“Take care of your family: the family is your support
people and state.
Family covenants are always strong.
Guard this treasure.
In family happiness is protection from
life trials.
Strong and friendly family
external ones are not scary
life's troubles.
If you protect your family
And protect the children
then create a strong support
for peaceful and quiet work."
(From the will of the great Chuvash Enlightener I.Ya. Yakovlev)
1.Traditional forms and methods of work.
-parent meetings;
- round tables;
-question and answer evenings;
- open days;
-design of family photo newspapers;
- "Welcome" mailbox
Non-traditional forms and methods of work.
-use of art therapeutic techniques (thematic drawing, collage);
- homework for parents on a specific topic (compiling the album “This is Me”, essay “One day of my child in kindergarten”);
- organization parent club"Know-It-All"
— organization of Self-Government Day (parent as educator);
Leisure block.
- evening entertainment;
-creative competitions and exhibitions;
-family sports and intellectual competitions;
- matinees;
— visiting the theater by families;
-family trips to nature;
Block "Presentation"
— slideshow “My family is my joy”
— slideshow “Five Happy Years”
2. Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for comprehensive development.
As practice shows, and pedagogical research confirms, parents recognize the priority of a preschool institution in solving educational problems, but do not consider it necessary to participate in the pedagogical process. In turn, teachers underestimate the role of the family and do not strive to join forces with parents for the development and upbringing of children, therefore they do not properly establish feedback and do not fully use the influence of the family on the upbringing and development of the child.
In system preschool education family education is its beginning, core and crown. The knowledge and skills developed by home education are the first steps to the heights of a high level of children’s culture. And here an important role is assigned to the preschool institution; a search for new relationships between the family and the preschool educational institution is required, namely cooperation, interaction, and trust. In addition, it is in preschool age that the child has a closer connection with his family and teacher than during the school period, which helps to most effectively influence not only the child, but also his family members. Since the upbringing, development and health of a child directly depends on the conditions in which he lives, grows, develops, what kind of people surround him and how the process of his upbringing is organized.
Unfortunately, nowadays in our country, for many reasons, family ties are weakening, and traditional family upbringing is becoming a thing of the past. Psychologists and teachers pay attention to the deterioration of children’s health, the increase in socially vulnerable families, socio-psychological anxiety and fatigue from the problems experienced by adults (including in connection with the ongoing stratification of society), loneliness (especially in single-parent families) and lack of mutual understanding, redistribution of material and economic functions within the family (when the wife/mother becomes the source of financing for family members), construction difficulties family life against the backdrop of crises. Global problems were also highlighted: environmental; mental; local and regional wars; epidemics, drug addiction, alcoholism; scientific and technological progress leading to rapid obsolescence of knowledge and others.
This process can and should be stopped by human preschool teachers who closely communicate with children and their parents.
In this regard, the issue of searching and implementing non-traditional forms of interaction between a preschool institution and a family is one of the most pressing today.
The mission of MBDOU No. 6, according to the MBDOU development program, is to unite the efforts of the preschool educational institution and the family to create conditions that reveal success in modern society and the future, the child’s readiness for further education.
Objective of the project:
Objective of the project— cooperation between preschool teachers and families in matters of preserving the physical and mental health of preschool children, promoting the revival of the traditions of family education.
To achieve this goal, the following tasks were identified:
- diagnosing parental qualities and parenting styles in the family; identifying the family’s readiness for active interaction with the preschool educational institution;
-increase pedagogical culture parents by educating them;
-change in parents’ consumer view of educational process in a preschool educational institution (“they brought you a child, they paid you, now get busy”)
-establishing trust and partnership with the family of each child;
Project participants. Older children preschool age, parents and educators.
Estimated results of the project implementation
— increasing the level of socio-psychological culture of participants in the educational space;
— revival of family education traditions;
- parents’ use of pedagogical knowledge about raising children in the family;
— development of partnerships in the family;
3. Project structure
Analytical block.
— questioning;
-diagnostics;
-testing;
-interview;
Information (educational) block.
- selection of visual information;
- holding exhibitions, presentations,
-design of stands, photo showcases, mobile folders;
- drawing up instructions for parents;
-issuance of newspapers;
4.Methods of project implementation
1. Rainbow traditions:
- morning of joyful meetings (Monday)
- summary of the day (daily)
- birthday
- leisure time (once a month)
2. Holidays and entertainment:
"Day of Knowledge"
"Oseninka"
"Family day"
« New Year" and etc.
Children's leisure time together
Sports festival"Mother father me - Friendly family»!
Family Day event.
3. Plot - role-playing, creative games.
Goal: to consolidate knowledge about the family, consolidate the ability to distribute roles, build storylines, deepen interest and positive attitude To her.
4. Joint activities of the teacher with children:
conversations about family, looking at albums;
compiling and reviewing the album “This is Me”;
memorizing poetry, reading stories, etc.
5. Exhibition of children's drawings “My Family”, “My Dear Mommy”
6. Exhibition of family works on the topic “Family Traditions”, “Family Hobbies”
The final stage
Control and evaluation block.
surveys;
guest books;
score sheets;
express diagnostics;
self-analysis of teachers on the topic “Working with parents”;
interviews with children
accounting for parental activity, etc.
5. Activities held as part of the long-term project “My Family is My Joy”!
1. Questionnaire to identify the level of teaching capabilities of parents
Dear parents!
We ask you to fill out an anonymous questionnaire.
1.Where do you get your pedagogical knowledge:
a) use your own life experience, advice from friends;
b) read pedagogical literature;
c) use the advice of educators;
d) listen to radio programs and watch television programs;
2. Which parenting methods do you consider the most effective:
a) belief;
b) coercion;
c) requirement;
d) encouragement;
e) punishment;
f) training and personal example;
3. What types of incentives do you use most often:
a) verbal;
b) gifts;
c) entertainment;
4.What types of punishment, in your opinion, are most effective in education;
a) intimidation;
b) showing disapproval (verbally, through facial expressions or gestures)
c) physical punishment;
d) deprivation of entertainment or promised gifts;
e) verbal threat;
5.Are your family members unanimous in their requirements for the child:
a) always unanimous;
b) sometimes they disagree;
c) there is never unanimity;
Thank you!
2. Questionnaire: “What kind of parent are you?”
Test
Instructions: mark the phrases that you often use in communication with children (the number of points is indicated in brackets).
1. How many times do I have to repeat it? (2)
2. Please advise me... (1)
3. I don’t know what I would do without you? (1)
4. And who are you like?! (2)
5. What wonderful friends you have! (1)
6. Well, who do you look like? (2)
7. I’m your age!.. (2)
8. You are my support and helper! (1)
9. What kind of friends do you have? (2)
10. What are you thinking about? (2)
11. How (oh) you are so smart! (1)
12. What do you think, son (daughter)? (1)
13. Everyone’s children are like children, and you... (2)
14. How smart you are! (1_
Evaluation of results:
5 – 7 points: You live in perfect harmony with your child. He sincerely loves and respects, your relationship contributes to the development of his personality.
8 – 10 points: You have difficulties in your relationship with your child, lack of understanding of his problems, attempts to transfer the blame for shortcomings in his development onto himself.
11 points and above: You are inconsistent in communicating with your child. Its development is subject to the influence of random circumstances.
3. Folder - moving
"The Art of Being a Parent"
1. Your baby is not to blame for anything in front of you. Not that it created additional difficulties for you. Not that it did not give the expected happiness. Not that it did not meet your expectations. And you have no right to demand that he solve these problems for you.
2. Your child is not your property, but an independent person. And you do not have the right to decide his fate to the end, much less ruin his life at your own discretion. You can only help him choose a path in life by studying his abilities and interests and creating conditions for their implementation.
3. Your child will not always be obedient and sweet. His stubbornness and whims are as inevitable as the very fact of his presence.
4. You yourself are to blame for many of the baby’s whims and pranks, because you did not understand him in time, not wanting to accept him as he is.
5. You should always believe in the best in your baby. Be confident that sooner or later this best will certainly manifest itself
4. Folder - moving
“When punishing, think: why?”
1. Punishment should not harm health - neither physical nor mental.
2. If there is any doubt whether to punish or not to punish, do not punish. No punishment for “prevention” purposes.
3. One at a time. Do not deprive your child of well-deserved praise and rewards.
4. Statute of limitations. It is better not to punish than to punish late.
5. Punished - forgiven.
6. Punishment without humiliation.
7. A child should not be afraid of punishment
5. Non-traditional form of work (homework)
Album "This is Me"
1.This is Me (Photos and/or drawing);
2.My name is... (Name, application with the name, meaning of the name);
3.My parents (Name, photographs and or/drawings);
4. My relatives (analogy)
5.Create a family coat of arms (drawing and story)
6. I live...;
7. My portrait in the sun or who am I? (the child’s palm has a small photograph in the core, each finger has a good feature (characteristic));
8. I love...;
9. I am beautiful (photos and story);
10. I am strong and dexterous (photos and story);
11. I am smart (drawing and story);
12. I am smart (drawing and story);
13. I want... (drawing and story);
14. I learned (drawing and story);
15. I go to kindergarten... (drawing and story);
16. I'm interested in... (drawing and story);
Target:
– acceptance, assimilation by the preschooler of an unconditional positive attitude towards himself from the outside significant people.
– one’s own perception and assessment of deeply essential, very personal aspects of oneself.
Assignment for parents.
In a suitable situation (when the child is ready to communicate with you), you need to tell him why he was called that and how it happened. It is important to convey to the child the positive emotional atmosphere of this event, its significance, and the positive experiences of all family members.
Together with your child, make an applique with his name.
The psychological meaning of this task:
1. Research shows that in modern social conditions many children feel insufficiently integrated into their own family. Parents work a lot and have little contact with their children. The moment of the birth of a child and the choice of a name for him is perhaps the time when parents most keenly feel his significance and value. Remembering this helps to bring the family closer together, increase the sense of value and significance for the child, a sense of inclusion in the family, and, more importantly, the formation of his own self-acceptance and the development of self-esteem.
