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Modern forms of interaction between preschool educational institutions and families

References:

Tonkova, Yu. – Text: direct // Problems and prospects for the development of education: materials of the II Intern. scientific conf. (Perm, May 2012). – Perm: Mercury, 2012. – S. 71-74. — URL: https://moluch.ru/conf/ped/archive/58/2308/ (date of access: 07/24/2023).

From what
how was your childhood, who drove

children by the hand
childhood,

what entered his mind and
heart

from the outside world –
from this

decisively
depends which

will become a man
today’s baby.

V.A. Sukhomlinsky

Behind
the thousand-year history of mankind, two branches of education have developed
of the younger generation: family and social. Each of these
branches, represents the social institution of education, has its own
specific opportunities in the formation of the personality of the child. family and
preschool institution – two important institutions of socialization
children. Their educational functions are different, but for a comprehensive
development of the child requires their interaction [1, p. 28].

All our life is
interaction with the outside world: with other people, with groups
people, state structures, living and non-living objects
nature, etc., etc. If a person does not interact with others
world, he does not exist for the world…

But what is it
interaction and what is meant by this word? Family
interacts with a preschool educational institution or a kindergarten with a family? Is it possible to put
equal sign between the words “interaction”,
“collaboration”, “commonwealth”?

term
“interaction”,
involving the exchange of thoughts, feelings, experiences, communication –
comparatively young. It was revealed in the works of T.A. Markova, where
interaction was seen as a unity of lines of education with the aim
solving the problems of family education and was built on the basis of a single
understanding.

B
the basis of interaction between the preschool educational institution and the family is cooperation
teachers and parents, which implies equality of positions
partners, respect for each other interacting
parties, taking into account individual capabilities and abilities.
Cooperation involves not only mutual actions, but also
mutual understanding, mutual respect, mutual trust, mutual knowledge,
mutual influence. Active collaboration between teachers and parents
allows you to get to know each other better, helps to strengthen their
relationships.

Concept
commonwealth means the association of someone, based
on friendship, unity of views and interests. But is mutual
friendship without communication, therefore, without interaction? Of course,
No. And since the commonwealth implies, first of all, openness
hearts towards each other, i.e. the presence of empathy, the commonwealth,
is the highest point of interaction between the preschool educational institution and the family.

Childhood
– an unforgettable time in the life of every person. She is filled
kind hands of parents and care of educators. parental love
gives a person a “margin of safety”, forms a feeling
psychological security. Who helps parents in education
children? Educators are the first helpers of parents, in their hands
children become inquisitive, active, creative [4, p. 52].

On
modern stage, family education is recognized as leading, which is reflected
in Art. 18 of the Law of the Russian Federation “On Education”. In accordance with
Law “On Education” of the Russian Federation, where it is written that parents
are the first teachers, they are obliged to lay the foundations of the physical,
moral, intellectual, personal development of the child.
The successful implementation of this great and responsible work is impossible
away from family.

chief
in the work of any preschool educational institution are the preservation and strengthening of the physical and
mental health of pupils, their creative and intellectual
development, providing conditions for personal and harmonious growth.
To achieve high performance educational and pedagogical
process in a preschool educational institution, work with parents is of great importance
pupils. Parents. Parents. Parents … you can at least
how much to incline this word, an effective spell that bears fruit
to improve relationships between the preschool educational institution and families. In this connection
the position of the preschool educational institution in work with the family is also changing [3, p. 5].

Analysis
psychological and pedagogical literature showed that the problem
interaction between the family and the preschool educational institution is widely discussed by teachers and
psychologists and practitioners. Research done by T.
Danilina identified the problems that exist in the interaction of preschool educational institutions with
family, such as lack of time and unwillingness to work in
cooperation. L.M. Klarina developed a whole complex
formation and development of content and organizational areas
kindergarten and family communities. T.N. Doronova, G.V. Glushakova,
T.I. Grizik and other authors developed and published
methodological recommendations for employees of preschool educational institutions in the organization and
working with parents on the basis of cooperation and
interactions [2, p. 23].

Interaction problem
preschool institution with a family today remains
relevant, acquiring at times an exacerbated character. Difficulties in
relations between families and educational institutions can be
associated, for example, with a mismatch of mutual expectations, with
sometimes a place of distrust of parents to educators. misunderstanding between
family and kindergarten, the whole burden falls on the child. And we,
teachers, very often experience great difficulties in communicating with
parents due to the choice of the form of interaction.

So the analysis
indicates the need for innovation in cooperation with
parents. It is necessary to develop and implement a system of work for
active involvement of parents in the life of the preschool educational institution. All this allows us
consider working with parents as one of the problems
activities of preschool educational institutions at the present stage of system modernization
education. In this regard, the question of finding and implementing
modern forms of interaction between a preschool institution and a family on
today is one of the most relevant.

