From work experience preschool teacher. Topic: Working with single-parent families in preschool conditions

Description: This material discusses a current topic - single-parent families, as well as the reasons for their occurrence, the main directions of work of a kindergarten with parents of single-parent families, tasks and principles, forms and methods of working with these families.

Family for a small child is the whole world. The world in which he lives, acts, makes discoveries, learns to love, hate, rejoice, sympathize. In the family, the child acquires the initial experience of communication, the ability to live among people, the first experience of living in the social world.
Single-parent families have existed since time immemorial. For a whole millennium, the reason for their appearance was the death of one of the parents. Divorces are also not a modern invention, and they have existed since ancient times. And yet they have spread en masse today. And accordingly, the percentage of such families is much higher than the percentage of single-parent families associated with the death of one of the family members. Recent studies by psychologists and educators are similar in one thing: the situation of a child growing up in an incomplete family is exceptional, difficult, sometimes threatening, and sometimes dangerous. There may be danger, but it should not become real. It is quite obvious that a number of factors, intertwined, complicate the life of an incomplete family:
1. The reasons for the emergence of an incomplete family. The child is influenced differently by such factors as who is absent from the family, for how long, what age the child was, when the absent person passed away (death, unmarried mother, divorce, emigration, etc.), whether he was someone replaced, what was the personality of the lost parent and what is the personality of the present parent and, most importantly, what is the personality of the child.
2. The influence of the social context and social background in which the life of a single-parent family takes place (that is, whether grandparents help, how financially secure the single-parent family is, what are the cultural traditions of the environment, what values ​​does it live by, etc.)
3. An incomplete family cannot fully ensure the fulfillment of the basic functions assigned by society to the family (providing emotional support to all its members and preparing the child for life in a given society);
4. Emotional experiences of the child. The loss of one of the parents from a close circle of contacts with the child is emotionally difficult for him, which in the future may affect the further formation of the personality.
5. All difficulties and problems (material, emotional, psychological, etc.) are solved by one parent who remains with the child.
6. Problems and difficulties arise in the rejection of a child from a single-parent family by the surrounding society: by the children's group in kindergarten, and then at school, etc.

The consequences of these factors are quite varied: it is quite possible that the child’s development still proceeds normally - and a personality grows up, perfectly adapted to life in society, completely positively assessed; but maybe everything is different - developmental disorders can be so strong that a person grows up to be poorly adapted, conflict-ridden, and even with a pronounced pathology.
The academic year in our preschool institution for a teacher of any age group begins with a traditional acquaintance with the families of the children. In this case, we find out the following factors:
Complete or incomplete family. We clarify the reasons for an incomplete family: divorce, single mother (or father, since the birth of a child), one of the family members has died, one of the family members is temporarily absent.
Composition of families and structure of family ties: complete one-, two-, three-child families, who the pupil is (1st, 2nd, 3rd, etc. child).
Marital experience (in the 1st, 2nd marriage, divorce, etc.).
Parents' education (higher, specialized secondary, incomplete).
Two-parent families with broken consanguinity (stepfather, stepmother).
Generational composition of the family (grandparents living with the child), etc.
Families at risk (alcohol abusers, drug addicts, criminals, etc.).

To find out what conditions for moral education exist in single-parent families and what kind of help they need, we comprehensively study families: we conduct questionnaires, surveys, testing, observations, and conversations with adults and children. We pay attention to the emotional atmosphere in the family, to the intensity and content of the child’s communication with adults. Having analyzed and summarized the results obtained, we came to the following conclusions:
1. The majority of single-parent families are single-parent from the birth of the child - 15%.
2. Single-parent families as a result of divorce - 11% (16 families) as a result of the death of one parent - 0.8% (1 family).
3. There are families that are not officially registered – 4.2%.
4. Single-parent families from the risk group category.
5. The majority of parents from single-parent families cannot name the rights of the child - 80%.
6. In case of conflict, physical punishment is used - 55%.
7. Use obscene language when communicating with a child – 27%.
8. There is an authoritarian style of communication - 87% of families.
9. They prohibit communication with the second parent - 29%.
10. The second parent himself refuses to participate in the upbringing of his child – 4%.
11. In single-parent families, grandparents are mainly involved in raising the child – 0.8%.

