The first school for raising a growing person is the family. Here he learns to love, endure, rejoice, sympathize. Any pedagogical system without a family is pure abstraction. In a family, an emotional and moral experience is formed, the family determines the level and content of the child's emotional and social development. Therefore, it is so important to help parents understand that the development of the child's personality should not follow a spontaneous path.

Today the potential of the family is undergoing major transformations. Teachers note a decrease in her educational potential, a change in her role in the process of the child's primary socialization. Modern parents have a hard time due to lack of time, employment, lack of competence in matters of preschool pedagogy and psychology. The closest to the preschooler and the problems of his upbringing are preschool teachers who are interested in creating favorable conditions for the development of each child, increasing the degree of parental participation in the upbringing of their children. A full-fledged upbringing of a preschooler takes place in conditions simultaneous family and preschool influences. The dialogue between the kindergarten and the family is built, as a rule, on the basis of the teacher's demonstration of the child's achievements, his positive qualities, abilities, etc. The teacher in such a positive role is accepted as an equal partner in education.

In order for parents to become active helpers of educators, it is necessary to involve them in the life of the kindergarten. Working with a family is a challenging task, both organizationally and in psychological and pedagogical terms. The development of such interaction involves several stages.

The first stage is the demonstration of a positive image of the child to the parents, thanks to which a friendly relationship with a cooperative attitude is formed between parents and educators. The significance of this stage is determined by the fact that often parents fix their attention only on negative manifestations of the child's development and behavior.

At the second stage, parents are given practical knowledge of the psychological and pedagogical features of raising a child. In doing so, various forms and methods are used. These can be general parent-teacher meetings, group thematic exhibitions of children's works, competition programs, projects, etc.

Thus, the establishment of trusting relationships with parents smoothly leads to joint research and the formation of a harmoniously developed personality of the child. In this process, an important role is played by the professional competence of preschool teachers, which implies not only the totality of knowledge and experience, but also the personal qualities of the educator.

For many years we have been working on solving the problem of increasing the efficiency of interaction between the kindergarten and the family. The main goal of this work is the all-round and harmonious development of every child. The priority areas in the activities of the teaching staff of the preschool educational institution are:

• increasing the professional competence of preschool educational institutions on issues of interaction with the family;
• involving parents in participation in the life of kindergarten and socialization of the child through the search and implementation of the most effective forms of interaction;
• improving the educational skills and pedagogical culture of parents.

Parents often experience certain difficulties in that they cannot find enough free time to study with their children at home, they are not sure of their capabilities. Therefore, the implementation of an integral system of interaction between the preschool educational institution and the family seems to be so necessary. At the same time, the use of various forms of cooperation with parents makes it possible to form their interest in education issues, arouse a desire to expand and deepen existing pedagogical knowledge, and develop creative abilities.

One of the most effective forms of interaction between a preschool educational institution and the family is the organization family club in the preschool educational institution. This form is interesting in that the topics of club meetings may vary depending on the social request of the parents. "Branches" of the club can be opened in each group. Various specialists of preschool educational institutions (medical workers, ecologist, valeologist, psychologist), as well as librarians, parents of pupils, children take part in the work of the club. Such broad social contacts enrich all participants, create a positive emotional atmosphere for both children and adults.

Approximate theme of the clubs:

"Grow healthy, baby!"

"Development of artistic and creative abilities"

"Inviting children to nature"

"Patriotic education of preschoolers"

"Speech development of preschoolers", etc.

Thanks to the activities of such clubs, a strong relationship with families was established, parents began to show an increased interest in the development and upbringing of their children, to make changes in the organization and content of the pedagogical process, becoming its active participants. The activities of the family club showed the vital necessity and practical importance of the principle of interpenetration of two social institutions - kindergarten and family.

The materials of the activities of the family club are presented in the form of a project on the topic "Kindergarten and family - the first society for a child", which has passed approbation at the municipal preschool educational institution "Combined Kindergarten No. 29" Zhuravushka "in Michurinsk, Tambov Region.

Project: "Kindergarten and family - the first society for a child"

The family will always be the backbone of society
Honore de Balzac

The family is a miniature society, from
whose integrity depends
safety of everything big
human society
Felix Adler

Creative name of the project: "Family Club"

Before the development of the project, contradictions were identified, which led to the choice of the project topic:

• between the need to improve the system of interaction between the preschool educational institution and the family and the search for new forms of interaction;
• between the need to form pedagogical competence in parents and the insufficient number of technological solutions for the implementation of this problem.

Project annotation

To educate a full-fledged personality, it is necessary to promote the child's socialization in his first societies - the family and the kindergarten group, which can contribute to his socio-psychological adaptation to further life in society and successful interaction with the world around him.

A preschool educational institution is an organizational systemic mechanism with clear approaches to solving the problems of the upbringing and educational process, a model of the adult world in which the child will live. The integration of a child in a peer group (society) occurs through the distribution and adherence to certain rules. Having received the skills of moral education, the child becomes the bearer of social consciousness, and therefore, a full-fledged personality.

The family club is a promising form of work with parents, taking into account the actual needs of families and contributing to the formation of an active life position of the participants in the process, strengthening the institution of the family, and transferring experience in raising children.

Project type: practice-oriented, long-term, open, collective

Project participants: preschool teachers, pupils and their parents

Terms of project implementation: the interest of children and parents, the regularity and consistency of the club's work

Activities:

1. Educational (presentation of information to improve the psychological and pedagogical culture of parents);

2. Practical and effective (increasing the interest of parents in the implementation of a common cause, the manifestation of creative abilities, full-fledged emotional communication.

In accordance with the pedagogical principles (purposefulness, variability of forms and methods, cooperation, complexity), it was possible to nominate project hypotheses:

If the interaction between the family and the kindergarten is properly organized, the pedagogical competence of parents is formed in matters of raising children, then it is possible to increase the effectiveness of the educational process.

In connection with the hypothesis put forward, objective of the project:

Strengthening the institution of the family, reviving family traditions in the upbringing of a full-fledged personality of a child as a carrier of social consciousness

To solve this goal, it is necessary to solve the following tasks:

• Create a positive emotional environment for communication between children, parents and educators
• To activate and enrich the pedagogical knowledge and skills of parents.
• To improve the legal culture of parents to form a conscious attitude towards raising children.
• To improve the psychological and pedagogical culture of parents.
• Develop the creativity of children and parents in joint activities.
• Summarize the experience of family education.
• Promote the establishment of successive ties with preschool educational institutions and their parents.

