Shilova Irina
Work plan with large families

No. Activities Date Responsible

CONSULTATIONS:

-“When punishing, think how?”;

- « Moral education children in family» ;

- "On the rights of the child";

-"Adviсe large family»

during a year

Educators

2. Distribution of booklets, individual conversations. during a year

Educators

3. PHOTOS:

-"Various loved ones, loved ones" November Teachers

4. EXHIBITION:

Thematic exhibition of books « Family together, so the soul is in place"

Educators

Exhibition of paintings "Image families through the eyes of an artist» April Teachers

5. OPEN DAY:

Family Communication Day May Educators

8. PRODUCTIVE ACTIVITY:

Making gifts for moms, cards for members families, for the Day of the Elderly, for the Day of the Russian Army, for the day "Love, family and fidelity»

Looking at illustrations "About Mom".

GAME TRAININGS:

Call your family and friends affectionately;

Tell me what you can do to please your mother (father, grandfather, grandmother);

Whose house helper are you?

SOLUTION TO PEDAGOGICAL TASKS:

For me or for everyone;

We learn to give in to each other.

during a year

during a year

during a year

Educators

Educators

Educators

Plan for working with large families

Publications on the topic:

Work experience “Using various forms of work on health conservation with families and kindergarten students” Generalization of work experience “Using various forms of work on health conservation with families and kindergarten students.”

Pedagogical experience working with families of pupils It is well known that childhood is a unique period in a person’s life; it is during this time that health is formed and personality is formed.

Action plan with disadvantaged families No. Title of the event Contents Dates Responsible executor 1 Drawing up and development of documentation Development of Regulations.

Plan for interaction with families of pupils in the junior group Plan for interaction with families of pupils in the junior group for the 2017-2018 school year. year month 1 week 2 week 3 week 4 week 5 week.

Plan for working with orphans without parental care; with families in difficult life situations Agreed: I approve: leading specialist - expert Head of the municipal budget department of the Ministry of Health, preschool.

Speech therapist teacher’s work plan for interaction with students’ families Goal: to build your work in the sequence “Speech therapist – child – parent”, which helps to establish partnerships with the child’s family.

Plan of interaction with families of pupils of the second junior group Plan of interaction with families of pupils 2 junior group Goal: to involve the maximum number of parents in the educational process being carried out.

Plan of interaction with families of pupils for the 2nd half of the year in a mixed age group I bring to your attention a plan for interaction with the families of pupils for the 2nd half of the year in our multi-age group "Luchik". January (2nd.

Tatyana Khmarina

Leading:

IN modern world there is an opinion that if a woman a lot of children, then she doesn’t have time for herself, for her hobbies. Many people believe, What large families mothers spend time only in the kitchen and cleaning the house. And that it is unrealistic to meet a beautiful and well-groomed mother of many children.

Is the concept of beauty and grooming incompatible with status? mother of many children? And when you start to get acquainted with their lives, you understand the opposite: that their life is joyful and fulfilling, they have beautiful and clean houses, their children are cheerful and sociable, but such a mother, it turns out, has many different hobbies. Beautiful and well-groomed mother of many children- it's real?

Seven mothers of large families will share with us their secrets that allow them run a successful household, happily communicate with your husband and children and remain yourself.

Please introduce yourself and tell us about yourself.

(mothers talk about the rules in their family) .

Song "Spring flowers" performed by Liana, Dasha, Vika, Masha.

Leading: Mothers with firstborns often complain: no time, I have nothing I have time, sometimes you don’t even have time to eat properly or take a shower, and what can we say about going out somewhere with your husband or doing what you’ve dreamed of for so long.

But what about those who have not one child, not two, but three, four, five - how do they manage to find time for their children, and for their husband, and for themselves? So that in the family was all fed, happy, treated kindly, and weren’t you ashamed to show up on the street? Do they succeed?

To mother of many children I felt like a happy woman, and not my slave families, they follow some rules. Tell us what the rules are in your family.

Leading. Yes, of course, the most important assistant is the daily routine. Children easily adapt to the measured rhythm of life families.

Leading. Most of our heroines with an increase in the number of children in family became more organized and purposeful, discovered a new source of strength, inspiration and creativity. Share your discoveries.

Leading:

Every person has their own family, those closest to you People: parents, sisters, brothers, grandparents.