2. When a child talks about this in a group, feeling self-worth, joy that he was named that way, he himself will strengthen in love and self-confidence, and others will become infected with these feelings and accept, appreciate, and respect this child more. That is why the main thing in a parent’s story is to convey to the child the emotions of positive experiences, significance, and love.
6. Organization of the work of the parent club “Know-It-All”
The main activities of the club:
— providing pedagogical assistance to parents;
— promotion of positive family education;
— increasing the pedagogical knowledge of parents;
— popularization activities of preschool educational institutions;
Parents' club round table.
Subject:“Toughening up a child is the secret to success”
Target:
— Propaganda healthy image life;
— Attracting family attention to issues of children’s health at home;
1.Results of the survey;
2. Our “Strong Kids”;
3.Exchange of experiences of families on issues of children’s health at home;
4. Game “Quick question - quick answer.”
5. Plants for treatment!
Questionnaire “About your baby’s health”
Game "Quick Question - Quick Answer"
Parents sit in a semicircle; passing on some beautiful item, answer questions after listening to 2-3 answers, the presenter reads the correct answer.
Leading. How to properly distribute the daily routine of a 5-6 year old child?
Answer: For a 5-6 year old child, daytime sleep is 2-2.5 hours; active wakefulness time is 6-7 hours, night sleep is 10 hours, receives food 4 times a day;
Leading: Is there a daily routine on weekends?
Answer: In our institution, the daily routine is structured in accordance with age; it is necessary that parents understand the importance of this particular condition for the child’s health. Unfortunately, in many families, especially young ones, the regime is neglected, and this only harms the child. According to many observations, children attending preschool most often get sick after the weekend and holidays, and this happens because at home the child is not provided with the regime to which he is accustomed, to which he was tuned in in kindergarten: they go to bed later in the evening, daytime naps are canceled, walks are replaced with games at home, they are allowed to watch TV as much as they want.
The child's preschool regime at home should be a continuation of the kindergarten regime; without this, it is difficult to expect success from hardening.
Leading. How to wash your hands correctly?
Answer: Wash your hands in a warm place (not cold, not hot). Thoroughly soap your hands - on both sides and between the fingers, as well as the wrists, for at least 15-20 seconds, this is how long it will take the child the first verse of the song “Let them run clumsily...”, finally rinse your hands thoroughly and dry them with a clean towel.
Leading. What diseases can start due to unwashed hands?
Answer: If you are not used to washing your hands, especially after visiting the toilet and bathroom, or outside, you are at risk of acquiring a lot of diseases: colds, flu, giardiasis, conjunctivitis, diphtheria, atypical pneumonia, scabies, cholera, etc.
5. Technological scheme of the experiment
Project implementation.
6.Questionnaire results
Questionnaire: “What kind of parent are you?”
Date: October 2012
58% - 5 – 7 points: You live in perfect harmony with your child. He sincerely loves and respects, your relationship contributes to the development of his personality.
24% -8 – 10 points: You have difficulties in your relationship with your child, lack of understanding of his problems, attempts to shift the blame for shortcomings in his development onto himself.
18% -11 points and above: You are inconsistent in communicating with your child. Its development is subject to the influence of random circumstances. 
Based on the results of the survey, it was revealed that more than half of the families have harmonious relationships with children, but there are also families that need psychological and pedagogical support, which they can receive by participating in this project, and can receive valuable advice from more experienced parents.
Essays by parents and children.
One day by Anton Denisovich
About myself and about the guys
The sun disappeared behind the houses,
We leave kindergarten.
I tell my mom
About myself and about the guys.
How we sang songs in chorus,
How they played leapfrog,
What did we drink?
What did we eat
What did you read in kindergarten?
I'm telling you honestly
And about everything in detail.
I know mom is interested
Know about
How we live.
G. Ladonshchikov
How do you kids start your morning? You probably wake up with the first rays of the sun, open your eyes and... good mood going to see what mom is doing?
When I was born, my parents named me Anton. It was the hot summer of 2007. I didn't remember my birth. And now I’m already 5 years old, my name is still Anton Alexandrov, and I want to tell you about my life in kindergarten No. 6 in Zheleznodorozhny. And also about my successes, failures, dreams and friends. Will it be possible to convey to you my mood using the example of one day spent in kindergarten? Let's start with the chronology of a typical day for me...
My awakening starts at 7:30 am. First, I brush my teeth so that no microorganisms will prevent me from eating breakfast, which consists of tea and curd-glazed cheese. Then, while watching cartoons in the morning, I begin to put on the clothes I prepared the night before. And not only clothes await me, but also a toy that accompanies me throughout the day. As a rule, this is a transforming robot, a car or a book.
My dad takes me to kindergarten, so at 8:00 am we already leave the house to meet my friends, the teacher and the nanny at the kindergarten.
On the way to kindergarten we talk about the world around us, about what is happening around us. Favorite topics of conversation: car brands passing by and my various “whys” addressed to the signs traffic. As we approach, we meet near the territory of the kindergarten the same hurrying children with their mothers, fathers, grandmothers or grandfathers. All children have their own thoughts, plans for the day and pleasant anticipation of new meetings, walks, games and other pastimes. What awaits us in our senior group in the morning after receiving all the children?
Morning activities include exercises conducted by our teacher Tatyana Gennadievna Postnikova. Therefore, having put things away in our own locker after changing clothes in the locker room, I and other students in the group are happy to start the school day with exercise. And it benefits us, because in our kindergarten a comprehensive assessment of the physical development of children is carried out, all anthropometric data of the children are taken into account. And in the end school year we are always growing. This is always a big mystery for parents who are not gaining height...
All children dream of growing up brave, strong, dexterous and skillful. Of course, everyone wants to become some kind of “Spider-Man” or Superman. I also imagine becoming a great football player, and not some frail defender or bad goalkeeper. And for this you need to train physically and take the first brave actions.
But first, about breakfast in kindergarten, without it you won’t become strong. Together with other pupils - Yulia, Nastya, Dasha, Vera, Miron, Styopa, Kirill, Ilya, Alyosha, Dima and others, with great appetite we eat porridge, drink tea or cocoa, kindly served to us by our junior teacher Valentina Egorovna Nazarova. And we never forget to thank her for taking care of us.
After the morning meal, educational activities begin. Classes, as befits such adult children from senior group there are different ones. We deal with speech development, mathematics, fine arts, modeling, as well as physical education and music. We still have a lot going on various competitions, in which all children from our group together with their parents gladly take part. For example, recently there was a competition for the “Best autumn craft”, and the next competition was dedicated to the “Family Coat of Arms”.
Tatyana Gennadievna pays great attention to the development of cultural and hygienic skills: food culture, neatness in clothing, hygiene. In our garden there is always a calm atmosphere and friendly relationships. Thanks to these conditions, I and my peers have a positive attitude, which promotes openness to any endeavors and engagement in meaningful activities. The classes are interesting and exciting.
Our group pays special attention to the game. We, at will, unite or independently implement our plans, and thus study the world. Gaming activities contribute not only to physical but also mental development, education of moral qualities, creative abilities. There are 8 girls and 13 boys in our group, so you can always choose partners for one activity or another. Games that appeal to everyone are role-playing games: hospital, school, cafe or store. As well as board and educational games.
The organization and development of children's play requires from our teachers knowledge of the intricacies of the psychology of play, the ability to guide children's amateur play without disturbing it. Thanks to the work of our teacher Tatyana Gennadievna, not only memory, attention, and vocabulary improve, but every day we become more mature, understanding and well-mannered. Together we explore the world. And these are not just words. After free games, we go for a walk.
Like any other kindergarten group, we have our own territory with a veranda for walking. And there are also classes dedicated to environmental education, observation of the surrounding world, natural phenomena. Ball games, team games, with sand sets - we have time for everything.
Having walked around a lot, we return from our walk and change clothes. A delicious and hot lunch is already waiting for us. After eating there is a quiet time. Each child, including me, has his own chair, on which we carefully hang our things. We were taught this from the age of 3, from the moment we first visited kindergarten. When we are each lying in our own bed, Tatyana Gennadievna asks us who we can praise in the evening? Of course, everyone dreams of being called a good fellow, so we all cover ourselves with a blanket and instantly fall asleep. To wake up in a couple of hours and play again, enjoy everything that happens. Waking up gradually, we wash, dress, comb our hair. Invigorating gymnastics begins. We are getting ready for afternoon tea, after which there are still so many activities, all kinds of games, as well as reading fairy tales.
Being in a learning environment allows you to reveal all your talents. For example, I really like to draw. Ships with pirates, football players on the field, musketeers with swords and their opponents, robots and other designed soldiers. All this colorful action very soon ends up on paper. What is a great nightly gift for mom and sometimes little sister, taking me home. As a rule, after completing all our educational activities in the group, we take a second walk - an evening walk. Where we parted until the morning with our garden, teacher Tatyana Gennadievna and our first friends - classmates.
I would like to end my story with the words of Emma Bombeck - “A child most needs your love just when he least deserves it.” In our kindergarten, absolutely all children deserve love and recognition. Both parents and teachers. That's why it's so easy for us to wake up in the morning and jump into kindergarten, where an ordinary day in the life of 5-year-old Anton begins. And so unusual, unique in terms of physical development, personal growth, meaningful emotions, planned programs and moral hopes, despite the weather and other natural phenomena...
Alexandrov Anton, 5 years old.
Senior group of kindergarten No. 6, city. Zheleznodorozhny M.O.
Conversation with children “My mother” senior group
Target: help children understand what parents mean to us, explain how important it is to be grateful and caring to old people; awaken feelings of respect and gratitude to them; teach respect for elders.
Planned results: can learn a short poem; expresses positive emotions (joy, admiration) when reading a poem "Mother's day" reading a poem:
Here is a snowdrop in a clearing,
I found it.
I'll take the snowdrop to mom,
Although it didn't bloom.
And me with the flower so tenderly
Mom hugged
That my snowdrop has opened
From her warmth.
1. Memorizing a poem:
There are many mothers in this world,
Children love them with all their hearts.
