Klimenko Tatyana Grigorievna Deputy Director for educational work of the Municipal government institution of additional education "Center for Children's Creativity" p. Divnoe, Stavropol region. The work is intended for teachers of additional education. One of the tasks facing teachers is the need to provide “psychological and pedagogical support to the family and increase the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution.”
Parent Engagement Program
"We are together"
Explanatory note
The specificity of the institution of additional education for children is to fulfill the state order for the socialization of children, to promote their spiritual and moral development, to create additional prerequisites and unique opportunities for the upbringing, intellectual and creative development of children with the active involvement of the family in this process.
The relevance of this program is that it outlines the main forms and methods of interaction between institutions of additional education of children and parents of students, since without help, no educational institution can provide high educational results. Here, in relation to the institution, the family no longer acts only as a social customer, but also as a partner.
The family is the most important institution for the socialization of younger generations. It represents the personal environment of life and development of children, adolescents, and young men, the quality of which is determined by a number of parameters of a particular family.
These are the following parameters:
Demographic – family structure (large, complete or incomplete, small or large).
Socio-cultural – educational level of parents, their participation in society.
Socio-economic – property characteristics and parents’ employment at work.
The study of the indicated parameters occurs using various methods, such as questionnaires, testing, interviews, conversations, and observations. The information obtained makes it possible to clarify the characteristics of the family, outline forms of cooperation, as well as the content of educational work.
In this regard, one of the tasks facing teachers is the need to provide “psychological and pedagogical support for the family and increase the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution.”
Modern parents consider the institution of additional education for children not only as a place for developing a child’s hobbies and organizing his leisure time, but also, above all, are interested in the child’s educational success and are aimed at a clear and intelligible educational result. Therefore, for a teacher of additional education, it is very important to establish partnerships with parents, create an atmosphere of support and community of interests, mutual understanding, cooperation and interaction.
An additional education teacher can and should become an authority who influences the formation and development of a child. But the work of a teacher becomes much more effective and efficient when he involves parents in joint and complementary educational activities.
The novelty of the program is the proposal to the parent community to build relationships between the family and the educational institution through interaction and partnership. This means cooperation between teachers and parents aimed at developing a creative atmosphere that is interesting for all subjects of the educational process.
The work of an additional education teacher with a family should be implemented in the following areas: studying the family, psychological and pedagogical education of the family, organizing joint activities, and involving parents in managing the educational process.
Goal: interaction between the Center for Children's Creativity and the Family;
establishment of interested dialogue and cooperation.
Tasks:
— psychological and pedagogical support for the family and increasing the pedagogical competence of parents, psychological support for the development of the child in the context of the family and educational institution;
— creating conditions for interaction between teachers, parents and children for the development and education of a healthy personality based on a single pedagogical position, strengthening families, preventing negative behavior, improving the pedagogical culture of parents, organizing meaningful leisure;
— a system of activities that allow parents to become more familiar with the specifics of the institution’s work and introduce them to the educational and developmental environment;
— parents’ awareness of the role of family education, the type of educational relationships in the family, the development of a positive style of family education.
Main priorities for program implementation:
— mobility – quick response to the needs of society, expansion of activities, development of new variable programs;
— personification of educational and upbringing processes, the child is at the center of interests of both the teacher and parents;
— professionalism of the teaching staff;
— integration with other social institutions;
— methodological support of the educational process.
Performance criteria:
— parents’ satisfaction with the quality and quantity of forms of interaction with the teaching staff, participation in the creative life of children’s groups and institutions;
— inclusion of parents in the educational process;
— positive feedback from teachers and parents about the results of activities:
— the presence of an effective system of interaction, parents are active participants in the life of the institution.
Implementation mechanism:
The mechanism for implementing the program is the formation of a single educational team of parents, teachers, students and the developing environment based on information interaction and co-creation in collective creative activity. Involving parents in active participation in managing the educational process.
