Long-term plan for working with parents in the senior group according to the Federal State Educational Standard for the year

Long-term plan for working with parents in the senior group of preschool educational institutions
Description of the material: this material will be useful to educators. Goals The goal of working with parents is to find an individual approach to each child and enrich the educational experience of parents. Areas of work : dissemination of useful pedagogical knowledge among parents; — providing practical assistance to the family in raising a child; — activation of family interest in issues of education and upbringing of the child; — formation of uniform requirements for a systematic approach to the issues of raising and educating a child in a preschool educational institution and in the family; — continue to work on building a trusting attitude of parents towards the preschool educational institution; — providing assistance to parents in raising a child and replenishing the information bank. Objectives : to improve partnerships between parents and educators by identifying common interests; — comprehensive support for the family in matters of raising and educating children; — the use of effective technologies in working with parents, built on psychological and pedagogical partnership. Principles - staff and parents bear equal responsibility in the upbringing and education of children;
— trust and respect between the teacher and the families of the pupils is the basis for the full development of the personality of each child; — effectiveness and assessment of the results of interaction between the preschool educational institution and the family. September
Parent meeting “Developmental Features of Children 5-6 Years Old” Purpose:
to become familiar with the requirements of the kindergarten education program for preschoolers 5-6 years old, to enrich and enhance the experience of parents.
Conversation with parents “Children’s clothing in the off-season” Goal:
enriching the pedagogical knowledge of parents.
Folder “Age characteristics of children of senior preschool age” Goal:
to enrich the educational experience of parents, disseminate pedagogical knowledge among parents.
Photo exhibition “The best moments of summer!” Fair
October
Workshop “First steps on the steps of financial literacy” Master class “Raising financial literacy in children” Goal:
to introduce parents to this issue, based on the requirements of modern times and in practice to help start this work in the family.
Folder “Autumn” Purpose:
to enrich the educational experience of parents.
Questionnaire “Child's Play Corner in the Family” Purpose:
analysis of information about pupils and their families.
Consultation “Autumn Vitamin Calendar” Purpose:
to educate parents in the health of children and the prevention of certain diseases.
Memo on traffic rules Purpose:
familiarization with the requirements of the education and training program in kindergarten on traffic rules

November
Round table “Reward or punish” exchange of opinions and experiences. Goal:
establishing partnerships with the families of pupils, improving the psychological and pedagogical knowledge of parents.
Exhibition “Gifts of Nature” Goal:
to activate parents in the lives of children and develop creative interaction.
Visual information material “Fire Safety Rules” Purpose:
to introduce the family to the issues of forming the foundations of fire safety in a child.
Design of the album “My Family” Goal:
inclusion of parents in the work of the group, development of positive relationships.
Autumn fun. Questionnaire “Your child’s speech” Purpose:
to identify problems on this issue in order to plan further work and positively influence the development of children’s speech.

December
Parents’ meeting “Features and problems of speech development in older children” Goal:
updating parents on the problem of children’s speech development in modern conditions.
Consultation “Practical advice to parents on developing financial literacy in preschool children” Goal:
to teach parents to help children master basic economic relations in an entertaining and playful way at home.
Folder-moving “Zimushka-winter” Goal:
implementation of a unified approach of kindergarten and family in organizing cognitive and research activities of children.
Father Frost's workshop. New Year's carnival. Goal:
demonstration of the creative abilities of children and parents, developed creative skills, development of positive, emotional interaction between parents, children and preschool employees.
Memo “Safe steps on the path to road safety in winter” Goal:
implementation of a unified educational approach when teaching a child the rules of the road in kindergarten and at home.

January
Exhibition of children's drawings “By the edge of the forest, Winter lived in a hut...” Goal:
to attract parents to joint artistic creativity with their children.
Conversation “Child and Computer” Purpose:
to familiarize parents with the rules for organizing a child’s work on a computer so as not to harm their health.
Environmental campaign “Feed the birds in winter” Goal:
implementation of a unified approach to developing a caring attitude towards nature among preschoolers.
Questioning of parents “Identification of parents’ satisfaction with the quality of education, the work of the teaching staff of the senior group of preschool educational institutions Goal:
to identify the level of satisfaction of parents with the quality of education; analysis of information.

