Interaction with the families of pupils as participants in educational relations

In modern conditions of the introduction of the Federal State Educational Standard for Preschool Education, responsible social tasks are assigned to preschool educational institutions (organizations) and families of pupils.

The main condition of the Federal State Educational Standard for preschool education is the interaction of the teaching staff with the families of pupils, and one of the principles of the Federal State Educational Standard for Preschool Education is the principle of partnership with the family.

The standard opens up wide opportunities for including all ʼʼstakeholdersʼʼ of the adult community into the process of this interaction. It says: ʼʼChildhood is provided - and this is the main thing - with the support of the family as a key institution for the development and socialization of the childʼʼ.

The family and the kindergarten are important institutions for the socialization of children. Their educational functions are different, but for the comprehensive development of the child's personality, their interaction is extremely important, built on the principle of interpenetration of two social institutions, and not on the principle of parallelism. Pedagogical practice and scientific research data show that many families experience difficulties in raising children, which are explained by the personal problems of parents: fatigue, mental and physical overstrain, anxiety due to a decrease in life safety, an increase in feelings of loneliness in single-parent families, lack of understanding, difficulties in organizing family life against the backdrop of crises occurring in society; deterioration in the mental and physical health of children. Modern parents have a hard time due to lack of time, employment, lack of competence in matters of preschool pedagogy and psychology: they do not have sufficient knowledge of the age and individual characteristics of the child's development, and therefore they educate the child blindly, intuitively. Kindergarten teacher, in turn, finds it difficult to build relationships with parents, as many families are closed and reluctant to let strangers in on all the secrets of life, relationships and values.

All this does not bring the desired results. For this reason, it is extremely important to update an important area of ​​activity of a preschool educational institution - the interaction of a teacher with the parents of pupils.

The term ʼʼinteractionʼʼ (according to T.A. Markova) is perceived as a unity of lines of education with the aim of solving the problems of family education on the basis of a common understanding. At the root of the interaction lies the cooperation of teachers and parents, ĸᴏᴛᴏᴩᴏᴇ implies the equality of the partners' positions, the respectful attitude of the interacting parties to each other, taking into account individual capabilities and abilities. It is important for a preschool teacher to understand that cooperation involves mutual actions, mutual understanding, mutual trust, mutual knowledge, mutual influence. A commonwealth-association based on friendship, unity of views, interests, it cannot occur without communication, that is, interaction. ʼʼAnd since the commonwealth implies, first of all, the openness of the heart towards each other, ᴛ.ᴇ. the presence of empathy, then the community is the highest point of interaction between the preschool educational institution and the familyʼʼ, - T.A. Markov.

In modern conditions of the introduction of the Federal State Educational Standard, it is important for preschool teachers and families of pupils to understand that the main idea of ​​​​their interaction is to establish partnerships that will allow us to combine efforts to raise children, create an atmosphere of common interests, activate the educational skills of parents, prepare them to the perception of new experience.

According to experts, parents are the main social customers of the services of a preschool educational organization, therefore, the activities of teachers should be based on the interests and needs of the family. In this regard, it is extremely important for modern preschool educational institutions to focus on the search for new forms and methods of work that would take into account the actual needs of parents and contribute to the formation of an active parental position. It is necessary to change the existing traditional practice of working with the parents of pupils, in which the family was shown an external system of values, without taking into account the structure of the family, its traditions and experience. When interacting social institutions (family and kindergarten), it is important to take into account a differentiated approach to each family, social status, family microclimate, as well as parental requests and the degree of interest of parents in raising their children.

The teacher, communicating with parents, should feel the situation, the mood of mom or dad. In this case, the teacher will need not only pedagogical tact, but also the human qualities necessary to reassure the parent, sympathize and think together how to help the child in any situation.

The task of the kindergarten is to recognize parents as full-fledged participants in educational relations and provide pedagogical assistance to the family, to interest, to attract the family to its side in terms of uniform approaches to raising a child, revealing his capabilities and abilities.