I suggest you guys listen and guess the riddles.

Without anything in this world

Can't adults and children survive?

Who will support you, friends?

Your friend... answers children: family!

Who is the cutest in the world?

Who do children love very much?

I'll answer the question directly:

Our dearest... answers children: Mother!

He will teach you how to drive a nail,

Will let you drive the car

And he will tell you how to be brave,

Strong, dexterous and skillful?

You guys know everything -

This is our favorite... answers children: dad!

Who never gets tired of loving,

For everyone family bakes a pie

And delicious pancakes?

This is our...children's answers: grandmother!

He is a man and he is gray

To dad - dad, to me he ... answers children: grandfather!

Well done! Everyone has solved the riddles!

Let's hold hands together

And let's smile at each other.

We have a circle,

Let's start playing!

The game is being played "Play and Dance".

(Mothers and children dance to cheerful music)

Leading. Big mistake many mom - try to be in everything "excellent student". Remember how in the movie "White Sun of the Desert"? “She cooks, cleans, looks after the children - and all alone? It’s hard!” There is no need to try to shoulder everything on yourself, trying to become a super-mom. Exhaustion and disappointment will set in very quickly. For mothers and housewives, it is important to be able to delegate responsibilities (to husband, children, parents, nanny), to be able to attract helpers and not to be shy about using things that can make life easier. Who are your helpers?

(Moms talk about their helpers).

Leading. Bright distinctive feature most families of our heroines is that even the younger members families They already actively help their elders and have their own responsibilities.

What responsibilities do your children have?

Song « Mom is my sunshine» performed by boys from large families.

Leading. Do you know your children? (Children tear a petal from a flower with a task for mom).

1. What is your best friend's name? (girlfriend) your son (daughters)?

2. What is your child's favorite dish?

3. What games does your son like to play most? (daughter)?

4. What is your child's favorite cartoon?

5. What is your child's favorite fairy tale?

6. What does your child like to do on his day off?

7. Who reads fairy tales to your child?

Leading:

Who do you guys think is the support? families, on whom does the house rest? children's answers

Of course it is Mother! Happy is the one who has known his mother's love, affection, and care since childhood. And how happy Mother when they answer her in kind.

Zina will read a poem about her mother.

Leading. Guys, when you grow up, each of you will have your own friendly, strong, loving and beloved family. After all, such family- the main wealth in the life of every person. Undoubtedly, every person should have a home, not just a roof over their head, but a place where they are understood, loved and expected, where a person feels warm and comfortable.

I invite you to build your dream home. Now mothers and children will be the construction crew.

(A house is built from cubes).

Leading: We have children, we built a house. All that remains is to plant a tree. Each of you has hearts. Write on the heart the character trait or quality that you would like to give to your child. We'll hang the hearts on the tree. It's magical. Let's hope it fulfills your wishes. (Moms write wishes for their children on hearts).

Musical number from large family.

Leading. We will create paintings to commemorate our meeting. "Colorful palms".(Idea from maam). Mom has many qualities. All these qualities remind rainbow: red - life, orange - health, yellow - sunlight, green - nature, blue - magic, blue - calm/harmony, purple - fortitude/spirituality.

And a child's palm - yellow color. After all, a child for a mother will always be her sunshine. (Moms and children create pictures).

Leading: One child is a great happiness, and three or more are an inexhaustible source of love and energy. I want to wish to you: let your faces get tired only from smiles! May your home always glow with love and happiness. In moments when it is especially difficult for you, remember that you are the owner great happiness, which is always nearby. Look around around: even one sincere child’s smile makes us move mountains. Strength to you, health and support to all members families!

Words of gratitude from mothers of many children.

Today, in connection with the entry into force federal law"On education in Russian Federation“The relationship between kindergarten and family has changed qualitatively. This is due to the fact that parents (legal representatives) now have a priority right to educate and raise children over all other persons. Therefore, preschool organizations, in connection with this, have a need to interact with the child’s family in a position of cooperation and trust. This is especially important to consider when working with large families. This problem is especially relevant in connection with the introduction of Federal State Educational Standards preschool education(FSES DO), emphasizing the need to unite kindergarten and family to provide high-quality training for graduates of the preschool level of education.

