Family is truly high creation... She is a reliable barrier and a pier. She gives a calling and birth. She is the basis of all beginnings for us.
(E.A. Mukhacheva.)

Working with a family is a necessary complex activity for a kindergarten teacher.
Main tasks:
- the establishment of unity in the upbringing of children;
- pedagogical and medical education of parents;
- familiarization of parents with the life and work of the child care institution.
- help the family to bring up harmoniously developed person... We analyzed the peculiarities of the family and the family upbringing of our children, worked out the tactics of our communication with each parent. This helped to better navigate the pedagogical needs of each family, to take into account its individual characteristics.
Active forms and methods of working with parents. One of the most important moments of interaction between the family and kindergarten associated with the adaptation period. The success of the course of adaptation depends on the preparation of adults and the child.
Cooperation between educators and parents begins before the child enters a preschool educational institution, with the collection of primary information about him and his family, inviting parents to a consultation "How to prepare a child for admission to a nursery school";
Memo for parents "Problems of adaptation of the child early age to conditions preschool»
Parents questionnaire
(Conversations with parents; communication with peers; child's attitude to strangers)
Parents' club "Seven fairies at the cradle", within which the following events are held:
Parents' meetings on the topic:
"How to help a child adapt to a child care facility"
"Grow healthy baby»
"How to teach a child to perceive the size, shape, color of objects"
"How to develop a baby's speech"
"Games and toys"
"Crisis of 3 years"

Consultation:

“How to help a child adapt faster in kindergarten”;
"Adaptation of young children"; "Characteristics of the development of children and the organization of their lives";
"Cultural and hygienic skills of young children"; "Teaching the color perception of children";
"Sensory education of the child";
"How to develop a baby's speech";
"Whims and stubbornness"; "Health is the head of everything"; "How to teach a child to be independent"; "Winter injuries"; "Games and toys"; "A toy in a child's life"; "Games with young children"; "The main indicators of the development of children of 3 years old", etc.
Recommendations:
"Upbringing hyperactive children"; "Shy and withdrawn"; "Is punishment necessary?" ; "Childhood with fists".
Advice:
"How to play with a baby";
"Games for the development of perception"; “Take your time for street lessons”; “If the child speaks poorly”; "Games for the development of perception"; "Seven parental misconceptions about freezing weather."
From work experience:
parents share their parenting experiences.

Visually - informational direction

Visual-informational direction includes:
- information stands: business card, daily routine, our classes, practical material that makes it possible to understand what the child is doing in kindergarten, specific games that you can play, tips, tasks
- photomontages: "From the life of the group", this form of work is in demand.
- photo exhibitions: “My mom is the best”, “My best dad”, “An invitation card to the game world”, “It's easy for us to live on solar planet when our children walk with us ”and others.
- folders-slides: "Adaptation period", "B healthy body- a healthy mind "," Childhood diseases From A to Z "," Beware, children! " and we ”,“ No pain ”,“ Children of 2 years old ”,“ Word is silver, silence is gold ”,“ Necessary advice for parents ”,“ Clothes and nutrition ”,“ Adaptation of children ”, etc.
Clearly - the informational direction makes it possible to convey to parents any information in an accessible form, to remind tactfully of parental duties and responsibilities.

Leisure direction

Leisure activities in working with parents turned out to be the most attractive, demanded, useful, but also the most difficult in the organization. This is explained by the fact that any joint event allows parents: to see from the inside the problems of their child, difficulties in relationships; test different approaches; see how others do it, that is, gain experience of interacting not only with your child, but also with the parental community as a whole. Scenarios for holidays and entertainment were developed together with the musical director. A holiday in a kindergarten is a joy, fun, a celebration that is shared by both adults and children. A traditional holiday in the group is “Happy Birthday Kolobok”, “Farewell to Kolobok”, where diplomas are awarded to children. A lively interest and even surprise of the parents was aroused by the photo collage of the children of the group - "Golden Autumn"; "Winter-Winter"; "Spring is red"

