The project "Model of partnership of family and preschool educational institution".

Preschool childhood is a period during which the child is completely dependent on others - parents and teachers. It is important that children grow up in an atmosphere of respect and do not suffer negative consequences.

The family and the preschool institution are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.

The child grows up and enters kindergarten. Now new people appear in his environment - adults and children. And the emotional comfort and security of the baby, his timely development, the ability to communicate with peers and adults depend on how adults, new people for him, meet the child, on their efforts and efforts. No matter how good the pedagogical technologies of an educational institution are, an important factor in the formation of a person is the family. The values ​​and atmosphere of the family, its traditions, the culture of relationships become the soil for the maturation of the individual and the basis of her life guidelines. And parents should become active and equal participants in the educational process.

Parents experience certain difficulties in that they cannot find free time to work with children at home. They are often unsure of their abilities. We often encounter the position of self-withdrawal of many parents from solving the issues of raising children. Some parents, busy with everyday life concerns, perceive the preschool period as a time that does not require special educational efforts from them, and such parents shift the upbringing to a preschool educational institution, and at home provide the child with a TV, computer, monster toys.

Many parents believe that no one knows their child better than themselves, so the teacher cannot tell them anything new about their child. In fact, this is not so - in the process of growing up and communicating with peers, the child develops new hobbies and interests that parents may not even know about because the child practices them only in kindergarten.

The involvement of parents in the pedagogical process, their interested participation in the educational process is necessary for their own child.

One of the most common forms of work with parents is parent meetings. This is the main form of interaction between a parent and educators, which allows parents to keep abreast of the everyday life of the kindergarten, to know what classes are held in kindergarten and what results the children have achieved.

Thus, the analysis of the state of this problem of interaction between specialists of the preschool educational institution with parents determined the relevance of the project topic: "Model of interaction between the preschool educational institution and the family on the development of the child."

Design part

Project implementation period– 1 year (September 2013 – September 2014).

Project type- practice-oriented (applied).

Activities:

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

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

Objective of the project: combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child.

Project objectives:

Increasing the level of professional competence of teachers in organizing work with families.

Involving parents in active participation in the pedagogical process.

Establish trusting relationships between children, parents and teachers.

Testing new non-traditional forms of work with the family as a factor in the positive development of the child.

Project participants:
- teacher-psychologist;
- educators;
- music director;
- children aged 1.5 to 7 years;
- parents (legal representatives);

To solve the tasks set, the following forms of cooperation between the kindergarten and the family are used:

1. Information - analytical

Questioning;

Testing;

The method of writing mini-essays by parents “My child”, “My family”.

2. Visual and informational forms

Website of the preschool educational institution website and pages of teachers;

Issue of family wall newspapers, newspapers of the kindergarten "News d / s No. 44";

Open display of direct educational activities for parents by specialists of preschool educational institutions, events and matinees for parents;

Photo exhibitions;

Family presentations;

Library for parents;

Visual information in an unconventional form: “Flower of Wisdom” (advice from parents to parents), “Unfinished thesis”, “Portrait of an ideal parent, educator”;

Non-traditional open days;

3. Cognitive.

Non-traditional forms of holding a parent meeting;

Informational and practical classes with a teacher-psychologist "School of Parental Excellence";

Joint work on the thematic plan of the project;

Pedagogical crosswords;

Round table.

4. Leisure.

Joint holidays, leisure, entertainment;

Joint sports days;

Family Theatre;

Participation of parents in craft competitions, photo exhibitions, exhibitions.

Expected results:

Identification of the features of professional pedagogical interaction between preschool specialists and parents, taking into account modern trends in family education of preschoolers;

Research of pedagogical aspects of disharmony of family relations as a factor of violations of family socialization of a preschooler;

Designing a model of interaction between the teaching staff of the preschool educational institution and the parents of pupils;

Determination of indicators of the effectiveness of the process of interaction between specialists of preschool educational institutions and parents.

Determining the dynamics of the level of competence of teachers and parents on the issues of interaction and education of children;

Increasing the coverage of parents with various forms of cooperation;

Accounting for the social request (interests, needs, requirements) of parents in planning the work of the institution;

Awareness by the team and parents of the dominant role of family education and the role of the preschool institution as a “helper” of the family in the upbringing of children.

PROJECT IMPLEMENTATION STAGES

STAGE I - PREPARATORY

1. The study of scientific and methodological literature on the topic of the project.

2. Questioning of parents.

3. Calendar-thematic plans within the framework of the project.

4. Development of methodological materials for the implementation of the project.

STAGE II - MAIN CURRENT

1. Development of summaries of events and their implementation.

2. Implementation of plans for interaction between project participants.

STAGE III - FINAL

1. Analysis of the work done. (Parents meeting, pedagogical council)

2. Presentation on the topic “Forms of work with parents (legal representatives) in a preschool educational institution.

3. Photo session, interviewing parents, publication on the website of the preschool educational institution.

Perspective plan of work with parents for the 2013-2014 academic year.

Target: solving problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process in preschool educational institutions.

The system of work of the preschool educational institution with the family
Principles of working with parents Purposefulness, systematic, planning; A differentiated approach to work, taking into account the specifics of each family; Age-related nature of work with parents; Kindness, openness	Family Study Methods Questioning; Child supervision; Family survey using projective techniques; Conversation with the child; Conversation with parents; Parent essays;	Forms of work with parents General, group, individual; Pedagogical consultations, conversations, trainings; Joint activities, leisure activities; Participation of parents in methodological activities: making costumes, organizing video filming; Open days; Interest clubs

Perspective work plan
with the families of pupils for the 2013–2014 academic year. G.