The sphere of communication when entering kindergarten goes beyond the family. In terms of the introduction of the Federal State Educational Standard for Education, kindergarten plays a leading role in the organization of public education. To successfully coordinate the educational influence, the preschool educational institution must restructure its work, abandon the previous, largely formalized forms of work with parents and the public, and take a humanistic position in pedagogical education.

Thus, a preschool educational organization (PEO) today is considered as a socio-educational system that can solve the problems of social and pedagogical compensation of conditions for the full development of the personality of each child, cooperation of different ages, socio-pedagogical work with families, organization of family cultural leisure, medical education , provision of psychological assistance, pedagogical parental education.

The legal basis for the new content of interaction between preschool educational institutions and families was the Law “On Education in the Russian Federation”, which for the first time in many decades recognized the priority family education. IN All other social institutions are designed to help, support, guide, and complement the educational activities of the family. It is impossible to move to new forms of relations between parents and teachers within the framework of a closed kindergarten: it must become open system. This means making the pedagogical process more free, flexible, differentiated, and humanizing the relationships between children, teachers, and parents. Create conditions so that all participants in the educational process (children, teachers, parents, the public) have personal willingness to discover oneself in some activity.

A new philosophy of interaction between preschool educational institutions and families, according to K.A. Abulkhanova-Slavskaya demands new relationships aimed at recognizing the priority of family education. The novelty of these relationships is determined by the concepts of “cooperation” and “interaction”.

Organization of interaction between kindergarten and family in the updated conditions of the educational strategy of preschool education is more effective. The result of interaction is certain relationships, which, being the internal personal basis of interaction, depend on the relationships of people, on the position of those interacting. The solution to this problem can be based on the study of theoretical sources that cover, on the one hand, the organization of methodological work with the teaching staff, and, on the other hand, the interaction of preschool teachers with the family.

The openness of the kindergarten requires the involvement of parents large families into the educational process of preschool educational institutions. In conditions of openness, working with parents is an important condition for the successful upbringing of a preschooler. To effectively attract large families into the interaction system, work is required to increase the educational potential of large families.

Experimental work was carried out on the basis of the MBOU "Yedyai Secondary School - Kindergarten "Chechir" MR "Khangalassky Ulus".

To carry out the ascertaining and control stages, interviews with children and questionnaires of parents were conducted. In order to identify the style of family education and the characteristics of parental attitudes, the “Analysis of Family Education” (FAE) technique was carried out. Author - E. G. Eidemiller.

The examination procedure was carried out with the help of a kindergarten psychologist. The DIA questionnaire allows you to diagnose the style of family education and the nature of its violations. A qualitative analysis of its results provides fairly reliable information about the obvious (or insufficient) expression of the corresponding aspect of upbringing, generalizing which, one can draw conclusions about the negative nature of the parental attitude, which causes certain characterological deviations in the child. To identify the level of cooperation from the perspective of preschoolers, the main approaches were used according to the methodology of T.V. Antonova.

At the ascertaining stage of the study, it was revealed that some children from large families have conflict in the perception of family relationships or have a negative perception of the family. It was the parents of these children who, according to the survey results, showed a level of family education that was insufficient for the favorable development of the child. Based on the data obtained at the ascertaining stage, we came to the conclusion that in order to effectively raise children, it is necessary to organize cooperation between preschool educational institutions and large families.

The purpose of the formative work: organizing cooperation between preschool educational institutions and large families for the purpose of raising children.

Objectives of the formative stage of the experiment:

1. Implement the developed system of interaction between preschool educational institutions and families.

2. Increasing teaching potential parents of many children means of using non-traditional forms of interaction with preschool educational institutions.

3. Joint work with parents on the successful development of the child’s personality in the family and preschool.

Methods of work of preschool educational institutions with large families to raise a child preschool age: comprehensive development of the child in all types of activities in a psychological atmosphere of kindness and mutual understanding; harmonization of relationships in the spheres of “child - child”, “child - adult”, “kindergarten - family”, “family - child - kindergarten”) with the aim of children understanding the ability to live among people; interaction between the kindergarten and the family based on the development of assistance programs for each child; focusing children's attention on getting to know each other fiction, folklore and art of the Sakha people; organization role playing games for the child to understand himself as a part of his family and his people.

