Kindercare parent handbook: [PDF] CREATIVE KIDS KINDERCARE PARENT HANDBOOK

Опубликовано: January 22, 2023 в 10:43 pm

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[PDF] CREATIVE KIDS KINDERCARE PARENT HANDBOOK

1 CREATIVE KIDS KINDERCARE PARENT HANDBOOK “EVERYTHING A CREATIVE KID PARENT SHOULD KNOW AND MORE!! “2 TABLE O…

CREATIVE KIDS KINDERCARE PARENT HANDBOOK

“EVERYTHING A CREATIVE KID PARENT SHOULD KNOW AND MORE!! “

www.creativekidspreschool.ca

TABLE OF CONTENTS Introduction………………………………………………………..………………………….. 2 Philosophy and Goals………………………………………………………………………. 3 Description of Program…………………………………………………………………..4 Staff………………………………………………………………………………………………….. 4 Hours of Operation………………………………………………………………………… 5 Important Telephone Numbers………………………………………………….…5 Daily Schedule…………………………………………………………………………………. 6 Pick up Policy…………………………………………………………………………………….. 7 Health and Safety…………………………………………………………………………… 8 Medication………………………………………………………………………………………… 8 Guidance and Discipline………………………………………………………………….. 9 Confidentiality……………………………………………………………………………. .…. 11 Lunch and Snacks……..……………………………………………………………………. 11 Clothing………………………………………………………………………………………..…… 11 Field Trips……………………………………..………………………………………………… 12 Fees and Payment Policies and Procedures…………………………………12 Admission Procedures……………………….………………………………………..…. 13 School Closures…………………………………………………………………………………13 Emergency Procedures…………………………………………………………………… 14

Creative Kids Kindercare

Creative Kids Kindercare Welcome to Creative Kids Kindercare! We are excited about being a part of your child’s life journey. Creative Kids Kindercare is the latest addition to the programs offered by Creative Kids. The Kindercare program is designed for children in Kindergarten who require childcare for the afternoon and/or for children who would enjoy an extended learning day. As part of the Creative Kids family of programs, Creative Kids Kindercare builds on the well established connection to the families in our community. Since 1996, we have had the pleasure and privilege of being a part of helping children learn and grow. This handbook was designed to provide parents with information about the programs, policies and procedures operating at the center. Throughout this handbook there is important and useful information regarding the Kindercare program – please keep it handy for future reference. Thank you for choosing Creative Kids Kindercare for your child. Let the journey begin…

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Philosophy and Goals At Creative Kids Kindercare, we believe that it is essential to provide an enriching, safe and nurturing environment for children. Our staff will provide a loving and supportive atmosphere where each child can experience a fun, stimulating program. We embrace the fact that all children are unique and special and we strive to offer activities and experiences that will help each child develop physically, socially, intellectually, emotionally, and creatively. We are committed to working together with parents to help each child grow and learn to their fullest potential.

The key goals of Creative Kids Kindercare are: – To support parents by providing a safe environment for their child – To help strengthen each child’s sense of self – worth and confidence – To continue to allow each child to develop his/her potential at his/her own pace – To provide an academically stimulating and challenging environment for each child – To continue to encourage each child’s natural curiosity and creativity

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Description of Program Our Creative Kids Kindercare program has been designed in consultation with experienced Early Childhood Educators and Kindergarten teachers. We aim to provide a program that enhances a child’s learning experiences through play and exploring their environment. Therefore, our “hands-on” program offers a balance of structured and unstructured activities. The children will have an opportunity to participate in dramatic play, art, cooking, circle time with songs and stories, indoor and outdoor play. We will also focus on early literacy, numeracy and science skills that will reinforce what is being taught in the Kindergarten program. Each week we will offer activities and materials that explore a particular topic or theme. As part of our day, we will also be implementing the Fun Family Phonics and Ready to Read programs. These programs offer your child an opportunity to learn how to read and write in a fun and effective way.

Staff Michelle Ford will be teaching the Kindercare Program this year. She has been a staff member at Creative Kids since 2005, having taught both the 3 and 4 year old preschool programs, the summer camp program and the Before and After School program. Miss Michelle is an Early Childhood Educator licensed with the Provincial Community Care Facilities Licensing Board. She has a current First aid certificate, Food Safe certificate and is involved in on-going professional development through workshops and courses in order to remain well informed. Miss Michelle has completed the Fun Family Phonics Program receiving the Ready to Read tutoring Certification. She also has completed her Infant Toddler Certification.