For successful cooperation with parents, it is extremely important for the educator to know that the activities, communication of teachers and parents should be based on the principles:

The openness of the kindergarten for the family, where each parent is provided with the opportunity to know and see how his child lives and develops at a convenient time for him;

Cooperation between teachers and parents in raising children based on mutual understanding and trust;

Creation of an active developing environment, active forms of communication between children and adults, providing unified approaches to the development of the child in the family and in the preschool educational institution;

Diagnostics of general and particular problems in the upbringing and development of the child;

In order to plan work with parents, you need to know well the parents of your pupils, their social composition, mood and expectations from the child living in kindergarten. Conducting surveys and conversations will help the teacher professionally competently build work with parents, make it effective, and think over effective forms of interaction with the family.

Dynamism;

A modern kindergarten today must quickly respond to changes in society, the social composition of parents, their educational needs and requests, be in a mode of development, not functioning. Given the dependence on this, the forms and themes of the planned events with the family should change.

All work with the parents of pupils implies a friendly style of communication between teachers and parents, correct treatment. The daily display of interest, friendly interaction is conducive and means more than a single well-conducted event.

Unfortunately, trying to organize work with the family, teachers think more about the number of planned activities, while forgetting that the main thing in work is quality. At the same time, a poorly prepared meeting or meeting with parents can negatively affect the image of the institution as a whole. For this reason, even the smallest parenting event is extremely important to carefully and seriously prepare.

Based on the requirements of the present time, the creation of a single space for the development of the child in the family and preschool educational institutions, the recognition and development of parents as full-fledged participants in the educational process should be the main goal of a modern preschool organization. Achieving high quality in development, meeting the interests of parents and children, creating this single space is possible only if a new system of interaction between the preschool educational institution and the family based on partnership is developed.

Modern trends in the development of preschool education are united by one important and significant criterion - its quality. The effectiveness of the process of upbringing and development of the child, the interaction between the kindergarten and the family depends on the level of professional competence of teachers and the pedagogical culture of parents. The federal state educational standard for preschool education considers one of the most effective factors in the spiritual and moral development, upbringing and socialization of preschool children to be the increase in the pedagogical culture of parents, the task of the new standard is to increase the culture of pedagogical literacy of the family.

For this reason, the structure of the annual work plan of a preschool educational organization (PEE), which prescribes organizational and managerial support for the implementation of the federal state educational standard, as one of the mandatory components, should include the section ʼʼInteraction with parentsʼʼ, which reflects forms of constructive interaction with families of preschoolers . In the context of the implementation of the Federal State Educational Standard of preschool education, cooperation implies a more active participation of the family in the process of interaction, however, this activity is still local in nature, since it involves only the feasible participation of parents of pupils in the specific activities of the kindergarten. A preschool institution, according to researchers, is able to fully satisfy the needs of parents only if it is an open system. If earlier it was not assumed that a parent should be an active participant in the life of children when visiting a group, now preschool teachers should strive not only to demonstrate the educational process to parents, but also involve them in it. Parents and people close to the child who take part in his upbringing are given the opportunity, by observing the activities of the teacher and children, to participate in it themselves, go through all the premises of the kindergarten, communicate with educators, friends of the child, and most importantly, get acquainted with life child in kindergarten, to see how the child is engaged, resting. A parent can come to the group and play different roles: ʼʼGuestʼʼ, ʼʼVolunteerʼʼ. People close to the child can help the educator in organizing any events, show common interests or skills with the educator and children, decorate the room for the holiday, equip the group room. The teacher, in turn, is extremely important to encourage the parents to come to the group to observe the children and play with them.

For this reason, it is extremely important for a teacher of a modern preschool institution to think about how to develop the skills of conscious inclusion in parents in a single joint process of raising and educating a child with teachers, to make them, in accordance with the Law of the Russian Federation ʼʼOn Educationʼʼ, not only equal in rights, but also equally responsible participants in the educational process, on the one hand, and at the same time overcome in oneself, as a professional, the stereotype of family distancing from the education system.