With the help of parents, videos were created: "One day in the life of a group", "Outdoor games and physical education"," Game - dramatization "Kolobok". It is very good to have a video camera and a photo camera at hand, because parents are very interested in what their child is doing in kindergarten. Parents bring the most precious thing they have to kindergarten - their children. And the task of the educator is to make sure that their wealth is in good hands. Participation of families in competitions for best drawing, handicrafts made from natural materials not only enrich family leisure, but also unite children and adults in common affairs. In order to attract parents to participate in competitions, exhibitions, we post a bright announcement in advance. They do not remain indifferent: they collect drawings, photographs, prepare interesting crafts together with the children. I would like to say about one important point in the system of working with parents. Each person, having done some kind of work, needs an assessment of his work. Our parents also need this. “Praise is useful if only because it strengthens us in benevolent intentions,” wrote F. La Rochefoucauld. Remember to praise your parents. We always make letters of thanks for parents who are actively involved in the life of the group. At events such as "Days of Good Deeds" - repairing toys, helping to harvest leaves on the site, making bird feeders together with their children, making portable material, building a snow town on the site, helping to create a subject-developing environment in a group, the atmosphere of peace and warm relations between us and our parents was improving. Depending on the work plan, we discuss each event together and solve problems. Thanks to this, all cases are carried out with great enthusiasm, since during their implementation, everyone brings in grains of their labor, skill, and creativity. Today we can say that we have developed a certain system in working with parents. The use of various forms of work has given certain results:
parents became active participants in meetings and first assistants to the educator;
an atmosphere of mutual respect has been created. They now feel more competent in raising children;
parents began to show a sincere interest in the life of the group.

Educate correctly healthy child it is possible only when the uniform requirements of the kindergarten and the family are observed in matters of education, health improvement, daily routine, motor activity, hygiene procedures, cultural and hygienic skills.
Therefore, it is very important to provide the necessary assistance to parents, to involve them in participating in joint work.

Visual materials:

Organization of work with parents in an early age group

In conditions when most families are preoccupied with solving problems of economic, and sometimes physical personal development child. Parents not owning in enough knowledge of age and individual characteristics development of the child, sometimes they carry out education blindly, intuitively. All this, as a rule, does not bring positive results.
Article 18 of the RF Law “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations of the physical, moral and intellectual development the personality of a child at an early age ”.
Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, patience to hear and understand each other. The misunderstanding between the family and the kindergarten falls heavily on the child. It is no secret that many parents are only interested in the nutrition of their child, they believe that kindergarten is a place where they only look after their children while the parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.
Therefore, having recruited a group of kids, we began to work on the problem of interaction between the kindergarten and the family.
The work of involving parents in joint activities of preschool educational institutions led in four directions.

Information and analytical direction
In order to study the family, to clarify the educational needs of parents, to establish contact with its members, to coordinate the educational influences on the child, we started with a questionnaire. Having received a real picture, based on the collected data, we analyzed the peculiarities of the structure of family ties of each child, the specifics of the family and family upbringing of the preschooler, and developed the tactics of our communication with each parent. This helped us to better orient ourselves in the pedagogical needs of each family, to take into account its individual characteristics.
This analysis made it possible to distinguish three groups of parents.
1. Parents are leaders who know how and are happy to participate in the upbringing and educational process, see the value of any work of a childcare institution.
2. Parents are performers who participate on condition of significant motivation.
3. Parents are critical observers. Changing the perception of parents as participants educational process led to a change in understanding of family types: active participants pedagogical process interested in the success of their children; interested, but willing to solve problems with the help of specialists; indifferent, living according to the principle "I was brought up in the same way."
We now have the opportunity of a differentiated approach to parents during joint events.

Cognitive direction
The cognitive direction is the enrichment of parents with knowledge in the upbringing of preschool children.
In our kindergarten group, all conditions have been created for organizing a single space for the development and upbringing of a child. Collaboration preschool educational institutions (speech therapist, teacher - psychologist, senior nurse) on implementation educational program provides pedagogical support for the family at all stages of preschool childhood, makes parents truly equally responsible participants in the educational process.
For the coordinated work of the kindergarten and parents, we set ourselves the following tasks:
1. To activate and enrich parenting skills.
2. Work closely with the families of their pupils.
For this purpose, I used active forms and methods of working with parents:
general and group parenting meetings;
consultations;
exhibitions of children's works made with parents;
Days of good deeds;
participation of parents in the preparation and conduct of holidays, leisure;
registration of photomontages;
joint creation of a subject-development environment;
work with the parent committee of the group;
helpline;
Trust mail;
As a result, the level of upbringing and educational activity of parents increased, which contributed to the development of their creative initiative.
Visually - informational direction
Clearly - the information direction includes:
parent corners
folders - movement of various subjects
family and group albums "Our friendly family", "Our life day after day", etc. (Appendix No. 2 photo and video material
family opening day " Best family my family - healthy image life "," Learn to be a dad ",
emotional corner "I am like this today", "Hello, I came",
piggy bank of Good deeds, etc.
The form of work through parental corners is traditional. In order for it to be effective, to help, to activate my parents, we use the headings: "How and how to keep the child busy at home", "We asked - we answer", "Children say", "Noses - snub-noses", "Grow up", " Thank you ”,“ It's interesting ”,“ Let's play ”,“ From the bottom of our hearts ”,“ Pay attention ”, in which we put practical material that makes it possible to understand what the child is doing in kindergarten, specific games that you can play, tips, tasks
Parents' activity in creating photo newspapers and exhibitions suggests that these forms of work are in demand. Clearly - the informational direction makes it possible to convey to parents any information in an accessible form, to remind tactfully of parental duties and responsibilities.