There is only one mother,
She is dearer to me than anyone else.
Who is she? I will answer:
This is my mom!
2.Questions about mom.
-Where does your mother work?
-How do you help your mother at home?
-What do you affectionately call your mother?
3. Outdoor game “My Mother’s Name”
The children stand in a circle, the presenter (teacher) throws the ball to the child and asks what your mother’s name is, the child throws the ball to the teacher and says her name, the presenter asks the next question - what is your affectionate name for your mother, the child throws the ball with the answer.
The effectiveness of introducing teacher experience through the achievements of students in competitions at various levels. 
Demonstration of experience in the teaching community.
City methodological association for educators of primary and secondary groups on the topic: “Theatrical activities. Organization of leisure activities with preschool children.
Date: October 2011
Educator – Postnikova Tatyana Gennadievna.
Long-term project of interaction with children's parents
senior group
"My family"
(joint activities of kindergarten and family on
spiritual and moral education) .
Relevance.
Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for comprehensive development.
As practice shows, and pedagogical research confirms, parents recognize the priority of a preschool institution in solving educational problems, but do not consider it necessary to participate in the pedagogical process. In turn, teachers underestimate the role of the family and do not strive to join forces with parents for the development and upbringing of children, therefore they do not properly establish feedback and do not fully use the influence of the family on the upbringing and development of the child.
In the preschool education system, family education is its beginning, core and crown. The knowledge and skills developed by home education are the first steps to the heights of a high level of children’s culture. And here an important role is assigned to the preschool institution; a search for new relationships between the family and the preschool educational institution is required, namely cooperation, interaction, and trust. In addition, it is in preschool age that the child has a closer connection with his family and teacher than during the school period, which helps to most effectively influence not only the child, but also his family members. Since the upbringing, development and health of a child directly depends on the conditions in which he lives, grows, develops, what kind of people surround him and how the process of his upbringing is organized.
Unfortunately, nowadays in our country, for many reasons, family ties are weakening, and traditional family upbringing is becoming a thing of the past. Psychologists and teachers pay attention to the deterioration of the health of children, the increase in socially vulnerable families, socio-psychological anxiety and fatigue from the problems experienced by adults (including in connection with the ongoing stratification of society), loneliness (especially in single-parent families) and lack of mutual understanding, redistribution material and economic functions within the family (when the wife/mother becomes the source of financing for family members), difficulties in building family life against the backdrop of crises. Global problems were also highlighted: environmental; mental; local and regional wars; epidemics, drug addiction, alcoholism; scientific and technological progress leading to rapid obsolescence of knowledge, etc.
This process can and should be stopped by human preschool teachers who closely communicate with children and their parents.
In this regard, the issue of searching and implementing non-traditional forms of interaction between a preschool institution and a family is one of the most pressing today.
TECHNOLOGICAL MAP OF THE PEDAGOGICAL PROJECT
Involve parents in establishing rules, norms of behavior, customs, traditions in the family, i.e. need for formation family values.
To form and develop children’s skills in research and creative work together with teachers and parents.
To create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between adults and children are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected.
Exercise children in showing compassion, caring, and attentiveness to family and friends, friends and peers, to those who care about them.
Provide children with the opportunity to express their interests in a variety of ways and freely, to have personal time to do what you love.
Teach children to write a story about their family.
Cultivate love and respect for your family members.
Give an idea of the concepts: “clan”, “parents”, “pedigree”, “family”, “relatives”, “relatives”.
Give an idea of Russian family traditions, family heirlooms, and the distribution of family responsibilities.
Continue to develop cognitive abilities in children, actively include them in creative and exploratory activities.
Broaden their horizons and enrich children’s vocabulary with terms of family relationships, develop coherent speech.
Strengthen child-parent relationships
Project implementation stages
Stage 1 -
Stage 2 -
Stage 3- summarizing (May)
Result
Exhibitions organized creative works children and a family living room in a kindergarten group.
The quality of the educational process has increased, the learning process has become more exciting and emotionally rich.
A methodological piggy bank on this problem has been created.
The level of parental activity in organizing joint activities to raise children has increased.
Parents' confidence in their teaching capabilities has increased.
The children have expanded their horizons. They developed an interest in family history, family traditions, and pedigree.
The work also contributed to instilling a sense of pride in the family, love and respect for parents.
The children became more friendly and acquired conflict-free communication skills.
Project presentation
Family living room: “Flower of family happiness.”
JUSTIFICATION OF THE RELEVANCE OF THE PROBLEM
Significant changes that have occurred in recent years and new problems associated with raising children have led to a rethinking of the essence of spiritual and moral education, its place and role in public life. Solving the problem of teaching the fundamentals of morality required new approaches to organizing the educational process. The spiritual and moral education of children is one of the important tasks of an educational institution. In the "Modernization Concept" Russian education“The most important goals of education are formulated: “Formation in children of civil responsibility and legal self-awareness, spirituality and culture, initiative, independence, the ability for successful socialization and active adaptation in life.” The family is of great importance for solving these problems; it is the family that is the source and mediating link in the transmission of socio-historical experience to the child. Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality in early age"Taking this into account, we can rightfully assume that the family was, is and will be the most important institution for educating the spiritual and moral qualities of a child. At preschool age, the formation of cultural and value orientations of the spiritual and moral basis of the child’s personality, the development of his emotions, feelings, thinking , mechanisms of social adaptation in society, the process of national-cultural self-identification, awareness of oneself in the world around us begins. This period in a person’s life is the most favorable for emotional and psychological impact, since the images of perception of reality and cultural space are very bright and strong and therefore they remain. in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism. Analyzing the works of modern researchers (L.V. Kokueva, T.N. Antonova, T.T. Zubova, E.P. Arnautova, etc.) , we can say that the formation of the foundations of patriotism covers a wider range of tasks: - the formation of a spiritual and moral attitude and a sense of belonging to one’s home, family, kindergarten, city (village), native nature, cultural heritage of one’s people; - education of love, respect for one’s nation, understanding of one’s national characteristics, self-esteem as a representative of one’s people and a tolerant attitude towards representatives of other nationalities - peers, their parents and people around them; - fostering a respectful attitude towards people, native land, symbols, traditions and customs. All these tasks are important and relevant, but the priority for the formation of the foundations of patriotism, in our opinion, is the task of nurturing in a child love and affection for his home, family, family traditions and customs. Therefore, the task of an educational institution is to actualize the child’s sense of belonging with his family, clan, and relatives; provide an opportunity to understand the rules governing family relationships; initiate children's awareness of family values, traditions, and customs. Touching the history of your family evokes strong emotions in a child, makes you empathize, and attentively pay attention to the memory of the past, to your historical roots. Interaction with parents in this direction contributes to the formation of a caring attitude towards family values and the preservation of family ties. Only family can ensure preservation national traditions and customs, songs, sayings and commandments, to ensure the transmission to descendants of all the positive things that are accumulated by the family and people. It should be noted that nowadays people are interested in their genealogy, in the study of national, class, professional roots and their kind in different generations. Therefore, family study of their ancestry will help children begin to understand very important and deep postulates: - everyone’s roots are in the history and traditions of the family, their people, the past of the region and the country; - family is the unit of society, the custodian of national values. This contributes to the formation of the foundations of patriotism already in preschool age, the child learns behavioral models, the goals of life are realized and the foundation is laid for the success of the goal of education - the development of the child as an individual in whom the ideals of the people and the state are concentrated. Family values are the principles on which our lives are based; they are the standards by which we judge what is right and what is wrong. Some values, such as kindness, politeness and honesty, are widely recognized as the most important, while others, such as punctuality and constancy, are less important to some people. Each person adheres to his own personal scale of values, characteristic only of him. Unfortunately, diagnostic results show that children do not have clear ideas about the concepts of “family” and “family members.” There is inaccurate knowledge of the history of one's clan and family. Families have not formed ideas about positive and negative actions as one of the family values, since there are families whose members are not happy with anything in the child’s behavior, there is no consistency between parents - the same actions cause their own reactions that do not coincide in meaning . Parents do not always listen to their children’s opinions, and there is a lack of trust and respect between family members. Family values are underestimated, interest in studying and preserving family customs and traditions is unstable or absent. Preschoolers generally have fuzzy, unclear, unformed ideas about the family as a value, about the levels of family values. Many children cannot describe the importance of family for a person. Of course, not every parent is fully aware of the relevance of the problem under discussion and is unlikely to be familiar with the methods and means of solving it. The need to create and implement the “Family” project was determined by the above factors. The research problem is determined by the contradiction between the need to introduce children to family traditions and customs, increase interest in family values and the lack of preschool educational institutions conditions conducive to spiritual and moral education in full.
PRACTICAL SIGNIFICANCE . Improving the quality of the educational process in spiritual and moral education through the organization of joint research activities of parents, children, and teachers. Creation of a methodological piggy bank for moral education. Activation and enrichment of parents' educational skills in introducing preschoolers to family traditions and values, maintaining their confidence in their own pedagogical capabilities. Creation of conditions in a kindergarten group for generalizing material on the formation of family values in older preschoolers. Strengthening the connection between family and preschool educational institution. Forming in children an interest in their family, preserving family traditions and customs, instilling respect for family members.
THEORETICAL SIGNIFICANCE.
It consists of developing content, methods and forms, which provides for the gradual organization of introducing children to family traditions, increasing interest in family values and the participation of parents in joint events.
TARGET Formation of spiritual and moral qualities of the individual through the introduction of children to family traditions and values.
TASKS
To develop in children an interest in their family, preserving family traditions and customs, and instill respect for family members.
Involve parents in establishing rules, norms of behavior, customs, traditions in the family, i.e. the need for the formation of family values. To form and develop children’s skills in research and creative work together with teachers and parents.
To create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between people (adults and children) are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected.
Encourage children to perform socially significant tasks, to good deeds for family, home, kindergarten.
Exercise children in showing compassion, caring, and attentiveness to family and friends, friends and peers, to those who care about them. Provide children with the opportunity to express their interests in a variety of ways and freely, and have personal time to do what they love.