The project is being implemented in three stages. The preparatory stage (1 month - September) includes the following activities:

• development of regulations on the club;
• mini-pedagogical council "Kindergarten and family";
• master class for teachers of preschool educational institution "The system of interaction between teachers and parents in a group";
• survey-diagnostics of parents on the subject of social order;
• drawing up a long-term plan of events, preparing for events;
• discussion of general issues related to the organization of the work of the family club.

During the main stage of the project (from October to April), various events are held at the preschool educational institution with the involvement of parents. It should be noted that the theme of the club meetings varies depending on the social request of the parents.

Here is an example of a plan for organizing events:

activities			the participants
1. Club meeting "Workshop of wizards" (based on older groups)		Workshop on making crafts from paper, thread and natural material. Exhibition decoration.	Educators, children, parents
2. Club meeting "Entertaining sounds" (speech therapy group)		Speech therapy leisure	Speech therapist, educators, parents, children
3. Meeting of the creativity club "Add colors to autumn" (on the basis of the senior group)		Joint creative work of children, parents and an art teacher.	Activity teacher children, parents
4. Meeting of the club "We are environmentalists" (middle group)		Consultation for parents on the ecological education of children. Observing pets. Competition-photo exhibition "Pets"	Educators, children, parents
5. Meeting of the "Healthy preschooler" club (preparatory group for school) Themed evening "Grow healthy, baby!"		Discussion. Open lesson in the pool	Educators, children, parents, medical staff, physical education instructor
6. Club meeting Family leisure "Moms are different		Competition "Draw a portrait of my mother with dad", Reading competition "Poems about Mom"	Educators, children, parents
7. Week of the family. Design and research activities "My family tree" (preparatory groups for school)		Parent group meetings Design of the "Family Traditions" photo album. Exhibition of family drawings "My family tree".	Educators, children, parents

In May, the results of the work on the project are summed up, prospects for further work are determined. This is the final stage of the project.

Results of work over the project can be represented as follows.

The work of the family club in kindergarten contributed to:

• Creating a positive emotional environment for communication between children, parents and teachers
• Activation and enrichment of pedagogical knowledge and skills of parents
• Improving the psychological, pedagogical and legal culture of parents
• Development of creative abilities of children and parents in joint activities
• Summarizing the experience of family education
• Establishing successive ties with preschool educational institutions and their parents

Conclusions:

The organization of interaction between a preschool institution and a family in the form of a family club is an interesting modern model of work to attract parents to active participation in the educational process and helps to strengthen the connection between the preschool institution and the families of pupils. As a result of informal communication between children and adults, not only an intra-family, but also an inter-family friendly atmosphere was created, which served to reveal the creative abilities of children and adults.

At the general parent meeting in the preschool educational institution, a decision was made to continue work on the implementation of the "Family Club" project in the next academic year.

Literature

1. Gurov VN Social work of preschool educational institutions with the family. - M .: Pedagogical Society of Russia, 2003 .-- 160 p.

2. Davydova O.I., Bogoslavets L.G., Mayer A.A. Working with parents in kindergarten: Ethnopedagogical approach. - M .: TC Sphere, 2005 .-- 144 p. - (Appendix to the magazine "Office of the preschool educational institution".

3. Evdokimova E.S. Family pedagogical support in the upbringing of a preschooler. - M .: TC Sphere, 2008 .-- 96 p.

4. A unified educational space for kindergarten, family and society / Authors and compilers: T.P. Kolodyazhnaya, R.M. and others - Rostov-n / D, 2002 .-- 119 p.

Features of organizing the work of a parent club as a form of interaction between a preschool educational institution and a family.

Introduction 3

Chapter I. Theoretical foundations of interaction between family and preschool educational institution

1.1. History of the organization of interaction between the preschool educational institution and the family 8

2.1. The concept of interaction of a preschool educational institution with a family in psychological and pedagogical literature 12

3.1. Parents' club as a form of organizing interaction between the preschool educational institution and the family 22

Chapter II. Experimental work on organizing the work of a parent club as a form of interaction between a dhow and a family

2.1. Organization of research to identify the features of interaction between preschool educational institutions and families 29

2.2. Results of a study to identify the features of interaction between preschool educational institutions and families 33

Conclusion 48

References 51

Appendix 54

Introduction

At present, the interest of teachers and heads of preschool institutions in working with families has noticeably increased. Large-scale transformations in society, complex socio-economic and environmental conditions of our time dictate the need to search for and develop new approaches to the implementation of the tasks of educational work in preschool educational institutions. According to the Concept of Modernization of Russian Education, the family should be an active subject of educational policy. Achievement of the strategic goals of modernization of education is possible only in the process of constant interaction of the educational system with various representatives, including with the family as a social institution.

The beginning of 2013 was rich in events - especially significant for the development of our country and its educational system. Adoption of the law "On Education in the Russian Federation", which entered into force on 1.09.2013, which defines "general principles and provisions governing relations in the education system." Strengthening the upbringing and educational function of a preschool institution, as well as changes taking place in the life of society, determine the need to improve the forms and methods of interaction between the kindergarten and the family, teachers and parents. The further development of the child depends on the joint work of parents and teachers. The quality of the work of a preschool institution determines the level of pedagogical culture of parents, and, consequently, the level of family education of children.

In order to be a real promoter of the means and methods of preschool education, a kindergarten in its work must serve as an example of such education. Only under this condition will parents trust the recommendations of educators, they will be more willing to establish contact with them. Educators must constantly increase their demands on themselves, on their pedagogical knowledge and skills, their attitude towards children and parents. Today, most kindergartens are faced with a difficult task - to involve parents in pedagogical interaction with a child, while moving away from boring patterns.

Family education has always played a decisive role in the development of the personality of a small child. At the same time, the development of the child is influenced by the environment in which he is located, namely the preschool educational institution. In kindergarten, the whole life of a child is subject to a whole system of rules and requirements: the rules of organization and life, behavior in a peer group, etc. Like every family, a preschool institution has an established system of values ​​and traditions. Sometimes they not only do not coincide, but are completely opposite to them. Their upbringing functions are different, but their interaction is necessary for the all-round development of the child. In this regard, there is an urgent need to establish close contact between the kindergarten and the family.