February
Parent meeting. Workshop “Introducing children to the professions of adults through role-playing games” Goal:
increasing the pedagogical competence of parents on the problem of gaming activities of children of senior preschool age.
Consultation “How to spend a day off with your child” Goal:
enriching the pedagogical knowledge of parents.
Individual conversation with parents “Sports shoes and clothing for a child for physical education in physical education.” in the hall and on the street" Goal:
improving the pedagogical knowledge of parents.
Exhibition of children's drawings “Defenders of the Fatherland” Memo for parents “Economic Dictionary” Goal:
implementation of a joint approach in teaching children the basics of financial literacy.
An open demonstration for parents on developing the foundations of financial literacy in children of the senior group of preschool educational institutions. Goal:
introducing children of the senior group to the world of economic values and nurturing ethical behavior in society.
Memo “Reflective elements” Goal:
implementation of a unified educational approach when teaching a child traffic rules in the family and preschool educational institutions

March
Maslenitsa Goal:
attracting parents to participate in the holiday, developing positive emotional interaction between the teacher, parents and children.
Visual and informational material “Nature in Spring” Goal
: implementation of a unified approach to developing a caring attitude towards nature in preschoolers and organizing research activities in preschool educational institutions and families.
Festive concert dedicated to International Women's Day. Goal:
to demonstrate children’s creative abilities, developed skills and abilities, to develop an emotionally positive attitude among children’s parents and preschool employees.
Action “ABC of Road Traffic” Goal:
implementation of a unified approach to teaching traffic rules in kindergarten and at home.
Consultation “Development of verbal and logical memory of children 5-6 years old” Goal:
developing the pedagogical competence of parents. To develop parents' interest in using various forms of organizing joint activities with children.

April
Consultation “Mathematical development of children in the family” Goal:
dissemination of pedagogical knowledge among parents, practical assistance to the family in raising and educating the child.
Book exhibition. “Creativity and works of V. Bianchi” Goal:
implementation of a unified approach for kindergarten and family to familiarize themselves with fiction.
Sports festival “Mom, Dad, I am a sports family!” Goal:
interaction between parents, children and preschool employees.
Advice from a psychologist “Developing fine motor skills of the hands” Goal:
dissemination of psychological and pedagogical knowledge among parents of future schoolchildren, practical assistance to the family.
Conducting a cleanup day to improve the territory of the preschool educational institution. Goal:
to unite the efforts of employees of the child care institution and parents to improve the territory of the preschool educational institution, to form friendly, partnership relations with the families of the pupils.

May
Exhibition of children's drawings “Road ABC” Goal:
implementation of a unified approach for kindergartens and families to teach children traffic rules.
Action “Immortal Regiment” Goal:
implementation of a unified approach of kindergarten and family in the work on patriotic education.
Open week. Goal:
to build trust and respect between the teacher, preschool staff and parents of pupils.
Demonstration of all types of educational work of the institution, establishment of partnerships. Final parent meeting “Our successes” Goal:
summing up the educational activities of the group, increasing parents’ awareness of the life of children in preschool educational institutions for the year.

We recommend watching:

A long-term plan for interaction between a physical education instructor and the teaching staff. A long-term plan for an elective in the middle group of a preschool educational institution. A plan for working with parents in the second junior group according to the Federal State Educational Standard for a year. A long-term plan for working with parents in kindergarten for a year. Senior group

Group consultation for parents “Helping a child become independent”

Group consultation for parents

“We help the child become independent”

Education has the goal of making a person an independent being, that is, a being with free will. G. Hegel

It would seem that what could be more desirable and convenient for a parent than an independent child? You can often hear: “I would like my child to be more independent - to dress himself, eat himself, take care of himself.” But in practice everything is not so simple. Moms and dads are faced with the fact that independence entails independence and freedom of decision-making, and the views of children and adults on the necessity or correctness of any actions do not always coincide.

It is important to understand that the more often a child gains the right to exercise independence, the less ready he is to follow the boundaries that limit him. From the point of view of the harmonious development of the individual, there is nothing bad in this, it’s just that parents are not always ready to accept this fact.

The problem is that the traditional education system views the child not as a full member of the family or society, but as a dependent, unreasonable creature from whom a person has yet to be raised. Accordingly, there is no question of giving him the right to decide for himself, choose or express his desire or unwillingness to do something. Some contradiction arises when parents want the child to grow up and take on some functions, but at the same time they are not ready to provide the child with the independence he needs in most matters. It turns out something like “do it yourself, but this is how it is, and the way you want to do it is wrong.” This contradiction leads to nothing other than the development in the child of even greater immaturity and self-doubt. Wanting to raise a free, independent and self-confident person, parents should abandon the strategy of raising a child who is comfortable for themselves and happily accept all his attempts to express himself.

By creating greenhouse conditions for children, taking away their right to choose and depriving them of responsibility for their own decisions and actions, we do a disservice - we do not prepare them for independent life, we do not give them the opportunity to live their own personal experience and make their own mistakes. When a child is included in everyday activities, he begins to realize his role in the family and feels that he is trusted. When a child is given a choice, he learns to think for himself, analyze, and make decisions. If parents often tell a child: “I believe that you can do this yourself,” instead of rushing to help him at the first request, then he will feel confident in his abilities and will retain this attitude towards himself throughout his life.