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Hours of Operation, Center Schedules and routines Creative Kids Kindercare is open from 11:15 to 2:30 Monday to Friday. (If additional childcare is needed, our Before and After School program is also available in the same location.) There is full day childcare available on a sign up basis for Professional days. The cost for that day would be $45.00 per day and that includes fieldtrip costs. The center will be closed on the following days Thanksgiving Remembrance Day Christmas Break Spring Break Good Friday Easter Monday Victoria Day Important Numbers to Remember Kindercare Cell Phone Colebrook Elementary Sandra Christian (owner)

604-831-8953 604-596-3221 604-594-8880

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Daily Schedule 11:15 – 11:30

Arrival and Table Toys Fine Motor Skills Activities Theme focused materials

Lunch

11:30 – 11:45

Circle Time

11:45 – 12:15

Calendar Activities Movement and songs Theme focus conversation, fingerplays Literacy and Numeracy lessons

Centers Arts and crafts Dramatic play area Building blocks Puzzles Floor and table top toys Theme based learning activities Library and listening center

12:15 – 12:45

Ready to Read Program 12:45 – 1:30 (four days a week & inside games on the fifth) Snack

1:30 – 1:45

Outside Play or Nature Walk

1:45 – 2:20

Clean up, Pack up, and Say Good Bye 2:20 – 2:30 6

Pick up Policy Arrival and Departure Your child’s safety is our main concern. Children will be pick up at the Kindergarten room at 11:15 by Miss Michelle and walked down to the Kindercare room. If your child is part of the After School Care program, they will stay in the room while the other children arrive after school. (Please note that if your child is not part of the After School Care program you will be picking up your child outside the classroom door at 2:30). Parents are asked to inform the center if your child will not be attending that day. Please notify the center if someone other than yourself is picking up your child. WE WILL NOT RELEASE YOUR CHILD TO ANYONE ELSE UNLESS INFORMED OF ANY CHANGE OF PICK UP BY YOU. Please call 604-831-8953 to inform us of any changes. Please make sure the “Authorization for Pick Up” card is kept up to date. We understand that parents can be unavoidably detained occasionally. If you are going to be late picking up your child please inform the center by phone so we can reassure your child that you are on your way. Please be aware that starting at 6:05 pm late fees will be charged. The fee is $5.00 per child and will apply each 5 minutes. These charges are due in full the next day your child attends the center. Thank you.

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Health and Safety Please keep your child at home if any of these symptoms are present: Fever – 100 or higher Rash Vomiting Diarrhea Severe runny nose that is not clear Severe coughing Head lice or nits Communicable illness Any contagious or communicable diseases require notification to the Public Health Department. If your child comes into contact with or contracts a contagious or communicable disease please contact us immediately. If your child becomes ill at Kindercare, we will make your child as comfortable as possible. Parents will be contacted and are expected to pick up their child from the center as soon as possible. Medication Staff can only administer prescription medication if the medicine comes in the original container, clearly marked with the current date and dosage on the label. An “administering of medication” form must be filled out and signed by the parent. The staff member who gives the medicine to your child will initial this form. Non-prescription medication i.e. Tylenol WILL NOT be given to your child without a doctor’s note stating reason, amount and time.

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Guidance and Discipline Philosophy We believe that discipline should be done in a positive, gentle way to maintain a child’s sense of self-esteem. We recognize that children are unique and special and that they have specific needs and considerations. The goal is for children to become selfdisciplined so that they are aware of ways to handle different emotions and situations.

Strategies that will be used A variety of strategies are used to help guide children’s behaviour. A strategy will be effective in some situations and with some children but may not be effective at another time. Each child and situation is different so different strategies may be used. The following strategies will be used to promote positive interactions among children and adults in this facility: 1. We set clear and consistent limits by explaining what is expected of each child. We take the time to explain why a behaviour is expected and we speak slowly and clearly using a calm, friendly voice. 2. We reinforce appropriate behaviour with both words and gestures. It is important to acknowledge positive behaviour. This helps to encourage the child to repeat the behaviour. 3. We redirect or divert children when appropriate. This means having the child be redirected to another activity or area.