After analysis, teachers take into account all the information received when planning work with families within the kindergarten, in communicating with parents, and in providing competent advisory psychological and pedagogical assistance.
Main directions preschool work with parents from single-parent families are as follows:
1. Strengthening children's health (together with medical and psychological services).
2. Creation of a unified educational space for the development and upbringing of a child;
3. Protection of the rights of the child,
4. Increasing parental competence in matters of legal and pedagogical culture;
5. Organization of family leisure.

To help single-parent families raise children, we have set the following tasks for working with these families:
1. Creating an atmosphere of trust and goodwill in communication between the preschool educational institution and parents.
2. Providing comprehensive socio-psychological and pedagogical assistance and support for single-parent families.
3. Carrying out special events to compensate for the unfavorable experience of socialization and unfavorable living conditions of children and their families.
4. Providing diagnostics, correction and consultation on social and pedagogical issues for children and families at risk.
5. Prevention of social and pedagogical neglect of children from single-parent families.

Taking into account the goals and objectives set on this topic, when building work with single-parent families, the teaching staff adheres to the following basic principles:
The openness of the kindergarten to the family (each parent is provided with the opportunity to know and see how their child lives and develops);
Cooperation between teachers and parents in raising children;
Creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;
Diagnosis of general and specific problems in the upbringing and development of a child
In the methodological room Preschool pedagogical educational institution The team has collected rich and varied material that contributes to the implementation of these principles in practice:
Regulatory documents on family education;
Materials that help educators obtain information about the families of pupils (questionnaires, tests, survey sheets, “Family Social Passports” cards, etc.);
Materials on the importance of family in the development of a child, on raising children in various types of families;
Materials for preparing communication with parents (various notes on organizing various forms of communication with parents, practical materials on various aspects of education);
Materials of methodological work with teachers on communication with families ( various shapes methodological work with teachers, approximate topics of communication with parents, pedagogical situations, etc.);
Visual materials (illustrative, advisory material for decorating parent corners, literature for organizing exhibitions).

The teaching staff is constantly searching for the most effective forms and methods of working with single-parent families:
Creation of a data bank about the families of pupils
Informal conversations about children (we discuss the child’s achievements);
Systematic study of parents’ requests, requirements for the work of a preschool institution;
Conducting open days of preschool educational institutions;
Conducting and participating in intra-garden, city, regional and all-Russian competitions, festivals, etc.
Teacher visits to families at home;
Organization of intra-group honor boards;
Involving parents in organizing and conducting intra-kindergarten events;
Parents' contribution to the development and education of their child (individual homework assignments);
Involving parents in social activities (working Clubs for parents, inviting lecturers on issues of interest, etc.)
Advisory assistance from preschool educational institutions specialists;
Scheduled conversations with parents to discuss the individual development of their child;
Targeted observations of the nature of parent-child communication and the characteristics of children’s behavior;
Conducting questionnaires and surveys of parents;
Conducting parent meetings: oral journals, clubs, discussions, parent lounges, etc.
Projects of various directions: “Our friends indoor plants”,
Joint thematic vernissages (books, children's works):
Visual pedagogical propaganda:

From work experience, we see that a parent (and, as a rule, in most families this is a mother) raising a child alone cannot always cope with his teaching responsibilities. Many single mothers are characterized by extremes: they either caress the child, then they allow everything, then they become overly strict and begin to ban what was previously allowed. Such fluctuations either depend on mood, or are caused by a negative assessment by someone around the child’s behavior. All this adversely affects the relationship between mother and child and the formation of his character. Therefore, teachers tactfully draw the attention of such mothers to the consistency in their behavior, in the requirements for the child, and help them in analyzing their own pedagogical influences and their effectiveness. In these cases, we actively use the following forms of work: individual conversations, analysis of pedagogical situations, and the game method.
An important task in working with single-parent families is to create trust and intimacy between teachers and parents. We assert with confidence that such closeness is not achieved immediately; an incomplete family is more “closed” to outsiders. A single mother, as a rule, is sensitive to outside interference. Therefore, especially when communicating with such families of teachers, great tact, tolerance, and goodwill are required. It is no secret that in single-parent families difficult children are more common, but the teacher’s comments and negative characterizations of the child’s actions are perceived painfully by mothers. For this reason, in individual conversations, we try to talk not so much about the child’s misconduct, but about the possible reasons and motives for this misconduct, and involve the mother in the analysis of the child’s behavior. And we always emphasize all the good things that a child has.

