Municipal budgetary educational institution "Kindergarten No. 2"

Prepared by: teacher

Moskaltsova A.I.

Ardatov, 2017

Technologies for valeological education of parents

The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention the parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in a preschool educational institution, can either find daily support at home, and then be consolidated, orNot find, and then the information received will be unnecessary and painful for the child.

Increasing the psychological and pedagogical competence of parents, involving them in active participation in the educational process is an integral part of valeological education for introducing a healthy lifestyle.

Information and educational activities are expressed in

formation of a healthy lifestyle among parents as a value,

in introducing parents to various forms of work on physical education at the preschool educational institution,

information about the state of health and physical development, the level of motor fitness of their child,

involving parents in participating in various joint physical education activities and holidays

We use a variety of forms of interaction with parents, both individual and group.Along with traditional forms, such as parent meetings, oral and written consultations, workshops, moving folders, sports holidays, entertainment, booklets, newspaper release, etc.,we try use more interactive forms of interaction:

- photo competitions on the topic of introducing children to sports and healthy lifestyle,

Variousstock , for example, every year we involve parents in participating in the all-Russian campaign “I choose sports as an alternative bad habits";

-! inviting parents to physical education classes;

- joint implementation of morning exercises;

- joint leisure, holidays;

- parent meetings We conduct them in the form of business games, using trainings.

One of the effective forms of involving parents in the educational process isproject activities

So recently we implemented an interestingproject "Sports portrait of my family" . As part of the project, I invited families who lead an active lifestyle to create a sports portrait of their family. Families creatively approached this task and at the final lesson the children presented: a newspaper, an album, a photo collage, and presentations. I present to your attention one of them......

Also, a very important task of valeological education of parents is the dissemination of positivefamily education experience.

For example, this year, at a parent meeting dedicated to preserving the health of pupils, THE SINITSIN FAMILY presented an interesting video about how healthy lifestyle skills are being developed in their family

and thereby set an example for others.

Thus, the use of various technologies for valeological education of parents allows not only to actually implement an individual approach to each child, but also to involve parents in joint systematic efforts to improve the health of the child’s body throughout their stay in a preschool institution.

Joint work with the family should be based on the following basic principles that determine its content, organization and methodology.

• Unity, which is achieved if the goals and objectives of raising a healthy child are well understood not only by educators, but also by parents, when the family is familiar with the basic content, methods and techniques of physical education and health work in kindergarten, and teachers use the best experience of family education.
• Systematic and consistent work (in accordance with a specific plan) throughout the year and the entire period of the child’s stay in the preschool institution.
• Individual approach to each child and each family based on their interests and abilities.
• Mutual trust and mutual assistance between teachers and parents based on benevolent criticism and self-criticism. Strengthening the authority of the teacher in the family, and of parents in kindergarten.

It is the kindergarten that is the place for pedagogical education of parents. The forms of interaction with parents are varied; they can be both individual and group, traditional and non-traditional.

In accordance with this, valeological education of parents includes:

• familiarizing parents with the results of diagnostics of the child’s health status and psychomotor development;
• participation in the preparation of individual programs (plans) for children’s health;
• targeted sanitary education work promoting general hygienic requirements, the need for a rational regimen and a complete balanced diet, hardening, optimal air and temperature regime etc.;
• familiarizing parents with the content of physical education and health work in kindergarten, aimed at the physical, mental and social development of the child;
• training in specific techniques and methods of healing (physical therapy, breathing exercises, self-massage, various types of hardening, etc.);
• familiarization with treatment and preventive measures carried out in preschool educational institutions, training in individual unconventional methods healing the child’s body (herbal medicine, aromatherapy, etc.).

To achieve these tasks, the following are widely used:

The basis in the technology of valeology education is an individual health program (plan), developed for each child at the beginning of the school year together with parents based on an in-depth diagnosis of the state of his health and psychomotor development, which includes:

Also of particular importance in promoting a healthy lifestyle in preschool educational institutions is given to visual aids that are designed to introduce parents to the conventional tasks, content and method of raising healthy children, to overcome their often superficial judgments about the importance of a healthy lifestyle for children, and to provide practical assistance to the family.

A special form of visual promotion of children's health among parents is valeological newspapers, booklets, and memos. The material for them is selected by educators, compiled and included in the plan for valeological work with parents. They reflect the most pressing problems of a healthy lifestyle for children. Visual aids help parents better understand the conditions, tasks and methods of raising healthy children. Recommendations from specialists on the problem of children’s health that interests parents, as well as articles for parents taken from other newspapers and magazines can also be selected. The topics of newspapers can be varied: “Daytime sleep: is it necessary and when to give it up”, “Breathing exercises and child health”, “Secrets of healthy food”, etc.

Increasing the psychological and pedagogical competence of parents, involving them in active participation in the educational process is an integral part of valeological education for introducing a healthy lifestyle.

Thus, the technology of valeological education of parents allows not only to actually implement an individual approach to each child, but also to involve parents in joint systematic efforts to improve the health of the child’s body during the entire stay in a preschool institution.

• information in parent corners, in mobile folders, in the preschool library;
• consultations;
• oral journals and discussions with the participation of psychologists, doctors, physical education specialists, as well as parents with experience in family education;
• workshops;
• business games and trainings with listening to tape recordings of conversations with children, analysis of problem situations based on video recordings, solving pedagogical crossword puzzles, etc.;
• “open days” for parents with viewing and conducting a variety of classes in the gym, at the stadium and in the pool, hardening and therapeutic procedures;
• joint physical education leisure and holidays, etc.
  • history of morbidity for the previous period of time;
  • examination of the child by “narrow” specialists and a general examination (pediatrician’s opinion);
  • functional diagnostics;
  • analysis of children's skills by main types of movements;
  • Questioning parents on raising a healthy child.

Sections: Working with parents

INTRODUCTION

People love to dream. From generation to generation they do not give up this dubious occupation, and even more than that: with slight variations, from century to century, they dream about the same thing. Three main human dreams: to fly, live forever and predict the future. So, while dreaming, a man came up with an airplane and medicine, but the most difficult thing was with the last point. The future continues to frighten and intrigue, fascinate and dizzy. It just doesn’t come into my hands, and fortune-telling on coffee grounds offers little consolation. However, traditions help make the future at least partly predictable. Family traditions and home rituals are much more important for children than for adults. It may seem to us that a mother’s sweet habit of telling her baby a fairy tale every night does not oblige her to anything. For the child’s psyche, rituals acquire, in the language of psychological terms, supporting and stabilizing functions. With their help, the little one orients himself in time, from them he draws confidence that everything in the house is going as usual, and the parents’ loyalty to the child’s household habits is nothing more than an everyday expression of love for the baby. The meaning of rituals and home traditions is precisely that events follow one another in a once established sequence: day after day, month after month, and that they are observed no matter what. Confidence in this brings a sense of stability to a child’s life, relieves anxiety and consoles in moments of distress. A reverent and attentive attitude to rituals is especially important if the baby is sick, upset or offended. The seriousness and respect with which adults treat the child’s habits, which they themselves created, contributes to the development of a sense of self-worth in the little one. The baby learns to respect his words and promises, to be consistent, and to keep his word.

Let's not reveal a big secret by saying that Small child perceives the world through the eyes of adults - his parents. Dad and mom form a child's picture of the world from the very first meeting with their baby. First, they build a world of touches, sounds and visual images for him, then they teach him the first words, then they convey their attitude to all this. How a child subsequently treats himself, others and life in general depends entirely on the parents. Life may seem to him like an endless holiday or an exciting journey, or it can be seen as a frightening foray into wild places or as boring, thankless and hard work awaiting everyone right outside the school gates. If most of the usual family rituals do not carry restrictions, but only joy and pleasure, this strengthens in children a sense of family integrity, a sense of the uniqueness of their own home and confidence in the future. That charge of inner warmth and optimism that each of us carries within us is acquired in childhood, and the greater it is, the better.

Of course, a child’s character is not formed in one day, but we can say with confidence: the more childhood was like a holiday, and the more joy there is in it, the happier the little man will be in the future. When creating individual traditions for your home, it is worth remembering that any rules are good if they make life better and do not complicate it. Rigid traditions, even if they do not regulate everyday life, but only holidays or other joyful events, have a depressing effect on the spontaneous child’s psyche. Some events in life should simply be allowed to happen without making them fit into a script.