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4. We offer simple reminders to children about the limits and expectations. Children will often become distracted during play activities and will need to be reminded of appropriate behaviour patterns. 5. We encourage the children to use problem solving strategies or techniques. This helps to build their self-esteem and communications skills. 6. We encourage children to verbalize their feelings and their needs at all times. This creates a sense of trust. 7. We provide children with appropriate choices for their behaviour. This gives them the opportunity to make decisions. e.g., “Would you like to wait here for your turn to paint a picture or would you like to play somewhere else and I will call you when it is your turn?” 8. We help the children with natural and logical consequences so they can understand the outcomes of their behaviour. E.g. “When a cup is placed on the edge of the counter, it will fall and spill the water.” “Here is a sponge to wipe it up.” 9. We do not use corporal punishment (spanking, hitting, shaking, deprivation of meals or snacks) as a form of punishment in this facility.

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Confidentiality Please rest assured that information and any matters concerning your child will be kept confidential. Please be aware, however, that we are legally required to report any suspected child abuse to the local authorities.

Lunch and Snacks The children will need to bring a lunch and a snack each day in a lunch bag or kit that is clearly marked with your child’s name. We have a microwave on site if needed. Please send all food that needs to be heated in a microwaveable container. Please review the foods listed and let us know of any allergies or concerns. *Reminder we are a Nut Free Classroom*

Clothing Children enjoy actively exploring their world around them. Therefore, we ask that the children wear comfortable, washable and manageable play clothes each day. Also, please be aware that we go outside whenever possible. It is important that your child is suitably dressed for outside play each day. Please mark everything with your child’s name. For safety reasons, we request that children have a pair of non-slip shoes to wear at the center and that long strings on clothing be removed as they can be dangerous on climbing equipment.

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Field Trips Field trips offer a fun, exciting learning experience for young children. The children will have an opportunity to join the children in the Before and After school program to participate in a variety of outings on Professional Days. Parents are asked to sign up their child for these days in advance and there is an additional fee of $45 charged for the extended day.

Fees and Payment Policies and Procedures Registration Fee – $25.00 per child (one time yearly fee, Non- refundable) Full Time Kindercare (Before8:40a.m/past2:30p.m.)$500.00 monthly Part Time Kindercare $325.00 monthly All fees are payable by post dated cheques dated for the first of each month (September to June), due at the time of registration. There will be a $25.00 NSF charge for all returned cheques. We require a one month’s written notice if your child will no longer be attending the center. After receiving notice, all remaining post dated cheques will be returned to you. Please note that the monthly fee applies even if your child does not attend for the entire month. If fees are not paid, then your child’s spot is deemed vacant and could be filled by another child on our waiting list.

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Admission Procedures Please complete all registration, authorization for pick-up forms and a copy of immunization records and return them to the center before your child’s first day of attendance. All forms must be kept up to date. Please inform us immediately if there is any change in address, telephone number, emergency person or medical information.

School Closures As we are all aware, we tend to get a few good snowfalls each year that make the roads unsafe to travel. Our general policy is, if the Surrey Schools close we are closed too. Also, if one of our staff members can not safely make it to the school, then we will have to close the program for that day. The teacher will keep an up-dated class list at home to personally call each family to inform them of any school closures. In the event of a power outage, our policy is to call BC Hydro to see if they have an estimated time for the power to be reinstated. If the power will be on within two hours we will continue with the program. If the power is estimated to be out longer than two hours or we cannot get confirmation from BC Hydro, we will contact all families to come and pick up their child. This is a Surrey School Board policy.

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Early Dismissal There are a few early dismissals each year (3-4) that will affect the part time Kindercare parents and children only. On these particular days, part time Kindercare parents will have to pick up their children at the early dismissal school time (usually 1:30), instead of usual school pick up time being 2:30. Thank you.