The main idea of the mechanism for implementing the program is a dialogue discussion of the significance and conditions for the child’s creative development, and to encourage parents to develop together with the child.
The institution uses the following forms of work with families:
1. Interactive
2. Traditional
3. Educational
4. State-public.
Work with parents includes a set of measures - various forms of psychological education, training, counseling, prevention, which help adults understand their role in the development of family ties, better care for the well-being of the child, develop him intellectually, socially, sensory, ethically, aesthetically. .
The interaction of the teacher with parents serves to maximize their involvement in the educational process, forming their position as a subject of this process. This will change the ideas of many modern parents about their role in the life of a child, which is mainly limited to providing financial support for their children. Living together with a child, discussing successes, overcoming failures allows parents to see their son or daughter in a new way, to feel like a significant person for him.
Methods of interaction with parents
- methods of forming the consciousness of the individual (formation of beliefs, views, ideals): conversations, lectures, personal example of adults;
— methods of organizing activities and shaping public behavior: public opinion, instructions, creating educational situations;
— methods of stimulating behavior and activity: encouragement, gratitude, approval.
Clearly organized work with parents is constructive, allowing you to model a unified educational environment in the organization. Since parents are initially the main customers of educational services, teachers need to strive to pay due attention to effective forms of interaction between the organization of additional education and the families of students.
Positive changes that meet the interests of children, their upbringing and personal development occur only where teaching teams combine their professional knowledge with the efforts of the parent community, help the families of students in their cultural and spiritual development, and help strengthen mutual understanding between parents and children.
Social and pedagogical results of working with parents
At the child and parent level:
— resolving personal problems of children and parents;
— increasing the competence of parents in solving pedagogical, psychological and other problems of children.
At the institution level:
— increasing the effectiveness of the educational process by organizing joint work with parents.
Expected results
Active forms of work with parents will give teachers the opportunity to get acquainted with child-parent relationships in the family, create conditions for the formation of partnerships between parents and children, and contribute to the agreed-upon adoption of joint decisions.
Positive changes that meet the interests of children, their upbringing and personal development occur only where teaching teams combine their professional knowledge with the efforts of the parent community, help the families of students in their cultural and spiritual development, and help strengthen mutual understanding between parents and children.
Literature
1. Kozhurova O.Yu. The educational potential of the family as the basis of family pedagogy: educational and methodological manual / O.Yu. Kozhurova, D.V. Grigoriev. – Tula: GOU DPO TO “IPK and PPRO TO”, 2011. – 84 p.
2. Working with families in additional education institutions: an auction of methodological ideas / author. L.V. Tretyakova and others - Volgograd: Teacher, 2009. - 218 p. Il.
3. Forms of work with parents. 5-11 grades / Comp. L.P. Barylkina, T.A. Falkovich, G.I. Tatarenko. – M.: VAKO, 2013. – 160 p.
Organization of work with families of preschool children
Daria Andreeva
Organization of work with families of preschool children
Family is truly a high creation.
It is a reliable barrier and a pier.
She gives calling and birth.
She is the foundation of everything for us.
E. A. Mukhacheva
To achieve high results of educational activities in a preschool educational institution, working with parents of students . The involvement of parents in the activities of preschool educational institutions, their interested participation in the educational process is necessary for the successful development of the child.
Effective interaction with parents is achieved on the basis of a person-oriented, targeted, individual approach, taking into account the specific needs of the family and the problems of learning , upbringing and development of the child . Experience shows that successful interaction with parents depends on studying the family environment, the conditions for raising and developing children . In this case, traditional pedagogical methods are used: observation, survey techniques, diagnosis of family conditions, self-diagnosis of parental attitudes towards children, conversations, questioning, testing, projective techniques , studying the products of children's activities. In addition, a closer acquaintance with the family , visiting them, conversations with parents, and observing their relationships during meetings play an important role in this process.
When organizing joint work of a preschool educational institution with families , it is necessary to adhere to the following basic principles:
openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how his child lives and develops);
cooperation between teachers and parents in raising children ;
creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;
diagnosis of general and specific problems in the development and upbringing of a child .