In individual conversations with parents, we pay attention to:
Mother (or father) on the importance of creation positive attitude child to the second parent;
We help ensure that the child’s communication with both parents is systematic;
We try, if possible, to reduce or even neutralize the influence on children of parents who behave immorally and irresponsibly (we turn to the juvenile affairs inspectorate, the guardianship department, or the orphanage for help);
We carry out differentiated explanatory work with older family members who react sharply negatively to the child’s communication with the father,
If possible, we involve parents, parents living separately, in raising the child, in the child’s life in kindergarten.

We respect single parents (mostly mothers). In our kindergarten, we elect those who have good experience in education to the parent committee of the group (kindergarten), and we express our gratitude for their active participation in the life of the preschool educational institution.
But there are parents, to our great regret, who do not take their parental responsibilities seriously, rather frivolously and indifferently. For such parents it is necessary to apply other forms and methods of work together with the juvenile affairs inspectorate and the guardianship department of the city administration. We have verified from experience that moral development for a child in single-parent families depends, first of all, on the intensity and content of his communication with adults (including his father), as well as the presence of a positive emotional microclimate in the family.
The active use of various forms and methods of work of preschool educational institutions with families makes it possible to achieve understanding and interest among the majority of parents in the material under discussion, and the emergence of associations with their own experience. Most parents from single-parent families have become our active helpers and allies. Children from single-parent families have become much more sociable, more emotional, and their relationships with other children and adults have improved. Constant improvement of the professional level of teachers allows families of preschool children to actively work in various areas.

Plan of work with single-parent families by quarter.

September October November
1. Study of the individual characteristics of families, their educational capabilities, classification of families by type (degree of well-being, number of children, consultations, parental certificate “change of surname”).
2. Offer to parents homework: make a list of what their children need, in order of importance: movement, playing with parents, friends, beautiful things, treats, affection, praise.
3. Identify the causes of family dysfunction. Individual conversations with parents belonging to this category (do they understand that their family needs “treatment”, what ways do they see out of this situation).
December January February
1. Parents are encouraged to observe play activities child within the walls of a kindergarten. Consultation “What to do with children at home.”
2. Invitation and participation in New Year's fairy tale"Visiting Cinderella." Making carnival costumes.
3. Analysis of conflict situations. Situation - “I am him” (for representatives of families with 1 or 2 children: imagine how the child will behave if he is called away from his favorite activity, or does not buy the treat he likes).

March April May
If a child is raised by one mother.
1. Thematic meeting: “Being a mother is not as easy as people think.” Exhibition of methodological literature.
2. “Let’s talk over a cup of tea” Festive tea party. Introduction to B. Spock's book “Conversation with Mother” (selection of chapters).
3. Meeting of parents with the teacher of the school “The child goes to first grade.”
Memo for parents " Psychological readiness parents to school"

June July August
1. Reflections of the grandfather (grandmother) exchange of experience. Consultation “Eternal compromise”.
2. Leisure time in the family. Experience exchange.
3. Parent meeting“Acquaintance with the work plan of the kindergarten for summer period" Parents' tasks.

With parents of children at risk.

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

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

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

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

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

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

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

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

Organization of work in preschool educational institutions with disadvantaged families.

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

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

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

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

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

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

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

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

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

Mechanism for identifying dysfunctional families.

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

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

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

Signs of physical violence in the family include:

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

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

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

P signs of trouble in the family

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

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

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

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

1. The child lives permanently with his grandmother; his parents do not appear in kindergarten.

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

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

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

Algorithm for working with a dysfunctional family

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

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

Second phase : primary survey of housing conditions of disadvantaged

(problem) family.

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

assessment of their living conditions.

Fourth stage: joint pedagogical councils by definition

ways of joint action.

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

Sixth stage: studying the personal characteristics of family members.

Seventh stage : drawing up a family map.

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

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

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

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

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

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

Social and pedagogical work with various types families

1. Families with supervised children:

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

2. Large families:

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

3. Single-parent families:

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

Problem families:

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

Work plan of MBDOU CRR kindergarten No. 12 within the framework of the project

"Family and family values» for the period 2012-2017.