Emergency Procedures The staff at Creative Kids are aware of and trained in emergency procedures and are required to practice fire drills on a regular basis. To help the children understand the importance of emergency procedures, one of our first focus themes in September is on fire and safety. We also feel it is important to practice Earthquake Drills with the children. We teach them how to duck, cover and hold in the event of an actual earthquake. It is important for children to also practice these procedures at home, so we encourage you to take time to plan and practice emergency procedures with your family. Thank you for taking the time to read through the handbook. Hopefully, it answered any questions you may have about our program. If not, please do not hesitate to contact us. Miss Michelle/Sandra Christian

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Johnson City KinderCare (2022-23 Profile)

Overview
Student Body
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School Notes
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School Overview

Student Body

Tuition and Acceptance Rate

School Notes

  • The Johnson City KinderCare is a place for children to learn and
    grow in a safe and happy environment. We are proud to provide our
    research based curriculum to all the children we serve from six
    weeks to 5 years old. Our administrators and staff are committed to
    supporting children and families in the East Tennessee community.
    We can’t wait to meet you and find out how we can best serve you
    and your family!
  • At our location we are always concerned with keeping the children
    safe and healthy while under our care! Our center is equipped with
    magnetically locked doors with keypad entry, as well as full
    fencing around all of our outdoor play areas. We also make every
    effort to keep our center clean and to cut down on the spread of
    germs by practicing daily, weekly, and monthly cleaning routines.
    We closely adhere to the illness policies outlined in the
    KinderCare parent handbook as well as all state health regulations.
  • Hours Of Operation: 6:30 AM to 6:00 PM, M-F
  • Languages Spoken: Spanish
  • DHS, Family First, Foster family Care, NACCRRA

Source: National Center for Education Statistics (NCES)

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Frequently Asked Questions

When is the application deadline for Johnson City KinderCare?

The application deadline for Johnson City KinderCare is rolling (applications are reviewed as they are received year-round).

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Methodological guide for kindergarten teachers “Effective ways to involve parents in the life of the kindergarten to create a unified educational space” | Methodical development:

Municipal state preschool educational institution – kindergarten No. 1 “Smile” of a general developmental type with priority activities for the physical development of children ZATO, Solnechny, Krasnoyarsk Territory

Methodological guide

“Effective ways to involve parents in the life of a kindergarten creating a unified educational space”

Alekseeva

Victoria

Leonidovna

ZATO Solnechny, 2017

Contents

..3

Methodical development…………………………………………………………………4

Forms of interaction between teachers and parents……………………… …………….5

Conclusion……………………………………………………………………………………7

References ……… …………………………………………………………….8

Explanatory note

“Our children are our old age. Proper upbringing is a happy old age, bad upbringing is our future grief – these are our tears, this is our fault before other people, before the country, ”said Makarenko.

The program has a special block “Interaction with the families of children”, therefore, in planning and in practical activities, work with parents should be given special attention. At the heart of the new concept of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities.

Recognition of the priority of family education requires new relations between the family and the preschool institution. The novelty of these relations is determined by the concepts of “cooperation” and “interaction”.

Cooperation is communication “on an equal footing”, where no one has the privilege to indicate, control, evaluate.

Interaction is a way of organizing joint activities, which is carried out through communication. In the “Dictionary of the Russian Language” by S. Ozhegov, the meaning of the word “interaction” is explained as “the mutual connection of two phenomena” and “mutual support”.

It is teachers who must create such conditions so that all participants in the educational process (children, teachers and parents) have a personal readiness to discover themselves in some kind of activity.

Neither the family nor the kindergarten can replace each other in the upbringing of children. And none of them individually can ensure the full-fledged upbringing of a child attending kindergarten. The need for their pedagogical interaction becomes obvious.

An important condition for continuity is the establishment of a trusting contact between the family and the kindergarten, during which the educational position of parents and the teacher is corrected. We try to establish this contact with parents at the very beginning of communication, from the younger group.

We have noticed that not all parents are open to contact. There was no cohesion of the parent team and there was no great interest of parents in the life of the children’s team in kindergarten. Everyone was only interested in how his child ate, if anyone offended him, and only then success.

It has long been known that the joint creativity of children and parents forms a good trusting relationship between them, has a positive impact on the development of the child and teaches him to cooperate. The creative process stimulates the comprehensive development of the child. His motor skills are improved, imagination is formed, creativity is revealed. In addition, joint creative activity is an interesting and exciting pastime.

We decided to take these observations into account when planning further educational activities.

Methodological development

Parents and educators should build their relationship on the psychology of trust. Parents should be sure of the good attitude of the teacher to the child. Therefore, the teacher needs to develop a “kind look” at the child: to see in his development, personality, first of all, positive traits, create conditions for their manifestation, strengthening, attract the attention of parents to them. The trust of parents in the teacher is based on respect for the experience, knowledge, competence of the teacher in matters of education, but, most importantly, on trust in him due to his personal qualities (caring, attention to people, kindness, sensitivity).