Forms of communication	Timing		Members
Parent survey	September	Collection of information
Drawing up a social passport of the group, a diary of the group	September		Parents, educators
Photo and essay contest “How I spent my summer”	September		Parents, children, teachers
Parent meeting in the form of a round table	September	Familiarization of parents with the tasks for the new academic year, discussion of general issues related to the organization of the work of the family club	Head of preschool educational institution, educators, parents, children
Conducting “School of Parenting Excellence” meetings	2 times a month	parent education	Educational psychologist
An unconventional form of communication with parents "Mailbox", which is installed in the reception group	During a year	Gathering information, educating parents: answers are printed in the DOW newspaper, as well as on the website in the Specialist Advice section.	Educators, teacher-psychologist, moderator of the DOW website
Competition "Mother's Tale": Winter Tales; Bedtime stories, etc.	During a year	Joint creative work of parents and children	Parents, children, teachers
Organization of visual information in an unconventional form: a camomile of wisdom, a portrait of an ideal parent, an unfinished thesis, a portrait of an ideal teacher.	During a year	Collecting data for compiling the social passport of the group	Senior educator, educators
Maintaining and updating information on the Kindergarten website. Maintenance of subsections of the Group, methodological work, expert advice.	During a year	parent education	Site moderator
Organization of the pedagogical library	During a year	Creation and replenishment of the pedagogical library for parents	Senior educator, educators
Issue of newspapers with advice from specialists "Kindergarten News"	1 time per month	parent education	senior caregiver
Introduction of group traditions: “Game has come to visit us”, “Game for rent”	During a year	Children bring educational games to the group for a while or take games home “for rent” to play with the family	Parents, children, teachers
Competition “Autumn Bouquet”		Creative work of parents and children	Parents, children, teachers
Consultation; “The speech environment of a preschooler. Foul language is a disease of society”			educators
Consultation: “The ABC of road safety for parents with children”		Preparation of materials and design of a brochure suitable for parents to read at home	educators
“What do kids play at home”		Workshop on organizing gaming activities	Kindergarten teachers, parents, children
Consultation: “Family Tree” Competition "Family Tree"		Preparation of materials and design of a brochure suitable for parents to read at home	educators
open letter to mom		Drawing up a letter by a child to his mother under the guidance of educators	Educators. Children
Group design	During a year	Joint creation of a subject-developing space	Parents, children, teachers
Making a group diary with significant events, photos of events, birthdays.	During a year	Preparation of material to familiarize parents with the life of the garden	educators
An unconventional form of holding a parent meeting "Adaptation to kindergarten", with the presentation of "Orders" (in the form of a child's palm) to parents who have successfully adapted to the preschool educational institution.		parent education	Educators, educational psychologist
Family traditions Crafts and drawings competition for the New Year		Making a photo album “Forest beauty”	Parents, children, teachers
Meeting interesting people		Parents' story about their professions	Educators and parents
Pedagogical lounge “Children’s rights are relevant”		Business game for parents	Educators and parents
Exhibition: “Our favorite sport”		Joint creative work of parents and children	Parents, children, teachers
Dad interview. Thank you dad from mom Organization of the photo exhibition "This is my dad!"		Recording an interview on a video camera, discussion and registration of thanks to dads from moms	Parents, children, teachers
Meeting “My dad is the best”		Leisure activities for parents and children	Parents, children, teachers
Photo collage “My dad is the defender of the Motherland”		Joint creative work of parents, educators and children	Parents, children, teachers
Exhibition of drawings “Flowers for Mom” Exhibition of photographs "Mom at work"		Creative work of children	Children and caregivers
		Joint creative work of preschool teachers and children
Campaign "Before it's too late" about fostering love for nature	March, April	Meeting of the parent club, organization of the photo exhibition “Our Pets” (animals, plants)	Parents, children, teachers
Organization of the exhibition of creative works "Button World"		Joint creative work of preschool teachers, children and parents	Music director, educators, children
“What is School Readiness”		Psychologist's consultation	Psychologist, parents. educators
		Making a photo collage “My ancestors during the Second World War”, laying flowers at the Memorial of Military Glory	Parents, children, teachers
Final parent meeting. Project presentation		Outdoor children's activity. Summing up the academic year. Presentation of the project, Awarding of participants in various nominations	Head of preschool educational institution, educators, children and parents

design method and

interaction with the family in the work of the preschool educational institution

(from work experience)

Prepared

Senior teacher Soboleva I.S.

Moscow, 2014

“On how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him - this decisively depends on what kind of person today's baby will become.”
V.A. Sukhomlinsky

Family and kindergarten are two public institutions that stand at the origins of our future.

The Law "On Education" obliges teachers and parents to become not only equal, but also equally responsible participants in the educational process.

One of the important principles of federal state requirements is the upbringing and development of preschool children together with parents, the involvement of parents in the educational process of a preschool institution. At the same time, the educator himself determines what tasks he can more effectively solve when interacting with the family, how to maintain business and personal contacts with parents, and involve them in the process of joint education of preschool children. Only together can educators and parents get to know the child better, and, having learned, direct common efforts to his development.

Today, in science and practice, the view of the child as a “self-developing system” is being intensively defended, while the efforts of adults should be aimed at creating conditions for the development of children. Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education. Designing, as a creative activity of teachers, allows sufficient (in accordance with FGT) to formulate the goals and objectives of the upcoming activities, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve the expected result, and most importantly, it opens up opportunities for pedagogical creativity.

In 2012, seminars and consultations were organized in our preschool educational institution on the topic "Using the project method in working with preschoolers." The teachers became interested in the proposed material and decided to implement it in their work with children.

Most modern parents are literate people who read popular science and journalistic literature on the upbringing and development of children. And, nevertheless, the difficulties in education are not diminished! Even having a fairly extensive stock of theoretical knowledge, they are not always able to correctly apply them. In pedagogy, as in medicine, the principle “Do no harm!” is important. That is why today we are talking not just about the exchange of information between parents and kindergarten teachers about the development, successes and difficulties of a preschooler. Relevant is the inclusion of the family in the life of a child in kindergarten. And here the method of projects turned out to be a successful find for us. Today it is becoming more and more widespread in preschool educational institutions.

What is this method? The project method is one of the teaching methods that promotes the development of independent thinking, helping the child to build confidence in their own abilities. It provides for such a system of education, when children gain knowledge and master skills in the process of performing a system of planned practical tasks. It is learning through activity. Working according to the method of projects, the educator provides pedagogical support for the child in the development of the world around him.

The search and cognitive activity of a preschooler is aimed at the result that is obtained when solving a particular problem. The external result can be seen, comprehended, applied in real practice. The internal result - the experience of activity - becomes the invaluable asset of the child, combining knowledge, skills and values.

The project method, according to experts, allows you to educate an independent and responsible person, develops creativity and mental abilities, it also contributes to the development of determination, perseverance, teaches you to overcome difficulties and problems along the way, communicate with peers and adults.

At the heart of every project is a problem. This method is based primarily on a student-centered approach to children. After all, the topics of projects are mainly born precisely from the interests of children.

The project method is characterized by group activity. And here we would like to note that it is with the help of this method that parents can be successfully included in the life of their children in kindergarten. Family and kindergarten are two public institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, patience to hear and understand each other. The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child's nutrition, they believe that a kindergarten is a place where they only look after children while their parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason. How difficult it is to get through to dads and moms! How difficult it is sometimes to explain to parents that a child needs not only to be fed and beautifully dressed, but also to communicate with him, teach him to think, to think. How to change this situation? How to get parents interested in working together? How to create a single space for the development of the child in the family and preschool educational institutions, to make parents participants in the educational process?

We began our work by studying the family, finding out the educational needs of the parents, establishing contact with its members. To begin with, we conducted a survey "Cooperation between the kindergarten and the family." Having received a real picture, based on the collected data, we analyzed the features of the structure of family ties of each child, the specifics of the family and family education of a preschooler, and developed tactics for communicating with each parent. This helped us better navigate the pedagogical needs of each family, take into account its individual characteristics. We singled out for ourselves qualitative indicators: initiative, responsibility, the attitude of parents to the products of joint activities of children and adults. This analysis made it possible to distinguish three groups of parents:

Leading Parents who know how and enjoy participating in the educational process, see the value of any work of a children's institution.

Performing Parentswho take part under the condition of meaningful motivation.

Critical Observer Parents.

The change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families: active participants in the pedagogical process. Interested in the success of their children; interested, but willing to solve problems with the help of specialists; indifferent, living by the principle "I was brought up the same way."

The inclusion of parents in the educational process, we conducted in several areas:

Activities aimed at enriching parents with knowledge about the project method:

a workshop was held on organizing project activities with preschoolers;

Instructions for parents have been developed:

Memo #1
"Project method - as a way to educate a successful preschooler"

Stages of drawing up children's projects:

1. Identification and formulation of the problem (selection of a research topic)
2. Search and offer possible solutions
3. Collection of material. Ways of collecting information and research methods:

think

ask another person

go to the library (magazines, illustrations, scientific literature, etc.)

watch special educational programs, videos on TV

observe

to make an experiment

get information online

call a specialist or just mom, dad, grandmother.