Leisure direction
Leisure activities in working with parents turned out to be the most attractive, demanded, useful, but also the most difficult in the organization. This is explained by the fact that any joint event allows parents: to see from the inside the problems of their child, difficulties in relationships; test different approaches; see how others do it, that is, gain experience of interacting not only with your child, but also with the parental community as a whole.

The group carried out:
joint projects "My pedigree", "My family"
publication of family and thematic newspapers
birthday celebrations (monthly),
New Year's party
Is planned
exhibitions of family collections, relics "From the grandmother's chest", "This is an outfit",
performances "Teremok", "The Wolf and the Seven Kids",
We celebrate the "Birthday" holiday for children in the group every month.
It is planned to hold an annual campaign: "Just like that", "Give a book to children" Many have books and toys at home, from which children "grew". How many educational moments this small action conceals in itself! This and respect to old things; at the same time, children learn not only to accept gifts, but also to make them - this is a lot of work, upbringing of the soul.
I would like to say about one important point in the system of working with parents. Every person, having done some kind of work, needs an assessment of his work. Our parents also need this. “Praise is useful if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true anytime, anywhere. We thank our parents in a separate section "Thank you"
V modern conditions kindergarten is difficult to do without parental support. That is why a lot in our group has been done with the help of the fathers and mothers of our children. With the help of parents, the group is designed in such a way that every corner is used for the development of children: a lot of toys, a "hospital", "a hairdresser's", "a shop". We also have a cafe where children like to invite guests, treating them to ice cream and tea with sweets. Children just love to play in a cozy kitchenette with a sink and a gas stove, beautiful dishes.
Trust was established gradually in joint activities parents with an educator. So we plan, within the framework of the "Days of Good Deeds" campaign, to organize the repair of toys, furniture, groups together with parents, help in creating a subject-developing environment in the group, thereby establishing an atmosphere of peace and warm relationships between us and our parents. Together we must strive to make the children in the group feel good and comfortable.
The upbringing and development of a child is impossible without the participation of parents. In order for them to become teachers' assistants, to develop creatively together with children, it is necessary to convince them that they are capable of this, that there is no more exciting and noble thing than learning to understand your child, and having understood him, help in everything, be patient and delicate and then everything will work out.

V last years in the pedagogical vocabulary, the term "innovation" is increasingly used. This term means "innovation", "advanced teaching experience", "innovation arising from a variety of initiatives and innovations that are promising for the development of education." Innovation is changing what already exists.

Currently, considerable practical experience has been accumulated in interacting with the families of pupils. However, not enough attention is paid to the work of preschool educational institutions with parents of young children.

The role of dialogue between teachers and families of pupils

Practice shows that in order to establish a dialogue with the families of pupils, it is important for teachers to actively use the language of support and complicity, to make it clear to parents that they are being carefully listened to and heard. This is achieved using a variety of communication methods (active listening, eye contact, appropriate compliment, smile, etc.), but not for the sake of meeting the family's expectations, in order to make a good impression or assert oneself in the right, but in order to create an emotionally positive atmosphere of the interested person. conversation, joint problem solving.

It is rather difficult to study the peculiarities of raising a child in a family. The usually used observations, questionnaires and conversations give an incomplete picture, since parents do not fully disclose their relationship with their children, but more often than not they simply hide it. This happens due to the fact that parents either do not want or find it difficult to tell about their impressions, experiences.

Interaction with parents of young children

Contact with parents of young children in kindergarten begins from the moment they bring medical card of the future pupil, that is, 3-4 months before the child enters a preschool institution. An initial acquaintance with the parents of the babies is organized, during which a conversation and questioning are conducted, aimed at studying the specifics of the family: living conditions, family composition, the age of the parents, their level of preparedness in matters of upbringing, etc.

Based on the analysis of the child's development, including intrauterine development, his physical and mental characteristics are recorded. With the parents of each child, the conversation is conducted individually, recommendations are given to improve his adaptation to the conditions of the kindergarten. This can be achieved only with established contact between parents and preschool educators.