RESEARCH HYPOTHESES : we assume that the process of moral education will be more effective if: Form ideas about the home, family traditions and a sense of belonging to them not only in the family, but also in the preschool educational institution. Moral education will be based on material that is close, understandable and emotionally significant for the child, taking into account the interaction of teachers and parents. Develop a system of cooperation between teachers and families. Children’s activities to form family values are carried out systematically and systematically.
NOVELTY It consists of developing new strategic approaches to introduce children to family traditions, values and interaction with the family according to spiritual and moral raising a child in a preschool setting. Joint research activities of preschoolers, parents and teachers to study the history of family and clan contributes to the formation of patriotism, tolerance, cultural and value orientations, spiritual and moral development.
PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS
The problem of the individual’s relationship to traditions was considered in the works of L. V. Zagik, V. M. Ivanova, N. F. Vinogradova, T. M. Markova, O. L. Zvereva and others, in which various interpretations of the development of traditions by preschoolers as part of national, national culture. Family traditions were considered in line with psychological and pedagogical research, in relation to specific topics scientific works:
Organization of interaction between children and elders in the family (T. A. Markova, S. P. Tishchenko), education of a value-based attitude towards old age (Yu. O. Galushchinskaya);
Familiarizing preschoolers with traditional holidays, introducing children to the household, cultivating interest in Russian traditional culture (E. S. Babunova, N. F. Vinogradova, L. V. Zagik, I. S. Khomyakova, N. A. Starodubova, etc. .);
Recognition of the special role of parental authority, ethics of intra-family communication, lifestyle, style of intra-family relationships (V. M. Ivanova, L. A. Talanova, O. L. Zvereva, T. A. Repina);
Significance of the organization collaboration with parents on raising moral-volitional, humane, civic qualities in children (V.V. Dubrova, N.F. Vinogradova, I.S. Khomyakova);
Application in family education works folk art, art (L. D. Vavilova, D. O. Dzintare).
PRINCIPLES OF BUILDING GENERAL DIDACTICS
The principle of child-centrism (at the center of creative activity is the student who shows his activity. He has wonderful opportunities to realize himself, feel success, and demonstrate his capabilities).Principle of cooperation (in the process of working on the project, there is extensive interaction between students and teachers, with parents and among themselves).The principle of relying on the subjective experience of students (everyone, working on a mini-project, has good opportunities to apply their own experience and knowledge).The principle of taking into account the individuality of students : their interests, pace of work, level of training.The principle of free choice : project topics, subtopics, partners in work on the project, sources and methods of obtaining information, research method, form of presentation of results.The principle of connection between research and real life (there is a combination of knowledge and practical actions).The principle of a difficult goal (an easily achievable result is not a mobilizing factor for many students).
IMPLEMENTATION STEPS
Stage 1 - organizational and diagnostic (September).
Target: Monitoring, diagnostic studies and determination of prospects. Establishing partnerships between teachers, parents, children, creating a single socio-cultural space. Compilation long-term plan events, preparation for events.
At the first stage a project passport was developed, its purpose and main objectives were determined. Project participants were identified. During the implementation of the group project, the participants were students from the senior group, teachers, parents and a music director. The content of the project was determined, developed forward planning for working with children, a plan for interaction with parents and teachers has been drawn up.
Stage 2 - formative (October - April)
Target: To create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between adults and children are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected. To develop in children an interest in their family, the preservation of family traditions and customs, and to instill respect for family members. Involving parents in direct creative activities with children, in active creative educational practice to revive family traditions.
Second phase - this is the direct implementation of the project itself, within the framework of which work was carried out in three areas: the work of teachers with children, the work of children and parents, the work of teachers and parents. Classes were conducted with the children on the project, a joint and independent activity children to become familiar with family values. His roots connect him with his home and immediate surroundings. Therefore, it is necessary to establish a close relationship with the parents of the students. For this purpose, work was organized, which included a series of consultations for parents, as well as parent meetings on the topic of the project, the purpose of which was to explain the relevance and importance of the work being carried out on the spiritual and moral education of children in preschool educational institutions, to increase the educational level of parents on this issue, to interest them and make them their allies.
All work on the project was based on the following topics: “My family”, “Members of my family”, “Our names and surnames”, “Parental home - the beginning of the beginning”, “My dad is Defender of the Fatherland”, “My mother”, “Professions of my parents ", "We are helpers."
Stage 3- summarizing (May)
Target: Questioning parents and diagnosing the level of forced involvement of children in family traditions and family values. Analysis and summary of the work.
Third stage includes a presentation of the project “Flower of Family Happiness” dedicated to Family Day. A poster presentation and exhibitions of children's creative works were organized within the family living room.
TECHNOLOGIES
Personally oriented training and education
This is an education where the child’s personality, its originality, self-worth are placed at the forefront; each person’s subjective experience is first revealed and then coordinated with the content of education. Personally-oriented learning is based on the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in cognition.
Developmental education
Allows the child to develop creative abilities and the need for creativity, orients the child towards self-determination and self-actualization, and supports the child’s personal development.
Individual training
Education and training taking into account the individual developmental characteristics of each child allows us to create comfortable conditions for classes. Children complete the work at their own pace. In addition, this technology makes it possible to most effectively develop independent work skills in preschoolers.
Information and communication
IN modern world With all the growing flow of information, it is impossible to do without the use of information and communication technologies. During joint activities, multimedia presentations and music are often used, and video screenings are organized.
Development of creativity
Creative process is divided into four phases: preparation, idea maturation, insight and implementation. Helps to form and develop students’ ability to improvise, apply acquired skills in new conditions, and look for non-standard solutions.
Gaming
As a result of mastering gaming activities in preschool period readiness for socially significant and socially assessed learning activities is formed. Children learn life and family values through play.
Problematic - search
It involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of children to resolve them, as a result of which the creative mastery of knowledge, skills, abilities and the development of thinking abilities occurs.
Design
One of the modern interactive learning technologies. Forms in preschoolers the skills of planning joint activities and designing. Promotes self-organization, teaches you to make choices and decisions. Studying together is not only easier, but also more interesting.
FORMS OF WORK with kids:
Conversations; classes; viewing family albums, paintings, illustrations; exhibitions of children's works under the "Family" project at the preschool educational institution; didactic and role-playing games based on the “Family” project; excursion to the Russian Izba museum; memorizing poems, proverbs, sayings about family; creative speech activity; matinees, entertainment; competitions; theatrical activities; writing stories and fairy tales about family; creation of mini-projects; video views. with parents. Visual propaganda; conversations and consultations; correction journal; survey; open days; round table; finest hour; pedagogical laboratory; competitions; family living room; family mini-projects.
METHODS AND TECHNIQUES:
1.Methods that increase the cognitive activity of preschool children:
comparison method
elementary analysis
modeling and design method
project activity method
question method - asking questions to children; cultivating the ability and need to ask questions, formulate them competently and clearly
the method of repetition is the most important didactic principle, without the use of which there will be no strength of knowledge in the education of feelings.
2. Methods aimed at increasing the emotional activity of children when acquiring knowledge:
gaming techniques – increase the quality of assimilation of cognitive material and contribute to the consolidation of feelings
surprise moments and elements of novelty – emotionally prepare the child for learning, sharpen the child’s desire to unravel the secret or simply be happy
3.Methods and techniques that help establish communication between different types activities:
accepting suggestions and teaching the method - the teacher not only talks emotionally about the family, the person, but should also make the children want to try their hand at research.
conversation is a connecting link
4. Methods of correction and clarification:
method of generalized answer to a question: individual conversation, comparative analysis, assessment, clarification, joint search for a way out of the situation, discussion of the method of action.
Long-term plan for a long-term group project “Family” in the senior group.
Cooperative activitywith parents
Consultations for parents
October
My family
1 . Cognition
"My family" .
"Our friendly family!" . 3. Lesson on the formation of lexical and grammatical categories and the development of coherent speech "I'll tell you about my family"
Conversation on the topic: “What is family”, “My loved ones”, “How my parents and grandparents grew up”, “Traditions of our family”.
Reading fairy tales
“Cuckoo”, “Geese-Swans”, “Little Red Riding Hood”, “Little Khavroshechka”, “Geese-Swans”.
Finger game: "My family" Role-playing games: “Family”, “Daughters - Mothers”, “Meeting Guests” A series of conversations based on pictures "What a family I have." Looking at paintings : T. Sorokina “Family” Dramatization of a fairy tale: "Turnip"
Wall newspaper: “Friendly family” Stories and drawings of children: “Meet my family” Mini-project: “Coat of arms of my family” Practical task:
Ask mom and dad to talk about their parents (your grandparents).
Consultation: “The main conditions for raising children in a family” Movable folder: "How to create a family coat of arms"
Involve parents in the collection
materials needed for
implementation of projects.
november
My family members
1 . Cognition
"What do I know about myself" , "Who lives with me » 2. Portraits of children from salt dough: "Nice to meet you"
Conversation on the topic: “A day off in our family”, “The most dear people”.
Discussion of situations: “I have a big family”, “My children’s album”, “Who do I look like?” Reading works: Y. Akim “My relatives”. V. Dragunsky “My sister Ksenia.” Didactic game: "Kinship" Watching cartoons: "Multi-colored family." Children's stories about grandparents.
Creative speech activity : "Letter to Grandma and Grandpa" Game situation : “My brothers and sisters”, “What I was, what I will become”, “We are different.” Manual labor : “A card for mom on Mother’s Day,” “That’s who we are.”
Practical task: Forming a photo album of your family for the group. Competition program for children and parents dedicated to Mother’s Day “Mother and Child”
Mini project : “Bedtime story” We compose and write down fairy tales together.
Sliding folder : “A child’s appeal to his parents”, “The history of the holiday “Mother’s Day” Booklets : "Hello, my dear"
December
You and your name
1 . Cognition
"The secret of your first and last name"
Conversation on the topic : "What does your name mean?" , “Where did my last name come from?”, “My ancestry.”