4. Project preparation
5. Project protection

Memo #2
“If your child is involved in a project, what is your role?”

Participation in project activities is a difficult task for both the child and the parent.

The project implies the independent activity of a preschooler, however, the task of the parent is to know the essence of the project activity, its stages, the requirements for the process and the result of the implementation, in order to be ready to assist your child if he turns to you for help.

Remember: you play the role of a source of information on an equal basis with others - such as books, films, the Internet, etc.

The right to freely choose the source of information is given to the child!

And a few more tips.

Teach children to act independently, avoid direct instructions.

Do not hold back the initiatives of children.

Don't do for them what they can do for themselves.

Do not rush to make value judgments.

Help children learn to manage learning:

to trace connections between objects, events and phenomena;

to form the skills of independent solution of research problems;

learn to analyze and synthesize, classify, generalize information.

Memo #3
Thematic project plan.

Theme and its origin.

Related activities and concepts that can be learned during the project.

Necessary materials.

Questions to children about the proposed project
What do we know?
What do we want to know?
How can we find answers to our questions?

Grade. What did the children learn? (From the point of view of children and the educator).

Proposals for expanding and improving the project.

Activities aimed at the direct participation of parents in the pedagogical process "Interesting People":

Such interesting people, of course, are the parents of children. After all, each of them is a professional in some business. As part of the implementation of the section of the program to familiarize children with others. Parents can be involved in conducting classes in which they will tell children about their professions. At the same time, it is important for the teacher to prepare parents for meeting with children, to help compose an interesting story for them. During this project, children can get acquainted with different professions and discover what interesting people their fathers, mothers, grandparents are.

Activities aimed at consolidating the knowledge gained by children during GCD:

"World of the Red Book";

"Transport of our city";

"mini-museums";

Titmouse Day and others.

The project "Transport of ours" was organized after the GCD on the topic "Transport". Children and parents were asked to show what modes of transport can be used, for example:

to grandma and grandpa;

to the cottage;

to friend;

to another country.

An interesting idea to start a new academic year is the Let's Get Acquainted project. It is most relevant for new groups and GKP. Children, teachers and parents do not yet know each other too well. Meanwhile, there are so many interesting busy days to live together, so it is important to show at the stage of acquaintance. That kindergarten is fun and friendly. It is also important to convey to parents the idea that raising a child is a common cause of teachers and parents, and it must be done together from the very beginning!

So, parents of kindergarten students can be offered information about their child on a sheet from a photo album. They must select and draw up a sheet together with the child, and fill it out on behalf of the child:

my name is;

I like;

I do not like;

My favorite dish;

my least favorite dish;

My favorite toy;

my friends;

my parents;

my grandparents, etc.

For any teacher, the question is important: what to do if parents do not want to participate in projects? Here it is very important to rely on the most active parents who are able to set an example for others. After the first child brings their project, the rest begin to "pull" their parents and the album will begin to fill up. This album can be constantly updated. After all, time passes, children change, their hobbies change. The pages of the photo album tell how they were, how they have changed.

Since the leading activity of a preschooler is a game, then, starting from a younger age, role-playing and creative projects are used:

"Favorite toys", "ABC of health", etc.

Other types of projects are also significant, including:

complex: "The World of Theater", "Knizhkina Week";

intergroup: "The World of Animals and Birds", "Seasons";

creative: "My friends", "We love fairy tales", "The World of Nature";

group: "Merry Astronomy", "Underwater World", "Know Yourself";

individual: "Me and my family", "Family tree". "Secrets of the grandmother's chest";

research: "The World of Water" "Respiration and Health", "Nutrition and Health".

It should be noted that such projects contribute to the rapprochement of parents and children, teachers and parents. Emotional communication, participation in a common cause contribute to the unity of the team of adults and children.

The project method we use is an effective way of developing, personality-oriented interaction between an adult and a child. Introducing it into the educational program of our children's institution, we set ourselves the main goal: to provide conditions for the emotional, moral and creative development of children. Diagnostic data showed that children do not have enough knowledge in the field of environmental, socio-moral, artistic and literary ideas.

initiating children and parents to choose this topic

drafting:

technological maps

long-term plans

web schemes

ladder "travel"

cycles of conversations and classes

organization of art exhibitions

conducting open games

presentation of projects.

The implementation of project activities went through all types of activities: cognitive, speech, artistic and aesthetic, gaming.

The results of the projects implementation testify to the effectiveness of the chosen work strategy. Thanks to the cooperation and co-creation of educators, children and parents, it was possible to achieve the intended goal. Children received the missing knowledge, learned to plan the stages of their actions in accordance with the tasks, and work in creative groups helped in the development of children's communication skills, in improving the style of partnerships.

Thus, I would like to emphasize that by implementing the "method of projects" in the educational work of the kindergarten, it is possible to achieve significant success in establishing contacts with the parents of pupils, mutual understanding and cooperation with them. The main thing here is the sincere interest of the teacher, his creativity and the ability to see, hear and even feel what is interesting for children, where they want to "go", what new discoveries to make, as well as the desire to "infect" the interests of children and their parents.

Both the family and the preschool institution convey social experience to the child in their own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. The path to dialogue between these two social institutions is complicated by the fact that there has been an imbalance in the processes of education in the family and preschool educational institutions.

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Project activities as a means of interaction between the preschool educational institution and the family

The conditions of our time are such that a preschooler cannot be a “blank slate” when entering school. Increasingly, the requirements for a first grader force parents to “develop, invest, inform, train, etc.” But often children who have a lot of information and knowledge acquire them randomly.

Both the family and the preschool institution convey social experience to the child in their own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. The path to dialogue between these two social institutions is complicated by the fact that there has been an imbalance in the processes of education in the family and preschool educational institutions. Today, the potential of the family is undergoing a major transformation. In the process of organizing the work of preschool educational institutions with parents to identify the main problems of the family in raising a child, the following came to the fore: lack of pedagogical knowledge; inability to maintain a conversation with a child; misunderstanding of the interests and difficulties of a preschooler; loss of moral guidelines in the development of the child; insufficient possession of forms of joint leisure.The instability of society, social tension, economic pressure have moved the educational functions of the family to the last place, and in kindergarten, education always comes first. This situation can be leveled by including the family in the educational space of preschool educational institutions.

One of the most pressing issues at the present time is still the problem of interaction between preschool teachers and parents. To solve this problem, we set a goal: ensuring the effectiveness of interaction with society and the family through the development of new forms of cooperation. From here follow the tasks: involvement of parents in the educational process; increase the motivation of parents to cooperate. Among the various areas of new pedagogical technologies, we have chosen the most appropriate for the tasks set: the method of family projects.

Family projects are of particular importance at the present time. They contribute to strengthening family relations, raising children in unity and harmony with the outside world. Parents together with their children participate in the development of their creative abilities, the formation of the worldview and social significance of the child. Family design focuses on the unique relationship "child - adult", which is based on complicity in activities.

The project is aimed at changing the very philosophy of interaction between the kindergarten and the family: on the one hand, the kindergarten becomes an institution of comprehensive support and promotion of the development of parental competence, on the other hand, cooperation between parents and the preschool institution is seen as a prerequisite for ensuring the full development of the child. In the process of project implementation, there is a transition from the concept of "work with parents" to the concept of "interaction"; there is a search for a common language of contact and mutual understanding, recognition of each other's strengths and weaknesses.