If you want to diversify the life of your children and make family everyday life more interesting, you can create your own home traditions. Children of all ages love to do fun and joyful things with serious faces, under the strict guidance of adults. Think about what each member of your family does well and try to turn it into a pleasant custom.

In Russia, the traditions of home education have been significantly weakened as a result of the policy of nationalization of education practices. Currently, in Russian society there is a revival of the understanding that the family is perhaps the main source of development of intelligence, moral and aesthetic formation, emotional culture and physical health of children. However, these problems must be solved jointly with the school.

EXPLANATORY NOTE

The purpose of the “Family Traditions” program is to increase pedagogical culture, parent education. As part of the implementation of the program, various forms of work with parents can be used: parent meetings, conferences, debate meetings, organizational activities and psychological game, parent lecture, family living room, round table meeting, question and answer evening, pedagogical workshop, training for parents and others.

The program consists of nine thematic blocks:

1. Education is a great thing: it decides a person’s fate (The origins of family education )
2. My son, but he has his own mind (Me and him: how to live in harmony with a child)
3. Reading is beauty, not reading is dryness (Family traditions: family reading)
4. Examples of more useful instructions (Family traditions: family hearth)
5. Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity (Family traditions: free time)
6. Disrespect for ancestors is the first sign of immorality (Family traditions: family archive)
7. He who hopes in heaven sits without bread (Family traditions: work in the family
8. Health is most valuable (Family traditions: healthy image life)
9. The word is not a sparrow: if it flies out, you won’t catch it (Family traditions: dialogue in family communication)

Target: promoting the revival of the best domestic traditions of family education, the restoration of the traditional way of life.

Tasks:

• to form an active pedagogical position of parents, to attract them to actively participate in extracurricular leisure activities;
• warn parents against the most common mistakes in raising children;
• generalize and disseminate the positive experience of family education.

Expected results:

• Creation of a system of assistance to parents in the formation of a moral lifestyle of the family, in the prevention of negative manifestations in children and adolescents.
• Improving the pedagogical culture of parents, revealing the creative potential of parents, improving family education using examples of family traditions.
• Strengthening the role of the family in raising children.
• Forming in young people the qualities of a future family man and parent.

Month	Class	Subject
September	Education is a great thing: it decides a person’s fate (The origins of family education)
		Like the tree, so are the apples (Traditions of folk pedagogy)
		My day is my century: what has come to us has come to you (Traditions in Russian pedagogy)
		There is a reason for everything (The origins of deep attachment in parent-child relationships)
		It is not the father - the mother who gave birth, but the one who gave him water, fed him, and taught him goodness (The power of good traditions)
		Child, like wax: you can salt whatever you want (Gold placers parent pedagogy)
		From little comes great (Creating your own family traditions. Family business card)
		Good example returns in a circle... (L.A. Seneca) or One for all and all for one (Birth of class traditions)
		A good example is the best sermon (Educating masculinity and femininity through the example of family traditions)
		The Russian is proud in words and firm in deeds (How statesmen were raised)
		The soul is the measure of everything (Spiritual origins of education)
		The human soul is the greatest miracle of the world (Dante Alighieri) (The role of culture and religion in the education and development of personality)
October	My son, but he has his own mind (Me and him: how to live in harmony with a child)
		Teach a child while he lies across the bench, but when he lies along the bench, then it’s too late to teach (Age characteristics of younger schoolchildren)
		Whoever indulges children later sheds a tear (The influence of parental attitudes on the development of the child.)
		And the crow praises the crows (Parental expectations as an important factor in the formation of a child’s personality)
		From a moose - moose calves, from a pig - piglets (Styles parental behavior)
		What will happen cannot be avoided (Psychological adaptation of students and ways of its correction)
		Small children will not let you eat, big children will not let you live (Age and individual psychological characteristics of a teenager.)
		In a good life, curls curl, in a bad life they split (Emotional atmosphere in the family)
		Great figure, but stupid (The first signs of the emergence of a sense of adulthood. The desire for self-respect)
		To raise children is not to count chickens (Accounting for physical and psychological characteristics, a combination of respect for the individual with exactingness towards him, the consistency of the influence of family and school, reasonable adjustment of the diverse influences on the student)
		Children are more like their time than their parents (Adolescence. Psychological aspect)
		The one who does nothing is not mistaken (Psychological meaning of supporting another person)
November	Reading is beauty, not reading is dryness (Family traditions: family reading)
		You'll get along with the book, you'll gain your mind, the song is beautiful, and the fairy tale is perfect (Fairy Tale Hour for younger schoolchildren)
		Books don't tell, but they tell the truth (Family Library))
		From time immemorial, a book raises a person (Meeting - debate “Reading is the best teaching!”)
		The newspaper teaches the reader to think about what he does not know, and to know what he does not understand (V.O. Klyuchevsky) (Review of family newspapers and magazines)
		How big is the feather? big books writes (“Sharks of the Pen” (Adults get acquainted with the creativity of their children)
		Don’t be lazy to read ancient books, because in them you will easily find what others found with such difficulty in everyday experience, and you will comprehend everything (Basily I of Macedonian) (Reading interests of teenagers, favorite book and favorite characters or series of books ZhZL)
		It’s not difficult to do, but difficult to conceive (Introduction to popular science magazines and books)
		Some books enrich you, while others lead you astray (Meetings with writers, poets)
December	Examples of more useful instructions (Family traditions: family hearth)
		What it’s like at home is what it’s like for yourself (Long live comfort!)
		A house is like a full cup (The joys of family)
		One with a bipod, seven with a spoon ( Big family. Joys and difficulties)
		Our Cossacks have this custom (Traditional family structure...)
		Living at home and grieving about everything (Family Laws)
		There is no value against love (Family love)
		Money about a white day, money about a red day and money about a rainy day (Children and money, family budget)
		Happiness is like health: when you don’t notice it, it means it’s there (Recipes for family happiness)
		Any guardianship that continues after adulthood turns into usurpation (V. Hugo) (Specifics of family education: positive and negative)
		True ethics begins where one stops using words (Albert Schweitzer) (Ethics and aesthetics of family life)
January	Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity (V.A. Sukhomlinsky) (Family traditions: free time)
		For the amusement of people, for the surprise of the whole world (Games for entertainment)
		Why you go, you will find (Games for the benefit of the cause)
		Whatever the child enjoys, as long as he doesn’t cry (Children with motor hyperactivity syndrome. Games to calm children)
		And the box just opened (Mind games)
		Many children's games are imitation of the serious activities of adults (J. Korczak) (Igroteka)
		In education, the development of skills must precede the development of the mind (Aristotle) ​​(Communicative games)
		Such miracles that it makes your hair stand on end (33 family competitions)
		He who cannot take with affection will not take with severity (A.P. Chekhov) (Games for interaction)
		What is tricky is not easy (Entertaining tasks)
		The head is the beginning of everything, where the mind is, there is sense (Intellectual games, computer games)
February	Disrespect for ancestors is the first sign of immorality (Family traditions: family archive)
		From old memory, as from literacy (Family memories of ....)
		A young mind is strengthened by an old mind (Secrets of Grandma's Chest)
		What kind of tribe? (Pedigree of my family)
		I will live - I will not forget. I will remember forever (Storage of relics)
		According to rank and honor (Cult of the older generation)
		Remember a lot, but never turn back (Photos of our childhood)
		Where there are no good old people, there are no good youth (Presentation of family generations, organization of meetings for...)
		The great ingredients of happiness: having, something to do, something to love and something to hope for (E. Chalmers) (Family values)
		Honor is protected with the head (Family honor)
		Inheritance is neither a gift nor a purchase (Introduction to the Family Code)
		The father's word is true even according to the fairy tale (Blessing of parents)
March	He who hopes for heaven sits without bread (Family traditions: work in the family)
		Take on what you are good for (Child labor and its organization)
		Harmony of three concepts: necessary, difficult, beautiful (Content, forms and methods labor education)
		You can’t take a fish out of a pond without difficulty (Basic mechanisms of labor education)
		As you stamp, so will you burst (Household self-service. 1001 ways to wash dishes with pleasure)
		A Jew hanged himself for company (Meeting - debate “Subbotnik – labor or punishment)”
		If you suffer for a long time, something will work out (Creative nature of work)
		Patience and work, everything will grind (Laws of child labor)
		They don’t feed the nightingale with fables (Incentives for children’s work activity)
		You've done the job, walk boldly (Labor discipline)
		I would drink and eat, but I would also like to (Cooking recipes)
		Houses and straw are eaten (Family Dinner Culture)
April	Health is more valuable than anything else (Family traditions: healthy lifestyle)
		In order to judge a child fairly and truly, we need not to transfer him from his sphere to ours, but to move into his spiritual world ourselves (N.I. Pirogov) (Mental health of the child)
		Everything is great for the healthy (Home recess)
		Sports are great!
		Appetite flees from the sick, but goes to the healthy (Four Laws) healthy eating)
		The disease will not catch up with the quick and clever (School of safety at school and at home)
		It's good to be away, but better to be at home (Camping Safety School)
		The day will come - it will bring care (Where is the best way to start a working day)
		A marriage must fight the all-consuming monster - habit (Habits and Health)
		Mind and health are more valuable than anything (Crib for parents)
		Don’t pray for a sore, but get treatment (Family doctor)
	The word is not a sparrow: if it flies out, you won’t catch it (Family traditions: dialogue in family communication)
		It's hard to get drunk with you (Communicating is so easy)
		God gave speech to the mute (Our facial expressions, our gestures)
		It’s good to listen to intelligent speech (Parental communication hour)
		Language opens the mind (Helping children with communication disorders)
		The same word, but it would be wrong to say it (Do we know how to communicate?)
		Don’t rush to answer, hurry to listen (Do we know how to listen and hear?)
		Kind speech that there is a stove in the hut (Compliment and word of praise)
		Don’t let your soul be lazy (The art of communication. Inclusion of mental vision, elements of training).
		Understanding is a two-way street (Eleanor Roosevelt) (“Difficult People” and Dealing with Them)
		He doesn't talk much, but he thinks a lot (Business speech and computer)
		Don’t joke with someone who is sensitive to every word (Conflict-free communication between boys and girls)