In modern social conditions, the recognition of the priority of family education requires different relations between the family and the preschool institution. These relations are defined by the concepts of ʼʼcollaborationʼʼ and ʼʼinteractionʼʼ. The kindergarten teacher, more than ever, must admit that cooperation is ϶ᴛᴏ communication ʼʼ on an equal footingʼʼ, where no one has the privilege to indicate, control, evaluate, and interaction is a way of organizing joint activities that are carried out on the basis of social perception and through communication.

Unfortunately, practice confirms the opposite: some teachers believe that it is they who should explain, demand and instruct parents in an edifying tone how to educate their children. Consequently, the kindergarten and parents are engaged in raising the child without interacting with each other.

An analysis of the use of stable traditional forms of work with the family in a preschool institution shows that the leading role in their organization belongs to teachers: the purpose of many forms is to help parents, recommendations, advice, often the family is perceived by the public as a pedagogically imperfect factor in the development of the child's personality. The sphere of appeal of parents and educators to each other and the sphere of desired assistance indicate a mismatch between these spheres.
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Such interaction with the family does not give great results, since the forms coming from the educators themselves (rarely the request comes from the parents) such forms as pedagogical conversations, consultations, general and group meetings, parental corners, stands are aimed at interacting with a wide range of parents even under these conditions, it is impossible for her to discern the problems and successes of each family and child individually, parents are in the role of passive listeners and performers, the educator is not given the opportunity to contact, activate and work together with them. Pedagogical workers of preschool educational institutions carry out these forms of work in accordance with the topic of interest to them. This can lead to parents feeling that they are not needed in kindergarten, and children's interests may suffer from this. For this reason, both interacting parties should be interested in raising children, changing the system of interaction between participants in educational relations, presenting this upbringing as joint, carried out in the course of cooperation.

Most modern parents are literate people, well versed in how they need to raise their own children. For this reason, instructions, propaganda of pedagogical knowledge will not be useful for them and will not bring positive results. In order for there to be consistency between the participants in educational relations, it is extremely important for educators not only to use situational and organizational issues in their work with parents, but also issues related to the development of the child, his education and upbringing, which is very important for them. It is important to note that in order to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, the teacher will be helped by demonstrating the interest of the group, the kindergarten team in family problems and a sincere desire to help.

· work with the preschool staff to organize interaction with the family, familiarize teachers with the system of new forms of work with parents;

Improving the pedagogical culture of parents, the pedagogical literacy of the family;

Involvement of parents in the activities of preschool educational institutions, joint work on the exchange of experience in raising children.

The interaction of parents and teachers in the educational process of a preschool institution in the conditions of a new philosophy involves the solution of the following tasks:

Establishing partnerships with the family of each pupil;

· combining efforts for the development and education of children;

Creation of an atmosphere of mutual understanding, common interests, emotional mutual support;

Involving parents in the educational process of a preschool institution;

Activation of the educational opportunities of parents;

personal enrichment of all participants in the interaction through activity, its transformation and change;

support for parents' confidence in their own pedagogical abilities;

· using the experience of family education for the implementation of the educational program of a preschool organization.

The interaction of the teaching staff with the families of pupils in the preschool may include:

Studying the educational opportunities of the kindergarten and the family;

Information education of parents;

Joint activities of teachers and parents with children;

Parents' education.

To determine the forms and methods of cooperation with the families of pupils, it is extremely important to take as a basis the normative documents that fix the requirements for interaction: the main international documents, normative documents of the federal and regional levels, normative documents of a particular educational institution, modern studies of the basic directions of interaction between the preschool educational institution and the family. When planning work, teachers of a preschool educational organization should have an idea of ​​\u200b\u200bmodern parents as people who are ready for self-development and cooperation and impose such requirements on the forms of interaction with them as being in demand, originality, and interactivity.