In this regard, the idea arose to create a project based on joint events of a competitive nature.

In our compensatory group for children with severe speech disorders, children's research projects have been practiced for several years. Teachers believe that if a child at least once in preschool age participated in the study of surrounding objects, then success in further studies at school is guaranteed. Indeed, in the process of children's research, the child receives specific cognitive skills: he learns to observe, reason, plan work, learns to predict the result, experiment, compare, analyze, draw conclusions and generalizations, in a word, develops cognitive abilities. Therefore, children are given an additional opportunity to join research work, as the leading way of knowing the world around them.

Of particular importance for our group is the study of the ecological situation of the immediate environment, which allows us to specify the universal value of native nature in the relationship between the knowledge and practical activities of preschoolers. Systematic positive interaction with the nature of the native land has a beneficial effect on the formation of moral qualities. The natural environment is an opportunity to save a person from inner emptiness, promotes familiarization with the world of beauty and values.

The popularity of ecology is primarily due to those global changes in the environment that threaten the death of all living things, including humans. Environmental problems generated by mankind can be solved with the coordinated actions of the entire world community, but at the same time, one should not forget that each of its inhabitants is responsible for the fate. Therefore, more than ever, the need to educate children at an early age, environmental thinking and environmental culture is increasing.

Ecological education of children is not only the transfer of knowledge to them. It is necessary, first of all, to awaken and develop the feelings of children, and then to introduce knowledge and feelings into the structure of the personality. And a small person will never break a tree branch, not because someone will see it, but because he will feel a moral and, so to speak, emotional prohibition. Of considerable importance in the upbringing of children is the example of adults, parents, and educators. Often, growing up, children behave and act in the same way as their parents once behaved and acted. If parents deal with issues of environmental education, then children will also be brought up with interest, love for nature and respect for it. Therefore, environmental education of children should take place in close cooperation with the child's family.

On the example of the family project "Give a second life to packaging" in order to involve the parents of pupils in joint project activities with their children, we told parents about the dangers of plastic, made booklets in which they introduced them to interesting facts about plastic, which gave them reason to think and draw conclusions for themselves. They offered to think, dream up how to use plastic packaging, disposable tableware, "give them a second life." Together with the parents of the pupils, they studied literature and Internet resources on the topic of the project. We learned about how many useful things can be made from various packages. You can make a vase for flowers from plastic bottles, and make the flowers themselves from disposable spoons, which will help solve several problems at once: the spoons will last longer and fresh flowers will not be plucked to please relatives. Application can be found in other packages, you just have to turn on your imagination. Many families accumulate a large number of plastic water and juice bottles, shampoo, milk packages, mayonnaise cans, candy boxes, much of this garbage can be reused, becoming the basis for original crafts.

The forms of work on the implementation of the project were carried out in the form of:

Presentations for children and parents "Cleanliness will save the world", "Garbage";

Screening of the video film "The planet is choking on garbage";

Making crafts by children from plastic packaging and disposable plastic utensils;

Consultations for parents “There are no unnecessary things”;

Creative task for children and parents “Give a second life to packaging” (making crafts from waste material);

Readings and discussions of poems on the theme of the project: “Our Planet” by Y. Akim, “The Living Primer” by V. Orlov, “There is so much beauty in nature!” V. Chizhov, "Walk" S. Mikhalkov, "Trash Fantasy" A. Usachev, "Do not litter in the forest!" M. Kryukov, "Gratitude" A. Smetanin, "If you came to the forest for a walk" N. Ryzhova.

The practical significance of this environmental project was the use of modern methods:

Methods for solving game educational situations, as well as various problem situations;

Visualization method, which contributes to a clearer understanding of the problem of environmental pollution;

Verbal method (use of an artistic word);

Practical method - environmental actions, organization of exhibitions, etc.

Living in the territory of unique natural places, we must be able to preserve the environment, think about what will happen to nature after us.

Education of respect for nature is the most important component of environmental education. To be an attentive person to the environment, it is necessary to know what harm human activity does to it and how to reduce it.

The use of waste material in the work makes it possible to solve the problems of ecological, mental, aesthetic education, research activities, design and manual labor.

Used Books.

1. Gunyaga N.A. Education of the basics of ecological culture in children of senior preschool age. Scientific and methodological manual. - Rostov-on-Don: Publishing House of the Russian State Pedagogical University, 2002. -138s.
2. Zhukovskaya R.I. Native land: A guide for educators / R.I. Zhukovskaya, N.F. Vinogradova, S. A. Kozlova; Ed. S.A. Kozlova. - 2nd ed., revised. and additional – M.: Enlightenment, 1985.–238 p.
3. Mashkova S.V., Suzdaleva G.N. Cognitive and research activities with children 5-7 years old on the ecological path. - Volgograd: Teacher, 2012.-174p.
4. Sypchenko E.A. Innovative pedagogical technologies. Method of projects in preschool educational institution. St. Petersburg, CHILDHOOD-PRESS, 2012.

caregiver

Tokareva Irina Mikhailovna

Relevance

"The family will always be the foundation of society"

Honore de Balzac.

Relevance the problem is that kindergarten–the first educational institution with which parents come into contact and where their systematic pedagogical education begins. The further development of the child depends on the joint work of parents and teachers. And the level of pedagogical culture of parents, and, consequently, the level of family education of children, depends on the quality of the work of a preschool institution.

Parents often experience certain difficulties in that they cannot find enough free time to work with children at home, they are not sure of their abilities. Arguing at the same time in this way: “Whatever the child amuses, as long as it is busy.”

On the other hand, the employees of preschool institutions themselves take care of the upbringing and education of children, forgetting that parents should also be interested in communicating with the teaching staff of the institution.

Involvement of parents in the sphere of pedagogical activity, their interested participation in educational process absolutely necessary for their own child. Thus, the analysis of the state of this problem of interaction DOW with parents and determined the relevance of the project topic.

Purpose of the project work- organization of methodological work to create conditions for interaction between the preschool educational institution and the parents of pupils; to identify the optimal forms and methods of working with parents in preschool institutions, necessary to increase the activity of parents as participants in the educational process.

Project objectives:

To involve parents in active participation in the educational process.

Activate and enrich the pedagogical knowledge and skills of parents.

Raise the legal culture of parents to form a conscious attitude to the upbringing of children.

To improve the psychological and pedagogical culture of parents.

Develop the ability of children and parents in joint activities.

Show parents the importance and significance of family education.

To acquaint parents with the methods, techniques and styles of family education.

To give an idea about the protection of the rights of the child by members of his family.

Improving the health of the child in a family setting.

Speech development of the child in the family.

Prevention of child stubbornness.

Labor education of children in the family.

Project implementation conditions: interest of children and parents, regularity and systematic work

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

To solve the tasks set, the following set of methods can be used: study and analysis of psychological and pedagogical literature; targeted observations, including those included; individual conversations with children, parents, various specialists of the preschool educational institution, questioning, interviewing, studying children's work; analysis of documentation, processing of the results obtained during the project, etc.