Literature:

1. Falkovich A.T. Non-traditional forms of working with parents [Text] / A.T. Falkovich, N.S. Tolstoukhova, L.A. Obukhova. – M.: 5 for knowledge, 2005. – 237 p.
2. Bogatenko V.D. Organization of summer recreation and work for schoolchildren: results and prospects [Text] / V.D Bogatenko, G.V. Gavrilova. – Kemerovo, 2002. – 145 p.
3. Miklyaeva A. I am a teenager. I am among other people [Text] / Anastasia Miklyaeva. Psychology lesson program. Part 3. – St. Petersburg: Rech, 2003. – 119 p.
4. Kulinich G.G. Bad habits[Text] / G.G. Kulinich. – M.: VEKO, 2008.
5. Cyril and Methodius Big Encyclopedia [Electronic resource] / Cyril and Methodius, 2006, 2007
6. Scientific and methodological journal of the deputy school director for educational work [Text] / 2005. – No. 6.
7. Bulletin of Education of Russia, 2002. – No. 23
8. Dal V. Proverbs of the Russian people [Text] / V. Dal. Collection in two volumes. – M.: Fiction, 1998.
9. Dal V. Russian folk riddles, proverbs, sayings [Text] / V Dal. – M.: “Enlightenment”, 1980.

Municipal autonomous educational institution “Secondary school No. 1 with in-depth study of individual subjects named after. I.A. Kuratov" Syktyvkar.

Pedagogical education program for parents of 5th and 6th grade students.

Tyulkina Ekaterina Pavlovna.

Syktyvkar

Explanatory note……………………………………………3

Age-related developmental goals for children………………….8

Goal, objectives, timing of the program……………………….10

Calendar thematic planning activities for pedagogical education of parents, forms and methods of its implementation………………………………………………………………19

Expected results of the program implementation…….……………23

Ways to monitor and verify the expected results of the PPR program………………………………………………………..………28

Applications………………………………………………………33

Bibliography…………………………………………………….43

Explanatory note.

The family occupies a central place in the formation of a child’s personality. According to researcher L.B. Schneider 1, it is the family that 70% determines how a child will grow up and what character traits will shape his nature.

In the family, the child receives primary skills in perceiving reality and learns to recognize himself as a full-fledged representative of society.

Modernization concept Russian education emphasizes the exclusive role of the family in solving the problems of education. Achieving success in the process of raising children is possible only if the efforts of the family and other social institutions are combined, the most important place of which is occupied by a general education institution (hereinafter referred to as educational institution), which ensures real interaction between parents and teachers in the educational process.

This is exactly what the new form of work with families leads to: parents are responsible for raising children and their development, and all other institutions of upbringing and education, including educational institutions, are called upon to promote this.

Family and school are two important institutions for the socialization of a child. And although their educational functions are different, their interaction is necessary for the comprehensive development of the child. If educational institutions contribute to the child’s integration into society, then the family is called upon to ensure individualization child development.

Changes in state policy in the field of education have entailed recognition of the positive role of the family in raising children. Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in early age" Article 2 of the Law of the Russian Federation “On Education” states the following: principles of education:

the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Fostering citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, Motherland, family;

unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;

accessibility of education, adaptability of the education system to the levels and characteristics of development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

This law recognizes respect for the family as one of the principles of education, that is, the family turns from a means of pedagogical influence on the child into its goal.

The school should not only maintain close ties with the family and the public, but also influence the intensification of the educational activities of parents and increase their responsibility for raising children. When combining pedagogical efforts, teachers and parents should be well aware of the problems that they should work to solve together. The range of these problems is quite wide and, with some degree of convention, they can be divided into three main groups.

Crisis phenomena characteristic of modern society, affect the state of spiritual, physical, moral and psychological health of the younger generation.

Trying to find ways to solve these problems, the school is looking for new forms of interaction with the family, realizing that parents and teachers-educators the same children. The result of their activities can only be successful if teachers and parents become allies. Their union should be based on mutual understanding, respect, trust, responsibility and aimed at developing the child’s personality.

Pedagogical education parents is most often implemented in traditional forms:

Their common disadvantage:

work with parents is not carried out in a differentiated manner, without taking into account the characteristics of the family;

parents have limited access to stay at the educational institution: open days and other events are held strictly according to a pre-drawn plan;

parents cannot influence the pedagogical process, they are involved only in the implementation organizational issues, and they get acquainted with educational work only when examining “visual propaganda” - stands prepared by teachers;

The leading role in organizing work with families is given to teachers: the goal of many forms is to help parents, recommendations, advice, and correct the mistakes of family education. This indicates that the family is perceived as a pedagogically imperfect factor in the development of the child’s personality. And the very forms of work with families do not give the desired results, since they are aimed at interacting with a wide range of parents. Under these conditions, it is impossible to discern the problems of each family individually.

That is why a new form of interaction between educational institutions and families is needed.

However, before talking about the implementation of a new form of interaction between the educational institution, the class teacher and parents, it is necessary to analyze the prerequisites for this approach and the readiness of both parents and teachers for it.

In recent years, the level of parental culture has sharply decreased; from year to year there are fewer families where the child feels loved, where mom and dad for real care about the health and development of their child.

Of course, for the sake of the child, his full development, it is necessary that parents are constantly interested in his well-being, mood, know how to help him in failures, how to stimulate him to succeed, to desire to gain knowledge, to be the best of the best.

Therefore, for children to fully develop, they grow not only good sons and daughters, but also subsequently became good citizens, patriots of Russia, parents and educational institutions must constantly be in interaction.

Relevance This program of pedagogical education for parents is that it is aimed at helping parents learn to understand and educate their children. In this regard, a clearly thought-out model for organizing psychological and pedagogical education of parents is needed. The “Interaction” program is dedicated to organizing cooperation between the teaching staff, the class teacher and parents in the process of educating schoolchildren.

Relevance This problem is also that many modern vices of society (alcohol, drug addiction, crime, mental disorders, etc.) are a consequence of raising children by parents with low level psychological and pedagogical culture, which is expressed in an irresponsible attitude towards the performance of one’s educational functions, strong motivational limitations in solving problems related to the upbringing and development of a child in the family, illiteracy in solving problems of family education

One of the distinctive features of the program is the expansion of parental public participation in the life of the school and classroom.

Parents will have the opportunity to directly influence the educational process and will be more actively involved in the management of the classroom and school.

An important place in the program is occupied by the formulation methodological recommendations on holding parent meetings, allowing to build a unified system of education for schoolchildren. These recommendations cover traditional and non-traditional parent meetings, class and school evenings, and meetings for grades 5 through 6.

