a strictly established time. Parents get used to this requirement and try to adhere to it.

Maximum duration – 1 – 1.5 hours (60 minutes with parents and 20 minutes with children).

At the beginning of the school year, at the first meeting with parents, it is important to determine the day of the week, time and agree on the approximate topic of meetings for the school year (who they wanted to meet with, whose advice to receive). This can be found out by surveying parents. A plan for joint work with parents for the school year is approved.

Conducting a parent meeting requires careful preparation from teachers, a kind of scenario, only in this case it will take place in an atmosphere of interest, with the active participation of parents. In some cases, the parent committee or individual active parents can provide assistance to the teacher in preparing and holding the meeting.

As a rule, a parent meeting consists of two parts: a general conversation (conversation, analysis of a specific situation, planning a discussion, etc.) and an individual one (at the request of the parent). Usually these are consultations with the participation of several parents on issues of interest.

The main method of holding a meeting should be dialogue. Only he will provide an opportunity to listen and discuss other opinions and proposals.

Elements of communication can be verbal and non-verbal. The impression of a person is made up of many different traits. To a large extent, it depends on a person’s ability to communicate non-verbally (voice intonation and timbre; maintaining a distance separating speakers; posture; gestures; facial expression; eye contact; manners, clothing style, etc.)

When communicating with parents, it is especially important for the teacher to pay attention to certain non-verbal moments that show the attitude of the participants in the parent meeting towards him. This may include nervous behavior, tense silence, expressive gestures or exclamations, or eye contact or lack thereof.

In preparation for the meeting, the teacher can ask parents in advance to fill out questionnaires that will help them get a more specific idea of the issue that is proposed to be discussed at the parent meeting.

The main stages of preparing a parent meeting.

Selecting a meeting topic.

Determining the goals of the parent meeting.

Determining the type, form, stages of the parent meeting, methods and techniques for the collaboration of its participants.

Study by educators and other organizers of the meeting of scientific and methodological literature on the problem under consideration.

Developing a meeting script.

Distribution of responsibilities for preparing the parent meeting.

Conducting a micro-study in a community of children and parents.

Inviting parents and other meeting participants.

Production of original leaflets with advice, posters on the topic of the meeting.

Preparation of competitions on the theme of the meeting.

Preparation of exhibitions on the theme of the meeting.

Tape recording of children's answers on the topic of the meeting.

Development of a draft meeting decision, recommendations, instructions to parents.

Inviting a fairy-tale character to a meeting (as needed).

Conducting a meeting of the parent committee (as necessary).

Equipment and design of the venue for parent meetings.

Immediately before the meeting you must:

Prepare furniture that would be comfortable for parents to sit on. You can arrange tables and chairs in a circle, put cards on them with the names and patronymics of parents,

Prepare pens and sheets of paper so that they can write down information that interests them, as well as pencils, children’s work on modeling, drawing, and appliqué.

Consider who will provide childcare during the meeting and how.

Conducting a parent meeting

The parent meeting traditionally consists of 3 parts: introductory, main and “miscellaneous”.

Introductory part

It is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by communicating the topic, the form of the meeting, or through short games and activities. You can create a certain musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.

Main part

Can be divided into two or three stages. As a rule, this part begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the problem under consideration. The message should be short, since by the end of the working day the stability of attention decreases.

The main thing is that parents are not just passive listeners. It is necessary to ask questions to the listeners, give examples from the practice of raising children in families and kindergartens, analyze pedagogical situations, and invite parents to watch video clips of activities with children, games, walks.

It is better to have a conversation in soft lighting. Transitions from one situation to another can be separated by a short musical pause.

If possible, it is better to stage the situations being analyzed.

To illustrate your ideas and considerations, use tape and video recordings, photographs and interviews of children in the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better understanding of the theme of the meeting.

When conducting this part of the meeting, you can also use the following methods: lecture, discussion, conference, which can also be separate forms of work with the families of pupils.

III Miscellaneous

Issues of maintaining a child in kindergarten, leisure activities, and organizing joint events between the family and the preschool educational institution are discussed. It is recommended to think through in advance several options for solving the problem that will be offered to parents for discussion, agree with those of them who can help, take responsibility, etc. Some issues need to be resolved in advance with the parent committee.

At the end of the meeting, it is necessary to summarize the meeting, listing the decisions made on each of the issues discussed, recorded in the minutes.

Bibliography

Parent meetings in kindergarten. S.V. Chirkova. – M., 2010

Preschool and family are a single space for child development. /Methodological guide for employees of preschool educational institutions/. T.N. Doronova, E.V. Solovyova, A.E. Zhichkina. M., 2001.

Parent meetings at preschool educational institutions. /Toolkit/. O.L. Zvereva. T.V. Krotova. M., 2009.

Parent meetings in kindergarten. /Educational and methodological manual. Issue 2/. T.N. Zenina. M., 2008.

Working as a preschooler with a family. A.V. Kozlova. R.P. Desheulina. M., 2004.

Parent meetings in kindergarten. Senior group. L.E. Osipova. M., 2008.

A new look at parent meetings. E. Evdokimova, E. Kudryavtseva. // J. Preschool education No. 5, 2007.

Working with families /methodological recommendations/. A.V. Kozlova, R.P. Desheulina. M., 2009.

Experience in conducting parent meetings. G.E. Trofimova. // J. Preschool educational institution management. No. 3, 2008.

Parent meeting on the topic “What do I know about my child?”

Form: contest.

Participants: parents, educators, senior teacher, educational psychologist, preschool teacher in fine arts, music director, preschool teacher in physical education.

Goals:

Develop interest in learning about your child, promote active interaction with him.