Predicted results:

identifying the features of professional pedagogical interaction between preschool educational institutions and parents, taking into account modern trends in family education of preschoolers;

to explore the pedagogical aspects of the disharmony of family relations as a factor in violations of the family socialization of a preschooler;

determine the performance indicators of the process of interaction between the preschool educational institution and parents.

Activities:

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

2. Practical-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 pedagogical principles (purposefulness, variability of forms and methods, cooperation, complexity), it was possible to put forward a project hypothesis:

If you properly organize the interaction between the family and the kindergarten, form the pedagogical competence of parents in matters of raising children, then you can achieve an increase in the effectiveness of the educational process.

Forms of work with parents

Consultations and conversations

parent meetings

Conferences

Workshops

Questionnaire

Open days

Helpline.

family living rooms

Participation in the holidays "Red, yellow, green", "Children's Day", "Shrovetide"

Methodological assistance to families of children with special needs.

Individual work with children with special needs.

Modern family and its problems

The study of issues, one way or another connected with family relations, began in antiquity. Even then, thinkers made the first attempts to study the family. Since that time and throughout the development of society, people's views on what family relations should be, what role they play in people's lives have changed, the system of values ​​and social norms of family and marriage has changed.

One of the most accurate definitions of a family belongs to N.Ya. Solovyov. According to him, the family is “a small social group of society, the most important form of organizing personal life, based on marital union and family ties, that is, relations between husband and wife, parents and children, brothers and sisters and other relatives living together and leading a common economy".

Family relations - "... this is a complex mental reality, including both mythological and modern levels of consciousness, and individual and collective, ontogenetic, sociogenetic and phylogenetic foundations."

The study of the modern family in our time is given quite a lot of attention, both in our country and abroad.

In domestic pedagogy and psychology, the problems of the modern family were dealt with by A.S. Makarenko, K.D. Ushinsky, Sh.A. Amonashvili, E.G. Silyaeva, A.V. Shavlov, etc.,

The family is one of the main social institutions, thanks to which humanity performs the functions of population reproduction, continuity of generations, socialization of children, etc. Everything starts with the family. Here the foundations of morality are laid, here we gain experience of behavior in society, here the character of a person, his habits, worldview are laid.

The main functions of the family in relation to society are:

physical reproduction of the population. To change generations, an appropriate number of children within a particular state is needed;

educational function - the transfer of knowledge, skills, norms, values, spiritual reproduction;

production and economic;

organization of leisure, since a significant part of the time is spent outside work, study (family communication).

Functions of the family in relation to the person:

marital function. Spouses are the closest people, they complement each other. Rest, receive moral support;

parental function - the family provides the necessary for harmony in life, in order to brighten up the life of parents in old age;

organization of life. It is known that family life is the most comfortable life in the psychological sense.

Taking into account the functions of the family, their diversity and interconnection, we can highlight some of the most characteristic features and trends in the development of the modern family. Their awareness and consideration in the activities of teachers and parents will help to more effectively realize the educational opportunities of the family.

Features of the development of a modern family

the specifics of the social structure in the urban and rural families;

there is a direct relationship: the higher the education of parents, the more successfully their children study at school. Modern parents, as a rule, have a secondary or incomplete secondary education. But modern parents are actively working people, and the upbringing of children is most often entrusted to grandparents, whose education in most cases is much lower. Often, different systems of raising children - grandparents and young parents - collide in the family. A teacher who wants to understand the intricacies of family education needs to keep this feature in mind;

the stratification of the population that is taking place in society according to the degree of material prosperity determines the differences in the family upbringing of children, the nature of the relationship between parents and children;

there is a process of disaggregation of the family - the allocation of a young married family. The process of disaggregation of the family can be assessed as positive. This ensures its strengthening and development as an independent team;

a decrease in the size of the family, a decrease in the birth rate of children;

an increase in the number of divorces;

increase in the number of one-child families.

In modern families, there is a decrease in the "educational resources" of parents per child. In particular, there is a decrease in the quality and quantity of verbal communication, a change in parental attitudes. Parents become more authoritarian, use corporal punishment more often, their discipline requirements are tougher, and the individualization of education is minimal. Environmental factors, together with genetically inherited formations and conditions of upbringing, are of fundamental importance for the upbringing of a child and the development of his relationships with others. A special role in this interaction belongs to the teacher, whose influence is sometimes higher than the influence of parents. Not without reason, many parents, trying to achieve something from the child, ask the teacher to help them. The teacher helps children get to know each other, create an atmosphere of common work, cooperation, mutual understanding. The style of behavior of a teacher, as a rule, is unconsciously appropriated by children and becomes a kind of culture of the children themselves.

The success of interaction in the psychological and pedagogical system "teacher-child-parent" depends on the system of interaction between the participants in this process.

Disadvantages and positive

aspects of social and family education

(according to E. P. Arnautova and V. M. Ivanova)

Kindergarten

Family

Flaws

Advantages

The business form of communication between the educator and the children, his reduced intimacy, emotional insufficiency. The presence of successive educators with different programs of their behavior, methods of influencing the child. Appeal of the educator to all children, insufficiency of individual communication with each child. Comparative rigidity of the daily routine. Communication with children of the same age.

Relatively "soft" relationship between parents and child, emotional saturation of the relationship. The constancy and duration of the pedagogical program of the behavior of parents, their impact on the child. Individual appeal of pedagogical influences to the child. Mobile mode of the day. Opportunity to interact with children of all ages.

Advantages

Flaws

Availability and use of the program of education and training of preschoolers, pedagogical knowledge of teachers, scientific and methodological aids. The purposeful nature of the upbringing and education of children. The conditions of life and life are scientifically designed for the upbringing and education of children. Application of methods of education, training, adequate to the age characteristics and capabilities of preschoolers, understanding of their spiritual needs. Skillful use of evaluation of children's activities and behavior as a stimulus for their development. A variety of meaningful activities of children in the children's society. Opportunity to play and socialize with a wide range of peers.

The absence of an upbringing program, the presence of fragmentary ideas of parents about upbringing, the use of random pedagogical literature by parents. The spontaneous nature of the upbringing and education of the child, the use of certain traditions and elements of purposeful education. The desire of adults to create conditions for themselves in the family, their misunderstanding of the importance of these conditions for the child. Lack of understanding of the age characteristics of preschoolers, the idea of ​​children as a reduced copy of adults, inertia in the search for methods of education. Failure to understand the role of assessment in the upbringing and education of the 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. The inability to give the child an objective description, to analyze their methods of education.

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

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

Methodology for studying the families of pupils

Target

Information

Forms and Methods

Family Study

Sociological characteristic

Questionnaires and tests for parents, drawings of children "My family", compositions of parents, psychological and pedagogical conversations, consultations.

Monitoring inside the kindergarten

On the satisfaction of parents with the quality of education and training

Observations, questionnaires, conversations, interviews, open classes for parents with subsequent discussion, round tables (with parents)

Inviting parents to cooperate

Information requests from parents; about the orientation of parents in the field of education, the availability of their free time, material and professional opportunities.

Questionnaires, conversations, "round tables".

Outreach work with parents

On the legal psycho-pedagogical competence of parents and the problems of education and upbringing

Tests, observations of all subjects of the educational process, conversations, discussions of pedagogical situations.

Technology for organizing interaction between a preschool educational institution and a family

Purpose: solving problems related to the revival of the traditions of family education, the involvement of parents in the pedagogical process in preschool educational institutions.