Forms
Kindergarten interactions with parents are ways
organization of their joint activities and communication. The main goal of all
types of forms of interaction between the preschool educational institution and the family – the establishment
trusting relationships with children, parents and teachers,
uniting them into one team, educating the need to share with each other
each other with their problems and solve them together.
Teachers try to make the most of the entire pedagogical
the potential of traditional forms of interaction with the family and are looking for new ones,
modern forms of cooperation with parents in accordance with
change in the socio-political and economic conditions of development
our country.

lining up
interaction with parents, can be developed and used as
traditional forms are parent-teacher meetings, lectures,
workshops, as well as modern forms – oral journals,
excursions, parent clubs, promotions, recreational activities,
games, etc.

planning
this or that form of work, we, as educators, always proceed from
ideas about modern parents as modern people,
ready for learning, self-development and cooperation. With this in mind
We select the following requirements for the forms of interaction:
*original,
* demand,
* interactivity.

IN
Recently, new, promising forms of cooperation have been outlined,
which involve involving parents in active participation, as in
pedagogical process, and in the life of the kindergarten. IN
In our group, we use a variety of modern forms of work with
parents. What can be attributed to them:

Information and analytical

• questioning;

• survey;

• “Mailbox”.

Visual and informational

Cognitive

Leisure

One
from the forms of information and analytical work – a mailbox.
This is a box or notebook in which parents can put notes with
your ideas and suggestions, ask questions to specialists,
manager or methodologist. The questions asked are covered on the parent
meetings or are given by specialists in writing. This form of work
allows parents to share their thoughts with the caregiver and
effective when lack of time prevents the teacher from meeting with
parents in person.

More
one effective form of working with parents is
visual and informational.
In our
For several years now, the group has been operating a parent club “Parental
academy”. Usually there are 4 club meetings per year. We
we try to make the meetings interesting for parents, not turning into
boring lectures, so we always choose topics according to their wishes
(based on the results of the survey). “Magic world
theater”, “How to maintain health”, “A child with
point of view of astrology”, “Adults through the eyes of a child” –
here are some topics of the meetings. In addition, we try to make children accept
participation in the meeting, we include a practical part or a master class. IN
At the conclusion, each parent receives a memo on the topic.

Yes
the information stand “OKNO
– very short news.
IN “WINDOW”
the most important events are reflected
–
holidays and entertainment, children’s birthdays, trips and excursions,
meeting guests, interesting activities, competitions, products of collective
children’s creativity, compositions of children.
At
necessary, these stands easily turn into thematic ones: “What
is safety?”, “Once again about the rights of the child” and
etc.

One
one of the most traditional but effective cognitive forms of work
with
family remains parent meeting .
However, from experience, we know that direct implementation
meetings in the form of reports and instructive conversations parents respond
reluctantly, which is understandable. We found a way out of this situation in
changing the forms and methods of conducting. Tried to build communication
in monologue, but in dialogue. This approach required teachers
more thorough and lengthy preparation, but the result was
more tangible. Meetings are held in the form of discussions, round tables, KVN,
get-togethers, etc. Often teachers use video recordings of activities
children, fragments of classes, competitive performances. That is why
the percentage of attendance at meetings is quite high.

Most
popular and beloved by us as educators and parents form
work is leisure.
here
opportunities for cooperation are most fully disclosed. Kind
It has become a tradition to hold health-improving events every year, not
depending on the time of year. During the hike “In nature”,
the purpose of which was, in cooperation with the family, the formation of their
conscious attitude to one’s health and the need for a healthy
lifestyle. Also, every year, together with the children, parents take
active participation in sports events “Young Fighter’s Course”,
“All on the ski.” Events like this bring families together.
provide an opportunity to look at each other in a new environment,
strengthen cooperation between the family and the kindergarten. According to the results
such holidays, newspapers, leaflets, albums with
photographs.

ending
the topic of leisure forms of interaction with parents. I want to share
in the form of an action. For example, during the action “Clean
shovel” parents got the opportunity to assist in
building a winter town, communicating with each other, seeing your
child in interaction with peers. This form of work has won
success, parents willingly began to respond to various problems not only
groups, but also cities. Action “Clean City”
The name is explained by the fact that along with the tasks that are solved in
during well-known promotions, parents as participants
the opportunity to set a personal example for the child
positive attitude towards nature.