The modern family is one of the main functioning institutions for the formation of a child's personality, the formation of his morally positive potential, it is in the family that children acquire the first experience of social life, receive lessons in morality, their character is formed in the family, their horizons are broadened, and initial life positions are laid. At the same time, a lot for a child depends on the developing relationship between the teacher and the parents. The interests of the child may suffer if the relationship between the employees of the preschool educational institution and the parents did not work out. The activities of parents and educators in the interests of the child can only be successful if they become allies, which will allow them to get to know the child better, see him in different situations, and thus help adults in understanding the individual characteristics of children, developing their abilities, forming value life guidelines, overcoming negative actions and manifestations in behavior. Therefore, one of the main tasks of kindergarten, teachers and psychologists is to establish positive relationships between educators and parents, develop new forms of work with parents to promote pedagogical knowledge, attract parents' attention to the child and highlight the consequences of negative relationships in the family.

The problem of organizing the interaction between preschool educational institutions and families was dealt with by E.P. Arnautova, T.N. Doronova, T.A. Markova, L.V. Vinogradova, A.V. Kozlova, O. V. Solodyankina. In their works, scientists propose forms and methods of fruitful cooperation between preschool institutions and families (T.N. Doronova, T.A. Markova, E.P. Arnautova), reveal the need for self-development of educators and parents (A.V. Kozlova, E.P. Arnautova), offer interactive forms of work of a teacher with a family (E.P. Arnautova, T.N. Doronova, O.V. Solodyankina).

In recent years, the term “innovation” has been increasingly used in the pedagogical vocabulary. This term means "innovation", "advanced teaching experience", "innovation arising from a variety of initiatives and innovations that are promising for the development of education." Currently, considerable practical experience has been accumulated in interacting with the families of pupils. Cooperating with parents in solving the problems of upbringing, development and socialization of preschoolers, preschool teachers strive to create a friendly partnership between the kindergarten and the family. Within the framework of a preschool institution, it can be noted that, as traditional and reliably consolidated forms of interaction with parents, these are consultations, or speeches at parent meetings, stands for parents, and consultation corners in kindergarten groups, as well as non-traditional, one of which is parental club.

The need for such interaction is due to the main task - the physical, mental, intellectual development of the child. This cannot be done without the participation of the family.

Purpose of the study: to determine the features of the work of the parent club as a form of organization of interaction between the preschool educational institution and the family.

Research object: interaction between preschool educational institution and family.

Subject of research: the peculiarities of organizing a parent club as a form of interaction between the preschool educational institution and the family.

Hypothesis: We assume that the interaction of the preschool educational institution and the family is characterized by a low willingness of parents to actively participate in the life of a kindergarten (group), as well as an insufficient readiness of teachers to interact with parents.

We assume that the use of methodological recommendations for organizing a parent club will overcome these disadvantages.

To solve this goal, the following tasks have been put forward:

Theoretically substantiate the problem of interaction between a family and a preschool educational institution

To characterize the parent club as a modern form of interaction between the preschool educational institution and the family;

To study the features of the educational needs of the family, the willingness of the family to participate in the educational process of the preschool educational institution.

Analyze the readiness of teachers to use active forms of interaction with parents, the level of their awareness of the forms of work with parents, including the work of the parent club.

In the course of the research, the following methods were used: analysis of the literature on the research problem; study of pedagogical experience; observation, questioning of teachers and parents, quantitative and qualitative analysis of the results.

The theoretical basis was the works of domestic psychologists and teachers on the problems of interaction between preschool educational institutions with families.

The practical significance of the study lies in the development of guidelines for organizing a parent club as a form of interaction between a preschool educational institution and a family.

The study was carried out on the basis of MBDOU DSOV 24, Cherepovets from 2014 and included the following stages:

Stage I - informational and analytical, includes an analysis of the literature on the research problem, the selection of questionnaires to identify the level of interaction between the preschool educational institution and the family, the study of family requests, the family's readiness to respond to the requests of the preschool institution;

Stage II - conducting the ascertaining experiment;

The study involved 10 families and 10 preschool teachers.

The structure of the work consists of an introduction, 2 chapters, a conclusion, a list of used literature (43), annexes on pages 54-90. The main text is 53 pages.

Forms of interaction between a preschool educational institution and parents

The interaction of preschool educational institutions with parents is implemented through various forms. Allocate

Traditional

unconventional forms .

Traditional forms have existed for more than one decade and are divided into the following groups:

individual :

Individual consultations,

Conversations,

Questioning,

Requests and assignments

Visit

collective e :

Conversations

held both individual and group. In both cases, the goal is clearly defined: what needs to be clarified, how we can help. The content of the conversation is laconic, meaningful for the parents, presented in such a way as to encourage the interlocutors to speak. The teacher must be able not only to speak, but also to listen to parents, to express their interest and benevolence.

Consulting.

Usually, a system of consultations is drawn up, which are carried out individually or for a subgroup of parents. For group consultations, you can invite parents of different groups who have the same problems or,on the contrary, successes inupbringing (capricious children; children with pronounced abilities for drawing, music). The goals of the consultation are the mastering of certain knowledge and skills by the parents; help them resolve

workshops.

This form of work makes it possible to talk about the methods and techniques of teaching and show them:

View illustrations,

Talk about what you read,

How to prepare a child's hand for writing,

How to exercise the articulation apparatus, etc.

Parent meetings

One of the main and most common forms of all-parenting isparent-teacher meeting.

Parents' meetings can be;

organizational;

current or thematic;

final;

group.

Group meetings

are held every 2-3 months. 2-3 questions are brought up for discussion (one question is prepared by the educator, on the other you can invite parents or someone from the specialists to speak). It is advisable to devote one meeting annually to the discussion of the family experience of raising children. A topic is chosen that is topical for this group, for example, "Why do our children not like to work?"

Stages of the parent meeting.

Stage 1. Organization of a parent meeting.

This phase undoubtedly starts with setting the agenda for the meeting and inviting everyone to attend.

When preparing a meeting, you should also think about the organization of the attendance of parents. Practice shows that this part of the job is important. It is very important to create an atmosphere of anticipation of a parenting meeting:

invite parents in advance,

send out personalized invitations,

prepare albums and videos,

illuminating the life of children in kindergarten.

Prepare letters of thanks in advance to those parents whose children took part in competitions and exhibitions.

The organizational part of the preparation stages is completed by the design of the premises for holding a parent meeting in it.

Stage 2. Preparing the script and holding the meeting.