Interview with parents - “Tell me why they called me that?” Watching an animated film : “Frost”, “Twelve months”. Didactic games: "My family. Make a chain”, “Who is the birthday boy today?”, “Come up with a last name” Graphic exercise : “Print your last name and first name according to the sample”
Reading the work: "T.A. Shorygina
Participation of parents in improving the subject-development environment
Mini project: "The family tree of my family."
Movable folder:
"The role of the surname in life
person" Booklets: “Basic commandments of a “healthy family”
January
The house we live in
1 . Cognition
"My house"
2. Artistic creativity (Applique): "My dream house"
Conversation : “Dad is in the house and the house is in good order,” “How I help at home.”
Construction game: "Furniture for home"
Role-playing games: “Our house”, “Builders”, “Housewarming”, “Apartment renovation”.
Dramatization game: "Three piglets".
Creative speech activity: "My day at home"
Learning proverbs about native scrap: “A house without an owner is an orphan.” Looking at illustrations : "Family at home" Discussion of situations : “My room”, “My play corner”, “To make the house more fun.” Finger game: "Building a house"
Contest:
"Our dream house" (Manual labor with parents)
Exhibition of drawings: "The room of my dreams"
Excursion of children and parents to the kindergarten museum "Russian hut"
Consultation:
“Family is my home”
Booklets:
“Rights and responsibilities in the family
February
My dad
1 . Communication
"Journey to hot-air balloon»
2. Artistic creativity (Drawing)
"My dad is a protector"
Conversation: " Where did my dad serve?" "Dad is my pride"
Looking at the illustrations reproductions, albums with military themes
Reading fiction: T. Bokova “Dad”, T. Shorygina “Grandfather”; poems for the holiday. Manual labor: « greeting card for Dad" Role-playing games: "Sailors".
Looking at the army photo album at home with dad
Story:
“Where my dad and grandfather served”
Family leisure : “Dad, mom, I am a sports family.”
Teacher's advice:
"Raising a man"
Booklets:
"On the role of the father in the family"
March
My mom
1 . Communication
"How I help my mother"
2. Artistic creativity (Drawing)
"My Mom is the best"
Conversation on the topic:
"My mom is the best"
Watching the cartoon:
"Mom for baby mammoth"
Reading a poem E. Blaginina “Let’s sit in silence”, “That’s what a mother is”
Tabletop theater:
"The wolf and the seven Young goats"
Role-playing games: "Daughters - Mothers"
Board and printed games: “Collect a portrait of mom”
Festive program, dedicated to mothers on March 8th
Movable folder:
"When parental love
comes in
too far"
April
My parents' professions
1 . Cognition
“What do our moms and dads do?”
2. Artistic creativity (Drawing)
“What do our parents do?”
Conversation on the topic:
“My parents are builders, doctors, teachers, etc.”
Reading works
S. Baruzdina “Mother’s work”, V Mayakovsky “Who to be?”, D. Rodari “What do crafts smell like”
Role-playing games: "Drivers", "Polyclinic"
Didactic games “What is unnecessary?”, “Who needs what?”
Meeting with loved ones: Parents' story about their work.
Landscaping of the kindergarten site.
Movable folder:
“How do we help our families?
May
Family traditions and customs
1 . Cognition
“What do they do in your family”, “Traditions and customs of my family”
2Exhibition of drawings
"Holiday in our family"
Conversation on the topic: “How do you understand the word “traditions”, “The world of family hobbies”, “How I helped my dad, grandparents.”
Viewing the reproduction: Z. Serebryakova "At Breakfast"
Role-playing game: "We welcome guests"
Family recipe book
Project presentation-
"My Family's Pedigree"
Movable folder:
"Traditions and customs of the family."
PERFORMANCE
The work contributed to: The implementation of the project provided optimal conditions for children to study their traditions; interest in the family, its past and present increased. Children have a desire to be like loved ones in deeds and actions. It manifests itself emotionally - a positive attitude towards one’s family, pride in one’s family, caring attitude towards family heirlooms. More often there is a desire to implement knowledge about the family’s past in one’s own activities (stories, drawings, presentation of family heirlooms, creation of a favorable microclimate in the child-parent team. Activation and enrichment of the pedagogical knowledge and skills of parents. Improving the psychological and pedagogical culture of parents. Development of the creative abilities of children and parents in joint activities. Equipping a subject-development environment in the group. Organizing an exhibition and a family living room in the kindergarten group. They developed an interest in family history, family traditions, and pedigree. The work also contributed to the development of a sense of pride in the family, love and respect for parents. In addition, the children became more friendly and acquired conflict-free communication skills.
Municipal preschool educational institution “Kindergarten No. 94 of compensatory type”, Ukhta, Komi Republic
"Parents to children"
Isaeva Kamila Shakirovna teacher-speech therapist
Tyurina Tatyana Vcheslavovna teacher
Project “Parents to Children”.
(structure proposed by M. E. Verkhovkina, SPbAPPO)
- Project information card:
Subject:"Parents to Children"
Project duration: long-term.
Project type: creative, practice-oriented.
Project participants: teachers, children of diagnostic group No. 5 of MDOU No. 94, their parents.
Children's age: 2-4 years.
- , which the project aims to solve: in conditions when most families are preoccupied with solving economic problems, the desire to learn parenting among young mothers and fathers fades into the background. Parents, not having sufficient knowledge about the age and individual characteristics of the child’s development, sometimes carry out education “blindly”, intuitively, and there is no talk of working with children at all. Therefore, we include parents in the educational process through joint creative interaction with children and teachers.
Justification for relevance: in accordance with the new law “On Education in Russian Federation» one of the main tasks facing children's preschool is “interaction with the family to ensure the full development of the child’s personality.” A new federal state educational standard for preschool education (FGDOS DO) has been developed, which meets new social needs and in which much attention is paid to working with parents. The Federal State Educational Standard states that work with parents should have a differentiated approach, taking into account social status, family microclimate, parental needs and the degree of literacy of the family. Requirements for the interaction of the Organization of Work with parents are also formulated. It is emphasized that one of the principles of preschool education is close cooperation between the Organization of work and the family, and the Federal State Educational Standard for Education is the basis for assisting parents in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of developmental disorders. In a word, parents are full participants in the pedagogical process.
Novelty of the project This project includes new forms and methods of active interaction with the families of pupils in the diagnostic group, based on the interests and wishes of the parents. The implementation of the project covers all educational areas prescribed in the Federal State Educational Standard for Education of the Russian Federation.
Objective of the project: selection and testing of active forms of interaction between parents, children and teachers for effective cooperation between preschool educational institutions and families and the involvement of parents in the educational process of preschool educational institutions as full subjects of activity.
Resource support:
Information resources (methodological and fiction literature, information from the Internet);
Visual resources (video films, presentations, demonstration pictures, BI-BA-BO toys, children's works);
Material and technical (didactic, board-printed games, toys on lexical topics, equipment for modeling, drawing and appliqué, laptop, projector, tape recorder).
Project objectives:
for children:
- strengthen the relationship between parents and children;
- develop respect for all adults;
- evoke positive emotions, introduce new types of activities (use of non-traditional material in one’s activities).
for teachers:
- study families and establish close, trusting relationships with its members in order to coordinate educational and educational influences on the child;
- develop an action plan for pedagogical education of the family (workshops, group and individual consultations, viewing video recordings of classes, presentations on educational areas according to the Federal State Educational Standard);
- implement the developed plan in educational practice junior group;
- involve parents in the educational process based on identifying positive aspects family, to activate its creative potential and pedagogical competence, through the search and implementation of the most effective forms of work;
5.provide parents with special literature, didactic games and manuals, video presentations for teaching children at home.
for parents:
- overcome the barrier of mistrust in preschool educational institutions;
- introduce parents to the Federal State Educational Standard and educational objectives for children in the younger group;
- involving parents in the educational process, achieving unity of requirements for the child;
- increasing parental competence in matters of raising and educating children;
- creating emotional contact between parents and children;
- help strengthen family relationships.
Forms of the final event:
Photo exhibition “Always Together”
Entertainment "Game Kaleidoscope".
Project products:
for children:
*Crafts from plasticine, applications, drawings.
for teachers:
*systematization of material on the topic (notes of the workshop, group and individual consultations, notes of the educational activity conducted by parents, questionnaires for parents, outline of the final event);
*video fragments of activities and games with children;
*recording interviews with parents;
*photos from play sessions conducted by parents.
for parents:
*summaries of the educational activities conducted by them;
*video presentations of activities with children;
*photo report of the lesson.
Possible risks: parents being busy at work, parents’ fear of not being able to cope with a group of children, lack of sufficient knowledge on activities with children, ignorance of the age and individual characteristics of children, lack of material for games on lexical topics.
Expected results for the project:
for children:
*the vocabulary on lexical topics is enriched and activated, general and fine motor skills are developed, the verbal dictionary is replenished, coherent speech is developed;
*developed skills in using non-traditional materials in appliqué, modeling, and drawing;
*relationships between parents and children are strengthened.
for teachers:
*video recordings of fragments of activities and games with children for parents, a card index of games and play exercises at home have been prepared;
*children have developed coherent and dialogic speech, improved grammatical forms of speech;
*synopses of direct work have been developed and systematized educational activities with kids; joint activities of teachers, parents and children;
*selection completed methodological manuals, literature on the topic, the necessary illustrative material for active interaction with parents is prepared;
*The card index of didactic and sedentary games on lexical topics has been updated.
for parents:
*increased pedagogical competence, acquired knowledge about the individual and age characteristics of children of primary preschool age;
- parents are familiar with the Federal State Educational Standard and with educational objectives for children of the younger group;
- All parents are involved in the educational process, unity of requirements for the child in kindergarten and at home has been achieved.