The success of the interaction between teachers and parents is directly related to the active position of the teachers themselves, with their desire or unwillingness to learn something, to change. That’s right, says the ancient wisdom: “it is difficult to change the world, but if you want it, start changing yourself.”

The task of the kindergarten according to the Federal State Educational Standard is to “turn around” to face the family, to provide it with pedagogical assistance, to attract the family to its side in terms of uniform approaches to raising a child.”

I really want the child to get the right upbringing not only in kindergarten, but also in the family. After all, the family is happiness and love in the house.

Objectives of the work of preschool educational institutions with families:

  • Establishment of trusting, partnership relations with parents.
  • Creation of conditions for a favorable climate of interaction with parents.
  • Involving the family in a single educational space
  • Tasks of interaction between preschool educational institutions and parents.
  • Work closely with families of pupils;
  • Activate and enrich the educational skills of parents.

Forms of interaction between teachers and parents

PEI teachers use a wide range of standard forms of work with the families of pupils:

1. Studying the social status of families, their wishes. These are

conversations,

filling out questionnaires,

anonymous surveys of parents to identify what issues of upbringing and development of children are of interest to them, which preschool specialists they would like to receive advice from. Experience shows that in anonymous surveys, parents ask a variety of questions that they do not want to talk about aloud.

2. Visual forms of work:

information about working hours, recreational activities,

written invitations from parents to participate in children’s thematic projects, holidays, meetings,

design of photo newspapers, personal and group exhibitions of children’s creativity.

3. Events for parents in kindergarten are:

individual conversations,

organization of meetings of parents with specialists from preschool educational institutions,

organization of group holidays, entertainment,

non-traditional parent-teacher meetings (trainings, round tables, workshops).

Since we planned to involve parents in the upbringing and educational process through the joint creativity of teachers, children and parents, we had to reconsider the forms of interaction between teachers and parents.

We have added such new forms of interaction as the involvement of parents:

for subgroup work with children as part of the educational process,

to participate in various competitions, dramatization of fairy tales, celebration “Birthday” held in kindergarten.

Interaction with parents in accordance with the integrated thematic planning Preschool educational institution

All educational activities in kindergarten are built in accordance with the integrated thematic planning. For each thematic block, we plan forms of interaction with families and the possible participation of parents in the educational process.

It has become a tradition in our kindergarten to hold the exhibition “Gifts of Nature” at the end of the thematic block “Autumn”. For this exhibition, parents together with their children make wonderful crafts from natural materials and vegetables and fruits.

In the kindergarten, we began to practice such a form of interaction with families as involving parents in subgroup work with children as part of the educational process.

When studying the animals of our region, the final event was the work of parents – books – babies “Pets”

On the topic “My family”, parents showed incredible talents – they made collages and told about their family in verse.

On the topic “In the world of fairy tales”, parents prepared and showed the children the fairy tale “Ryaba the Hen”. The children were very happy, delight knew no bounds.

It has become a tradition to celebrate the “Birthday” for children, parents really like the idea.

The creativity of parents is a magical world in which everyone is interested: both children and adults. It has become traditional to hold the annual action “New Year’s toy with your own hands.” The purpose of this action is the development of the creative potential of the personality of a preschooler, the activation of the joint creativity of children and parents, the creation of a festive atmosphere.

Conclusion

Our parents and children actively participate in creative competitions. The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand.

The inexhaustible imagination of parents and children, the diversity and originality of each handicraft surprises. Although the main work for the manufacture of such crafts often lies with the older members of the family, but with each subsequent craft, the children contribute more of their personal labor participation and are very proud of the result of joint creativity with their parents. I am glad that the guys respect the work done by other families. In addition, children always openly rejoice at the incentive prizes that educators have prepared for them for active participation in the competition.

Children have become more open, liberated, they have become more free to communicate not only with teachers, but also with each other and even with the parents of their friends. Since joint events and creativity, as you know, unite.

Organization of interaction with the family is a difficult job, without ready-made technologies and recipes. Its success is determined by the intuition, initiative and patience of teachers. It can already be said that work in this direction is being carried out successfully in our educational institution.