1. Organizational work
1.1. Creation of a creative team to develop and conduct main events within the project. August, 2012 deputy head according to UMR

1.2. Conducting a sociological survey of parents in order to identify the social status of the families of pupils. September. 2012-2017 (annually) teachers of all groups.

1.3. Drawing up a report on the implementation of the work plan within the project. May, 2012-2017 (annually)

1.4. Creation on the preschool educational institution website http://dou12orlenok.ru pages “Family and Family Values” (consultations, reports on events, photos, etc.) throughout the entire duration of the project.

1.5. Creation of conditions: selection of demonstration material, selection of children's and methodological literature, production of manuals on the project topic, etc. throughout the entire duration of the project.

1.6. Systematization of material developed within the project. December, 2017

2. Methodological work
2.1. Teaching hour.

- “Protection of the rights and dignity of a small child in the family”;

- “The role of the family in raising children”;

- “Secrets of communication with a child in the family”

2.2. Consultations:

- “Raising a child in a family”;

- “The action is one of active forms working with parents";

- « Gender education child in the family";

- “Social security of a large family”;

- « Modern family- what is she like? (discussion)

2.3. Self-education of teachers on the topic: “Familiarization with documents regulating the rights of the child,” “Convention on the Rights of the Child,” November, 2013.

2.4. Seminars:

- “The role of the teacher in family education preschool child";

- “The experience of communication between a teacher and parents on the topics of family education”;

- “The Secret of Family Happiness” - round table;

2.5. Study, generalization and implementation of pedagogical experience on the topic: “Systematic approach to working with children in the section “Family and family values”

2.6. Pedagogical training:

- “In the warm circle of family”;

- “Correction of intra-family relations”

3. Educational work
3.1. Thematic classes:

- "My family"; - ISO

- “Our family traditions» - Kindergarten and family - towards each other

Leisure activities for children “Journey to the Genealogical Garden”;

- “My home, my family” - etc.

3.2. Conversations:

- “The happiest day with the family”;

- “The role of the father in raising children”;

- “Evening with the family”;

Interviewing children from the subgroup “Traditions of your family”;

- “This is my whole family”; - etc.

3.3. Games:

S/r “My Family”;

D/i "Birthday";

S/r "Family Holiday";

Game exercise “Who am I?”;

S/r “Family Engine”;

Quiz “Seven - I”; - etc.

3.4. Training:

- "Together - Friendly family» 2013 educational psychologist

3.5. Joint activities with parents:

Family holiday “The family is rich in talents” - an evening of meetings of creative families.

- “Union of Children and Adults” - family leisure;

- “This was made by the hands of our dads” - exhibition;

Family Spartakiad “Mom, Dad, Me – a Sports Family”;

Family tournament “What could be more valuable than family”;

Sports event “Together it’s more fun”;

Etc.

3.6. Exhibitions of drawings:

- “Family through the eyes of a child”;

- “The house where we live”;

- “Everyone has their own mommy”;

4. Working with parents
4.1 Educational work: distribution of booklets, consultations, individual conversations, etc. on topics:

- “Future parents”;

- "Family traditions";

- “Parental commandments”;

- “Secrets of raising a polite person”;

- “Evening with the family”

4.2. Photo gallery:

- “My family – everyday life and holidays”;

- “Family Archive”;

- “Traditions of our family”;

"Family, friends, loved ones."

4.3. Project competition

- “The happiest day of our family”;

- “Family coat of arms”;

- “Family newspaper”;

- “Dad, mom, I’m a friendly family”

4.4. Parent meetings:

- “The adult world in children's cartoons”;

- “Every house has its own traditions”

- “Happy is he who is happy at home”;

- “We can do a lot, we can do a lot”

- “Your Family’s Favorite Books” - an oral magazine for parents.