Interaction with the families of pupils as participants in educational relations - the concept and types. Classification and features of the category "Interaction with the families of pupils as participants in educational relations" 2017, 2018.

Interaction - the process of direct or indirect mutual influence of people on each other, which implies their mutual dependence on common tasks, interests, joint activities and mutually oriented reactions.

Signs of real interaction:

Simultaneous existence of objects;

Two-way connections;

Mutual transition of subject and object;

Interdependence of the change of the parties;

Internal self-activity of students.

In the system "school" there is an interaction of certain subjects and objects. The pedagogical subjects are the school management, teachers, educators, a team of teachers, parental assets, patronage community.

The role of the objects of education is the student team, certain groups of schoolchildren engaged in one or another type of activity, as well as individual schoolchildren.

The mutual activity of the teacher and the student in the pedagogical process is most fully reflected in the term "pedagogical interaction", which includes in unity the pedagogical influence, its active perception, assimilation by the object, the student's own activity, manifested in separate direct or indirect influences on the teacher and on himself. (self-education). Therefore, the concept of "pedagogical interaction" is broader than "pedagogical influence", "pedagogical influence" and even "pedagogical attitude", since it is already a consequence of the pedagogical interaction between teachers and students, although, of course, a very important consequence.

In the course of pedagogical interaction, various connections between the subjects and objects of education are manifested. Particularly common are information ties that are manifested in the exchange between the educator and the educate, organizational and activity ties, communicative ties, they are also called communication ties between the educator and schoolchildren. And also important are the connections of management and self-government in the pedagogical process.

1 Pedagogical interaction

Intentional contacts of the teacher with the child (long-term or temporary), the purpose of which is to change the behavior, activities and relationships of the child.

The direct or indirect influence of the subjects of this process on each other, generating their mutual conditioning and connection, acting as an integrating factor of the pedagogical process, which contributes to the emergence of personality neoplasms in each of the subjects of this process.

The process that takes place between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education. Pedagogical understanding of the concept of "Pedagogical interaction" was obtained in the works of V.I. Zagvyazinsky, L.A. Levshina, H.J. Liimets and others.

Pedagogical interaction- the most complex process, consisting of many components - didactic, educational and socio-pedagogical interactions.

Pedagogical interaction is conditioned and mediated by educational activities, the goals of training and education.

Pedagogical interaction is present in all types of activities - cognitive, labor, creative. The basis of pedagogical interaction is cooperation, which is the beginning of the social life of mankind. Interaction plays a crucial role in human communication, in business, partnerships, as well as in observing etiquette, showing mercy, etc.

Pedagogical interaction can be considered as an individual process (between an educator and a pupil), socio-psychological (interaction in a team) and as an integral process (combining various educational influences in a particular society). Interaction becomes pedagogical when adults (teachers, parents) act as mentors.

The recognition of the child not only as an object, but also as a subject of the pedagogical process radically changes the possibilities for the formation and implementation of personal characteristics of both the child and the teacher. At the same time, the organization and content of the pedagogical process will be determined not only by the teacher, but also by the activity and needs of the child. This approach, of course, meets the current requirements of treating the individual as the highest value.

Pedagogical interaction presupposes equality of relations. However, in relations with children, adults often use authoritarian influence, relying on their age and professional (pedagogical) advantages. Therefore, for adults, pedagogical interaction is associated with moral difficulties, with the danger of crossing the shaky line, beyond which begins authoritarianism, moralizing and, ultimately, violence against the individual. In situations of inequality, the child reacts, he passively resists upbringing. Experienced, talented teachers have a special pedagogical flair and tact and are able to manage pedagogical interaction.

In the practice of preschool education, the traditional approach is most often used, where the child is the object of pedagogical influence, capable of only automatically perceiving the influence of the teacher. But if the child is an object, then not the pedagogical process, but only pedagogical influences, i.e. external activities aimed at him. Recognizing the pupil as the subject of the pedagogical process, humanistic pedagogy thereby affirms the priority of the subject - subject relations in its structure.