Then the parents and the child are introduced to the first younger group. A tour of the group premises is conducted in order to familiarize parents with the conditions and regime of the group in as much detail as possible. It must be demonstrated where children sleep, play, wash, what cultural and hygienic skills are instilled in babies, which is important for parents to take into account for correct organization life of children at home. The teacher shows parents toys, tutorials, children's books, suggests which toys and manuals should be purchased for children, special attention is paid to their compliance with the child's age.

Correctly organized work on the interaction of the teacher and parents is, as a rule, educational in nature, which helps parents to acquire pedagogical knowledge and skills. Parents attend parent meetings, consultations, use methodological illustrated material, etc. The consequence of such pedagogical interaction is the active participation of parents in the upbringing of not only their child, but also the group as a whole.

New form of parent meeting

One of the forms of traditional interaction with parents is parenting meetings, where nutritional issues, methods of raising children, and requirements for setting up a group are discussed. And if the first question at the meeting still arouses the parents' interest, then, as a rule, the parents do not show any further activity. And passivity is an indicator of either disinterest or the fact that the form of the meeting does not dispose to statements from the parents.

Often at parent meetings, only the teacher speaks, and the parents listen and wait for the end. If parents have any questions, they usually concern the nutrition of their children. The kindergarten teachers decided to radically change this stereotype and introduce innovative principles into their work. Therefore, much attention is paid to preparing for parent-teacher meetings. An announcement is posted in advance asking parents to think over the questions to which they would like to receive answers, with whom of the specialists they would like to meet.

Parents' meetings are held over tea. Most parents come to such meetings after a hard day, and in such an informal, warm, almost family atmosphere, people feel freer and easier to share their problems.

Kindergarten teachers bake pies for the parents' meeting, put sweets and tea on the table. Parents are pleasantly surprised when they see that smiling, friendly teachers are waiting for them, but they are even more amazed at the tables set! This happens at the first parent meeting, and only then the initiative parents bring something for tea themselves. And there is always someone's grandmother or mother who bakes pies.

Parents in a relaxed atmosphere with enthusiasm and interest discuss the questions that the educator puts before them. Many mothers and fathers, bringing their second or third child to the kindergarten, are happy to share their experience in raising children. And if parents show initiative, this indicates their real desire to cooperate with the teacher.

Open house days

Traditionally, there are no open days in early age groups, but in our kindergarten, innovations have been introduced into this area of ​​activity. For many years, open days have begun to be held in November, that is, when most children have passed the adaptation period. Therefore, teachers do not need to worry that their little pupils, seeing their parents, will cry and ask to go home. Parents show great interest in how their kids spend time without moms and dads in kindergarten, what they do.

Preparation for this day is carried out in advance: an announcement is posted, which indicates the time of the event, the rules of conduct for parents, as well as the goals and content of the event. Parents can observe their children from the outside, evaluate their behavior in a situation other than a family one, and also learn from the teacher the methods of teaching and educational influences.

If one of the parents could not come to the meeting, then there is an opportunity to show the recording of the open day on video, since there will always be a parent in the group who has a video camera. This can be done, but with the condition that all children be filmed equally. In addition, such filming enables educators to make a video archive. When the guys go to the second in a year junior group, educators give parents a videotape “What we are!”.

During the graduation of children from kindergarten, parents thank the teachers for creating a video archive of the lives of their children from the first days of their stay at the preschool educational institution, they compare their children: what they were like five years ago and what they became, and the children themselves look at yourself small. This brings parents and teachers very close, and children will not be able to forget their educators, who lovingly looked after them.

Visiting teachers to families of pupils

Such a form of interaction as visits by educators to families of pupils is most often not popular either among teachers or among parents. Modern parents live in their own isolated world and do not always let strangers into it. But it was the parents who suggested how to change the situation. Parents always want Santa Claus and Snegurochka to congratulate their children on the New Year. But often babies start crying at the sight of unfamiliar adults, so it was decided that educators would prepare congratulations for Santa Claus and Snow Maiden.

A teacher familiar to the child comes to visit him, plays with him, then Father Frost and Snegurochka come, in the role of which are the educators. The meeting proceeds calmly, the game continues without tears and nervous breakdowns. Of course, the senior educator, being professional teacher, not only plays with the child, but also observes the behavior of the baby in a familiar home environment, which helps him in his future work.

After that, the parents began to invite educators to the children's birthday parties at the festive table. Such visits provide an opportunity to show what entertainment is available to the child, to study the family from the inside, to feel the psychological atmosphere surrounding the child, the nature of interpersonal relationships between family members, etc. Positive and negative manifestations are of particular value for understanding the microclimate in which a small person is brought up. Of course, everything that the educators see and learn in the family is strictly confidential.