IN
In conclusion, I would like to emphasize once again that the family and preschool
institution – two important social institutions of socialization
child. Without parental participation, the process of education is impossible,
or at least incomplete. Experience
work with parents showed that as a result of the use of modern
forms of interaction, the position of parents has become more flexible. Now they
not spectators and observers, but active participants in the life of their
child. Such changes allow us to talk about efficiency
use of modern forms in work with parents.

Literature:

1. Arnautova
   E.P. We plan to work with the family. // Management of the preschool educational institution 2002, No. 4. –
   66s.

2. Evdokimova
   N.V., Dodokina N.V., Kudryavtseva E.A. Kindergarten and family: methodology
   work with parents: A guide for teachers and parents. M: Mosaic –
   Synthesis, 2007 – 167p.

3. Svirskaya
   L. Cribs for parents // Kindergarten from all sides. 2002 –
   147s.

4. Khabibullina
   R.Sh. “The system of work with parents of pupils. Grade
   activities of preschool educational institutions by parents ” // Preschool Pedagogy 2007,
   No. 7. – 70s.

According to the new law “On Education in the Russian Federation”, a child who receives education in a family is not included in the contingent of an educational institution. Teachers who work in classes where a child is enrolled in family education do not receive payment for this child. О

According to the new law “On Education in the Russian Federation”, a child who receives education in a family is not included in the contingent of an educational institution. Teachers who work in classes where a child is enrolled in family education do not receive payment for this child. However, an intermediate and final certification is carried out with this child. How should the school pay the teacher in this case? What type of payment is this?

At the federal level, there are no specific rules governing the payment to teachers for conducting intermediate and final certification of a child who is in family education. So, in accordance with paragraph 5 of the Letter of the Ministry of Education and Science of the Russian Federation dated November 15, 2013 No. NT-1139/08 “On the organization of education in the family form”, the founder of an educational institution can determine the standard costs for the provision of public services for the implementation of a general educational program in the form of family education, covering the costs of conducting intermediate and state final certification. Unfortunately, you did not indicate in which region you live and therefore we do not know if your region has a normative definition of the cost of providing a public service for the implementation of a general education program in the form of family education.

At the same time, there are federal regulations that stipulate that teachers must be paid for conducting intermediate and final certification of a child who is in family education.

In accordance with Part 2 of Art. 99 of Federal Law N 273-FZ, the standard costs for the provision of public services in the field of education are determined for each level of education in accordance with federal state educational standards, for each type and focus (profile) of educational programs, taking into account the forms of education, as well as taking into account other features of the organization and implementation of educational activities provided for by the specified Federal Law (for various categories of students).

Let’s turn to the standard of basic general education, approved by the Order of the Ministry of Education and Science of Russia dated December 17, 2010. N1897. According to Clause 23: The financial and economic conditions for the implementation of the main educational program of basic general education should, among other things, provide state guarantees of the rights of citizens to receive free publicly available basic general education and reflect the structure and amount of expenses necessary for the implementation of the main educational program of basic general education, as well as the mechanism for their formation.

At the same time, the Constitution of the Russian Federation guarantees the general availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises and supports various forms of education and self-education (Article 43).

Therefore, the state should provide free attestation to students in the form of family education and financially provide for this, that is, including pay for the work of teachers.

According to the Order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1015 “On Approval of the Procedure for Organizing and Implementing Educational Activities in Basic General Education Programs – Educational Programs of Primary General, Basic General and Secondary General Education”, persons mastering an educational program in the form of family education or self-education when passing an intermediate and state final certificate As external students, students enjoy the academic rights of students in accordance with the relevant educational program.

Thus, during the assessment period, students in the form of family education are equal to other students in an educational institution.

According to the Order of the Ministry of Education and Science of Russia dated December 22, 2014 N 1601 (as amended on June 29, 2016) “On the duration of working hours (norms of hours of pedagogical work for the wage rate) of pedagogical workers and on the procedure for determining the teaching load of pedagogical workers, stipulated in the employment contract”, the working hours of pedagogical workers are determined on the basis of the norm of hours of pedagogical work for the wage rate (clause 1. ). In an employment contract with an employee, the employer must indicate the number of hours of pedagogical work for the wage rate, as well as the conditions for paying compensation and incentive payments (Article 57 of the Labor Code of the Russian Federation).

Therefore, if the assessment of a child studying in the form of family education is carried out together with the assessment of other students and the number of hours of work does not increase, then this assessment is not subject to additional payment. If the certification of a student in the form of family education is carried out separately, then the hours spent by the teacher should be taken into account when calculating wages. If, according to the employment contract concluded between the employee and the employer, they are included in the norm of hours for the wage rate, then they must be taken into account in calculating the wage rate. If they are not included in this norm, then they should be included in wages as compensation payments for overtime work (Article 99 of the Labor Code of the Russian Federation).