The success of the implementation of this program depends on how parents “get involved” in the educational process, how much they understand the essence and expected results of innovations, and the achievement of these results and the quality of education in general.

Age-related tasks of children's development.

This program of pedagogical education for parents is formed taking into account the psychological and pedagogical features of the development of children aged 10-14 years, associated with:

with the transition from educational activities to mastery of educational activities at the basic school level, to a new internal position of the student - focus on independent cognitive search, setting educational goals, mastering and independently implementing control and evaluation actions, initiative in organizing educational cooperation;

with the implementation at each age level (10-12 and 13-14 years) of a qualitative transformation of educational activities of modeling, control and evaluation and the transition from students’ independent formulation of new educational tasks to the development of the ability to design their own educational activities and build life plans in a time perspective;

with the formation of a scientific type of thinking in the student, which orients him to general cultural patterns, norms, standards and patterns of interaction with the outside world;

with mastery of communication means and methods of organizing cooperation and collaboration; the development of educational cooperation implemented in the relationships of students with the teacher and peers;

with a change in the form of organization of educational activities and educational cooperation from classroom-lesson to laboratory-seminar and lecture-laboratory, research.

The transition of a student to primary school is characterized not only by the stage of adaptation in the middle level, but also coincides with the pre-critical phase of the child’s development - the transition to the crisis of the junior adolescence(11-13 years old, grades 5-7), characterized by the beginning of the transition from childhood to adulthood, in which the central and specific new formation in the personality of a teenager is the emergence and development of his self-awareness - the idea that he is no longer a child, i.e. . feelings of adulthood, as well as the teenager’s internal reorientation from the rules and restrictions associated with the morality of obedience to the norms of adult behavior.

Taking into account the characteristics of age, the success and timeliness of the formation of new formations in the cognitive sphere, qualities and personality traits is associated with the active position of the teacher, as well as with the adequacy of the structure of the educational process and the choice of conditions and teaching methods.

Objectively necessary to prepare a teenager for the future life, the development of his social adulthood requires parents (legal representatives) to solve the corresponding problem of raising a teenager in the family, changing the previous type of relationship to a new one.

In conclusion, it should be noted that interest directly depends on the understanding of the relevance and their significance for the organization of the educational and upbringing process of the child, which, in turn, is associated with the accessible level of presentation of the material, the optimal balance of time and types of activities, a comfortable psychological climate, and the presence of feedback . Proposed program takes into account age characteristics and developmental goals of children 5-6 grades (10-14 years old).

The purpose of the program pedagogical education of parents “Interaction” is the development and implementation of an organization model into practice psychological-pedagogical educating parents in new socio-economic conditions, preventing family dysfunction and reviving family education based on the cooperation of teachers, students, parents and various special services of the city.

Tasks:

to form psychological, pedagogical and socio-legal knowledge of parents of students;

warn parents against the most common mistakes in raising children;

to form an active pedagogical position of parents, to involve them in active participation in classroom, school-wide, and extracurricular leisure activities;

together with the family, develop a unified educational tactic;

study the student’s family atmosphere, his relationship with his family;

to intensify interactions between family and school in order to develop in students a positive attitude towards the family and prepare them for future family life;

to cultivate a value-based attitude towards Russia, one’s people, the region, and the national cultural and historical heritage, folk traditions, older generation;

Program participants:

Students;

Classroom teacher;

Parents of students;

Administration of the educational institution;

School psychologist (social service psychologist);

School paramedic, other city medical services;

Inspectorate for Juvenile Affairs of Syktyvkar, social teacher of the school.

on pedagogical education of parents.

To determine the content of activities for pedagogical education of parents, we propose conducting diagnostics, which will determine the typology of parents. This is needed for:

characteristics of the educational space of the school - how much the general level of parental pedagogical culture can contribute to the development of children in the process of their life.

differentiation of adults when designing the content of PPR and the forms of its implementation.

identifying the most active parents who can become assistants in organizing PPR.

The typology of parents is determined by two indicators: the level of pedagogical competence and the level of satisfaction with the nature of interaction with children. Conventionally, 4 types can be distinguished:

competent satisfied (“harmonious”) - “I know a lot about education, knowledge helps me build a good relationship with baby";

competent dissatisfied (“theorists”) - “I have a lot of knowledge about education, but for some reason I can’t apply it”;

incompetent satisfied (“practitioners”) - “I was raised without special knowledge, but everything is fine with the child”;

incompetent dissatisfied (“helpless”) - “I don’t know what to do with the child, who can tell me?”

In order for interaction with parents to be as effective as possible, it is necessary to determine the optimal time for classes (presumably no more than 1 hour 30 minutes).

It is advisable to start the lesson with a short warm-up (interactive exercises, test, game, etc.) and end with reflection (discussion of new information and exchange of impressions). You can provide participants with handouts (booklets, memos, diagrams, etc.) that reinforce or supplement the knowledge acquired by parents during the lesson.

We propose to distribute handouts not only in paper form, but also to create them on the website of the class teacher (class) electronic diaries of parents, which will not only store information on pedagogical education for parents, but will also organize individual and teamwork class teacher with parents.

Here we also consider it necessary to include knowledge on the formation of a family way of life, on creating a favorable psychological climate in the family, on ethnic culture and relationships with people of different nationalities, on artistic and aesthetic, physical development and others.

Forms The presentation of material is very diverse: discussions, conferences, question and answer evenings, round tables, business and role-playing games, trainings, family living rooms, discussions, oral journals, workshops, parent evenings and parent readings, master classes and others. At the same time, it is necessary to use new pedagogical technologies to develop a person’s intelligence and personal qualities.

Thus, along with traditional and non-traditional forms of conducting classroom hours, we offer testing 2 webinars as alternative and convenient forms of working with the parent committee and parents of the class as a whole. We note the positive experience of this technology, because it allows you to reach the majority of parents and guide you to a convenient time for holding class parent meetings. Provided that parents (or members of the parent committee) cannot, for objective reasons, be at the PC at a certain time, the webinar allows recording on the Internet, which is convenient for further viewing at any convenient time.

At the heart of the organization To educate parents, a personal-active approach will be used: not only the level of education of parents, but also the level of parental culture is taken into account. Fathers and mothers are subjects of the educational process - pedagogical technologies should help us with this. Each session with parents will end with individual and collective reflection.

Throughout the entire educational process will be carried out family portfolio. Portfolio acts as a mechanism for parents’ self-development, helps to adjust their life positions, and build the way of life of a modern family.

To activate and stimulate We encourage parents to use family activity cards, competitions for family unity (“Best Parent Team”), family work activities and other events.

To sum it up Psychological and pedagogical education of parents can use not only questionnaires and diagnostics, but also such forms as presentation of families, competitions for the best expert on the child’s soul, competitions “Father of the Year”, “Mother of the Year”, etc.

Pedagogical education of parents is most often implemented traditional forms:

Conversations and consultations;

School-wide and class parent meetings;

Visual propaganda (stands, thematic exhibitions, etc.).

In the methodology we can distinguish the so-called non-traditional forms of cooperation class teacher with the student's family. These include the following forms:

Parents' evenings

Parent readings

Open Day

Individual consultations

Parent lecture hall

Group consultations

Thematic consultations

Maintaining communication notebooks

Extracurricular activities with the participation of parents

Trainings

Parent meetings with children

Thematic events held by parents

Round tables

Discussions

Oral journal

Workshops

An effective means of helping families raise children is to organize pedagogical education for parents, since many of the troubles in family education are caused by ignorance of the basic pedagogical truths of working with children.

A significant factor in the school’s influence on family education is individual work with parents. It covers various aspects of students’ educational activities, their moral formation, organization of labor activity and vocational guidance. At the same time, it is necessary to dwell on identifying some psychological and pedagogical rules for their interaction and ways to establish contacts with the family.

The basis of the class teacher’s work is actions and activities aimed at strengthening and increasing the authority of parents.

A moralizing, edifying, categorical tone is intolerable in the work of a class teacher, as this can be a source of resentment, irritation, and awkwardness. The need for parents to consult after categorical “should”, “obligated” disappears. Most often, parents know their responsibilities, but not everyone’s upbringing in practice turns out the way it should be; it is important for them to know not only what to do, but also how to do it. The only correct norm for the relationship between teachers and parents is mutual respect.