- Brief summary of the project “Parents to Children”.
|
Project stages |
Children's actions |
Actions of teachers |
Actions of family members and social partners. |
|
Preparatory |
Children participate in a conversation about their family. They look at illustrations and video presentations about how adults play with children. They tell how their parents work with them at home. Learn to answer questions in complete sentences. They express a desire for mom and dad to participate in play activities in the group. |
Teachers formulate the problem and introduce children to a game situation to implement the project. Based on the proposed motivation, the goal and objectives are voiced. Develop a plan to achieve the goal. Select information on the topic, methodological literature. They plan workshops, group and individual consultations. At the end of the project, parents will have developed knowledge and skills about the age and individual characteristics of young children; increasing parental competence in matters of raising and educating children, emotional contact between parents and children; help strengthen family relationships. |
Accept the goal, help in drawing up the project plan; help in the selection of book literature and illustrative material. Participate in the survey “Our day off”, “Participation in the life of a preschool educational institution”. |
|
Active |
Participate in joint direct educational activities and gaming activities. They help organize an exhibition of their works. Take an active part in preparing attributes for direct educational activities. |
Teachers conduct workshops, group and individual consultations. They help parents draw up an outline of direct educational activities in different forms(excursions, travel, games), prepare necessary materials and attributes for activities and games, parents are interviewed. |
Take part in workshops, consultations, interviews, writing a GCD outline plan, manufacturing different material and attributes for conducting educational activities with children, in preparation for the “Always Together” photo exhibition, and the “Game Kaleidoscope” leisure activity. |
|
Final |
Participate in the “Game Kaleidoscope” leisure activity and the “Always Together” photo exhibition |
Organize joint leisure activities with parents and children “Game Kaleidoscope”; photo exhibition “Always Together”. Generalization of experience with colleagues on the project. |
Participate in joint leisure activities with children “Game Kaleidoscope”; They provide assistance to children and teachers in organizing the “Always Together” photo exhibition. |
- System “web” for the project:
|
Observations of wild birds, domestic animals (dog, cat), transport, trees; targeted walk to the bird canteen; Watching videos about pets, transport; Research activities: comparison of birds (for example, sparrow and crow), trees (birch and fir tree); Conducting the experiment “Floats or does not swim”; Cognitive cycle lesson: theme “Light-heavy”, “Soft-hard”. Conversations: “About transport”, “Wild and domestic animals”, “Seasons”, “Our favorite holidays”, “Birds of our region”; Examination of illustrations by topic. Presentation on the topic: “My favorite pet.” Exercises: “Identify by ear”, “Collect a picture”, “The fourth odd one”, “Big and small”, “Who’s behind the fence?”, “Flies, rides, swims”, “Who’s missing?”, “One-many” " - A conversation about safety rules when working with non-traditional materials, about the rules of behavior on the street and at home; Conversation “We and Nature”; Didactic game “We and nature”, “What is good...”. |
|
Social and communicative development
|
|
Artistic and aesthetic development
|
|
Forms of interaction with family and social partners
|
- . Results of the “Parents to Children” project:
- All 14 families took an active part in the project.
- All parents of children in the diagnostic group of younger age are involved in the project;
- An atmosphere of mutual respect has been created, a positive increase in the pedagogical competence of parents;
- All parents of pupils in the junior group received practical assistance in the form of individual and group consultations, didactic and visual material for teaching children at home;
- Conditions have been created for parents for creative self-expression and self-realization of subjects of the educational process through joint parent-child activities;
- The use of ICT in the educational process of preschool educational institutions has been expanded;
- The panorama of kindergarten events has been expanded, new forms have been carried out interaction between preschool educational institutions and families, the team of children, parents and teachers of the younger group is united on the basis of good feelings and mutual respect.
- Methodological materials for the project:
- Questionnaire
- Workshop
- Consultations
- Parents' GCD notes
Long-term project “My family is my joy!
“Take care of your family: the family is your support
people and state.
Family covenants are always strong.
Guard this treasure.
In family happiness is protection from
life trials.
Strong and friendly family
external ones are not scary
life's troubles.
If you protect your family
And protect the children
then create a strong support
for peaceful and quiet work."
(From the will of the great Chuvash Enlightener I.Ya. Yakovlev)
TECHNOLOGICAL MAP OF THE PEDAGOGICAL PROJECT
Creative project name | Family |
Project type (according to the dominant method) | Information - practice - oriented |
By the nature of the content | Includes the child and his family |
By the nature of the child’s participation in the project | Participant from the inception of the idea to the receipt of the result |
The nature contacts | Carried out within one age group; in contact with family |
In count participants | Group |
Children's age | Senior preschool age |
Duration | Long term |
Educational area of the program | NGO program “Istoki” » “Cognitive development” |
Subject field | Family. Relationships in the family. Family traditions and customs. |
Relevance | 1) In preschool age, the formation of cultural and value orientations occurs. 2) The family is the most important institution for nurturing the patriotic qualities of a child. 3) Children have fuzzy, unclear, unformed ideas about the family, about the levels of family value. 4) In preschool educational institutions there are no conditions for generalizing material on the formation of family values in older preschoolers. 5)Parents underestimate the importance of family traditions. There is no consistency in raising children. |
Problem | Children need to be introduced to family traditions and customs, to increase interest in family values, but the content of work in a preschool educational institution does not fully solve the problem. |
Target | Formation of patriotic personality traits through introducing children to family traditions and values. |
Tasks | 1) To form in children an interest in their family, preserving family traditions and customs, and instill respect for family members. 2) Involve parents in establishing rules, norms of behavior, customs, traditions in the family, i.e. the need for the formation of family values. 3) To form and develop children’s skills in research and creative work together with teachers and parents. 4) Create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between adults and children are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected. 5) Encourage children to carry out socially significant tasks, to do good deeds for the family, home, kindergarten. 6) Exercise children in showing compassion, caring, and attentiveness to family and friends, friends and peers, to those who care about them. 7) Provide children with the opportunity to express their interests in a variety of ways and freely, to have personal time to do what they love. |
Project implementation stages | Stage 1 – organizational and diagnostic (September) Stage 2 - formative (October - April) Stage 3 - generalizing (May) |
Result | 1) Exhibitions of creative works of children and a family living room in the kindergarten group were organized. 2) The quality of the educational process has increased, the learning process has become more exciting, emotionally rich. 3) A methodological piggy bank on this problem has been created. 4) The level of parental activity in organizing joint activities to raise children has increased. Parents' confidence in their teaching capabilities has increased. |
Project presentation | Family living room on the theme “Flower of Family Happiness”, dedicated to Family Day |
JUSTIFICATION OF THE RELEVANCE OF THE PROBLEM
Significant changes that have occurred in recent years and new problems associated with raising children have led to a rethinking of the essence patriotic education, its place and role in public life. Solving the problem of instilling the foundations of patriotism required new approaches to organizing the educational process.
Moral and patriotic education of children is one of the important tasks of an educational institution. The “Concept for the Modernization of Russian Education” formulates the most important goals of education: “Formation in children of civil responsibility and legal self-awareness, spirituality and culture, initiative, independence, the ability for successful socialization and active adaptation in life.”
The family is of great importance for solving these problems; it is the family that is the source and mediating link in the transmission of socio-historical experience to the child. Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child’s personality at an early age.” Taking this into account, we can rightfully assume that the family was, is and will be the most important institution for nurturing the patriotic qualities of a child.
Patriotism in relation to a child of senior preschool age is defined as the need to participate in feasible activities for the benefit of the family, kindergarten, hometown, Motherland, and representatives of wildlife; the presence in children of such qualities as empathy, self-esteem and awareness of themselves as part of the world around them.
At preschool age, the formation of cultural and value orientations of the spiritual and moral basis of the child’s personality takes place, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, the process of national and cultural self-identification and self-awareness in the world around him begins. This period in a person’s life is the most favorable for emotional and psychological impact, since the images of perception of reality and cultural space are very vivid and strong and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism.
Analyzing the works of modern researchers (L.V. Kokueva, T.N. Antonova, T.T. Zubova, E.P. Arnautova, etc.), we can say that the formation of the foundations of patriotism covers a wider range of tasks:
Formation of a spiritual and moral attitude and a sense of belonging to one’s home, family, kindergarten, city (village), native nature, cultural heritage of one’s people;
Fostering love, respect for one’s nation, understanding of one’s national characteristics, self-esteem as a representative of one’s people and a tolerant attitude towards representatives of other nationalities - peers, their parents and people around them;
Fostering respect for people, native land, symbols, traditions and customs.
All these tasks are important and relevant, but the priority for the formation of the foundations of patriotism, in our opinion, is the task of nurturing in a child love and affection for his home, family, family traditions and customs. Therefore, the task of an educational institution is to actualize the child’s sense of belonging with his family, clan, and relatives; provide an opportunity to understand the rules governing family relationships; initiate children's awareness of family values, traditions, and customs.
Touching the history of your family evokes strong emotions in a child, makes you empathize, and attentively pay attention to the memory of the past, to your historical roots. Interaction with parents in this direction contributes to the formation of a caring attitude towards family values and the preservation of family ties. Only the family can ensure the preservation of national traditions and customs, songs, sayings and commandments, and ensure the transmission to descendants of all the positive things that the family and people accumulate.
It should be noted that nowadays people are interested in their genealogy, in the study of national, class, professional roots and their kind in different generations. Therefore, family study of their ancestry will help children begin to understand very important and deep postulates:
Everyone’s roots are in the history and traditions of the family, their people, the past of the region and the country;
The family is the unit of society, the custodian of national values.
This contributes to the formation of the foundations of patriotism already in preschool age, the child learns behavioral models, the goals of life are realized and the foundation is laid for the success of the goal of education - the development of the child as an individual in whom the ideals of the people and the state are concentrated.
Family values are the principles on which our lives are based; they are the standards by which we judge what is right and what is wrong. Some values, such as kindness, politeness and honesty, are widely recognized as the most important, while others, such as punctuality and constancy, are less important to some people. Each person adheres to his own personal scale of values, characteristic only of him.
Unfortunately, diagnostic results show that children do not have clear ideas about the concepts of “family” and “family members.” There is inaccurate knowledge of the history of one's clan and family.
Families have not formed ideas about positive and negative actions as one of the family values, since there are families whose members are not happy with anything in the child’s behavior, there is no consistency between parents - the same actions cause their own reactions that do not coincide in meaning . Parents do not always listen to their children’s opinions, and there is a lack of trust and respect between family members.