The system of work of the preschool educational institution with the family

Principles of working with parents

Purposefulness, systematic, planning;

A differentiated approach to work, taking into account the specifics of each family;

Age-related nature of work with parents;

Kindness, openness

Family Study Methods

Questioning;

Child supervision;

Family survey using projective techniques;

Conversation with the child;

Conversation with parents

Forms of work with parents

General, group, individual;

Pedagogical consultations, conversations, trainings;

Joint activities, leisure activities;

Participation of parents in methodological activities: making costumes, organizing video filming;

Open days;

Interest clubs

Forms of work with the family

Parent meetings in groups

Task: to form common interests among children and parents, to teach parents to independently solve emerging pedagogical problems.

Adaptation group for young children

Task: To provide the most comfortable conditions for the adaptation of the baby and his parents to the conditions of the preschool educational institution. Within one month, the child attends the group with his mother or another family member (if necessary, this period can be extended).

Newspaper for parents

Task: to draw the attention of parents to educational events in kindergarten, to activate their participation in the life of the preschool educational institution.

Once a quarter, a newspaper is published that tells about the life of the kindergarten, provides expert advice, information on income and their distribution, and offers game material for family games.

radio newspaper

Task: to give specific knowledge to parents in a particular area of ​​pedagogy.

Short, 5 minute "message lessons" of specialists.

Photo album "Let's meet"

Task: to introduce the child and his parents to kindergarten even before the child enters kindergarten.

At the first visit by parents, we offer a photo album with photos and information about the kindergarten for viewing.

Photo album "My family"

Task: to bring part of the family warmth into the walls of the kindergarten.

In a corner of solitude lies a family album. If the child is sad, he can always take it and look at the photo of his family.

your good deeds

Task: to encourage the participation of parents in a particular event, to express gratitude for any assistance provided.

mini library

"Meeting interesting people"

Task: to instill in children respect for the work of adults, to teach them to be proud of the achievements of their parents.

Parents talk about their hobbies, leisure activities, achievements, organize circle work.

"Family Workshop"

Objective: to promote cooperation between parents and children in joint activities.

Organization of exhibitions, which present the results of the artistic and aesthetic activities of parents and children (drawings, photographs, crafts).

Questionnaire

Task: collecting information on parents' satisfaction with the quality of education and training

Information general stands

Objective: To inform parents:

about programs of education and development of children in kindergarten;

about gratuitous material assistance to parents, about the services of preschool educational institutions

"Our day"

Task: to inform parents about the events that took place during the day in kindergarten, in a group

Stages of conducting psychological and pedagogical education of parents

The first stage is a demonstration of a positive image of the child to parents, thanks to which friendly relations with an attitude towards cooperation develop between parents and educators. The significance of this stage is determined by the fact that parents often fix their attention only on the negative manifestations of the development and behavior of the child.

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

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

Action Plan

The goal is to create effective conditions for the interaction of the preschool educational institution with the family

Event

Term

Responsible

Tasks:

Create conditions for the formation of an external favorable educational space for preschool educational institutions.

To involve parents in active participation in the educational process

September,

December,

March

May

senior teacher,

specialists

Conducting open classes for parents

November

educators

Participation of parents in the holiday "New Year"

December

Musical director

February

Physio instructor

March

Musical director

Participation of parents in the holiday "Mom, dad and I are a sports family"

April

Physio instructor

School of Parenting

Whims and stubbornness

October

Educational psychologist

If the child is anxious

February

Educational psychologist

parent meetings

September

February

May

educators

Project implementation

Work plan

Implementation plan

Solutions, results

Preparatory stage

1. Organize marketing and promotional activities

1. Create a website for a preschool educational institution, issue a "Passport for a preschool educational institution", a photo album, stands and other visual propaganda

2. Collect information about unorganized children.

3. Hold a competition for the best parenting corner

2. To identify the requests of parents for the organization of educational work with children

1. Social history

2. Conduct a survey of parents on the organization of additional educational services

3. Design parent corners

Main (second) stage

1. Establish partnerships between all participants in the educational process

1. Organize holidays

2. Organize hikes and excursions

3. Organize joint photo exhibitions, exhibitions of creative works:

Photo exhibition "My family"

Exhibition of works from non-traditional material "Winter Landscapes"

"Planet of Childhood" for Children's Day.

Nature and fantasy. Exhibition of crafts made from natural materials.

2. Involve parents in cooperation with the kindergarten

1. Build a library for parents

2. Carry out diagnosing the state of health of families and counseling on the upbringing, education and preservation of the health of children.

3. Hold parent general meetings:

"The tasks of education and training in the new academic year and ways to implement them."

4. Analysis of the work of the kindergarten. Summer health season.

5. Group meetings

3. Visual informing parents:

1. About the history and traditions of the preschool educational institution employees, groups, programs and technologies for working with children,

2. About the age characteristics of preschoolers,

3. About the meaning of family education,

4. About the creative abilities of preschool children

5. About the features of the arts in the education of preschoolers, etc.

4. Pedagogical education of parents, the implementation of interaction between the family and the preschool educational institution

"To Kindergarten Without Tears"

parent conference

Workshop "How to help your child"

Open Day "The role of movement in the development of the child"

Final (third) stage

1. Results,

perspective

In May, the results of work on the project are summed up, prospects for further work are determined. to identify the educational needs of families of pupils, the level of awareness of parents in the field of education and training of preschoolers, the opinions of parents about the quality of the educational process in preschool educational institutions.

Resource support

Responsible persons

Activities, powers

Results of the work

1. Teachers of the preschool educational institution

Organization of work on the development of scenarios, search and research activities information support.

2. Parent team

Ideological organizers. Preparatory work for the holidays; information support of current work; financial support for the organization of events, stands.

Selection of a creative team for organizing events; selection of a group of parents for the material support of holidays; video and photo shooting of events; active participation in all activities, positive emotions in communicating with children;

3. PHYSICAL instructor

Methodological support for the organization and holding of sports events, recreational activities

Learning various games, sports

4. Teachers add. education and music directors

Methodological support for the organization and holding of holidays. Creating a music box

Learning songs, round dances, dance elements; formation of the skill of creating costumes for various events.

Work results over the project can be represented as follows.

Working with the family in kindergarten contributes 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

Generalizing the experience of family education

Establishing successive ties with graduates of preschool educational institutions and their parents

Formation of a team of teachers and like-minded parents,

Increasing trust in teachers

Reducing the number of families at risk.

The results framework includes the following criteria:

the level of pedagogical competence of parents

the level of involvement in the implementation of the project of teachers, parents and children

positive feedback from partners and project participants

new forms of cooperation between families and preschool educational institutions

visiting leisure activities that contribute to the correction of child-parent relationships

no evidence of child abuse

the number of children with speech disorders decreased by 4%.

Conclusion

Work on the interaction of the teacher with the family should contribute 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 versatile abilities of children and parents in joint activities; establishing successive ties with preschool children and their parents.

Cooperation in family education will bear fruit when relatives and friends, without whom the child cannot imagine his life, find the strength and courage to learn every day to be a real Mother and a real Father.

I expect such results from the project as an increase in the level of parental competence; harmonization of family and parent-child relations; increasing the responsibility of parents for the fate of the child and his activity in relations with employees of preschool institutions.