4.5. Questioning:

- “The rights of the child in the family”;

- “Identification of the pedagogical culture of parents of students”;

- “Are you good parents?”;

- “Every home has its own traditions” - mini-questionnaire

4.6. Showing and discussing presentations:

"Television and Children";

4.7. Exhibitions:

1. Exhibition of books “Reading with the whole family”;
2. Exhibition “Do-it-yourself toy”;
3. Vernissage “My Family” (the image of a family through the eyes of a child)

4.8. Family Communication Day (open day).

Shilova Irina
Work plan with large families

No. Activities Date Responsible

CONSULTATIONS:

-“When punishing, think how?”;

- « Moral education children in family» ;

- "On the rights of the child";

-"Adviсe large family»

during a year

Educators

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

Educators

3. PHOTOS:

-"Various loved ones, loved ones" November Teachers

4. EXHIBITION:

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

Educators

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

5. OPEN DAY:

Family Communication Day May Educators

8. PRODUCTIVE ACTIVITY:

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

Looking at illustrations "About Mom".

GAME TRAININGS:

Call your family and friends affectionately;

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

Whose house helper are you?

SOLUTION TO PEDAGOGICAL TASKS:

For me or for everyone;

We learn to give in to each other.

during a year

during a year

during a year

Educators

Educators

Educators

Plan for working with large families

Publications on the topic:

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

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

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

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

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

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

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

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

Family kindergarten - innovative work practice

with large families

Stets I.M.

Senior teacher

preschool department No. 3

GBOU Gymnasium № 1534

On the basis of State Budget Educational Institution Gymnasium No. 1534, four family kindergartens have been opened in our preschool department, the educational process in which is carried out by mother teachers and preschool department specialists.

Parents of family kindergartens:

1. Are listed as educators ( junior teachers) of our institution, teaching and raising children at home.

2. They can bring children to classes with specialists in a preschool institution.

3.Receive informational, methodological and psychological-pedagogical support from specialists from our institution.

The main goal of our institution in working with family kindergartens is methodological support and organization educational activities large families who opened a family kindergarten at home.

The teaching staff of our preschool department provides methodological and advisory support to parents-educators, organizes the educational process through a person-oriented approach to students, taking into account the individual characteristics of each child, in the interests of a large family.

Areas of work:

Psychological and pedagogical support.

Building and harmonizing parent-child relationships.

Comprehensive development of children from large families - diagnostic, correctional work with children, developing play activities.

Advisory and methodological support for mothers of family kindergarten teachers.

Development and delivery to families practical recommendations on organizing a family kindergarten, teaching materials on conducting classes in different age groups.

Family kindergarten is one of the forms of education of the future, as it is a current phenomenon that has received a great response among large families. And the task of the leader is to competently develop and improve this form of education.

The main task in working with large families is to help the family successfully adapt to the features of a new pedagogical space for children and parents, organizing methodological support for families who have opened a kindergarten at home.

In our work with family kindergartens, we strive to ensure that the educational environment in the preschool department is accessible and comfortable for students and parents, and that the work is carried out at a professional level.

Family kindergartens were created as variable form preschool education(Article 17 of the federal law on education), but at the same time this is real support for large families. After all, often mothers with small children, no matter how much they want, cannot get a job, but by registering as a teacher in their kindergarten, they retain their work experience and receive a salary.

A mother and family kindergarten teacher can come with her children to classes with specialists in the kindergarten, participate in various types of joint activities, leisure activities, theatrical performances, holidays, and classes. Taking into account the individual characteristics of the pupils, the family, in accordance with the state educational program, program objectives and forms of raising and educating children are selected and adjusted. So the mother teacher conducts classes independently at home: speech development, mathematics, familiarization with the environment, cognitive and research activities, drawing, modeling, appliqué, observations and outdoor games.

Teachers of family kindergartens provide a monthly report on the work done in the form of lesson notes, photo reports, projects,

participate in craft exhibitions that are held in the preschool department, attend consultations with specialists and pedagogical councils of preschool education. Teachers, in turn, also visit family kindergartens and conduct the necessary consultations with mothers and educators and classes with children.

Significantly facilitates and speeds up organizational and pedagogical activities (especially with remote family kindergartens) such interactive forms of work as distance learning, consulting, submission of reporting documentation and report cards.

through Internet resources. This allows family kindergarten teachers and preschool teachers to act more actively and harmoniously.

In addition to the successful socialization and adaptation of children to the peculiarities of the pedagogical process, the socialization and integration of mothers of teachers with the staff of the preschool department was realized, consolidating their status in the pedagogical society of the gymnasium.