Joint activities with large families at the Yedyai Secondary School - Kindergarten "Chechir" is a natural process of objective reality, a form and method of public education. Among them, the authority of elders occupies a special place. It should be noted that issues of interaction between parents and teachers in the use of methods of public education and folk traditions. The following most important traditions of the Sakha people are used here:

Respect for elders;

Living together as one family;

Hospitality;

Fostering hard work;

Respectful attitude towards a woman (girl) and others.

Based on the highlighted theoretical provisions, the content of the activities of the preschool educational institution included the following methods and forms of work with large families.

1. Formation of the child’s ideas about himself as a unique, valuable, inimitable personality.

2. Development of ideas about other people based on comparing oneself with them, highlighting similarities and differences.

3. Communicating knowledge about the world around you in accordance with ideas about your family.

4. Formation of an active life position based on:

The child’s awareness of his needs (physical, spiritual), developing the ability to satisfy them - not to the detriment of others;

Awareness of one’s capabilities, formation of the ability to act in accordance with them, desire for their development;

Awareness of your strengths and weaknesses;

Awareness of your rights and responsibilities to yourself, family and other people;

Developing the ability to defend one’s rights and take into account the rights of others;

Showing tolerance and respect for the characteristics of other people;

Developing the ability to evaluate one’s own actions and the actions of others, the ability to make one’s choice and decision; listen to the opinions of others; solve emerging problems without conflict;

Games and exercises to understand the significance and value of each person’s life, developing interest in the lives of other people.

When organizing the formative experiment, the traditions of folk education were taken into account:

1) the opportunity for each child to develop his inclinations and abilities without forcing him;

2) controllability of the process of personality formation in Tuelbe;

3) each family has its own personality - specific lifestyle, worldview;

4) development creative personality is carried out when the integration of all educational forces of the preschool educational institution and the family creates controllability of the influence of organized environmental factors.

To identify the conditions for increasing the pedagogical competence of parents with many children, the question of building an integrated system of work for preschool educational institutions and families, determining the range of interests of each family and taking into account the capabilities of children was raised.

Many large families expressed their desire and readiness to continue their children’s education at home. In this case, it became necessary to develop various events and programs for parents to help them with questions preschool education fully develop your children, understand the uniqueness preschool period childhood. For this purpose, comprehensive work has been developed to improve the pedagogical competence of parents.

As part of improving the quality of work with large families, various traditions of interaction are being spread and implemented: Gifts of Nature; Competitions “Bayanai yllyga”, “Tuyaaryskay aa5yylara”, “Miss “Chechir”; Joint concert of MBDOU employees and parents Day of Honorary Families; Open Day; Campaign “My Relatives”; Conference for fathers.

When carrying out events, cooperation between teachers and parents, preschool educational institutions with large families is aimed at:

Creating positive cognitive motivation for children; organizing their attention;

Activation of speech experience of preschool children;

Formation of ways for a child to evaluate his own activities.

During the experiment, the following forms of joint work of children, teachers and parents of large families were also used: theatrical performance folk tales- joint creativity of children, teachers and parents of students; study of folk games, folk songs and traditions different nations, acquaintance with the folklore of different nations, etc.

In communication between adults and children, the principle of positivity is important; then the child develops a high level of patriotic personality traits in children - trust in adults, self-esteem as the spiritual basis for the positive level of development of the child.

So, work with large families confirmed our hypothesis about the importance of a child’s close emotional contact with relatives in the family for the formation of his positive self-esteem.

At the control stage, according to the parents of the experimental group, the overall level of children's education was 100%, in the control group - 66.7%. This confirms that in the experimental group there was an increase in the level of good manners by 54.5%. While in the control group its indicators changed less (by 11.2%).

Indicators of the effectiveness of preschool educational institutions with large families in the MBOU ESOSH - DS "Chechir"

Analysis of diagnostic data from the control stage proves the effectiveness of a formative experiment on organizing the forms of work of preschool educational institutions with large families.

Thus, as a result of the formative work carried out, the children of the experimental group experienced qualitative changes in indicators of education and position in the family.

Thus, when determining the content of the forms and methods of work of preschool educational institutions with large families, it is important to proceed not only from the educational tasks common to the kindergarten and the family, but also to take into account the peculiarities of education in each family. At the same time, it is important to find methods to establish close contacts with the family in order to ensure unity in upbringing. When working with parents, search methods of teaching, cognitive situations associated with posing problems and jointly searching for solutions in communication with children are more acceptable.