To help the child become more independent, parents must fulfill several conditions:

Create a development environment that meets his needs. It is important that the child feels confident in his home, so that he does not hear numerous “don’ts.” Even the smallest child should have his own place in the house and his own things that he can dispose of according to his own understanding. In the kitchen, in the bathroom, in the room there should be objects available to the child, especially in those moments when he shows a desire to take part in household chores.

Demonstrate to the child how to perform certain actions and constantly gently involve him in the process. Only an adult can teach a child to do or not do something. Allow your child to participate in cleaning the house, cooking, gardening, constantly ask your child to help you, and share the work with him.

Be patient and give your child as much time as he needs. Of course, children, due to their age and physical development, can spend much more time on the simplest task than an adult. And more than once you will probably catch yourself thinking that it would be easier and faster to do everything yourself. But your goal is to grow an independent personality, and for this you need to be patient.

Recognize the child’s right to make mistakes and under no circumstances judge them for them. When a person takes on something new and makes mistakes, this is normal. And the child will often spill and wake up, but if you do not besiege him with criticism for mistakes, he will quickly realize them and try to correct them. The best method against errors is only your example.

This is what it sounds like in theory, but now let’s look at what can be done in practice to give the child more independence.

A child’s independence is best demonstrated in everyday life. Simple actions that we perform day after day and sometimes don’t even think about them are important things for a child, which he readily masters and is proud of his successes. All you need to do is give your child independence in a number of home activities, and soon you will see how the child will change. He will become more confident, calmer and... happier. Namely, happier, because he will have the opportunity to satisfy his internal needs.

How to learn to see your child.

Position 1. notice any manifestations of your habit of making decisions for your child and begin to free yourself, get rid of it.

Point 2: Learn to enjoy your child's decision-making.

Point 3: change some of your thoughts and beliefs about your child, i.e. try to avoid judgments about your child made by other people.

How to learn not to make decisions for your child.

Try to determine how much space your child’s activities occupy in your thoughts.

1. Now determine the places that you allocate for your own concerns that do not depend on the child.

2. Try to replace disturbing thoughts about the child with thoughts about yourself. When you succeed, try to transfer this skill to other moments of interaction with your child (the child’s decision to go to the section).

3. Relieve yourself of the responsibility for making decisions that your child so wants to impose on you.

4. Let him decide, but then he will also have to be responsible for the results.

5. Be firm in your decision!

6. Try to transfer this principle to all aspects of your interaction with your child.

7. You will see results very soon.

The situation is for parents to analyze.

Situation 1:

Having learned to clean up after himself after eating, Gena began to move the chair, but his leg caught on the table leg. Without making any effort, he abandoned the small but necessary effort and immediately abandoned his intention. When his mother reminded him that he needed to move his chair, the boy said tearfully: “It just doesn’t work.”

Question:

What actions should adults take?

Situation 2:

At the dacha, mom gave Masha six spoons so that she could take them to the garden and lay them out on one of the tables. But when she went outside, Masha was distracted - a ball rolled at her feet. A minute and spoons are left in the grass, and the little assistant, grabbing the ball, runs away with it.

Question:

What should a mother do in this situation?

Situation 3:

Mom gets her son ready for kindergarten in the morning and invites him to put on his pants himself; the child is capricious and refuses to get dressed, citing the fact that he is still small.

Question:

What will you do in this situation?

(You'll probably put it on yourself in a hurry).

Situation 4:

• Having learned to clean up after herself after eating, Masha got up from the table and ran to play.

Question:

Your actions?

(You'll probably clean everything up yourself).

Situation 5:

Sasha drew with paints in an album and smeared the table and hands, but had not yet acquired self-care skills.

Question:

What should a mother do in this situation?

MEMO FOR PARENTS: “Cultivating independence”

· Teach your child to be independent in performing household chores. Let him help you with the housework, gradually he will have his own personal responsibility, for which only he is responsible (water the flowers, set the table, take out the garbage, go for bread - choose what best suits your way of life).

· Give your child the opportunity to look after himself. The requirements placed on a son or daughter must be age-appropriate and consistent. You should not do for a child what he can do himself (except in exceptional cases, for example, if he does not feel well). Otherwise, he will get used to the fact that after several reminders, you will still do everything for him, and he simply will not respond to your words. If you tell him several times to pack and prepare clothes for tomorrow, and he doesn’t do it, let him at least once worry in the morning himself. Even if he is late for school that day, it will be his responsibility, not yours.

· Involve your child in discussing general plans as often as possible, listen and take into account his opinion. The same applies to conflict situations: look for a way out together, discussing all the pros and cons of the proposed solutions, try to come to compromises.