The script and the conduct of the meeting are the subject of the teacher's creativity. The teacher knows the parents of the group better, sensitively captures their mood. Nevertheless, any meeting should, in our opinion, include 5 mandatory components;

- Analysis of the achievements of the children of the group. In this part of the parent meeting, the educator introduces the parents to the general results of the activities of the children; from the very beginning, it is worth warning parents that they will receive answers to specific questions only during a personal meeting.

- Familiarization of parents with the state of the social and emotional climate in the group .

The teacher shares his observations about the behavior of children in situations that are significant for them. The topic of conversation can be relationships, and speech, and the appearance of children, and other issues. Obviously, parents should understand the mission of kindergarten as the first institution of socialization, in which the child gets the experience of interacting with other children and adults is very important.

It is unnecessary to remind of the need to be extremely delicate, to avoid negative assessments of a particular child, and even more so a parent. Do not turn this part of the meeting into a listing of "children's sins".

Psychologist - pedagogical meeting.

It is important to remember that the task of increasing the level of psychological and pedagogical competence of parents is one of the most important tasks. It is not a bad idea to offer parents information about the latest in pedagogical literature, interesting exhibitions, films, etc.

Discussion of organizational issues

(excursions, purchase of benefits, etc.) consists of two components: a report on the work done and information about upcoming affairs: we note that it is best to discuss financial problems with the parent committee in advance.

Personal conversations with parents.

At this stage, the number one focus should be on the parents of children with problems in upbringing and development.

The difficulty lies in the fact that very often these parents, fearing criticism, avoid parental meetings, and the educator should strive to provide them with a sense of security, to make it clear that they are not being judged here, but are trying to help. Joining tactics are very effective: "I understand you!", "I agree with you!"

Stage 3. Comprehension of the results of the parent meeting.

Summing up the meeting begins at the meeting itself:

it is necessary to conclude

formulate the necessary decisions,

give information about the next meeting.

It is important to find out the attitude of parents to the meeting, it is reasonable to prepare in advance the necessary questionnaires for assessmentsandthe wishes of the parents; all this will later become the subject of reflection.

The subject of analysiswill have to become exactly the same

the personal composition of the parents who remained for a personal conversation,

questions from parents during the meeting,

the attendance of parents,

reasons for absence,

parent participation in the discussion, etc.

Information about the results of the parent meeting must be reported to the administration.

MAIN STAGES IN PREPARING A PARENT MEETING

I. Questioning parents on the topic of the meeting.

The questionnaires are completed at home before the meeting and the results are used during the meeting.

II. Making invitations for each family in the form of applications, designs, taking into account the theme of the meeting.

It is important that children take part in making the invitation-secrets for parents.

Invitations are handed out one week before the meeting.

III. Making original memos with advice on the topic of the meeting.

The content of the memos should be short and the text should be in large print.

IV. Preparation of competitions, exhibitions on the topic of the meeting.

Children and parents participate in the competitions.

The teacher acquaints parents with samples of work.

All works are exhibited before the start of the meeting.

The parents choose the best job. The winner is awarded a prize.

V. Recording of children's answers on the topic of the meeting or a tape recorder.

Vi. Inviting a fairytale hero to a meeting.

Vii. Writing posters on the topic of the meeting.

VIII. Conducting a parent committee meeting one month before the meeting.

Distribution of responsibilities for the preparation of the meeting:

responsible for musical design,

responsible for organizing the competition,

responsible for conducting verification raids,

responsible for the design of the group and tables.

It is good if music is played before the meeting.

On tables arranged in a circle, it is necessary to set

cards with the names, patronymics of parents, memos, chips of red, yellow, blue colors, as well as pencils, children's modeling, drawing, applique work.

On the teacher's desk: a tape recorder, a table lamp or candlestick with candles, materials for the meeting.

To be heard.

The main task of any informant is to make sure that he is heard, that is, in principle, they listen to exactly what he wanted to say. Most of the methods used are aimed at solving this problem.

The beginning of a conversation.

The main requirement is that the beginning of the conversation should be short, effective and clear in content. Here are some tips.

Think well and write down the first 2-3 sentences of your speech on a piece of paper. They should sound as calm and clear as possible, even against the background of your understandable excitement.

Introduce yourself correctly (if this is your first time meeting). Briefly, but highlighting those aspects of your status and role in relation to children, which will form the basis of your authority and importance in the eyes of your parents.

Never start with an apology, even if the beginning of the meeting was delayed, there were overlaps and some misunderstandings.

One can simply state that the meeting did not start as planned.

An apology will immediately put you in a bottom-up position and diminish the subjective relevance of your information in the eyes of your listeners.

It is important to start the conversation in silence. Find a way to get attention to yourself. It is advisable to do this outside the box.

Start the conversation by outlining the very logic of the meeting, its main stages: "From the beginning, we are with you ...", "Then we will consider ...", "At the end of the conversation, we have to ...".

Identify where the parents would ask and ask questions during the meeting. For example, you might say that it is better to ask questions right away, as the information is presented. Alternatively, ask your parents to listen fully to you from the beginning and then ask questions.

You can say that you will answer all the questions that will be asked during your monologue later, but for now you will fix them for yourself.

It will be great if, after setting out all the organizational points, you manage to change the position of the listeners, make it more inclusive, liberated.

To do this, bring a recent incident from the life of the group, show something funny or interesting, done by children, etc. If the parents do not know each other, be sure to introduce them.

General meetings

organized 2-3 times a year. They discuss the tasks for the new academic year, the results of educational work, issues of physical education and the problems of the summer health period, etc. You can invite a doctor, lawyer, children's writer to the general meeting. Parents are expected to speak.

Parental conferences.

The main goal of the conference is to exchange experience in family education. Parents prepare a message in advance, the teacher, if necessary, provides assistance in choosing a topic, designing a speech. A specialist can speak at the conference.

The conference can be held within the framework of one preschool institution, but conferences of city and district scales are also practiced.

It is important to determine the actual topic of the conference ("Caring for the health of children", "Involvement of children in the national culture", "The role of the family in raising a child").

An exhibition of children's works, pedagogical literature, materials reflecting the work of preschool institutions, etc. is being prepared for the conference.

You can end the conference with a joint concert of children, preschool staff, and family members.

visual –

Sliding folders,

Stands,

Screens,

Exhibitions,

Photo,

Doors open days.

TOlassification of unconventional forms .