Trust in the educational capabilities of parents, increasing the level of their pedagogical culture and activity in education. Psychologically, parents are ready to support all the demands, activities and initiatives of the school. Even those parents who do not have teaching training and high education, with deep understanding and responsibility relate to raising children.

Pedagogical tact, inadmissibility of careless interference in family life. The class teacher is an official person, but by the nature of his activity he must touch on the intimate aspects of family life; he often becomes a voluntary or involuntary witness to relationships that are hidden from strangers. A good class teacher is not a stranger in the family; when looking for help, parents trust him with their secrets and consult with him.

A life-affirming attitude in solving educational problems, relying on the positive qualities of the child, on strengths family education, focus on successful personal development. The formation of a student's character is not without difficulties, contradictions and surprises. They must be perceived as a manifestation of developmental patterns, then difficulties, contradictions, and unexpected results will not cause negative emotions and confusion for the teacher.

The class teacher should reproach or scold the child or point out problems only in private, but praise or point out positive qualities in front of everyone.

When providing individual assistance and influencing parents, teachers should exercise the necessary pedagogical tact.

The educational activities of parents at school are carried out in the form of conversations with students, presentations and lectures. They are dedicated to the development of science and technology, familiarizing schoolchildren with the industrial successes of people. The topics of these speeches include issues of medicine, art, stories about the life and creative work of outstanding people, etc. A common form of parental participation in extracurricular activities of the school is conducting excursions for students to industrial enterprises and scientific institutions, as well as organizing local history work.

Thus, cooperation between family and school can have a positive impact on the education of the younger generation.

Appendix No. 1

7	1 - Diagnostics	2 – Drawing up a PPR program
6		3
5		4

The program is based on the following principles:

The principle of timeliness provides for early identification of family dysfunction, difficult life situations in which families and children find themselves, as well as factors of child neglect and social orphanhood. The implementation of this principle makes it possible to prevent the family from sliding towards a critical boundary, beyond which lies complete alienation from parents, and social deviations in the life of the latter develop into asocial, illegal activities. Timely identification of a dysfunctional family helps to avoid the extreme measure of deprivation of parental rights.

The principle of humanism expresses the employees’ readiness to come to the aid of the child and his family, promote their social well-being, and protect the rights and interests, despite deviations in the family’s lifestyle.

Principle individual approach involves taking into account the social, psychological, functional characteristics of a particular family and its members when choosing forms of influence, and subsequently interaction and rehabilitation.

The principle of stimulating internal family resources– setting the family up for self-help by changing lifestyle, restructuring relationships with children, deciding to seek help from specialists (for example, a narcologist), if necessary.

The principle of integration of efforts, an integrated approach– combining the efforts of social services, government agencies and public organizations to most effectively promote the restoration of family ties.

The implementation of these principles within the framework of the implementation of the PPR program involves a partnership between parents and professionals in establishing family relations, disclosure and preservation of family potential.

A purposeful, targeted system of psychological, pedagogical, medical and social work to optimize child-parent relationships, development various forms family life

Calendar and thematic planning of activities for pedagogical education of parents,

forms and methods of its implementation.

5th grade (8 lessons)

month			purpose of/ planned results
September	Non-traditional form of parent-teacher meeting with the participation of a school psychologist “Adaptation of fifth-graders to new learning conditions.” Training “How to help a teenager gain self-confidence?”	Class teacher, parents, school psychologist
October	Non-traditional form of parent meeting. Round table“It was in the evening. There was nothing to do." How to organize your child’s extracurricular activities. Express survey“My leisure time 20 years ago.” Speech by a juvenile affairs inspector (or a social educator) on the reasons for committing offenses and crimes by minors. Modeling the “ideal leisure time of a child.”	Inviting specialists from various centers additional education. Help from a school psychologist in modeling “ideal leisure”.	Fostering social responsibility and competence,
november	An unconventional form of holding a parent meeting. An evening of questions and answers in the form of a round table “The first problems of adolescence.”	A short lecture by a psychologist about the problems of adolescence. Then the psychologist answers the parents’ pre-prepared questions. Questions are formulated by parents, written down on special pieces of paper, dropped into a single container (box, hat, etc.), then taken out by the class teacher and announced to the entire audience. This way confidentiality is maintained. After the parent meeting, individual consultations are possible.	cognitive activity aimed at realizing one’s own “I”.
December	A non-traditional form of holding a parent meeting in the form of parent readings “Who are given the lessons? And how to achieve success when doing homework?	The class teacher, psychologist and teaching staff working in the classroom prepare information for parent readings and select material. At the end of the workshop, reminders are distributed to parents and sent to their electronic diaries.
February	Traditional Parent meeting in the form of a lecture by a school paramedic and a gynecologist/andrologist "Healthy child - healthy society". “How to tell a child that he is growing up?”	Class teacher, parents, school paramedic, invitation to a gynecologist/andrologist
March	A non-traditional form of parent meeting in the form of a discussion “Methods of family education. Punishment and reward in the family: pros and cons."	Class teacher, invitation of a school psychologist.
April	Non-traditional form of parent meeting. Round table "Distribution of household responsibilities." “Internet: good or evil?!” Labor landing: dads and boys are doing all they can to renovate the office, mothers and girls are busy landscaping the office and beautifying it.	Class teacher, parents, students.	Fostering social responsibility and competence, choice in the media. Fostering diligence, a conscious, creative attitude towards education, work and life
	A non-traditional parent meeting aimed at developing patriotism, in the form of an oral journal “WWII in our family.” Participants prepare an oral report, presentation, etc. about the pride of your family! General tea drinking. All results at the reflection stage must be documented (school newspaper); we suggest posting presentations on the class website.	The meeting is attended not only by parents, but also by children and the older generation! Need to pay Special attention that the meeting will likely require more time.	Education of citizenship, patriotism, respect for human rights, freedoms and responsibilities

After 1 stage (1 academic year) it is proposed to conduct a diagnosis, analyze the work of the parent pedagogical education program, and make adjustments as necessary.

6th grade (8 lessons)

month	subject of the lesson, forms and methods of implementation	organizers and actors	purpose of/ planned results
September	Creating conditions in the family for promoting the health and physical training of adolescents. Tourism and excursions with children. A trip with a preliminary parent-teacher meeting.	Cl. supervisor, parents, students, school physics teacher. culture, tourism specialist.	Fostering an environmental culture, a culture of healthy and safe lifestyles
October	The traditional form of holding a parent meeting. Lecture by a school psychologist “Self-esteem of a teenage student.”	Class teacher, parents, school psychologist.	cognitive activity aimed at realizing one’s own “I”.
november	Non-traditional form of parent meeting. Workshop “Personality types. What if he’s not like me?” On class hour The same workshop is conducted as with parents. All information is collected on the board in the office. A single homework Parents and children: analyze communication when determining their personality types.	Class teacher and school psychologist.	cognitive activity aimed at realizing one’s own “I”.
December	Non-traditional parent meeting in the form of a webinar “Our family traditions». Discussion of a unified style of celebrating the New Year.	Class teacher, parents. It is possible for children to participate together with their parents (discussed in advance).	Education of moral feelings, beliefs, ethical consciousness
February	Non-traditional parent meeting in the form of parent readings. “Formation of a teenager’s sense of justice and responsibility for his actions in the family and school.”	Class teacher and social teacher. Reminders are distributed to parents and sent to their electronic diaries.	Education of moral feelings and beliefs
March	Traditional form of parent meeting " Moral development schoolboy."	Class teacher, lecture by the deputy director for VR.	Education of moral feelings, beliefs, ethical consciousness
April	Unconventional form. Parents' evening "songs that our children sing." Discussion of the need to revive family education and family traditions.	Class teacher and parents. No children present!	Fostering a positive attitude towards family traditions
	Summing up the results of the program for pedagogical education of parents, conducting diagnostic tests and surveys. Identification of problems, questions of the need for such a program for grades 7-8.	All program participants.

Also, the PPR “Interaction” program assumes the active participation of parents (through the parent committee) in the life of not only the class, but also the school and the municipality:

active parents help not only in organizing, but also in conducting school competitions, tournaments, promotions, and other events.

Representatives from the parent committee of the class help in the development and implementation of school programs for the prevention of family troubles (together with the school social teacher and juvenile affairs inspectors, they carry out raids, examine families, are present during conversations with parents, and carry out close cooperation with the SRC-social rehabilitation center minors, etc.).

a representative of the parent committee has the opportunity to attend school prevention councils.

Expected results of the program implementation.