Family values are underestimated, interest in studying and preserving family customs and traditions is unstable or absent. Preschoolers generally have fuzzy, unclear, unformed ideas about the family as a value, about the levels of family values. Many children cannot describe the importance of family for a person. Of course, not every parent is fully aware of the relevance of the problem under discussion and is unlikely to be familiar with the methods and means of solving it. The need to create and implement the “Family” project was determined by the above factors.
Problem research is determined by the contradiction between the need to introduce children to family traditions and customs, increasing interest in family values and the lack of pedagogical conditions, contributing to patriotic education to the fullest.
PRACTICAL SIGNIFICANCE.
Improving the quality of the educational process in patriotic education through the organization of joint research activities of parents, children, and teachers.
Creation of a methodological piggy bank for patriotic education.
Activation and enrichment of parents' educational skills in introducing preschoolers to family traditions and values, maintaining their confidence in their own pedagogical capabilities.
Creation of conditions in a kindergarten group for generalizing material on the formation of family values in older preschoolers.
Strengthening the connection between family and preschool educational institution.
Forming in children an interest in their family, preserving family traditions and customs, instilling respect for family members.
TASKS
To develop in children an interest in their family, preserving family traditions and customs, and instill respect for family members.
Involve parents in establishing rules, norms of behavior, customs, traditions in the family, i.e. the need for the formation of family values.
To form and develop children’s skills in research and creative work together with teachers and parents.
To create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between people (adults and children) are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected.
Encourage children to carry out socially significant tasks, to do good deeds for their family, home, kindergarten.
Exercise children in showing compassion, caring, and attentiveness to family and friends, friends and peers, to those who care about them.
Provide children with the opportunity to express their interests in a variety of ways and freely, and have personal time to do what they love.
Research hypotheses:We assume that the process of instilling patriotism will be more effective if:
To form ideas about home, family traditions and a sense of belonging to them not only in the family, but also in the preschool educational institution.
The education of patriotism will be based on material that is close, understandable and emotionally significant for the child, taking into account the interaction of teachers and parents.
Develop a system of cooperation between teachers and families.
Children’s activities to form family values are carried out systematically and systematically.
NOVELTY
It consists of developing new strategic approaches to introducing children to family traditions, values and interaction with the family for the patriotic upbringing of a child in a preschool setting. Joint research activities of preschoolers, parents and teachers to study the history of family and clan contributes to the formation of patriotism, tolerance, cultural and value orientations, spiritual and moral development.
IMPLEMENTATION STEPS
Stage 1 – organizational and diagnostic (September).
Purpose: Monitoring, diagnostic studies and determination of prospects. Establishing partnerships between teachers, parents, children, creating a single socio-cultural space. Drawing up a long-term plan of events, preparing for events.
At the first stage, a project passport was developed, its purpose and main tasks were determined. Project participants were identified. During the implementation of the group project, the participants were pupils of the senior speech therapy group, teachers, parents and speech therapist. The content of the project was determined, long-term planning for working with children was developed, and a plan for interaction with parents and teachers was drawn up.
Stage 2 - formative (October - April)
Goal: To create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between adults and children are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected. To develop in children an interest in their family, the preservation of family traditions and customs, and to instill respect for family members. Involving parents in direct creative activities with children, in active creative educational practice to revive family traditions.
The second stage is the direct implementation of the project itself, within the framework of which work was carried out in three areas: the work of teachers with children, the work of children and parents, the work of teachers and parents. Classes were conducted with the children on the project, joint and independent activities were organized for children to familiarize themselves with family values.
A child’s sense of homeland begins with his relationship to his family, to the closest people - mother, father, grandmother, grandfather. His roots connect him with his home and immediate surroundings. Therefore, it is necessary to establish a close relationship with the parents of the students. For this purpose, work was organized, which included a series of consultations for parents, as well as parent meetings on the topic of the project, the purpose of which was to explain the relevance and importance of the work being carried out on the moral and patriotic education of children in preschool educational institutions, and to increase the educational level of parents on this issue , interest them and make them your allies.
All work on the project was based on the following topics: “My family”, “Members of my family”, “Our names and surnames”, “Parental home - the beginning of the beginning”, “My dad is Defender of the Fatherland”, “My mother”, “Professions of my parents ", "We are helpers."
Stage 3 - generalization (May)
Purpose: Questioning parents and diagnosing the level of development of children’s involvement in family traditions and family values. Analysis and summary of the work.
The third stage includes the presentation of the project, which took place in the form of a family living room “Flower of Family Happiness”, dedicated to Family Day. A poster presentation and exhibitions of children's creative works were organized within the family living room.
FORMS OF WORK
with kids:
Conversations; classes; viewing family albums, paintings, illustrations; exhibitions of children's works under the "Family" project at the preschool educational institution; didactic and role-playing games based on the “Family” project; memorizing poems, proverbs, sayings about family; creative speech activity; matinees, entertainment; competitions; theatrical activities; writing stories and fairy tales about family.
with parents.
Visual propaganda; conversations and consultations; survey; competitions; family living room.
METHODS AND TECHNIQUES
1.Methods that increase the cognitive activity of preschool children:
· comparison method.
· elementary analysis.
· method of modeling and design.
· method of project activity.
· question method – asking questions to children; cultivating the ability and need to ask questions, formulate them competently and clearly.
· the method of repetition is the most important didactic principle, without the use of which there will be no strength of knowledge in the education of feelings.
2. Methods aimed at increasing the emotional activity of children when acquiring knowledge:
· gaming techniques – increase the quality of assimilation of cognitive material and contribute to the consolidation of feelings.
· surprise moments and elements of novelty – emotionally prepare the child for learning, sharpen the child’s desire to unravel the secret or simply be happy.
3.Methods and techniques that help establish connections between different types of activities:
· accepting suggestions and teaching the method - the teacher not only talks emotionally about the family, the person, but should also make the children want to try their hand at research.
Conversation is a connecting link.
4. Methods of correction and clarification:
· repetitions, exercises, observations, experimentation - allows you to find out what and how children understood in the content of the knowledge communicated to them, and help in the correct understanding of this knowledge.
· method of generalized answer to a question: individual conversation, comparative analysis, assessment, clarification, joint search for a way out of the situation, discussion of the method of action.
PERFORMANCE
The work contributed to:
The implementation of the project provided optimal conditions for children to study their traditions, and interest in the family, its past and present increased. Children have a desire to be like loved ones in deeds and actions. It manifests itself emotionally - a positive attitude towards one’s family, pride in one’s family, caring attitude towards family heirlooms. More often there is a desire to implement knowledge about the family’s past in one’s own activities (stories, drawings, presentation of family heirlooms).
Self-realization of parents as subjects of educational activities, the possibility of constructive cooperation between preschool teachers and families of pupils, the creation of a favorable microclimate in the child-parent team.
Activation and enrichment of pedagogical knowledge and skills of parents.
Improving the psychological and pedagogical culture of parents.
Development of creative abilities of children and parents in joint activities.
Creation of a system of classes and joint activities: “child – teacher” and “child – parent” on this problem.
Equipping a subject-development environment in the group.
Organization of an exhibition and a family living room in a kindergarten group.
The experience of implementing our project may be of interest to other preschool educational institutions working under the “ Origins " One of the solutions to patriotic education is the organization of a unified educational space for pupils, which is supported in preschool educational institutions and the family. Work experience can be used educational institutions to create similar projects, problem solvers other areas of educational activity.