· Do not “stand over the soul” of your son or daughter. A child who is accustomed to having his every action controlled by adults will never learn to work independently. When he has started work, mind your own business, approach your child only from time to time and see how he is progressing. If you notice that he is distracted, ask him about his progress in a calm and friendly tone.

· Encourage questions on his part, but do not “chew” tasks for him - he must learn to understand them himself. Use a trick and let your child explain to you how they did similar tasks in class - after all, you studied so long ago that you don’t remember the school requirements well. Look for an unclear, controversial word or the desired synonym in the dictionary together - this, on the one hand, will serve as a change of activity, and on the other, it will teach your son or daughter to use reference books.

· Creating a schedule and developing a child’s sense of time will help overcome distractibility. This sense can be developed by asking him to estimate how long an activity will take (for example, how long it takes to write down a sentence, eat breakfast, etc.).

· If it is important for your child to watch a program or go for a walk, try to calculate the time together so that you can do everything. Try to guess how long a task might take to complete, then time it and compare the results. Agree that only a task that is completed completely and accurately is considered completed.

· Determine the child’s individual characteristics by observing his work style: how quickly he gets tired of monotonous activities, whether he easily gets involved in a new task or “swings” for a long time, what type of activity is easier for him (writing, counting, reading, drawing, etc. .), which academic subjects are more interesting to him. Then, taking these features into account, together create a lesson plan for each day. Gradually, the child will learn to calculate time and organize his activities, and your presence in the room will no longer be necessary. Your functions will include monitoring the final result. Provide your child with a permanent workplace where he will be comfortable and pleasant to study. Under no circumstances let him do his homework while the TV, radio, or computer are on; if possible, create a calm and quiet environment while preparing homework.

· If you say you will do something, then do it by all means. Otherwise, the child will get used to “turning deaf ears” to your warnings. If you say that he is grounded on weekends and you do not let him go somewhere, keep that promise.

Memo to parents: “Formation of educational independence.”

For the formation of educational independence, the following skills are very important: firstly, the student must clearly understand the sequence and essence of completing the task (what needs to be done first, what needs to be done next, how to finish it, how to write it down), secondly, he must be able to control his actions; thirdly, he must want to show his creativity and originality when performing the task.

What recommendations do psychologists give: Do not “stand over the soul” of your son or daughter. A child who is accustomed to having his every action controlled by adults will never learn to work independently. When he has started work, mind your own business, approach your child only from time to time and see how he is progressing. If you notice that he is distracted, calmly and benevolently inquire about his successes.

Praise your child for any initiative that shows his positive attitude towards schoolwork: for a beautifully designed notebook, for bringing in additional literature, for a new way of solving a math problem, etc. Try to keep your assessment positive but objective. Children feel its injustice well, but at the same time they quickly get used to being praised. Therefore, after praising the positive aspects of the work, together with your child, analyze the reasons for the failures. If you do this often, then gradually the student will learn to control and evaluate himself.

Develop your child's willpower. Teach to show endurance, courage, masculinity, patience. Learn to make efforts to achieve your goal.

Try to involve your child in memorizing what is assigned for the next lesson now. Contact your child before leaving school: “Did you write down your homework? How many items were there? Do you remember what they asked? Read aloud what you wrote down, ask to remember what was assigned, calculate how many lessons you will need to do today.

Encourage questions on his part, but do not “chew” tasks for him - he must learn to understand them himself. Use a trick, let your child explain to you how they did similar tasks in class - after all, you studied so long ago that you don’t remember school requirements well.

At home, when starting to prepare your homework, do not read everything assigned to your child right away. First, ask him to remember on his own, only then tell him what he forgot. Praise your efforts. Under no circumstances do your child’s homework!!! You are not helping him with this, you are ruining his life. Don’t be in the mood to “do homework with your child” for too long. Discuss the task. Ask him to tell you exactly how he plans to accomplish it. Ask to show you the finished product. And... leave. Give him time and space to work independently. It would be better to do it later, spend a little more time, but the child will learn, step by step, to independently assess his strengths and capabilities.

SO, in developing independent skills you need a friendly attitude, patience from parents, repeated repetitions, encouragement, trust - these are the simple rules for developing a child’s independence in household chores. The child must feel that everything is not “make-believe”, that his work is really needed by someone and is beneficial. Then, by performing it many times, he will form a stable skill and will want to do it.

Remember yourself as a child. How I wanted independence, how I wanted adulthood. Help your child go through this stage profitably, learn a lot of useful skills and abilities, and not just trust that his parents will decide and do everything for him. How do you want to see him - completely dependent on you and helpless, or a confident and independent person? These vital character qualities are developed from early childhood.

Every family has different situations. You can follow some recommendations, you can choose your own methods for solving problems. It is important that, along with the requirements for the child, you do not forget about his right to his own view of things, the right to make his own decisions and be responsible for it.