All parties benefit from successful interaction between the educational institution, the class teacher and parents. A positive result of cooperation for teachers is increased respect from parents and society as a whole, improved interpersonal relationships with them, increased authority in the eyes of children, parents and school administration, greater satisfaction with their work, and a more creative approach to it.

For parents, the result of interaction is better knowledge of children and school programs, confidence that their opinions and wishes are taken into account during teaching, a sense of their importance in school, strengthening of the family and improved communication with children

Diagnostics plays a huge role in a teacher’s work. Some teachers may object, arguing that psychologists work at school, and they should do diagnostics. However, this is not about psychological diagnostics in its pure form; We are talking about psychological and pedagogical diagnostics. Without the use of psychological and pedagogical diagnostics, it is impossible to plan educational work in a children's team and establish relationships with a group of parents. Any information that the class teacher can obtain from parents and children can be of invaluable service to the family and child.

Family and school play a major role in a child’s life, and his development as a person depends on how he feels in them. Therefore, neither a school without a family, nor a family without a school are able to cope with the subtlest, most complex tasks of a student’s development. The school must invite the family to cooperate, taking into account its capabilities.

The family should consider the school as its friend in educating the student. Cooperation between school and family is the result of purposeful and long-term work, which, first of all, involves a comprehensive and systematic study of the family, the characteristics and conditions of the family upbringing of the child. The interaction of participants in the pedagogical process must be planned and organized. The essence of interaction between teacher and family is that both parties are interested in studying the child, revealing and developing him best qualities.

Appendix No. 2

The most important indicator of the level of pedagogical culture of parents - the degree of awareness and implementation of educational goals that coincide with the social demands that society places on individuals today.

These main goals of family education are dictated not only by the objective need to prepare the child for adult life, but also meet the educational capabilities of the family.

A significant drawback of parents' goal-setting in terms of professional guidance is that the goals for a particular profession are not always linked to the opportunities and abilities of the children, their inclinations and interests. However, these opportunities remain largely unrealized due to the lack of appropriate knowledge and the ability of parents to guide the development of the child’s abilities.

There is clearly insufficient attention in modern family is paid to the child’s behavior culture. At best, parents try to ensure that their children observe basic politeness and instill some sanitary and hygienic skills. Culture of behavior - this is a comprehensive and rich area of ​​a person’s relationships with other people, including the culture of communication, the culture of appearance, the culture of satisfying needs, etc.

Thus, the success of family education and its socially valuable result largely depend on whether parents have that pedagogical sensitivity to the dynamics social development and the requirements it imposes on a person, which cannot be comprehended intuitively, but must be introduced from the outside, comprehended as a scientifically based pedagogical task.

So, among the expected results of the Interaction PPR Program for grades 5-6 we can highlight:

Creation of a system of assistance to parents in the formation of a moral lifestyle of the family, in the prevention of negative manifestations in adolescents.

Improving the pedagogical culture of parents, revealing the creative potential of parents, improving family education using examples of family traditions.

Parents’ awareness of the importance of preserving health (not only physical, but also emotional).

Strengthening the role of the family in raising children.

Forming in adolescents the qualities of a future family man and parent through a system of family cohesion.

Parents’ awareness of their importance in the pedagogical process, the possibility of influencing the educational and educational process within the educational institution.

The ability of parents to apply the acquired knowledge in practice.

A value-based attitude towards Russia, one’s people, the region, the national cultural and historical heritage, folk traditions, and the older generation.

Predicted results
For family	For parents	For a child
optimization of parent-child relationships; formation of social skills in effective interaction with the child at different stages of his development;	increasing the level of family culture. developing skills of constructive behavior; awareness of parental roles and responsibilities; improving parental effectiveness; unconditional acceptance of the child;	mastering the role of a supportive parent. readiness for positive contacts with adults; mastering the skills of cooperation and effective interaction; formation of a positive image of the family; gaining experience of acceptance and support; solving current development problems.

Ways to control and verify expected results

PPR programs.

The program of pedagogical education for parents “Interaction” involves such methods of monitoring expected results as intermediate monitoring (after the first year of the program, at the turn of 5-6 grades for possible adjustments) and final monitoring (at the end of the program, 6 grades).

Monitoring is a system of diagnostic studies aimed at a comprehensive assessment of the results of the effectiveness of program implementation.

The main indicators and objects of study of the effectiveness of the program implementation are the features of parent-child relationships and the degree of involvement of parents (legal representatives) in the educational and upbringing process.

The basic principles of organizing monitoring of implementation effectiveness are principle of consistency(involves the study of the planned development results of students as components of the overall process of education and socialization of students) and the principle of the personal-social-activity approach(focuses the study of the effectiveness of activity on the study of the process of education and socialization in the unity of the main social factors of their development - the social environment, upbringing, the activities of the individual, his internal activity).

The Interaction program involves the use of the following methods:

Testing;

Survey;

A netting;

B Yeseda;

Psychological and pedagogical observation.

The main goal of the study is to study the dynamics of the process of involving parents in the CPR program. Within the framework of psychological and pedagogical research, three stages should be distinguished:

Appendix No. 3

Stage 1.

Stage 2.

Stage 3.

Appendix No. 4

What is revealed	Methods
	(questionnaire, conversation)	Observation	Testing

Criteria efficiency The implementation of the PPR program is the dynamics of child-parent relations and the degree of involvement of parents (legal representatives) in the educational and upbringing process.

It is necessary to indicate the dynamics of pedagogical education of parents:

Appendix No. 5

It should be noted that the inconsistency of the content, methods of education and socialization of students with the age-related characteristics of personality development, the formal attitude on the part of teachers and the unfavorable psychological climate in an educational institution can cause inertia in the positive dynamics and the emergence of trends in the negative dynamics of the process of education and socialization of students.

Appendix No. 4

When considering issues of education and upbringing, the need for joint efforts between school and family to educate students was repeatedly emphasized. In particular, when revealing the essence and patterns of education, it was said that its success largely depends on the unity and consistency of the educational influence of family and school.

The school cannot but take into account the fact that the influence of the family on the development and formation of children is largely related to the effect of early education. Many teachers and psychologists have noted that the foundations of a person’s personal development are laid in early childhood, up to the age of five. At the same time, the influence of parents and family continues into the years of subsequent formation of a person.

The importance of the family’s educational activities has a great influence on its own strengthening. Children cement the family and bring into it a spirit of harmony and healthy unity. The better a family raises children, the more successful their personal development is, the more joy they bring to parents and help maintain healthy relationships between them, which strengthens their educational potential.

Considering the large role of coordinated educational work of the school, family and community, this work must be skillfully coordinated and directed. Only the school can cope with this task.

Currently, the school has begun to perform the main functions in general education training and the comprehensive development of youth. It also has qualified teachers and builds educational work on a scientific and pedagogical basis. Considering that in some cases parents do not have the necessary knowledge in the field of pedagogy and psychology, teachers are called upon to provide them with appropriate scientific and methodological assistance and help improve the culture of family education. Also P.P. Blonsky noted that it is impossible to raise children without raising their parents.

Applications

Appendix No. 1

Stages of creating a parent pedagogical education program

7 – Design of PPR for the next period	1 - Diagnostics (identifying needs and determining the typology of participants)	2 – Drawing up a PPR program (selection of topics, forms and determination of the resource base)
6 – Analysis of the results obtained	PPR program for 2011-2012, 2012-2013 academic years. years	3 – Joint discussion, correction of educational strategy (or educational program)
5 - Implementation of the PPR program + performance monitoring with timely correction		4 – Informing the public about the PPR program (if education is organized on a school-wide scale)

Appendix No. 2

Indicators of pedagogical education of parents

Appendix No. 3

Stages of psychological and pedagogical research

Control stage of the study (diagnostic section) focused on collecting data from social and psychological-pedagogical research before the implementation of the PPR program.

Formative stage of research involves the implementation of the main directions of the PPR program.

Interpretive stage of the study focused on collecting data from social and psychological-pedagogical research after the implementation of the PPR program. The final stage involves studying the dynamics.

Appendix No. 4

Methods for studying the effectiveness of PPR

What is revealed	Methods
	(questionnaire, conversation)	Observation	Testing
Level of pedagogical competence of parents
Relationship style between parents and child
Parents' satisfaction with their relationship with their child
Parents' satisfaction with the organization of pedagogical education
Parents' activity during teaching classes

Appendix No. 5

Dynamicspedagogical education of parents

Appendix No. 6

Characteristics of PPR performance levels

Appendix No. 7

Questionnaire for parents

Dear parents!