The main goal of preschool teachers is to professionally help the family in raising children , without replacing it, but complementing it and ensuring a more complete implementation of its educational functions :
development of the child’s interests and needs;
distribution of duties and responsibilities between parents in constantly changing situations of raising children ;
supporting openness in relationships between different generations in the family ;
developing a family lifestyle , forming family traditions;
understanding and acceptance of the child’s individuality, trust and respect for him as a unique person.
This goal is achieved through the following tasks:
fostering respect for childhood and parenthood;
interaction with parents to study their family microenvironment;
increasing and promoting the general culture of the family and the psychological and pedagogical competence of parents;
using various forms of cooperation and joint creativity with parents, based on an individually differentiated approach to families .
providing practical and theoretical assistance to parents of pupils through the transmission of the fundamentals of theoretical knowledge and the formation of skills in practical work with children ;
The main conditions necessary for the implementation of trusting interaction between the preschool educational institution and the family are the following:
studying the families of pupils : taking into account differences in the age of parents, their education, general cultural level, personal characteristics of parents, their views on education , the structure and nature of family relationships, etc.;
openness of the kindergarten to families ;
teacher orientation towards working with children and parents.
Work with parents should be based on the following steps.
1. Thinking through the content and forms of work with parents . Conducting a quick survey to study their needs. It is important not only to inform the parent about what the preschool educational institution wants to do with his child, but also to find out what he expects from the preschool educational institution. It should be taken into account that some parents prefer to work with their child themselves, and consider kindergarten only as an environment for playful communication with their son or daughter. The obtained data should be used for further work .
2. Establishment of friendly relations between teachers and parents with a view to future business cooperation. It is necessary to interest parents in the work that is supposed to be carried out with them, to form a positive image of the child in them.
3. Formation in parents of a more complete image of their child and his correct perception by providing them with knowledge and information that cannot be obtained in the family and which turns out to be unexpected and interesting for them. This may be information about some features of the child’s communication with peers, his attitude to work, and achievements in productive activities.
4. Familiarization of the teacher with family problems in raising a child . At this stage, educators enter into dialogue with parents, who play an active role here, talking during the teacher’s visit to the family not only about the positive, but also about the difficulties, anxieties, and negative behavior of the child.
5. Joint research with adults and the formation of the child’s personality. At this stage, the specific content of the work , and forms of cooperation are selected.
The optimal form of cooperation with families in our kindergarten was an open week. Open Week is one of the forms of working with parents , which provides them with the opportunity to get acquainted with a preschool educational institution, its rules, and the objectives of the educational process . The purpose of this event is to establish trusting relationships between parents and teachers, determine the tasks of joint education of children and their implementation.
Parents are invited to:
Pedagogical master classes
Gymnastics using health-saving technologies
Open viewings of teacher classes for parents
Conferences with parents
Exhibitions of children's creativity
Reporting concert for parents by children of all age groups
Theatrical performances for younger children and parents
Reporting correctional and developmental classes of specialists
Joint activities with the family of a preschooler allow teachers to train parents to successfully develop their own child, to see the “zone of proximal development”
, determine goals and objectives in further
work . The choice of forms and methods of work depends on the needs and interests of the family , the style of raising children in it and the relationships between adults, which differ in individual characteristics in each family .
As a result of the targeted work of teachers and specialists with families , the position of parents as educators of their child becomes more flexible and conscious in choosing methods and techniques for interacting with children at home.
An integrated approach to solving problems of upbringing , training, and creativity of children is aimed at self-realization of the child’s personality in society, at educating not a consumer , but a donor; so that in the future he would benefit other people and be in demand in society. Then such a person becomes satisfied and happy.
Literature:
1. Gippenreiter Yu. B. Communicate with the child. How? – M., 2000.
2. Tavberidze V. A. Organization and content of work with parents . – M.: School Press, 2008.