Pedagogical interaction, improving as the spiritual and intellectual needs of its participants become more complex, contributes not only to the formation of the child's personality, but also to the creative growth of the teacher.

The essence of pedagogical interaction. Modern pedagogy is changing its leading principles. Active one-sided influence, adopted in authoritarian pedagogy, is replaced by interaction, which is based on the joint activities of teachers and students. Its main parameters are relationship, mutual perceptions, support, trust, etc.

The essence of pedagogical interaction is the direct or indirect influence of the subjects of this process on each other, giving rise to their mutual connection.

The most important characteristic of the personal side of pedagogical interaction is the ability to influence each other and produce real transformations not only in the cognitive, emotional-volitional, but also in the personal sphere.

Under direct influence is understood as a direct appeal to the student, the presentation of certain requirements or proposals to him. The specificity of the teacher's activity necessitates the use of this particular type of interaction. However, constant intervention in the student's world can create conflict situations, complicating the relationship between the teacher and students. Therefore, in some cases it is more efficient indirect impact, the essence of which is that the teacher directs his efforts not at the student, but at his environment (classmates and friends). By changing the circumstances of the student's life, the teacher changes the student himself in the right direction. Indirect interaction is more often used in work with adolescents, who are characterized by the emergence of their own subculture.

When influencing the environment, the reception of influence through the reference person justifies itself. . Each student has a network of classmates, whose opinion he considers, whose position he takes. These are the reference persons for him, through which the teacher organizes the impact, making them his allies.

Pedagogical interaction has two sides: functional-role and personal. In other words, the teacher and students perceive in the process of interaction, on the one hand, the functions and roles of each other, and on the other, individual, personal qualities.

Personal and role attitudes of the teacher are manifested in his behavioral acts, but the predominance of any of them determines the corresponding effect of the influence of his personality on the student.

Functional role-playing The side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, for example, monitoring the results of students' activities. In this case, the teacher's personality is, as it were, taken out of the interaction.

The best option for the pedagogical process is the installation of the teacher on the functional-role and personal interaction , when his personality traits show through role behavior. Such a combination ensures the transfer of not only the general social, but also the personal, individual experience of the teacher. In this case, the teacher, interacting with the student, conveys his individuality, realizing the need and ability to be a person and, in turn, forming the corresponding need and ability of the student. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.

The functional-role side of pedagogical interaction is aimed mainly at transforming the cognitive sphere of students. The criterion for the successful activity of the teacher in this case is the correspondence of the achievements of the students to the given standards. Teachers with a focus on this type of interaction, as it were, adjust external behavior to certain standards.

The personal side of pedagogical interaction to a greater extent affects the motivational and semantic sphere of the student. Scientific knowledge, the content of education in this case act as a means of transforming this sphere.

The influence of the teacher on the student can be deliberate and unintentional. In the first case, it is carried out according to the target program, when the teacher models and plans the expected changes in advance. The teacher, intentionally or unintentionally offering samples of his subjectivity to other people, and, above all, pupils, becomes an object of imitation, continuing himself in others. If a teacher is not a reference person for students, then his influences do not cause the necessary transforming effect, no matter how highly developed his personal, individual and functional-role parameters.

The mechanisms of deliberate influence are belief and suggestion. Persuasion acts as a method of forming conscious needs that encourage a person to act in accordance with the values ​​and norms of life accepted in society and cultivated in a given social group.

Belief- it is a system of logical proofs that requires a conscious attitude towards it of the one who perceives it. Suggestion, on the other hand, is based on non-critical perception and presupposes the inability of the suggested person to consciously control the flow of incoming information.

A necessary condition for inspiring influence is the authority of the teacher, trust in his information, and the absence of resistance to his influence. Therefore, the attitudes, opinions and requirements of the teacher can become active means of exerting a significant influence on the perception and understanding of students of this or that information.