We ask you to answer the questions in the questionnaire. It is necessary to mark the answer option with which you agree. To facilitate the process of processing information, please indicate any sign or symbol by which you recognize your profile.

Do you know the age characteristics of your child?

2. Are you familiar with communication styles with your child?

I have an idea, but not enough

3. Do you know the child’s daily routine that ensures the preservation of his health?

I have an idea, but not enough

4. Are you familiar with the concept of family structure, and how it is determined?

I have an idea, but not enough

5. Do you manage to build trusting, good relationships in your family?

Not always

6. How often do you read specialized literature on raising children?

Constantly

Occasionally

7. Who do you think should be involved in developing the child’s abilities?

Family and school

Doesn't matter

8. Who would you classify yourself as when raising your child?

Newbie

Graduate

Experienced

9. In your opinion, what does it mean to educate a person?

(formulate 2-3 sentences)

Appendix No. 8

Test for parents.

Dear parents!

Try using a test that determines the child's giftedness and orientation in some area of ​​activity. The proposed questions must be answered affirmatively (“yes” - 1 point) or negatively (“no” - 0 points). The points are then added up. The answer is determined by the result scale:

Does your child ever find an unusual use for an object?

Does he change his inclinations?

Does he like to draw imaginary objects?

Does he like to draw abstract pictures?

Does he like fantastic pictures?

Does he write stories and poems?

Does he like to cut out intricate shapes from paper?

Have you ever done something you didn’t know, or something that doesn’t exist?

Does he ever have a desire to remake something to his own taste?

Is he afraid of the dark?

Have you tried to rearrange the furniture according to your own understanding?

Was this plan successful?

Have you ever used an item for other purposes?

Could your child, while still small, guess the purpose of different objects?

Do you prefer your taste in choosing clothes to your taste?

Does he have his own world, inaccessible to others?

Is he looking for an explanation for something he doesn’t yet understand?

Does he often ask to explain the phenomena around him?

Does it depict its own games or entertainment?

Does he remember and tell his dreams or experiences?

Results scale:

From 18 to 21 points: the child is very smart, able to have his own point of view on the environment.

From 12 to 17 points: the child does not always show his abilities; he is resourceful and smart only when he is interested in something.

From 7 to 11 points: great intelligence, sufficient for many areas of knowledge.

From 4 to 6 points: your child shows creative thinking only when achieving a goal that is important to him

Less than 4 points: The child lacks creativity, but can achieve success as a good performer.

Appendix No. 9

Stages of implementation of the program of pedagogical education for parents “Interaction”.

Stage 1. Preparatory.

	Events		Responsible	Mark from completion
	Familiarization with the program for teachers and administration of the educational institution
	Introducing the project to members of the parent committee
	Approval of the project at a class parent meeting.
	Interview with a group of project organizers and participants in order to motivate them,
	Organizational and active game with project participants on the topic “Diagnostics of problems.”
	Preparing a package of parental culture level diagnostics: Development of questionnaires for parents; Purchasing CDs with tests for children and parents, psychological family tests.
	Meeting of the creative group to approve the diagnostic package
	Questioning parents to determine the level of parental culture and preparedness for PPR (stage 1, control).
	Summing up the results of the parent survey, predicting the participation of parents in the project.
	Determining the content of the program of psychological and pedagogical education of parents.

Stage 2. Partial implementation of the project

	Events		Responsible	Completion mark
	Conducting an information meeting between the creative team for the project and parents to familiarize themselves with the goals and objectives of the project and the results of the survey.
	Conducting a business meeting of parents and teachers participating in the project to agree on the project implementation schedule, to diagnose the problem of psychological and pedagogical education of parents. Familiarization with the rules for filling out a portfolio.
	Training seminar for teachers participating in the project on methods of conducting master classes and trainings.
	Opening of a parent self-diagnosis laboratory (individual computer testing)
	Development of topics for master classes with teachers and project participants.
	Advanced Pedagogical Council teachers and parents at the presentation of the program
	Testing the program of psychological and pedagogical education of parents in (5th grade)
	Summing up the results of partial implementation of the project

Stage 3. Implementation of the psychological-pedagogical program

parent education.

	Events		Responsible	Completion mark
	The work of the program for psychological and pedagogical education of parents on calendar-thematic planning.
	Conducting competitions “Best Parent Team”, “Father of the Year”, “Mom of the Year”	during the academic year, according to plan
	Reflection of the progress of the project on the stand “If you good parent»	during the school year
	Correction of the program of psychological and pedagogical education of parents according to the educational requests of parents	based on monitoring results (once a year)
	Summing up the results of the program implementation	at the final meeting
	Awarding the best parents based on the results of the competitions “Best Parent Team”, “Father of the Year”, “Mom of the Year”, etc.	at the final parent conference, as planned
	Improving the material and technical base and conditions for project implementation	Quarterly
	Advanced training for lecturers	during the program

Stage 4. Final.

	Events		Responsible	Completion mark
	Preparation of a meaningful report on the implementation of the project.
	Preparation and publication of articles in the media, school newspaper, about the progress of the project	During the project implementation period	Creative Group.
	Preparation and publication of a collection of materials on the results of the project. (by agreement with parents!!!)
	Conducting seminars for school class teachers to share experience based on the results of the project.	In agreement with the administration of the educational institution

Intended use of the results of the Interaction program

Dissemination of experience in pedagogical education of parents among classroom teachers of educational institutions.

Translation of the model for organizing psychological and pedagogical education of parents to other educational institutions.

Conducting a parent conference and providing parents with the results of the project.

Inclusion of the “Interaction” program in the school development program as one of the subprograms for interaction with students’ families.

Bibliography

Andreev V.I. Health-saving training and education. - Kazan, 2000.

Ananyev N.I., Blinova E.G. Modernization of education, health and some issues of adaptation of schoolchildren. Current problems of human adaptation. Issue No. 2. – Surgut, 2002.

Bazarkina E.L. Conversations about morality. - Volgograd, 2006.

Bazarny V.F. Neuropsychic fatigue of students in a traditional school environment: origins, approaches to prevention. - Sergiev Posad, 2004.

Belov V.I. Psychology of health. – M.: KPS; St. Petersburg: Respex, 2000.

Bezrukikh M.M. Health-saving school. - M.: Mosk. Psychosocial Institute, 2004.

Ksenzova G. Yu. How to ensure a situation of success for teacher and student: Textbook. – M.: Pedagogical Society of Russia. 2005.

Meleshko Yu.V., Lezhnev Yu.A. Parental comprehensive education - Minsk, 2002.

Miroshnichenko T.A. Family and school: facets of cooperation: program for developing events. - Volgograd, 2009.

Salyakhova L.I. Parent meetings: traditional and non-traditional forms. Grades 5-9: method. Manual. - M, 2007.

Smirnov N.K. Health-saving educational technologies in the work of teachers and schools. - M.: ARKTI, 2003.

Modern technologies for preserving and strengthening children's health: Textbook. /under general Ed. Sokratova N.V. - M.: TC Sfera, 2005.

School and student mental health. //Ed. S.M. Grombach. - M., 2002.

Shepel V.M. How to live long and joyfully. – M.: Antikva, 2006.

Shchurkova N.E. Pedagogical technology. Second edition, expanded. – M.: Pedagogical Society of Russia, 2005.

Internet resources:

http://rudocs.exdat.com/docs/index-218357.html

http://www.parus-nad.ru/roditel/shkola-effektivnogo-roditelstva/

1 Psychology of family relationships. M., 2000.

2 Online seminar (web conference, webinar, English webinar) - a type of web conference, holding online meetings or presentations via the Internet in real time. During a web conference, each participant is at their own computer, and communication between them is maintained over the Internet through a downloadable application installed on each participant's computer or through a web application.

Skulyabina L.V. - teacher primary classes highest qualification category

Educating parents as one of the important factors development and education of schoolchildren.

The first year of school is very important. How the child will study in the future largely depends on him. First grade is a serious test for both the child and the parents. Many parents believe that preparing a child for school means teaching him to read, count, and write. However, not knowing modern school requirements, parents risk teaching their child in such a way that the teacher will be forced not to teach him, but to reteach him and make great efforts to eliminate the results of improper preparation of the child for school.