These include four groups:

information and analytical;

leisure;

cognitive;

visual information forms.

Information and analytical shape

are aimed at identifying the interests, requests of parents, establishing emotional contact between teachers, parents and children. From the questionnaires, teachers learn the characteristics of preschoolers, what the child loves, dislikes, his preferences, how to name the child. These include:

Survey,

Tests,

Questioning,

- "Mailbox",

Information baskets where parents can

post questions of concern to them.

Leisure forms

these are joint leisure activities,

holidays,

Exhibitions.

They are called upon to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure allows you to create emotional comfort in the group. Parents become more open to communication.

Leisure activities include various holidays, for example,

"Meeting the New Year",

"Pancake week",

"Feast of mothers",

"Harvest Festival"

"Sports festival with parents",

"Dog Show",

organization of "Family Theaters" with the participation of family members, etc.

At these events, parents are participants, not guests of the preschool. They play, sing songs, recite poetry, bring their collections, household items, awards, etc.

Games are also held

"Through the mouth of a baby"

"Fair",

contests "Decorate the Christmas tree",

"Sweet hour"

defile for children from waste material, etc.

Parents complete creative tasks with their children

"Young Master"

"Good hostess".

The organization of joint activities of parents and preschoolers is positive, for example,

"My Family's Favorite Culinary Recipes"

"Theater festivals"

"Creative workshops",

exhibitions "The Joy of Creation", etc.

Cognitive forms

familiarization of parents with the age and psychological characteristics of preschool children, the formation of their practical education skills. The main role belongs to meetings in an unconventional form, group consultations. Educators are creative in their organization and conduct, often relying on popular TV shows. These include:

- "KVN",

- "Pedagogical field of miracles",

- "Theater Friday",

- "Pedagogical case",

- "What where When?",

- "Round table",

- "Talk show",

- "Helpline",

- "Quizzes", etc.

To develop parenting skills and abilities of raising a child,

Trainings,

Workshops,

Discussions.

Visual information forms

conditionally divided into two subgroups:

informational and familiarization;

informational and educational.

Visual and informational forms in a non-traditional sound make it possible to correctly assess the activities of teachers, to revise the methods and techniques of family education.

The task of the information and acquaintance form

– familiarization of parents with the preschool institution, the peculiarities of its work, teachers. For example

Doors open days

. It is noteworthy that today for those parents who could not attend kindergarten, we can offer

Disk entries;

Viewing videos,

Exhibitions of children's works.

Joint exhibitions of children's drawings

Photos on the theme "My family on vacation",

- "Crafts from natural material", made by hands of adults and children.

Together with the parents they make out

Collages using modern technology.

Practiced

Correspondence with parents via e-mail,

Photo exchange.

Parents are actively involved in making slideshows.

Forms of work with parents used during the "Open Day" at the preschool educational institution

- open lesson with children.

- a joint activity with parents.

KVN together with children and parents.

Concert for parents.

Joint leisure.

Family portrait.

Drawing competition for parents on various topics, including

including "Portrait of your child"

Consultations of specialists: doctors, lawyers, etc.

Consultations with a speech therapist, psychologist, methodologist, etc.

Exhibition of children's works.

Invitation to the preschool educational institution of a hairdresser, manicurist, etc.

Fair-sale of children's crafts, toys,

made by the hands of children.

Fair for the exchange of children's clothes.

Exhibition of dishes and recipes for cooking

children.

Exhibition of models of children's clothing.

Questioning parents on various topics.

Round table for parents to share experiences.

Organization of role-playing games with children.

Organization and conduct of Ph.D. and labor orders

with kids.

Objectives of the information and educational form

are close to the tasks of cognitive forms and are aimed at enriching parents' knowledge about the peculiarities of the development and upbringing of preschool children. These include:

Issue of a newspaper for parents,

Computer presentation of text,

- drawings, diagrams,

- libraries for parents on the main problems of family pedagogy.

Stands made with the use of modern technologies can also be attributed to this group.

The specificity of these forms lies in the fact that the communication between the teacher and the parents is not direct, but mediated.

One of the time-tested forms is

connecting parents to the life of a preschool educational institution, organizing their joint activities with children .

So, parents of different professions (seamstress, driver, doctor, librarian, artist, etc.) come to visit preschoolers. Conduct conversations with them. For example,

dad is a firefighter, or dad is a policeman,

the mother, the doctor, introduces the pupils to the peculiarities of their profession. They take part in various activities with children, film events on camera, provide transportation, etc.

Also parents are involved

By subbotniks,

Participate in landscaping the territory of the preschool educational institution

They take preschoolers to performances

Weekend excursions,

They visit museums together.

Currently actively used

method of projects

when parents are involved in a certain part of a common task, for example, to familiarize preschoolers with their hometown. They collect information about architecture, names of streets, squares, make sketches, photographs, etc. Then they present their work at a general event. This method helps to bring parents, children and teachers closer together.

Now participants in the pedagogical process are actively using

multimedia, internet.

Ministry of Education and Science of the Russian Federation

state educational institution

secondary vocational education

"Novorossiysk social and pedagogical college"

Krasnodar Territory

Final qualifying work

Modern forms of interaction of a preschool educational institution with a family

student

specialty 050704 Preschool education (form of education - external studies)

Supervisor:

Didovich A.N.

Reviewer: O. V. Kurai

Novorossiysk - 2010

Introduction 3

Chapter I ... Theoretical approaches to the problem of interaction

preschool educational institution with family 6

1.1. Analysis of psychological and pedagogical literature on the problem

interaction of the preschool educational institution with the family 6

1.2. Modern approaches to organizing family interaction and

preschool educational institution 13

1.4. Forms of interaction between family and preschool educational institution 25

Conclusions on the first chapter 35

Chapter II ... Experimental and practical work on the introduction of traditional and non-traditional forms of interaction between a preschool educational institution and a family 37

2.1. Organization of work with parents on the introduction of traditional and non-traditional forms of interaction between the preschool educational institution and the family 37

Conclusions for chapter two chapter 47

Conclusion 49

Bibliography 51

Introduction

Field of study- pedagogy.

The relevance of research... Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. Each of these branches, representing a social institution of upbringing, has its own specific capabilities in the formation of the child's personality. Family and preschool institutions are two important institutions for the socialization of children. Their upbringing functions are different, but their interaction is necessary for the all-round development of the child. Preschool plays an important role in the development of the child. Here he receives an education, acquires the ability to interact with other children and adults, to organize his own activities. However, how effectively a child will acquire these skills depends on the family's attitude towards the preschool. Harmonious development of a preschooler is hardly possible without the active participation of his parents in the educational process.