With parents of children at risk.

One of the necessary areas of work for a teacher with children at risk isclose contact with parents. In such activities, it is necessary to show maximum tolerance to the lifestyle of the child’s family and educational costs. The teacher should provide constructive assistance, and not oppose and criticize. He should take for granted the role relationships and boundaries between generations that have developed in this family. Seems very productive and desirableinvolvement in the process of joint activity and rehabilitation of the child of the entire family in its most extended composition, including grandparents, as well as other relatives in contact with the child and his family.

Studying the family can be successful provided that the teacher displays high tact, respectful, attentive and sensitive attitude towards parents.

First stage "Search for contacts"at which a meeting with parents takes place. But at this stage it is recommended that the teacher show high tact, sincere respect for parents, delicacy and restraint, and most importantly, try not to push them away from themselves and from the problem.

Second stage "Searching for a common theme."At this stage, the teacher finds out the conditions of family education, how parents express their concern for the child, etc. His task at this stage is to prepare the ground formutual understanding , identify the relationship of parents with each other and with the child. At this stage, positive emotions arise from common interest and friendly communication.

Third stage “Establishing general requirements for raising a child.”The teacher must competently tell parents about his views on education, identify parents’ views on this issue and offer reasonable methods of influencing the child.

Fourth stage « Strengthening cooperation in achieving a common goal."At this stage, it is very important for the teacher that parents understand their mistakes in upbringing and its shortcomings. It is very important at this stage to clarify each other’s educational capabilities, to develop common goals and objectives of educational influence on the child.

Fifth stage "Implementation individual approach». At this stage, based on what was previously proposed by the parents, he proposes specific measures of pedagogical influence on the child. The teacher must focus the parents’ attention on the positive aspects in raising the child and tactfully report the shortcomings of the educational process.

Sixth stage “Improving pedagogical cooperation”. At this stage, it is necessary to deepen and expand pedagogical cooperation, a period of distribution of accepted and agreed upon roles, and the implementation of uniform pedagogical influences on the child.

Organization of work in preschool educational institutions with disadvantaged families.

Early identification of socially disadvantaged families is one of the most important forms of primary prevention of neglect and juvenile delinquency.

The presence of the following social risk factors in the family allows us to determine family dysfunction:

* socio-economic (low material standard of living, irregular income, poor living conditions, extremely high incomes are also a risk factor);

*medical and social (disability or chronic diseases family members, harmful working conditions of parents - especially mothers, neglect sanitary and hygienic norms);

* socio-demographic (incomplete, large families, families with remarriages and stepchildren, families with minors and elderly parents);

* socio-psychological (families with emotionally conflictual relationships between spouses, parents and children, deformed value orientations);

* psychological and pedagogical (families with a low general educational level, pedagogically incompetent parents;

* criminal (alcoholism, drug addiction, immoral lifestyle, family violence, presence of convicted family members who share the traditions and norms of the criminal subculture).

The presence of one or another social risk factor does not necessarily mean the occurrence of social disadvantage, but indicates a high degree of its probability, which increases as the number of social risk factors in the family increases (for example, a single-parent family, a large family, a low-income family.

Mechanism for identifying dysfunctional families.

Identification of troubles in the families of preschool children is associated with the identification of social risk factors. Every year at the beginning school year a data bank of children attending preschool educational institutions is being created. In the interaction of the preschool educational institution team (head, educators, teachers and educational psychologist), pupils’ cards are filled out and a social passport of the preschool educational institution is drawn up. The social and living conditions of families and pupils, family composition, educational level of parents, their age and profession are identified. These data make it possible to predict the strategy of interaction with the family. With the families of pupils, such forms as observation, conversation, questioning, psychological and social diagnostics, visiting families are used in order to identify family troubles. The basic information is available to the teacher in the group, who works with children every day by identifying signs of trouble based on the child’s appearance and behavior.

To the characteristic features appearance and the behavior of a child brought up in a situation where parents neglect their responsibilities can include:

• tired, sleepy appearance;
• sanitary and hygienic neglect;
• tendency to fainting, dizziness due to constant malnutrition;
• excessive appetite;
• growth retardation, delay in speech and motor development;
• attracting attention in any way;
• excessive need for affection;
• manifestation of aggression and impulsiveness, which is replaced by apathy and a depressed state;
• problems in relationships with peers;
• learning difficulties.