The organization of interaction between the preschool educational institution and the family is an interesting modern model of work to involve parents in the active participation in the educational process and helps to strengthen the relationship between the preschool institution and the families of pupils.

CYCLE

TRAINING SESSIONS

Game Library

TASKS:

1. Create a trusting attitude in communication with parents.

2. To teach parents how to play situations, spontaneously developing stressful situations and help the child in the process of the adaptation period.

3. Awaken in parents the responsibility for the upcoming process of adaptation of children.

FORM OF CARRYING OUT: training.

REGISTRATION OF THE GROUP ROOM FOR THE PARENT MEETING:

1. On the main wall there is an inscription - GAME LIFE

2. Chairs in a circle

3. Inventory for games.

EXPLANATION TO THE TRAINING:

TRAINING PROCESS

Introduction - Welcome

The main part - training exercises

The final part - feedback (summing up the training, farewell ceremony)

Parents of pupils of the younger age group take part in the training.

Conducted by the experimenter.

Number of lessons - 5

The time for the training is 40 minutes.

LESSON #1

1. Come to me.

2. Petrushka came.

3. Blowing soap bubbles.

4. Round dance.

5. Let's spin.

6. We hide the bear.

7. Walk.

8. Train.

LESSON #2

Round dance with a doll.

Catch-ups.

Sunny Bunnies.

Collecting treasures.

Let's make a collage.

Caught a fish

Who's in the fist?

LESSON #3

Hand play.

Let's ride a horse.

Blow into something and onto something.

Blow on the balloon, blow on the spinner, blow on the horn.

The book is a guess.

Fun with a magnifying glass.

Walking through the outlines of different figures

LESSON №4

Along with a mouse.

We draw different shapes.

Doll play.

We collect toys.

Pass the bell.

Bunny.

call

LESSON #5

The ball is in a circle.

I run to the tree.

Carousels.

We stomp our feet.

Ball.

Cucumber - Cucumber...

Test "What kind of parent are you?" Frequently used phrases

How many times do you have to repeat!

Advise me please!

I don't know what I would do without you!

And who are you born into?

What wonderful friends we are!

Well, who do you look like?

Here I am in your time

You are my support and helper!

Well, what kind of friends do you have?

What are you thinking about?

Oh, how smart you are!

What do you think, son?

All children are like children, and you ...

How clever you are!

Test results

7-8 points - you live with the child in perfect harmony. He sincerely loves and respects you. Your relationship contributes to the formation of his personality!

9-10 points - you are inconsistent in communicating with your child. He respects you, although he is not always frank with you. Its development is subject to the influence of random circumstances.

11-12 points - you need to be more attentive to the child. You have authority over him, but he needs love and affection.

13-14 points - you yourself feel that you are on the wrong path. There is mistrust between you and the child. Try to pay more attention to him, listen to his words.

Memo "Parental Truths"

Cherish the love of your child. Remember, there is only one step from love to hate, do not take rash steps!

Don't humiliate your child. Humiliating him himself, you form in him the skill and skill of humiliation, which he can use in relation to other people. It is possible that they will be you.

Don't threaten your child. An adult's threats give rise to a child's lies, lead to fear and hatred.

Don't impose restrictions. In the nature of a child is the spirit of rebellion. Something that is strictly forbidden, I really want to try, do not forget about it.

Do not guard your child where you can do without guardianship; let the little man become big on his own.

Do not follow your child's lead, know how to observe the measure of your love and the measure of your parental responsibility.

Develop your sense of humor. Learn to laugh at your weaknesses, let your child laugh with you. Teach your child to laugh at himself! It's better than others laughing at him.

Do not read endless notations to your child, he just does not hear them!

Always be consistent in your requirements. Know your "yes" and "no" well.

Do not deprive your child of the right to be a child. Give him the opportunity to be a mischievous and fidget, a rebel and a naughty. The period of childhood is very fleeting, and there is so much to try before you become an adult. Give your child the opportunity to be him during childhood, otherwise the period of childhood will continue into adulthood. This can have serious consequences for both your child and you, the parents!

Remember that the greatest parental happiness is to see accomplished, smart and noble children!

Social portrait of the family

Number of children in the family

Degree of participation of parents in the project

“On how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him - this decisively depends on what kind of person today's baby will become.”
V.A. Sukhomlinsky

Family and kindergarten are two public institutions that stand at the origins of our future.

The Law "On Education" obliges teachers and parents to become not only equal, but also equally responsible participants in the educational process.

One of the important principles of federal state requirements and the program "Childhood", according to which we work, is also the upbringing and development of preschool children together with parents, the involvement of parents in the educational process of a preschool institution. At the same time, the educator himself determines what tasks he can more effectively solve when interacting with the family, how to maintain business and personal contacts with parents, and involve them in the process of joint education of preschool children. Only together can educators and parents get to know the child better, and, having learned, direct common efforts to his development.

Today, in science and practice, the view of the child as a “self-developing system” is being intensively defended, while the efforts of adults should be aimed at creating conditions for the development of children. Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education. Designing, as a creative activity of teachers, allows sufficient (in accordance with federal state requirements) to formulate the goals and objectives of the upcoming activity, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve the expected result, and most importantly, it opens up opportunities for pedagogical creativity.

In 2007, seminars and consultations were organized at the preschool educational institution on the topic "Using the project method in working with preschoolers." The teachers became interested in the proposed material and decided to implement it in their work with children.

Most modern parents are literate people who read popular science and journalistic literature on the upbringing and development of children. And, nevertheless, the difficulties in education are not diminished! Even having a fairly extensive stock of theoretical knowledge, they are not always able to correctly apply them. In pedagogy, as in medicine, the principle “Do no harm!” is important. That is why today we are talking not just about the exchange of information between parents and kindergarten teachers about the development, successes and difficulties of a preschooler. Relevant is the inclusion of the family in the life of a child in kindergarten. And here the method of projects turned out to be a successful find for us. Today it is becoming more and more widespread in preschool educational institutions.

What is this method? The project method is one of the teaching methods that promotes the development of independent thinking, helping the child to build confidence in their own abilities. It provides for such a system of education, when children gain knowledge and master skills in the process of performing a system of planned practical tasks. It is learning through activity. Working according to the method of projects, the educator provides pedagogical support for the child in the development of the world around him.

The search and cognitive activity of a preschooler is aimed at the result that is obtained when solving a particular problem. The external result can be seen, comprehended, applied in real practice. The internal result - the experience of activity - becomes the invaluable asset of the child, combining knowledge, skills and values.

The project method, according to experts, allows you to educate an independent and responsible person, develops creativity and mental abilities, it also contributes to the development of determination, perseverance, teaches you to overcome difficulties and problems along the way, communicate with peers and adults.

At the heart of every project is a problem. This method is based primarily on a student-centered approach to children. After all, the topics of projects are mainly born precisely from the interests of children.

The project method is characterized by group activity. And here we would like to note that it is with the help of this method that parents can be successfully included in the life of their children in kindergarten. Family and kindergarten are two public institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, patience to hear and understand each other. The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the child's nutrition, they believe that a kindergarten is a place where they only look after children while their parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason. How difficult it is to get through to dads and moms! How difficult it is sometimes to explain to parents that a child needs not only to be fed and beautifully dressed, but also to communicate with him, teach him to think, to think. How to change this situation? How to get parents interested in working together? How to create a single space for the development of the child in the family and preschool educational institutions, to make parents participants in the educational process?