The main feature of family upbringing is a special emotional microclimate, thanks to which a child develops an attitude towards himself, which determines his sense of self-worth. It is undeniable that it is the example of the parents and their personal qualities that largely determine the effectiveness of the upbringing function of the family. The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. However, this interaction is influenced by a number of factors, primarily what parents and the teaching staff expect from each other. Despite the fact that recently new, promising forms of cooperation have emerged, which involve the involvement of parents in active participation in the pedagogical process of the kindergarten, more often work with parents is carried out only in one of the directions of pedagogical propaganda, in which the family is only an object of influence. As a result, no feedback is established with the family, and the possibilities of family education are not fully utilized.

Object of study: interaction of the preschool educational institution with the family.

Subject of study: forms of interaction of a preschool educational institution with a family.

Purpose of the study: to study traditional and non-traditional forms of work of a preschool educational institution with a family .

Research objectives:

1. To analyze the psychological and pedagogical literature on the problem of interaction of the preschool institution with the family.

2. Consider modern approaches to the organization of interaction between the family and the preschool educational institution.

3. To study the directions of work of the teacher of the LOU with the parents.

4. Get acquainted with the forms of interaction between the family and the preschool educational institution.

5. Develop a program for the introduction of non-traditional forms of interaction between preschool educational institutions and families.

Research hypothesis: the interaction of the preschool institution with the family will be more effective:

If non-traditional forms of interaction between preschool educational institutions and families will be used in combination with traditional ones;

If the work will be dominated by forms aimed at involving parents in the upbringing of their children.

Research methods - theoretical:

a) analysis of educational methodological literature

b) comparison, generalization, specification;

c) the study of advanced teaching experience.

Research stages:

At the first stage of our research, we carried out an analysis of literary sources, outlined a research program, and selected the necessary methodological material.

In the second stage the analysis, systematization and generalization of the studied literature took place, theoretical conclusions were drawn and practical recommendations were developed on this problem.

Chapter I ... Theoretical approaches to the problem of interaction of a preschool educational institution with a family

1.1. Analysis of psychological and pedagogical literature on the problem of interaction of a preschool educational institution with a family

For a long time, there has been a dispute over what is more important in the formation of an individual: family or social education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, while others gave the palm to public institutions.

So, Ya. A. Komensky called the mother's school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - no change in the schedule, no days off or vacations. The more imaginative and meaningful the child's life becomes, the wider the circle of maternal concerns. The humanist educator I. G. Pestalozzi: the family is the true organ of upbringing, it teaches by deed, and the living word only complements and, falling on the soil plowed by life, it makes a completely different impression.

In contrast, the utopian socialist Robert Owen saw the family as one of the evils on the path to the formation of a new person. His idea of ​​the need for an exclusively social upbringing of a child from an early age was actively embodied in our country with the simultaneous relegation of the family to the position of a "cell" with "backward" traditions and customs. For many years, in word and deed, the leading role of social education in the formation of a child's personality has been emphasized.

After the establishment of Soviet power in Russia, preschool education became a matter of state importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal of preschool education was the harmonious development of the child, then after it, its goal was to form, first of all, a citizen of the Soviet state. In this regard, the attitude of the leaders of preschool education to the concept of "free education" is indicative, according to which education should encourage the natural, spontaneous development of the child, not imposed from outside, in which the family plays the main role. For example, D. A. Lazurkina called for a fight against "free upbringing", and upbringing in preschool institutions began to be seen as a means of compensating for the shortcomings of family upbringing, and often even as a means of destroying the pre-existing institution of the family, a means of combating the "old family" , which was considered as a hindrance or even an enemy of the correct, that is, social education.

Ideas of this kind were further developed in the works of A. S. Makarenko: “There are good and bad families. We cannot guarantee that the family can educate as it wants. We must organize family upbringing, and the school must be the organizing element as a representative of state upbringing. The school must lead the family. " Makarenko called on teaching teams to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents. At the same time, family education was supposed to play a subordinate role, to depend on the "order of society."

In various laboratories of the Research Institute of the Academy of Pedagogical Sciences of the USSR, the problems of development and education of children of early and preschool age were considered, attention was also paid to the study of issues of family education of children of preschool age. The researchers concluded that none of these can be successfully solved by kindergarten without the cooperation of the family. Although these social institutions have common goals and objectives, the content and methods of upbringing and teaching children are specific in each of them.

Here is a scheme developed by E.P. Arnautova and V.M. Ivanova, where the disadvantages and positive aspects of social and family education are considered.

Disadvantages and positives

aspects of social and family education

	A family
limitations	Benefits
· A business form of communication between a teacher and children, reduced intimacy, emotional deficiency. The presence of successive educators with different programs of their behavior, methods of influencing the child. The teacher's appeal to all children, the lack of individual communication with each child. Comparative severity of the daily regimen. Communication with children of the same age.	· Relatively "soft" relations between parents and children, emotional saturation of the relationship. The constancy and duration of the pedagogical program of parental behavior, their impact on the child. Individual appeal of pedagogical influences to the child. An active daily routine. The ability to communicate with relatives of children of different ages.
· Availability and use of a program for the education and training of preschoolers, pedagogical knowledge of teachers, scientific and methodological manuals. The purposeful nature of the upbringing and education of children. Living conditions and life are scientifically developed for the upbringing and education of children. The use of methods of education, training, adequate to the age characteristics and capabilities of preschoolers, understanding their spiritual needs. Skillful application of the assessment of the activities and behavior of children as a stimulus for their development. Various meaningful activities of children in children's society. The ability to play and communicate with a wide range of peers.	· Lack of an upbringing program, the presence of fragmentary ideas about upbringing from parents, the use of random pedagogical literature by parents. The spontaneous nature of the upbringing and education of the child, the use of individual traditions and elements of purposeful upbringing. The desire of adults to create conditions for themselves in the family, their lack of understanding of the importance of these conditions for the child. Misunderstanding of the age characteristics of preschoolers, the idea of ​​children as a smaller copy of adults, inertia in the search for methods of education. Misunderstanding of the role of assessment in the upbringing and education of a child, the desire to evaluate not his behavior, but his personality. The monotony and lack of content of the child's activities in the family. Lack of communication with children in the game. Inability to give the child an objective description, to analyze their methods of education.