Long-term plan for the long-term group project “Family”
in the senior group
Month Subject | Organized activities with children | Cooperative activity teachers and children | Joint activity with parents | Advisory information for parents |
||||||||||
September | Questioning parents and diagnosing children |
|||||||||||||
October My family | 1.Cognitive development “My family” 2. Artistically – creative development. Visual activity “We have a friendly family!” 3. Speech development “I’ll tell you about my family” | Conversations on the topic “My loved ones”, “How my parents and grandparents grew up”, “Traditions of our family” Reading fairy tales “Kroshechka - Khavroshechka”, “Geese-swans” Drawing on the theme “My family” Examination of paintings on the themes of T. Sorokin “Family”, Y. Kugach “On Saturday” Dramatization of the fairy tale “Turnip” Finger gymnastics on the theme “Friendly family” S/r games on the themes “Family”, “Meeting guests” | Children's drawings on the theme “Meet my family” | Consultation “Main conditions for raising children in a family” |
||||||||||
November My family members | 1. Cognitive development “What do I know about myself”, “Who lives with me” 2. Artistic and creative activity. Master class on making holiday card for Mom 3. Artistic and creative development. Visual activity “Portrait of my mom” | Heuristic conversation on the topic “Day off in our family”, “Dearest people” Discussion of situations “I have a big family”, “My children’s album”, “Who do I look like?” Reading the works of Y. Akim “My Relatives”, V. Dragunsky “My Sister Ksenia” Creative speech activity on the topic “Letter to Grandma and Grandpa” Game situation on the theme “My brothers and sisters”, “What I was, what I will become”, “We are different” Game-dramatization “The Three Little Pigs” | Competition program for children and parents dedicated to Mother’s Day “Mother and Child” Festive newspaper “Let there always be a mother!” | Folder on the theme “A child’s appeal to parents”, “Mother’s Day” |
||||||||||
December Our first and last names | Cognitive development “Our first and last names” | Heuristic conversations on the topic “My ancestry”, “Me and my name” Creative speech activity on the topic “Interview with parents - “Tell me why they called me that?” Watching the animated film “Morozko”, “Twelve Months”. D/i on the topic “My family. Make a chain”, “Who is the birthday boy today?”, “Come up with a last name” Graphic exercise on the topic “Type your last name and first name” | Participation of parents in improving the subject-development environment | Mobile folder on the topic “Features of raising a child by mom and dad” |
||||||||||
January Parental home - the beginning began | Cognitive and social - communicative development “My home” and “Take care of your home” | Constructive game on the theme “Draw and Build” D/s on the topic “Construction”, “Different houses” Conversations on the topic “The history of my home”, "My home is my castle" Creative speech activity on the topic “My day at home” Looking at illustrations on the theme “Family at Home” S/r games on the theme “Housewarming”, “Apartment renovation” Dramatization games on the theme “Cat’s House”, “Zayushkina’s Hut” Discussion of situations on the topic “My room”, “My play corner”, “To make the house more fun” Finger game on the theme “Building a house” | Contest: “The House of Our Dreams” (Manual labor with parents) Photo exhibition: “My day in kindergarten” Excursion of children and parents to the museum of the kindergarten “Russian Izba” | Consultation: “How children create conflicts between parents” Booklets: "The role of mother and father in education" |
||||||||||
February My dad - Defender of Motherland | 1. Cognitive development “Defenders of the Fatherland”, “Our Army” 2. Artistic and creative activity. Application from cut out parts of the object and cutting off the mosaic “My Dad’s Yacht” 3. Speech activity Compiling a story on the topic “Our Army” | Exhibition of drawings dedicated to Defenders of the Fatherland Day on the theme “My dad is a soldier” Examination of illustrations, reproductions, albums with military themes Reading fiction: G.H. Andersen “Flint”, “The Steadfast Tin Soldier”; poems for the holiday (about sailors, pilots, etc.); reading folk epics, tales about heroes S/r games on the theme “Sailors”, “Pilots” P/i on the topic “Horsemen”, “Planes” Finger game on the theme "Captain" | Game-quiz for parents “Finest Hour” Looking at the army photo album at home with dad | Homework on lexical topic"Our Army" D/material for parents on the topic “Our Army” |
||||||||||
March My mom | 1. Speech activity Reading works of fiction “As it comes around, so it will respond” (based on the works of E. Blaginina “Let’s Sit in Silence”, L. Kvitko “Lemele is in charge”, Nanai fairy tale “Ayoga”) 2. Artistic and creative activity. Visual activities: unconventional technique drawing "Flowers for Mom" 3. Artistic and creative activity. Modeling “Mimosa branch as a gift to mom” | Conversations on the topic “What my mother loves”, “Mom through the eyes of artists” Reading of E. Blaginina’s poem “Let’s Sit in Silence” Tabletop theater “The Wolf and the Seven Little Goats” Musical and didactic games on the theme “Where are my kids?”, “Mom and kids” S/r games on the theme “Daughters - Mothers”, “Mom in the Hairdresser” Drawing on the theme “Congratulations to our mothers” | Folder on the theme “When parental love goes too far” |
|||||||||||
April My professions parents | 1. Cognitive and socio-communicative development “Who built the new house” 2. Artistic and creative activity. Visual activity on the theme “All works are good, choose according to your taste” | Heuristic conversation on the topic “My parents are builders, doctors, teachers, etc.” Reading the works of S. Baruzdin “Mom’s Work”, S. Mikhalkov “What do you have?” Looking at illustrations on the topic “Daddy’s profession” S/r games on the theme “Drivers”, “Train” D/s on the topic “Name the professions”, “What is unnecessary?”, “Who needs what?” Creative speech activity: writing a story on the topic “I want to be like mom, dad” | Mini-project on the theme “The Most best recipe family" to create a culinary encyclopedia | Folder on the topic “How much time should you spend communicating with your child” Booklet on the topic “Basics moral relations in family" |
||||||||||
May We - assistants | Social and communicative development “Small, but remote” | Heuristic conversation on the topic “My household responsibilities”, “If mom is tired...”, “How I helped dad, grandparents” Watching the animated film “Fedorino’s grief”, “Marya the mistress” Imitation game on the theme “Mom’s Helpers” S/r games on the theme “Cooking dinner for mom”, “Helping dad in the garage”. Finger games on the theme “Three Katyushas” “Helper” Working with cereals “Let’s help grandma sort the seeds for planting” | "Open Day" for parents Project presentation- Family living room dedicated to Family Day “Flower of Family Happiness” | |||||||||||
Project type:
By duration: short-term
By number of participants: frontal.
By the nature of contacts: within the preschool educational institution.
Participants:
- children of senior group No. 10 “Why”;
- parents of children;
- teachers: Gaskarova V.M.; Kurgina G. I.
Project type: cognitive - creative.
Project implementation timeline: November 17, 2014 – November 28, 2014
Problem:
Modern children know practically nothing about their parents, about their work, hobbies, dreams, and so on. They have no idea about the professional activities of their parents and cannot understand that their parents are tired at work. Children are capricious and do not obey their parents. You can often see a child begin to be capricious and throw tantrums at the sight of his parents. And parents, in turn, tired after work, do not have the strength or desire to delve into some of the subtleties of their child’s “garden” life. At best, they will ask what they had for lunch, what they did in class, and whether they had an outing.
For each of us, the dearest and closest person is our mother. Mutual understanding between the child and mother is very important for the development of the child’s personality. A mother's love is care and help in everything. Despite this, more and more often children associate love for their mother only with material values, and not spiritual ones. Due to their age, it is difficult for children to understand that their mother needs our gratitude, help and care.
Children have a predominant consumer attitude towards their mother.
Therefore, a kindergarten should become a link between children and their parents, should help them get to know, understand and accept each other, and instill in the child love, respect, a sense of empathy and mutual assistance to a loved one- to mom. This is a necessary component in moral education children.
Objective of the project:
- to form a conscious understanding of the importance of the mother in the life of the child and family;
- to cultivate in children respect and care, a feeling of deep love and affection for the dearest person on earth;
- caring attitude and desire to help and please mom.
Project objectives:
- generalize the knowledge of preschool children about the holiday “Mother’s Day”;
- cultivate feelings of love and respect for mother;
- promote the development of emotional responsiveness in children;
- deepen children's knowledge about their mothers' professions;
- contribute to the creation of family traditions, warm relationships in the family;
- encourage children to express gratitude to their mothers for their care through productive activity(applique, drawing, modeling);
- develop children's communication skills and the ability to find a way out of problematic situations.
Use of information and communication technologies: laptop, projector, projector screen, speakers.
Ways of implementation:
- thematic classes;
- conversations with children;
- consultations for parents, articles in the corner for parents about the history of the holiday;
- selection of magazines, literature for individual work parents on the topic “The role of the mother in raising a child in the family”;
- exhibition of children's creativity;
- interviewing children “Why I love Mommy”;
- design of a festive wall newspaper.
Preparatory stage:
Before the start of the project, the following work was carried out:
- collecting photographs of children with their mothers;
- selection of illustrations for Mother's Day;
- selection of fiction;
- preparation of presentations and visual materials;
- selection of games;
- selection of musical repertoire, cartoons about mom.
Organizational stage:
Socialization :
- plot-role-playing games:“Mom at home”, “Mom at work”, “My family”;
- educational games:“Call it kindly”, “Cover festive table", "Pick up a festive outfit and decorations", "Mothers and cubs".
Cognition: conversations“All kinds of mothers are needed, different mothers are important,” “How I help my mother at home,” “How my mother and I play,” “Mom’s hands are the kindest.”
.
Communication: reading and memorizing poems about mother.
Artistic creativity:
- craft “Gift for Mom”;
- drawing “Portrait of my mom.”
Work: baking cookies for a festive tea party.
Speech development: writing a story about your mother, word games “Mom’s profession”, “What is your mother’s name”, memorizing and explaining the meaning of proverbs about mother.
Physical education minute "Mom's Helpers"
The final stage:
- A collection of proverbs and poems about mother;
- Exhibition of children's drawings “Portrait of my mother”;
- Festive event for mothers “My mother is the best”;
- Screening of the presentation “How we prepared for Mother’s Day”;
- Festive tea party in a group with presentation of gifts and cookies for mothers;
- Festive wall newspaper with photographs of children with their mothers.
Expected result:
After completing the project, children will acquire the following knowledge:
- will gain new knowledge about the holiday “Mother’s Day” in Russia, its tradition;
- get acquainted with the professions of women and their significance for other people;
- will learn to expressively read works about mother and analyze them;
- children will write descriptive stories about their mother and their family;
- there will be a desire to be like loved ones in deeds and actions;
- a caring, respectful attitude towards the mother will appear;
- Children will develop practical skills in communicating with peers and adults;
- a touching, sincere atmosphere will be created during the joint activities of children and parents in kindergarten.
Conclusion:
Children have a desire to be like their mother in deeds and actions.
An emotionally positive attitude towards my mother, pride in my mother, and a reverent attitude towards her appeared.
More often there is a desire to talk and tell everyone about your mother.
Project progress:
|
Educational area |
Tasks for children of the senior group of preschool educational institutions |
|
|
Socialization |
Plot-role-playing games: “Mom at home”, “Mom at work”, “My family”. |
Continue to develop play activity children, improve the ability to independently choose a theme for the game, develop a plot based on the knowledge gained from the perception of the environment. |
|
Work |
Baking Cookies "Treat for Moms" |
Develop a desire to bake cookies together with the teacher, please mothers, and carry out feasible work assignments |
|
Cognition |
conversations on the topics “Different mothers are needed, different mothers are important”, “How my mother and I play”, “Mom’s hands are the kindest” |
To expand understanding of the work of adults, to give an idea of the importance of a mother in the life of every person. |
|
Communication |
Reading and memorizing poems about mom |
Continue to learn how to narrate a literary text expressively. |
|
Reading fiction |
A. Barto “Separation”, “Mom Sings”, N. Sakonskaya “Talking about Mom”, E. Blaginina “Mother’s Day”, V. Oseeva “Sons”, S. Mikhalkov “What do you have?” S. Ya. Marshak “The Tale of a Stupid Mouse”, Nanayskaya folk tale"Ayoga" |
Develop a desire to talk about your attitude to a specific act of a literary character, help children understand the hidden motives of the heroes of the work, introduce them to the art of words |
|
Artistic creativity |
Handmade “Gift for Mommy”, Drawing “Portrait of my mom” |
Improve visual skills and abilities; to form artistic and creative abilities; develop a sense of shape, color, proportions; make you want to please mothers. |