Signs of physical violence in the family include:

• in the fearfulness of the child;
• in expressed fear of adults;
• in the manifestation of anxiety in the form of tics, thumb sucking,
• rocking;
• afraid to go home;
• V ill-treatment with animals;
• in an effort to hide the cause of the injuries.

In order to prevent and correct the social ill-being of families, educators and educational psychologists of preschool educational institutions are working to improve the pedagogical literacy of parents, including them in activities of preschool educational institutions. Involving parents in creating a developmental environment in the group, participating in children's parties, sporting events, exhibitions joint work helps parents and children establish psychological contact.

Working in collaboration with specialists in the system for preventing neglect and juvenile delinquency, a preschool social teacher forms and implements a system for providing comprehensive assistance to families in optimizing social disadvantage.

P signs of trouble in the family

1. The child is not well-groomed, unkempt, has no spare underwear, is dressed inappropriately for the season or the weather, problems with clothes and shoes: torn, dirty, missing buttons, the wrong size. Parents do not respond to teachers’ comments about appearance.
2. Parents abuse alcohol and come to kindergarten drunk.

3. A child comes home with signs of beatings, and the parents cannot explain the origin of the bruises and abrasions.

1. Parents repeatedly “forgot” to pick up their child from kindergarten.

1. Parents do not work anywhere, are not registered as unemployment and do not have a permanent source of income.

1. The child lives permanently with his grandmother, his parents kindergarten don't appear.

1. When visiting the family, it turns out that the child’s living conditions do not meet sanitary standards; the child does not have toys or materials for activities.

1. The nature of relationships in the family harms the mental health of the child: scandals, fights, drunken company, immoral lifestyle of parents.

If signs of trouble are identified, teachers write a report addressed to the head with a request to register the family, indicating the reasons for the trouble.

Algorithm for working with a dysfunctional family

First stage : study of the family and awareness of the problems existing in it,

studying families' requests for help, studying complaints from residents (neighbors).

Second phase : primary survey of housing conditions of disadvantaged

(problem) family.

Third stage : getting to know family members and their environment, talking with children,

assessment of their living conditions.

Fourth stage: joint pedagogical councils by definition

ways of joint action.

Fifth stage : study of the causes of family dysfunction, its characteristics, its goals, value orientations.

Sixth stage: studying the personal characteristics of family members.

Seventh stage : drawing up a family map.

Eighth stage : coordination activities with all interested organizations ( educational institutions, preschool institutions, Center for Social Rehabilitation of Children and Adolescents, Family Protection Center, shelters, orphanages, juvenile affairs inspection, commission, etc.)

Ninth stage: drawing up a program of work with dysfunctional families.

Tenth stage : routine and follow-up visits to the family.

Eleventh stage:conclusions about the results of working with a dysfunctional family.

A teacher should not take on the functions of raising and caring for children, replacing parents, as this gives rise to a passive, dependent position of parents and other family members.

A teacher working with at-risk families needs to focus on clear, specific goals. Discuss and develop specific measures to ensure that parents decide to return the child to the family.

Social and pedagogical work with various types families

1. Families with supervised children:

• identification of orphans left without care in the microdistrict
  parents, creation of a data bank;
• participation in surveys of living conditions and child rearing;
• monitoring the health and wellness of children;
• support for family caregivers (pedagogical, educational, etc.);
• working with educators to establish an individual approach to children under their care;
• protecting the interests of those under guardianship;
• legislative education;
• practical activities for the family.

2. Large families:

• assisting parents in improving the quality of their performance
  educational functions;
• organization of charitable assistance;
• recommendations for organizing family leisure;
• career guidance work;
• legislative education;
• joint activities for children.

3. Single-parent families:

• providing necessary assistance in obtaining benefits;
• psychological and pedagogical consultation;
• prevention of antisocial and immoral behavior;
• organizational and practical assistance to parents in fulfilling their
  educational functions (GPA, charitable assistance, etc.);
• legislative education.

Problem families:

• studying the dynamics of development of the family problem;
• general psychological and pedagogical assistance to problem families;
• legislative education.