Based on the above table, we can conclude that each of the social institutions has its own advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of the life of society, the environment, etc. Therefore, it is important to combine the upbringing of a child in a family with the need to educate him in a peer group. The above analysis confirms the need for cooperation between the kindergarten and the family, the complementary, mutually enriching influence of family and social education.

Over the thousand-year history of mankind, two branches of the upbringing of the younger generation have developed: family and public. Each of these branches, representing a social institution of upbringing, has its own specific capabilities in the formation of the child's personality. Family and preschool institutions are two important institutions for the socialization of children. Their upbringing functions are different, but their interaction is necessary for the all-round development of the child. Preschool plays an important role in the development of the child. Here he receives an education, acquires the ability to interact with other children and adults, to organize his own activities. However, how effectively a child will acquire these skills depends on the family's attitude towards the preschool. Harmonious development of a preschooler is hardly possible without the active participation of his parents in the educational process.

The role of the family in the upbringing and development of a child should also not be underestimated. The main feature of family upbringing is a special emotional microclimate, thanks to which a child develops an attitude towards himself, which determines his sense of self-worth. Another important role of family education is to influence the value orientations, the worldview of the child as a whole, and his behavior in various spheres of social life. It is also known that it is the example of parents and their personal qualities that largely determine the effectiveness of the upbringing function of the family. The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. However, this interaction is influenced by a number of factors, primarily what parents and the teaching staff expect from each other. Recently, new, promising forms of cooperation have emerged, which involve the involvement of parents in active participation in the pedagogical process of the kindergarten.

Since the interaction of the family and the preschool institution plays an important role in the development of the child and ensuring the continuity of preschool and school education, it is necessary to study in detail the ideas of parents and teachers about each other, their influence on interaction and develop recommendations that would help increase the effectiveness of this interaction. In this regard, the question of finding and implementing methods and forms of interaction between a preschool institution and a family is one of the most urgent today.

In his writings, A. S. Makarenko wrote: "We cannot guarantee that the family can educate as it wants. We must organize family education, and the school must be the organizing element as a representative of state education. The school must lead the family." Makarenko called on teaching teams to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents.

Teachers often complain that nothing will surprise parents now. But as the studies carried out by OL Zvereva show, and later these data were confirmed by E.P. Arnautova, V.P.Dubrova, V.M. Ivanova, the attitude of parents to events depends primarily on the formulation of educational work in kindergarten, the initiative of the administration, on its involvement in solving issues of pedagogical education of parents.

The ideas of interaction between family and social education were developed in the works of V.A. Sukhomlinsky, in particular, he wrote: "In the preschool years, the child almost completely identifies with the family, discovering and asserting himself and other people mainly through the judgments, assessments and actions of the parents." Therefore, he emphasized, the tasks of education can be successfully solved if the educational institution maintains contact with the family, if relations of trust and cooperation have been established between educators and parents.

In the middle of the XX century. great attention began to be paid combination social and family education. Studies of the past century have concretized the content, forms and methods of pedagogical education of parents and made it possible to develop valuable recommendations for teachers. At the end of the XX century. attention begins to be paid to the interaction of the preschool institution and the family. The search for new, non-traditional forms of cooperation with parents is underway. Currently, a restructuring of the preschool education system is underway, and at the center of this restructuring are the humanization and deideologization of the pedagogical process. From now on, its goal is not recognized as the education of a member of society, but the free development of the individual.

The new concept of interaction between the family and the preschool institution is based on the idea that parents are responsible for the upbringing of children, and all other social institutions are called upon to help, support, direct, supplement their educational activities. The policy of transforming education from family to public education, officially implemented in our country, is becoming a thing of the past.

"Family - preschool educational institution" - personal interaction of a 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. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.

1) increasing the psychological and pedagogical knowledge of parents (seminars, individual and group consultations, workshops);

2) the involvement of parents in the educational process (parent meetings, joint creative affairs, assistance in strengthening the material and technical base);

The forms and methods of work with parents are aimed at increasing the pedagogical culture of parents, at strengthening the interaction between the preschool institution and the family, at strengthening its educational potential.

The main thing is to convey knowledge to parents. There are traditional and non-traditional forms of communication between the teacher and the parents of preschoolers. Traditional forms are subdivided into collective, individual and visual-informational.
TO collective forms include parent meetings, conferences, "round tables", etc. Group parent meetings are an effective form of work of educators with a team 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 point, of course, is not the name of the form of work with parents. Now meetings are being supplanted by new non-traditional forms, such as Oral Journal, Pedagogical Lounge, Round Table, etc. I would like to warn teachers against hobby for entertainment: some believe that you need to drink tea with your parents, play games. In this case, the pedagogical content “goes away”. It is advisable to combine different forms of work, for example, after having fun with the parents, you can organize talks and meetings. At general parent-teacher meetings, the problems of raising children are discussed. It is advisable to conduct a tour of the preschool educational institution, acquaint parents with specialists, with an explanation of the profile and tasks of the institution; you can publish a booklet, advertising, telling about a specific institution.

TO individual forms include pedagogical conversations with parents; it is one of the most accessible forms of family bonding. Conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting, family visit. The purpose of the pedagogical conversation is to exchange views on a particular issue; its feature is the active participation of both the educator and the parents. Conversation can arise spontaneously on the initiative of both parents and a teacher. The latter thinks over what questions he will ask the parents, communicates the topic and asks them to prepare the questions that they would like to receive an answer to. When planning the topics of conversations, one must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of training and education of a preschooler.

At present, practice has accumulated a variety of non-traditional forms, but they have not yet been sufficiently studied and generalized. The classification scheme for non-traditional forms is proposed by T.V. Krotova. The author distinguishes the following non-traditional forms: information and analytical (although they are essentially close to the methods of studying the family), leisure, cognitive, visual information. They are presented in the table.