A feature of suggestion is its focus not on the logic and reason of the individual, not on her willingness to think and reason, but on receiving orders, instructions for action. The attitude inspired by an authoritative teacher can become the basis for the assessment that students will give to each other. Suggestion in the pedagogical process should be used very correctly. It can occur through the motivational, cognitive and emotional spheres of the personality, activating them.

Imitation is closely related to suggestion. . Imitation- this is the repetition and reproduction of actions, deeds, intentions, thoughts and feelings. It is important that the student, imitating, realizes that his actions and thoughts are derived from the actions and thoughts of the teacher. Imitation is not absolute repetition, not simple copying. Samples and standards of the teacher enter into complex relationships with the characteristics of the personality of the student.

Imitation includes identification (assimilation) and generalization. It is generalized imitation that is not a complete repetition of a model, an example, it causes a similar activity that has a qualitative difference. With such imitation, only general ideas are borrowed. It requires considerable ingenuity and resourcefulness, often associated with independent and creative activity, representing its first step. In the course of personality development, independence increases and imitation decreases.

It should be noted that the category of pedagogical interaction takes into account the personal characteristics of interacting subjects and provides both the development of social skills and mutual transformation on the principles of trust, parity and cooperation.

Georgian scientist Sh.A. Amonashvili, in his lengthy experiment with teaching six-year-olds, perfectly showed how much even the smallest schoolchildren value the fact that the teacher relies on their activities, expects decisions from them and very highly raises the prestige of their answers. So initially the teacher evokes the student's self-esteem, which contributes to his activity, independence, interest in learning, disposition towards the teacher. This example convinces that the smallest schoolchild, while maintaining his naivety, complete trust in an adult, has a significant intellectual potential that allows him to respond vividly to solving creative problems, work with enthusiasm in the classroom (correct the teacher’s mistakes intentionally created by him, find the missing components for solving problems, highlighting in oral compositions the subtlety of one’s observations of nature, inferring, expressing one’s attitude to what has been studied).

Modern society is characterized by high mobility and dynamism, in which one of the criteria for the successful educational activities of a preschool institution is the possibility of active interaction with all subjects of the educational process.

The leading ideas of education today are the idea of ​​dialogue, making collective decisions, involving the parents of pupils in partnerships.

On January 29, 2018, a seminar was held at MKDOU d / s No. 323 for teachers of the preschool educational institution of the Leninsky district on the topic "Modern approaches to organizing interaction between participants in educational relations." With a welcoming speech to the participants of the seminar, the head Kalichenko O.I. The seminar was attended by 58 teachers of preschool district.

I.V. Kozhevnikova, an educator of the MKDOU, kindergarten No. 323, spoke about effective forms of interaction with parents as a condition for improving the quality of preschool education. The experience of creating a single space for the development of the child in the family and the preschool educational institution was presented by the teachers of the MKDOU d / s No. 323 Klyakhina M.A., Karaeva L.V. and Khudaverdyan N.L. Educator MKDOU d / s No. 242 Fitkulina G.G. spoke about non-traditional forms of work with the parents of pupils. The system of interaction between teachers-speech therapists and educators of general developmental groups for the prevention of speech disorders was presented by specialists from MADOU d / s No. 369 Oparina N.A. and Mashukova N.V. The participants of the seminar were shown a video film about the organization of the work of the radio room in the preschool educational institution. E.G. Zaikina, an educator of the MKDOU d / s No. 481, spoke about the experience of interaction with the social institutions of the city. Colleagues from MKDOU d / s No. 238, senior educator Shevchuk E.A. and educator Anpilogova L.N., shared their experience in involving the families of pupils to participate in the educational process of the preschool educational institution, through project activities. Educator MADOU d / s No. 555 Fedotova E.M. shared her experience in organizing project activities with all participants in educational relations, as well as within the framework of the implementation of the BEP DO "Inspiration". An interesting experience in the intellectual development of preschool children “Composing a fairy tale together” was presented by the preschool teacher of the MBOU secondary school No. 15 Radosteva M.M.

Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers preserve all the best and time-tested, and on the other hand, they seek and strive to introduce new, effective forms of interaction with the families of pupils, the main task of which is to achieve real cooperation between the kindergarten and the family. Practice shows that any joint activity of parents and teachers is effective.

Klimova L.Yu.,

methodologist of TGM MKUDPO "GCRO"

GAOU DPO "Saratov Institute for Advanced Studies and Retraining of Educational Workers"

Department of Preschool and Primary Education

Graduation work

Students of advanced courses

Work Program Qualifications

"An integrative approach to renewal

in accordance with GEF DO "

Vanyukova T.V.

Vlasyuk O.F.

Davydova I.V.

Pustelninkas M.Yu.

Shitova I.B.

Tsitzer E.V.

Saratov 2013

Interaction of participants in educational relations

The developing Russian society of the 21st century needs educated, moral people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, capable of cooperation, distinguished by mobility, dynamism, constructiveness and having a sense of responsibility for the fate of the country.

That is why the main directions for improving the work of kindergarten and school in the 21st century are the modernization of the pedagogical process, the emancipation of the living conditions of children and the creation of emotional well-being for them through the construction of a new type of relationship between all participants in the educational process.

The problem of the formation of relationships in preschool pedagogy is not new; studies of domestic and foreign scientists (Belarus, Bulgaria, Hungary, Georgia, France, the Czech Republic, Ukraine, Japan, etc.) are devoted to it.

Preschool education is the first step in the system of continuous education, ensuring the continuity of the upbringing and education of the child in the conditions of kindergarten, family and school. This stage of education is designed to ensure the upbringing, education, supervision, care and improvement of a child of preschool age on the basis of supporting his individuality, respecting the interests and needs of the child, and developing his creative abilities.

The documents defining the development of the education system in the Russian Federation note the need to increase the attention of the state and society to such an important system as preschool education.

Federal Law "On Education in the Russian Federation"

Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation"

Date of signing: 29.12.2012

Publication date: 12/31/2012 00:00

This Federal Law establishes the legal, organizational and economic foundations of education in the Russian Federation, the basic principles of the state policy of the Russian Federation in the field of education, the general rules for the functioning of the education system and the implementation of educational activities, determines the legal status of participants in relations in the field of education. Consider some of the main provisions of the Law N 273-FZ "On Education in the Russian Federation" regarding preschool education. There are many innovations in the law. First of all, the education system itself is changing. For the first time in Russian history, kindergarten is included in the level of general education. That is, the authors of the law built preschool education into the modern education system. In the old days, education was thought to begin at school. Education ends with a university (in the past, postgraduate studies were the final destination). The result is the following chain: preschool education - general - secondary vocational - higher. In accordance with the new Law, general and vocational education is implemented at the following levels:

General education:

(Article 10. Structure of the education system)

 preschool education;

 primary general education;

 basic general education;

 secondary general education;

If we turn to the GEF project,

1. The subject of regulation of this Federal State Educational Standard for Preschool Education (hereinafter referred to as the Standard) are relations in the field of education arising from the implementation by various institutions of socialization of the main educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations). The participants in educational relations include, among other things, pupils, their parents (legal representatives), teachers and their representatives, Organizations, federal state bodies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations.

So who becomes participants in educational relations

2) Teachers and specialists (medical worker, analyst (teacher-psychologist), physical education instructor, music director)

3) Administration

4) Parents

Let's introduce the concept of "Interaction"

Interaction - is one of the basic philosophical categories. This is a phenomenon of connection, influence, transition, development of different objects under the influence of mutual action on each other, on other objects. In the conditions of interaction between people, there is always activity on both sides, although the degree of its manifestation is different. This activity can be initial or reactive. From the initial position, activity can be transformative or conserving; it can be creative, developing or destructive. From a reactive position, from the position of the one who is affected, the activity of accepting or rejecting it, organizing a response, resisting an undesirable impact or participating in joint action can be distinguished. Interaction is the basis and condition for establishing a wide variety of relationships between subjects. The educational process as an interaction is a multifaceted cooperation of all parties: children - teachers - parents acting in the position of subjects. The interaction of participants in the educational process is characterized by activity, awareness, purposefulness and consistency of mutual actions.