Emotional rapprochement of all participants in the educational process, organization of their communication in an informal setting.

To develop the ability to critically evaluate oneself as a parent and one’s educational activities.

Preliminary work:

Scenario development.

Design of materials for the exhibition on the theme of the meeting - quotes, statements of famous people.

Development and release of a leaflet for parents.

Selection of methodological literature for the exhibition.

Questioning parents on the topic of the meeting.

Self-portraits of children.

Essay “My child” (homework).

Conversation with children “What do you love?”

Progress of the event:

1. Against the background of music, the presenter reads a poem

What could be more beautiful than happy children's eyes?

Even though the kids are different, they all touch us.

With cheeks, with freckles, with hairstyle and without,

Some with mother's ears, some are copies - father.

Laughing, smiling, babbling about what,

They play with cars and jump with a ball.

All our kids are so different,

But the most beautiful ones, am I right? Tell…

Presenter: Good evening, dear parents and guests. The topic of our meeting today is “What do I know about my child?” and it will be held in the form of a competition. At any competition there is a jury, and today our competition is assessed by Lyudmila Nikolaevna Yolkina - senior teacher, Natalya Aleksandrovna Antoshkina - educational psychologist, Elena Aleksandrovna Mikisheva - PDO in physical education.

The role of parents in raising a child is irreplaceable. You are the main “designers, constructors and builders of the child’s Personality.” This is why it is so important to know your child in order to successfully cope with such a complex and responsible task as personality formation.

2. First competition. Homework - essay “My Child”. The presenter reads out excerpts from the essays (Appendix 1).

3. Second competition. Blitz - survey.

Presenter: Your child attends the group and each of you is involved in its life. And you probably know all the children in the group. I will ask questions (Appendix 2), and you will quickly answer them.

4. Third competition.

Presenter: In our modern age, interactive games are very popular, which adults also love to play. We will also play this game, it is called “True - False”. This game will show us how well our participants know their children. Rules of the game: I will ask questions to the participants that your children have already answered. The number of matching answers will be counted by the jury (Appendix 3).

5. Fourth competition.

Presenter: And the next competition will be held by a physical education teacher. You will participate in a “correspondence” competition with your children - the “Heron” balance exercise (Appendix 4).

6. Fifth competition.

"Attention, conflict!" - conducted by an educational psychologist. Conflict is part of everyday life. It is based on a collision of opposing interests, views, positions, and our life is unthinkable without it. For one of the philosophical laws of development is the unity and struggle of opposites. But it is important to be able to behave positively and resolve it constructively. We will now see how our families cope with conflicts. Analysis of three conflict situations (Appendix 5).

7. Sixth competition.

"Self-portrait". The children, together with their art teacher, drew their self-portraits in advance. Your task is to guess the portrait of your child.

8. Physical exercise. Game - relay race “Assemble a pyramid”. Assemble the pyramid one ring at a time without a rod.

9. Master class on making a photo frame from paper using the origami method. Conducted by the second teacher of the group.

10. Presenter: While the jury is summing up the results of the competition, I will tell you about the results of the survey. 8 out of 8 parents took part in it. 3 families scored from 100 to 150 points (the transcript is read out), less than 100 points - 5 families (Appendix 6).

11. Announcement of the results of the jury competition(Appendix 7), presentation of commemorative medals “For parental activity and responsiveness”, souvenirs, memos “Raise children to be successful”.

12. Tea party. Discussion with parents about favorite and new forms of interaction - interest clubs, competitions, discussions, weekend meetings, joint excursions, master classes from parents, photo exhibitions.

APPLICATIONS

Annex 1

“...My son is a very affectionate and responsible boy, his favorite expression is “After all, we are family” ...” (about Sasha)

“...Our boy is an unusual child - very inquisitive, curious “why” ... (about Kostya)

“...Daughter is our star, she is a bright and kind little person...” (about Lena)

“...active, playful, at the same time sensitive and kind...” (about Vladik)

“... My son is the best for me... my little sun in the house...” (about Igor)

“... Our son is 6 years old and he can be funny, capricious, hardworking and lazy - he is different every day...” (about Lena)

Appendix 2

Blitz poll:

· Who is the oldest in the group? (Dima)

· Who is the youngest in the group? (Esmira)

· Who doesn't like to sit still? (Sasha)

· Who is the friendliest? (Igor)

· Who often brings soft toys to kindergarten? (Kostya)

·Who has the longest hair? (Lena)

· Who is the most inquisitive? (Vania)

· Who is the most silent? (Vladik)

· Who has the most stylish hairstyle? (Borya)

· Who in the group wears a shirt? (Borya, Dima)

· Which of the guys is going to school? (Sasha, Dima, Igor)

Appendix 3

Game "True or False"

Appendix 4

Exercise Heron

Appendix 5

Conflict situations:

· Vanyusha (3 years old) diligently pulls on her tights. Difficult task. Finally, after much effort, the tights are almost on, but... inside out. The baby, of course, doesn’t notice this and continues to pull them on. The mother stops, as she says, this “aimless fuss”, with a quick movement, without hiding her irritation, she tries to pull on the child’s tights. The kid raises a cry: “On my own, on my own, on my own!” Mother: “Sit quietly and don’t be capricious! You don’t know how, but you shout “yourself.”

· Four-year-old Masha filled her pockets with small pebbles during a walk, deciding that she would play with them at home. Mom noticed the bulging pockets of her coat: “What is this? Why do you bring all kinds of garbage into the house, just clean up after you!” Masha: “These are pebbles... beautiful... I will play with them.” Mom: “Throw it away now!” Mom insists, and the pebbles fly in different directions. The girl is crying.