We began our work by studying the family, finding out the educational needs of the parents, establishing contact with its members. To begin with, we conducted a survey "Cooperation between the kindergarten and the family." Having received a real picture, based on the collected data, we analyzed the features of the structure of family ties of each child, the specifics of the family and family education of a preschooler, and developed tactics for communicating with each parent. This helped us better navigate the pedagogical needs of each family, take into account its individual characteristics. We singled out for ourselves qualitative indicators: initiative, responsibility, the attitude of parents to the products of joint activities of children and adults. This analysis made it possible to distinguish three groups of parents.

Leading Parents who know how and enjoy participating in the educational process, see the value of any work of a children's institution.

Performing Parents who take part under the condition of meaningful motivation.

Critical Observer Parents. The change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families: active participants in the pedagogical process. Interested in the success of their children; interested, but willing to solve problems with the help of specialists; indifferent, living by the principle "I was brought up the same way."

The inclusion of parents in the educational process, we conducted in several areas:

Activities aimed at enriching parents with knowledge about the project method:

• a workshop was held on organizing project activities with preschoolers;
• instructions for parents developed

Memo #1
"Project method - as a way to educate a successful preschooler"

Stages of drawing up children's projects:

1. Identification and formulation of the problem (selection of a research topic)
2. Search and offer possible solutions
3. Collection of material. Ways of collecting information and research methods:

• think
• ask another person
• read or look in books, encyclopedias
• go to the library (magazines, illustrations, scientific literature, etc.)
• watch special educational programs, videos on TV
• observe
• to make an experiment
• get information online
• call a specialist or just mom, dad, grandmother.

4. Project preparation
5. Project protection

Memo #2
“If your child is involved in a project, what is your role?”

Participation in project activities is a difficult task for both the child and the parent.

The project implies the independent activity of a preschooler, however, the task of the parent is to know the essence of the project activity, its stages, the requirements for the process and the result of the implementation, in order to be ready to assist your child if he turns to you for help.

Remember: you play the role of a source of information on an equal basis with others - such as books, films, the Internet, etc.

The right to freely choose the source of information is given to the child!

And a few more tips.

1. Teach children to act independently, avoid direct instructions.
2. Do not hold back the initiatives of children.
3. Don't do for them what they can do for themselves.
4. Do not rush to make value judgments.
5. Help children learn to manage learning:

• to trace connections between objects, events and phenomena;
• to form the skills of independent solution of research problems;
• learn to analyze and synthesize, classify, generalize information.

Memo #3
Thematic project plan.

1. Theme and its origin.
2. Related activities and concepts that can be learned during the project.
3. Necessary materials.
4. Questions to children about the proposed project
   What do we know?
   What do we want to know?
   How can we find answers to our questions?
5. Grade. What did the children learn? (From the point of view of children and the educator).
6. Proposals for expanding and improving the project.

Activities aimed at the direct participation of parents in the pedagogical process - "Meetings with interesting people":

Dad is a policeman;

Grandmother is a teacher;

Mom is a doctor and others.

Such interesting people, of course, are the parents of children. After all, each of them is a professional in some business. As part of the implementation of the section of the program to familiarize children with others. Parents can be involved in conducting classes in which they will tell children about their professions. At the same time, it is important for the teacher to prepare parents for meeting with children, to help compose an interesting story for them. During this project, children can get acquainted with different professions and discover what interesting people their fathers, mothers, grandparents are.

Activities aimed at consolidating the knowledge gained by children in the classroom:

• “Through the pages of the Red Book;
• "Transport in our life";
• "Creating Baby Books";
• "Feed the birds in winter!" other.

The project "Transport in our life" was organized after classes on the topic "Transport". Children and parents were asked to show what modes of transport can be used, for example:

• to grandma and grandpa;
• to the cottage;
• to friend;
• to another country.

An interesting idea to start a new academic year is the Let's Get Acquainted project. It is most relevant for new groups. Children, teachers and parents do not yet know each other too well. Meanwhile, there are so many interesting busy days to live together, so it is important to show at the stage of acquaintance. That kindergarten is fun and friendly. It is also important to convey to parents the idea that raising a child is a common cause of teachers and parents, and it must be done together from the very beginning!

So, parents of kindergarten students can be offered information about their child on a sheet from a photo album. They must select and draw up a sheet together with the child, and fill it out on behalf of the child:

• my name is;
• I like;
• I do not like;
• My favorite dish;
• my least favorite dish;
• My favorite toy;
• my friends;
• my parents;
• my grandparents, etc.

For any teacher, the question is important: what to do if parents do not want to participate in projects? Here it is very important to rely on the most active parents who are able to set an example for others. After the first child brings their project, the rest begin to "pull" their parents and the album will begin to fill up. This album can be constantly updated. After all, time passes, children change, their hobbies change. The pages of the photo album tell how they were, how they have changed.

Since the leading activity of a preschooler is a game, then, starting from a younger age, role-playing and creative projects are used:

"Favorite toys", "ABC of health", etc.

Other types of projects are also significant, including:

• complex: "The World of Theater", "Knizhkina Week";
• intergroup: "The World of Animals and Birds", "Seasons";
• creative: "My friends", "We love fairy tales", "The World of Nature";
• group: "Merry Astronomy", "Underwater World", "Know Yourself";
• individual: "Me and my family", "Family tree". "Secrets of the grandmother's chest";
• research: "The World of Water" "Respiration and Health", "Nutrition and Health".

It should be noted that such projects contribute to the rapprochement of parents and children, teachers and parents. Emotional communication, participation in a common cause contribute to the unity of the team of adults and children.

The project method we use is an effective way of developing, personality-oriented interaction between an adult and a child. Introducing it into the educational program of our children's institution, we set ourselves the main goal: to provide conditions for the emotional, moral and creative development of children. Diagnostic data showed that children do not have enough knowledge in the field of environmental, socio-moral, artistic and literary ideas. The solution to the problem, in our opinion, was creative projects:

• "Kids about animals"
• "Bogatyrs - defenders of Ancient Russia"
• "Wonderful, wonderful, wonderful"
• "Good Santa Claus"
• "The Snow Maiden is the granddaughter of Santa Claus"
• "What a beauty these Christmas trees are!"

• initiating children and parents to choose this topic
• drafting:
  • technological maps
  • long-term plans
  • web schemes
  • ladder "travel"
  • cycles of conversations and classes
  • organization of art exhibitions
  • conducting open games
  • presentation of projects.

The implementation of project activities went through all types of activities: cognitive, speech, artistic and aesthetic, gaming.

The results of the projects implementation testify to the effectiveness of the chosen work strategy. Thanks to the cooperation and co-creation of educators, children and parents, it was possible to achieve the intended goal. Children received the missing knowledge, learned to plan the stages of their actions in accordance with the tasks, and work in creative groups helped in the development of children's communication skills, in improving the style of partnerships.

Thus, I would like to emphasize that by implementing the "method of projects" in the educational work of the kindergarten, it is possible to achieve significant success in establishing contacts with the parents of pupils, mutual understanding and cooperation with them. The main thing here is the sincere interest of the teacher, his creativity and the ability to see, hear and even feel what is interesting for children, where they want to "go", what new discoveries to make, as well as the desire to "infect" the interests of children and their parents.