Non-traditional forms of organizing communication between teachers and parents

Name	For what purposeused bythis the form	Forms of communication
Information and analytical	Identification of interests, needs, requests of parents, the level of their pedagogical literacy	Conducting sociological snapshots, surveys, "Mailbox"
Leisure	Establishing emotional contact between teachers, parents, children	Joint leisure, holidays, participation of parents and children in exhibitions
Cognitive	Familiarization of parents with the age and psychological characteristics of preschool children. Formation of practical skills of parenting in parents	Workshops, pedagogical briefing, pedagogical lounge, meetings, non-traditional consultations, oral pedagogical journals, games with pedagogical content, pedagogical library for parents
Visual and informational: informational and informational; outreach	Familiarization of parents with the work of a preschool institution, the peculiarities 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 views of classes and other activities of children. Publishing newspapers, organizing mini-libraries

Currently, in connection with the restructuring of the preschool education system, practical workers of preschool educational institutions are looking for new, unconventional forms of work with parents based on cooperation and interaction between teachers and parents. Individual work with the family, a differentiated approach to families of different types, care not to lose sight of and the influence of specialists not only difficult, but also not entirely successful in some specific, but important issues of the family, continue to be topical tasks. Let's give examples of some of them.

Visiting the child's family gives a lot for studying it, establishing contact with the child, his parents, clarifying the conditions of upbringing. The child's behavior and mood (joyful, relaxed, quiet, embarrassed, friendly) will also help to understand the psychological climate of the family.

Open Day , being a fairly widespread form of work, it makes it possible to acquaint parents with the preschool institution, its traditions, rules, features of upbringing and educational work, to interest it and involve it in participation. It is carried out as a tour of the preschool institution with a visit to the group where the children of the parents who have come are brought up. You can show a fragment of the work of a preschool institution (collective work of children, gathering for a walk, etc.). After the excursion and viewing, the leader or senior educator talk with the parents, find out their impressions, answer the questions that have arisen.

Conversations held both individual and group. In both cases, the goal is clearly defined: what needs to be clarified, how we can help. The content of the conversation is laconic, meaningful for the parents, presented in such a way as to encourage the interlocutors to speak. The teacher must be able not only to speak, but also to listen to parents, to express their interest and benevolence.

Consulting. Usually a consultation system is drawn up. Individual or group consultations for parents are provided. For group consultations, you can invite parents of different groups who have the same problems or, conversely, success in upbringing (capricious children; children with pronounced abilities for drawing, music). Individual consultation is the most widespread and effective form. In individual consultations, parents are more willing and frank to talk about the griefs and concerns that worry them. Consultations can be carried out at the initiative of the teacher (oral invitation at the meeting or by phone, written invitation) or at the initiative of the parents themselves.

The goals of the consultation are the mastering of certain knowledge and skills by the parents; helping them in resolving problematic issues.
Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops and open sessions. Such forms of work make 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 has been read, how to prepare a child's hand for writing, how to exercise the articulatory apparatus, etc. They also allow avoiding many conflicts caused by ignorance and misunderstanding parents of the specifics of educational activities).

Parent-teacher meeting the main form of work with parents. In which the whole complex of psychological and pedagogical interaction of an educational institution and a family is concentrated. Meetings group and general (for parents of the entire institution) are held. General meetings are organized 2-3 times a year. They discuss the tasks for the new academic year, the main directions and results of educational work, issues of physical education and problems of the summer health-improving period; familiarize with the normative legal documents about the preschool institution.

At general meetings, speakers are: the head of the preschool educational institution, a senior educator, a doctor, a psychologist, a speech therapist, a lawyer may be invited. Parents are expected to speak.

Group meetings are held every 2-3 months. The topics and methods of the meeting should take into account the age characteristics of children, the level of education and interest of parents, the goals and objectives of upbringing that the preschool educational institution faces. 2-3 questions are brought up for discussion (one question is prepared by the educator, on the other you can invite parents or someone from the specialists to speak). It is advisable to devote one meeting annually to the discussion of the family experience of raising children.

Parental conferences. The main goal of the conference is to exchange experience in family education. Parents prepare a message in advance, the teacher, if necessary, provides assistance in choosing a topic, designing a speech. Specialists (psychologist, speech therapist, medical worker) can speak at the conference.

Parent readings- a very interesting form of work with parents, which gives parents the opportunity not only to listen to lectures by the preschool educational institution, but also to study the literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the psychological, pedagogical and socio-moral issues that concern them the most. The group educator collects information and analyzes it. With the help of a senior educator and other specialists, books are selected in which you can get an answer to the question posed. Parents read the recommended books and then use the information they learn in parenting readings. A feature of parental readings is that, while analyzing the book, parents must state their own understanding of the issue and the change in approaches to its solution after reading the book.

Parents' evenings- a form of work that perfectly unites the parental team. Parents' evenings are held in a group 2-3 times a year without the presence of children. Parents' evening is a holiday of communication with the parents of a friend of your child, it is a holiday of memories of the infancy and childhood of your own child, it is a search for answers to questions that life and their own child pose to parents. Themes for parenting evenings can be very diverse. The main thing is that they must teach to listen and hear each other, themselves, their inner voice.

Examples of parenting evenings topics:

1. The birth of a child and the first year of his life and development.
2. The first books of the child.
3. The future of my child. How do I see it?
4. Friends of my child.
5. Holidays of our family.
6. "Yes" and "No" in our family.
7. Traditions and customs of our family.
8. Songs sung and sung by our children.

Forms of evenings allow you not only to express your opinion on the proposed topics, but also to hear something useful for yourself in the arguments of other parents, to adopt something new and interesting in your educational arsenal.

Family Clubs. Unlike parental meetings, which are based on an edifying and instructive form of communication, the club builds relationships with the family on the principles of voluntariness and personal interest. In such a club, people are united by a common problem and joint searches for optimal forms of assistance to the child. The topics of the meetings are formulated and requested by the 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 intention of the organizers.
The family and the kindergarten have their own special functions and cannot replace each other. An important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is adjusted, which is especially necessary when preparing children for school.

The family is the institution of primary socialization. The preschool institution is part of the system of the indirect, or formal, environment of the child and is an institution of secondary socialization. All stages of the socialization process are closely related to each other.
Nowadays the need public preschool education does not cause any doubts. In recent years, increased requirements have been imposed on preschool institutions.

The relationship of the preschool institution with the family should be based on cooperation and interaction subject to the openness of the kindergarten inside(involving parents in the educational process of the kindergarten) and outward(cooperation of a preschool educational institution with social institutions located on its territory: general education, music, sports schools, libraries, etc.).
The main goal of all forms and types of interaction between the preschool educational institution and the family - establishing trusting relationships between children, parents and teachers, fostering the need to share their problems with each other and jointly solve them.

Thus, the interaction of the kindergarten with the family can be carried out in different ways. It is only important to avoid formalism.