The main thing is that children come to school with the desire and ability to learn, so that the child is psychologically ready for school. Therefore, it is important not only to prepare the child for school, but also their parents, that is, the teacher must be involved in educational activities.

Pedagogical education is one of the traditional forms of interaction between school teachers and parents. We use various forms of work with parents; they are interconnected and represent a single coherent system. These include lectures, workshops, seminars, conversations, consultations. We introduce parents to the basics of theoretical knowledge and innovative ideas in the field of pedagogy and psychology.

Parents need to be taught to ask themselves questions: how to love their child for who he is?; Is it necessary to protect a child from difficulties?; How to help a child believe in himself? How to develop a child's abilities? An important role in a child’s readiness to learn is played by the stock of knowledge that he acquired with the help of adults and independently during the first six years of his life.

A baby, barely born, is completely open to the world around him. To loving and attentive parents, his behavior seems simple and understandable. But time passes, and the child’s inner life becomes more hidden. Often his parents cannot explain his behavior. Intuition often becomes powerless, education becomes a complete contradiction. This is where the need for scientific knowledge about life appears. little man. In a rural school, parents can receive such knowledge from a teacher. Therefore teachers primary school begin to educate parents with preschool age children, and throughout, according to psychology, the entire middle childhood (from 5 to 11 years). At this time, the child develops a sense of duty, a concept of morality and a desire for achievement. Communication skills develop. The child learns to set himself and solve real problems, he develops a desire to receive praise and positive assessment of his actions.

Teachers at our school use in their work such forms of pedagogical education as parent-teacher meetings and pedagogical comprehensive education. It is the most important form of work of the class teacher with the student’s family, a means of increasing the efficiency of the educational process. At parent meetings, we familiarize parents with the content and methodology of the educational and educational process. We give a description of the programs used, teaching methods, talk about extracurricular activities and clubs. At pedagogical comprehensive education, we inform parents about the characteristics of a particular age and the conditions for successful interaction with children. We invite parents to spend time with their children cooperative games: games for developing thinking when preparing children for school; games for preparing children 6-7 years old for school; teaching children to read - sound games.

For example, a game for developing thinking “Whose number is greater?” In a box, arrange two groups of objects, in each of which there are no more than five. You need to tell the child the name of the items that are hidden in the box without naming their quantity. Let's say these are buttons and pebbles. The child chooses one of the groups. For example: “My buttons, your stones.” After that, he takes it out of the box and counts how many items are in both groups and which ones are larger. If a child wishes for more objects, then he receives as many points as there are more objects in this group. If the child chooses those items that are smaller, you get the difference. The game is repeated several times. The one who scores wins large quantity points. If the guesser makes a mistake in the calculations and the partner notices it, the chip is not counted towards him. When repeating the game, switch roles with your child.

We will also give an example of a game for teaching reading, since one of the many questions that parents face during this period is: should they teach their child to read before he goes to school, and if so, when is the best time to start doing this? If parents of preschool children have the desire and opportunity to engage in reading with their child, then let him come to school knowing how to read. It is easier to learn to read at the age of five than at the age of seven or eight. We educate parents on how to easily, safely and funly introduce their child to writing, how to make reading training fun for their child and instill a taste for independent reading, and how to avoid standard errors home literacy education.

If the child speaks late or has serious pronunciation defects, the poor dictionary builds short phrases, in this case, there is no need to rush to learn writing. Familiarity with alphabetic signs will be ineffective if the child does not know what exactly this sign means.

The path to literacy lies through games of sounds and letters. In order to learn to read and write, a child needs to make two important discoveries: first discover that speech is “built” from sounds, and then discover the relationship between sounds and letters. Methods of accentuation, intonation highlighting of sounds in a word are best conveyed to a child in a game: games - onomatopoeia; sound lotto; forbidden sounds; house of sounds; house in the forest. All these games help analyze the sounds in a speech utterance, distinguish between soft and hard consonants, focus on stressed vowels, and teach how to determine the full sound composition of a word.

After the information provided and the parents and children working together at home, we hold a parent meeting, where the parents talk about what they were able to learn about their child. How useful were the proposed games in communicating with children? How the child has changed as a result of working together, etc.

The pedagogical needs of all parents cannot be met in teacher education classes. Therefore, there is a need to conduct individual work, which allows you to privately discuss problems that concern parents and give qualified advice. Teachers note the importance of individual work with parents in the process of their pedagogical education. Individual work with parents is also necessary because the family is a deeply intimate team and discussion of individual pedagogical situations and issues that arise for parents is possible in some cases only in the course of individual work. The main form of individual work is pedagogical consultation. Its value lies in the fact that parents go to consultation on their own initiative, are inclined to discuss problems that concern them, and strive to obtain the knowledge necessary for a targeted influence on the child’s personality. Typically, the school draws up a system of consultations, which are conducted individually or for a subgroup of parents. The goals of consultations are for parents to acquire certain knowledge and skills, and to help them resolve problematic issues.

As the child grows and develops, he changes, sometimes gradually, sometimes rapidly and unrecognizably. And the course of this process depends not only on the will of chance, but also on the directed efforts of loving and understanding adults.

When a child begins to attend school, we invite parents to open lessons so that they can better understand the children’s capabilities, the requirements for them, and monitor their intellectual growth. In open lessons, parents have the opportunity to make sure that games and game situations are very helpful in learning. Observing children in lessons allows parents to understand what they should pay special attention to, how and what kind of help they should provide to their children. Gradually, parents become convinced that the child’s motivated work brings more tangible results than prodding or shouting, and they begin to use the techniques and methods that teachers demonstrate in open lessons. At the end of the school year, such lessons show what children have learned during the school year. They see that children here learn not only to write, read, and count, but also to be inquisitive, inquisitive, kind, and sympathetic. And this is achieved through the joint work of teachers, students and parents.

We involve parents in joint activities with their children. These are extracurricular events, competitions, excursions, holidays. We conduct extracurricular activities with the participation of parents. On general holidays parents are both participants and organizers. Children's holidays are turning into close cooperation between three parties - children, parents, teachers. They summarize a certain segment of educational activity. In addition, during the holidays and during the preparation for them there are many opportunities for communication between children and parents. At this time, the children’s abilities and their affections are revealed. Preparatory work contributes to the expansion of students’ knowledge, creates an atmosphere for creativity, activity, independence, and imagination. This kind of activity makes it possible to educate parents about how a child is raised, what stages of child development exist, and his individual characteristics. The parent must navigate this knowledge and skills, i.e. know the general stages of child development (physiological and mental), understand their connection, understand the basic principles of development - what, how and how to develop.

Once a year we hold parent readings. They give parents the opportunity not only to listen to teachers’ lectures, but also to study literature on the problem and participate in its discussion.

The content of the teacher’s work with parents includes, in essence, all issues of raising and educating children. During pedagogical education, parents gain knowledge about the characteristics of the child’s development, the tasks of education, methods of organizing a play environment, and preparing children for school. Working with parents is a complex and important part of a teacher’s work. One of the main goals of pedagogical education is to involve parents in the pedagogical process. Whatever forms of work with parents the teacher chooses, the main thing is his personal interest in the work, a friendly attitude towards children and their parents, as well as the systematic nature of the work.

Bibliography

1. Aleshina Yu.E. Individual and family psychological counseling: Social health of Russia. - M.: Klass, 1994. - P.25-37.

2. Belskaya E.G. Basics psychological counseling and psychotherapy. Tutorial. - Obninsk: IATE, 1998. - 80 p.

3. Ed. A.A. Bodaleva. Popular psychology for parents [Text]: a book for parents M.: “Pedagogy”, 1989. -256 pp. - 300,000 copies.

4. Davydov, V.V. Types of communication in teaching [Text]: a book for teachers / V.V. Davydov. - M.: “Pedagogical Society of Russia”, 2000. -480 p.

5. Karabanova O.A. Psychology of family relationships and the basics of family counseling. - M., 2004. S. 112 - 121

6. Martsinkovskaya T.D. History of psychology: Textbook for students. higher textbook institutions. - M.: Publishing center "Academy", 2001

7. Matveeva A. Practical psychology for parents or what I can find out about my child. – M “AST-PRESS” South Ural Book Publishing House, 1997.

8. Obukhova L.F. Child (age) psychology. M., 1996.

9. Ovcharova R.V. Psychological support for parenting. - M.: Institute of Psychotherapy, 2003. P. 222