The family visit should prompt the caregiver not to discuss or condemn how a particular family lives, but to provide it with necessary assistance... In addition, it can become an acquaintance with the successful experience of family education, family traditions. The information obtained is used in one-to-one parenting counseling. From that moment on, parents and a teacher solve many problems in the development and upbringing of children together. In addition, in the process of confidential communication between educators and families, it is easier for parents to overcome doubts and distrust in the upbringing of their children by strangers.

Joint visits to cultural and entertainment events

One of effective ways bringing together parents, children and teachers are also joint visits to children's theaters. Nothing determines the future of a person like the unforgettable impressions of childhood, this kind of foundation of conscious life. Timely initiation of the introduction of children to the heritage of world artistic culture leads to the formation and development of aesthetic feelings.

Despite the fact that the children are still very young, the educators, after consulting with their parents, decided to involve them in visiting theaters. Parents learn in advance the repertoire of children's theaters (circuses, puppet theaters, shadows, animals), together with the educators, they discuss which performance is better to go to, taking into account the age characteristics of young children, and buy tickets. The performance becomes a real holiday for everyone: educators, parents and children. Many people, before going to the theater together, think that it is too early to take their children to such events, but after that they change their minds.

Thus, in the process of searches and experiments, a certain plan of work with parents in a group of young children gradually developed (appendix). The developed model is qualitatively different from the previously existing models. Its features are as follows:

• a unified educational environment has been created that is important for the child and his parents
• parents are not separated from kindergarten and attend all events with great pleasure
• parents accept the recommendations of specialists and, what is most valuable, put them into practice.

It is very important that parents develop an interest in the life of their children in the group. Discussions often arise at the initiative of the parents. Moms and dads strive for individual communication with the teacher, they are beginning to be interested in issues related to the formation of the personality of the baby, his inner world, and relations with others. Sometimes parents admit that some of their parenting methods are wrong.

This approach to interacting with parents of young children increases their responsibility for raising children in the family, develops pedagogical activity - an indicator of an interested attitude towards raising their children. A favorable emotional atmosphere is created in the relationship between parents and teachers, which ensures joint success in the upbringing, development and socialization of young children, and therefore the success of the entire preschool educational institution.

With such work, the teacher is obliged to take a more active position, to look for new forms of interaction with families. A formal approach is unacceptable in this matter. The work should be interesting and important for both the preschool educational institution and the family. It is necessary to correctly and efficiently organize the interaction of the kindergarten with the family, educators and parents.

Appendix

A long-term plan for interaction with parents of young children

Month	Interaction form	Ways of implementation interaction with parents
April May	Personal acquaintance of the educator with parents and children	Conversation, questioning, studying the specifics of the family
June August	"Meet the group KARAPUZ!"	Tour of the kindergarten, acquaintance with the group
	An evening of questions and answers	First parent-teacher meeting with answers to your questions
	Assistance in preparing the group for the new academic year	Collective cleaning of the group: joint work - bringing parents and caregivers closer together
September	Oral journal on adaptation of children in the early age group	Individual contacts, consultations "First days at a preschool educational institution"
	Round table	Chatting over tea. Talk about problems. Meeting with a teacher - psychologist
	Open Day	The presence of parents in the classroom in the group, in the gym and music halls
	Health magazine	Consultations like "Grow healthy, baby!"
	The teacher's visits to the families of pupils	Santa Claus with the Snow Maiden visiting the guys
	Shared tea in a group	Kindergarten christmas tree celebration
	Theater visit "Together with mom, together with dad." Parent-teacher meeting	Joint trip to the theater of parents, educators and children. Discussion of pressing problems, the results of diagnostics of neuropsychic development and the assimilation of the program by children, exchange of experience
	Leisure sports "I will grow up like a dad". "Useful Tips"	Games - fun with dads
	Tea Party "I love my Mom very much" Theater visit	Circus, "Yuri Kuklachev's Cat Theater", "Grandpa Durov's Corner"
	Photo exhibition "My child in kindergarten" Open Day	Parents prepare pictures of children in kindergarten The presence of parents in the classroom in the group, in the physical culture hall, with a musical director
	Good deeds day Cafe "Lakomka" Family Club - parent meeting	Saturday clean-up on the territory of the kindergarten and in the group Tea drinking Viewing the video archive, discussing plans for the future
	Family vacation, picnic	Departure to nature or to the park
	Visit to the zoo	Joint trip to the zoo with the whole group