The use of various forms of work gave certain results: parents from “spectators” and “observers” became active participants in meetings and assistants to the educator, an atmosphere of mutual respect was established.

Parents began to show a sincere interest in the life of the kindergarten, learned to express admiration for the results and products of children’s activities, and emotionally support their child.

Joint activity brought together teachers and parents, parents and children, made families friends. The atmosphere of goodwill has become characteristic. Many parents discovered hidden talents that they did not suspect until they had to participate in joint projects.

Everyone benefits from the participation of parents in the work of a preschool institution: parents themselves, teachers and, above all, children. They look with respect, love and gratitude at the members of their family, who, it turns out, can and can do so much, who have such golden hands. Teachers, in turn, have the opportunity to get to know the families of their pupils better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn.

And in conclusion, I want to finish with one more phrase said by Makarenko: “Do not think that a child is only when you talk to him, or teach him, or order him. You are nurturing him at every moment of your life, even when you are not at home. ”

References

  1. Arnautova E.P. Visiting the director: Conversations with the head of a preschool institution about cooperation with the family. – M.: Logos, 2010.
  2. Doronova T.N., Solovieva E.V., Zhichkina A.E. Preschool and family – a single space for child development: a methodological guide for employees of preschool educational institutions. – M.: Sfera, 2001.
  3. Evdokimova E.S. Pedagogical support of the family in the upbringing of a preschooler.
  4. Zvereva O.L., Krotova T.V. Parent meetings in the preschool educational institution: a methodological guide / Iris-Press, 2007.
  5. Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: a methodological aspect. – M.: Sfera, 2005
  6. Miklyaeva N.V. Creating conditions for effective interaction with the family. Iris-Press, 2006
  7. Svirskaya L. Working with the family: optional instructions: a manual for preschool workers. Linka-Press, 2007

Working with parents in preschool

Together with the family: A guide to the interaction of preschool educational institutions with parents. / T.N. Dronova.- 2nd ed.- M.: Enlightenment, 2006. – 191 p.- (Kindergarten and family).

The manual was developed within the framework of the program “From Childhood to Adolescence”. Its purpose is to help the employees of preschool educational institutions in organizing and carrying out work to improve the legal and psychological and pedagogical culture of parents.

To the educator about working with the family: A guide for the educator of children. garden / L.V. Zagik, T.A. Kulikova, T.A. Markova and others – M .: Education, 1989. – 192p.

The main content of the book consists of methodological recommendations for organizing the work of a teacher with parents in raising a preschool child in a family. Practical material is widely presented: exemplary texts of conversations, consultations, speeches of the educator at the meeting, recommendations for the design of stands.

Preschool institution and family – a single space for child development: Methodological guidance for employees of preschool educational institutions / T.N. Doronova, E.V. Solovyova, A.E. Zhichkina, S.I. Musienko.- M.: LINKA-PRESS, 2001. – 224p.

The purpose of this manual is to help the staff of the preschool educational institution to establish equal creative interaction with the families of their pupils. The book presents the content, forms and methods that ensure the continuity of education and training in a kindergarten and family.

Doing, celebrating, playing: scenarios for joint events with parents / ed.- comp. T.I. Kandala, O.A. Semkova, O.V. Uvarov. – Volgograd: Teacher, 2011. – 143 p.

The joint activities, holidays, sports and intellectual entertainment for preschoolers and their parents presented in the manual will help in a playful, entertaining way to reveal the talents of children and adults, enrich the life experience of kids, form a close-knit team, strengthen family ties through common creativity.

Zvereva, O.L. Parent meetings in the preschool educational institution: Method. allowance / O.L. Zvereva, T.V. Krotov. – 3rd ed. – M.: Iris-press, 2008. – 128s. – (Preschool education and development).

The manual provides extensive practical material for working with parents in the form of scenarios for parent-teacher meetings. This includes both traditional forms – parent meetings, consultations, as well as new, non-traditional ones: “Talk shows”, “Oral magazines”, joint leisure activities. The material is easy to use creatively: give your own examples, supplement, involve parents in discussing problems, invite various specialists.

Kozlova, A.V. Work of a preschool educational institution with a family: diagnostics, planning, lecture notes, consultations, monitoring./ A.V. Kozlova, R.P. Desheulina. – M .: TC Sphere, 2005. – 112 p. – (Library of the head of the preschool educational institution).

The manual reveals the need for self-development of kindergarten teachers and parents whose children attend preschool educational institutions as participants in the pedagogical process. The book contains materials on diagnostics, thematic plans, lecture notes, consultations, monitoring – everything that can be useful for educators when working with families.

Svirskaya, L.V. Working with the family: optional instructions: A methodological guide for employees of preschool educational institutions. – M.: LINKA-PRESS, 2007. – 176 p.

How to involve families in the life of the kindergarten? How to make this process enjoyable for both children, teachers, and parents themselves? How to learn to listen to parents and help them become partners and like-minded people? In this publication, you can find answers to these questions, but also get specific practical recommendations on the problems of interaction between the family and preschool educational institutions, including original, non-standard ways of informing parents and studying their requests.

Pedagogy of mutual understanding: classes with parents / ed. O.V. Moskalyuk, L.V. Pogontsev. – Volgograd: Teacher, 2010. – 123 p.

The manual presents the activities of the parent club, which will help to combine the efforts of adults to establish mutual understanding and harmonious relations with children, to develop the unity of the requirements of teachers and parents to the issues of psychophysical development of preschoolers.

Hämäläinen, Y. Parenting: Concepts, Directions, and Perspectives: A book for child educators. kindergarten and parents. – M.: Enlightenment, 1993. – 112 p.

The book attempts to consider the problem of parenting. On the example of Finland, the author revealed its patterns, the essence of its main concepts, outlined the ways of development.

Articles

Parenting Academy: steps towards partnership // Child in kindergarten. – 2009.- No. 4. – S. 75-79.

The staff of the Moscow Humanitarian Pedagogical Institute created the Academy of Parenthood and prepared a series of articles on the interaction between the preschool educational institution and the family.

Astapenko, A. Development of emotional competence of families of pupils: psychological and pedagogical living room // Preschool education. – 2017. – No. 12. – P. 45-48.

An example of the creation and structure of meetings of a psychological and pedagogical living room in a kindergarten, with the aim of developing the personality of a preschooler with the help of parents and with their active participation.

Bidova S. Happy is he who is happy at home: an interactive thematic meeting with parents / S. Bidova, L. Fandikova // Preschool education. – 2015. – No. 7. – S. 71-74.

Synopsis of a game with parents to harmonize a single social space in the life of pupils through a pedagogically expedient influence on the family microenvironment of each child and the value orientations of children and adults.

Bogomolova, Z.A. Formation of partnerships between teachers and parents in terms of cooperation in preschool educational institutions // Preschool Pedagogy. – 2010. – No. 2. – P.54-58.

“Friendly family” project.

Vartanyan, N.Ya., Makarova, T.V. “Mom’s School” // Child in kindergarten. – 2009. – No. 6.- S. 70-75.

From the experience of workshops, preschool educational institution No. 2616, Moscow

Glibanova, E. Family mini-projects / E. Glibanova, O. Melnikova // Preschool education. – 2016. – No. 1. – S. 87-90.

The article discusses the form of cooperation between the preschool educational institution and the family in the form of an informational, practice-oriented mini-project for the joint creative process of pupils, their parents and educators.

Grigorieva, O, Aleksandrova, I. “Do you know your child?” // Preschool education. – 2011. – No. 3. – P. 77-80.

Parent meeting in the form of a family living room.

Klishina, V. Family values ​​and traditions: parent meeting in the senior group // Preschool education. – 2017. – No. 3. – S. 57-59.

Material for holding a parent meeting in order to show the importance of preserving family traditions, creating an atmosphere of mutual understanding, goodwill, and trusting relationships between teachers and parents.

Runova, M. Interaction between the family and the kindergarten on the issues of strengthening the physical and mental health of children / M. Runova, O. Vennetskaya // Preschool education. – 2014. – No. 10. – S. 61-67.

Algorithm for the joint activity of a physical education instructor, educators and parents aimed at the physical development of preschool children in the family and preschool.

Selezneva, I. Family club // Preschool education.- 2010.- No. 12.- P. 92-98.

From the experience of the family club “Family Hour” MDOU No. 134, Tomsk

Sysueva, O. I. Parents’ club as one of the forms of effective interaction with the family // Preschool education.