In the "Dictionary of the Russian language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows: 1) the mutual connection of two phenomena; 2) mutual support. The term "interaction" involves the exchange of thoughts, feelings, experiences, communication.

The interaction of participants in the educational process is based on the following principles:

1) Voluntary

2) Cooperation

3) Respect for each other's interests

4) Compliance with laws and other regulations

The purpose of this work, - consideration of relationships arising in the process of educational activities.

The interaction of participants in the educational process is the following model:

1. Child - child:

Communicate freely with peers;

Joins the elementary generally accepted norms and rules of relationships with peers (including moral ones);

Develops the transmission of images using the means of non-verbal, intonational and linguistic expressiveness;

Self-expresses through joint creative activity;

Learns to interact in a team: give up personal desires for the sake of common goals;

Learns to negotiate, constructively resolve conflict situations.

How the child's relationship develops with the first social formation in his life - the kindergarten group - largely depends on his subsequent personal and social development, his future fate. If everything is fine, the child is drawn to peers and knows how to communicate without offending or offending anyone, then one can hope that in the future he will feel normal among others.

Difficulties that may arise when working with children:

1. Severe adaptation to HBDOU

2. Disorders in the mental development of children

3. Language barrier of migrant children

Ways to overcome difficulties:

1. Creating favorable emotional conditions for children in kindergarten

2. Involvement of specialists

3. Creating conditions for learning the Russian language

2. Parent - child:

Recognition of the rights and freedoms of the child,

Cooperation,

Empathy and support

Discussing the situation through dialogue,

Flexible introduction of restrictions.

At the present stage, the family is undergoing significant changes: a transition is being made from the traditional family model to a new one.

Family relationships are changing

Their stability is reduced;

Their conflict increases;

One-child families and children born out of wedlock, incomplete families, etc. appear.

These changes have a negative impact on the development of family relationships and the formation of the personality of the child.

The family can be both a powerful factor in the development and emotional and mental support of the individual, and a source of psychological trauma and various personality disorders associated with it.

All types of families (prosperous, destructive, broken, new) are affected by general violations in the system of child-parent and marital relations.

Teachers today are faced with the low competence of parental behavior. Unproductive types of attachments develop between children and parents (over-dependent relationships, emotionally rejecting, harshly aggressive, etc.). Therefore, it is necessary to form in adult family members the need for psychological, pedagogical knowledge, the desire to use them in the interests of the child and their own development.

The parent-child relationship is as follows:

1. increasing the psychological and pedagogical literacy of parents, expanding practical skills in using the knowledge of pedagogy and psychology and applying them in communication with their own children and in intra-family relations;

2. activation of the effective interaction of the family with the specialists of the preschool educational institution;

3. formation of communication skills of preschool children;

It is very important that everyone in the family knows how to truly listen, sincerely express their emotions, peacefully resolve conflicts, respect the uniqueness and dignity of the other.

It is impossible to create a right relationship with a child if there is no peaceful and friendly atmosphere in the family as a whole.

1. Insufficient awareness of parents

2. The passive role of parents in the child's activities in kindergarten.

3. Lack of support from parents.

Ways to overcome difficulties:

1. Development of interest and active cooperation with teachers.

2. Increasing parental competence.

3. Involvement of parents in the public administration of HBDOU.

4. Involving parents in the process of monitoring the quality of the educational process.

5. Creation of conditions for the active participation of parents in the activities of the kindergarten, in the development of the subject-spatial environment in groups and at the GBDOU site.

6. Increasing the interest of parents in the daily attendance of kindergarten by children, reducing the number of missed visits to kindergarten by children due to illness, family circumstances.

3. Teacher - children:

Recognition of the value of the child's personality;

Recognition of the uniqueness - the individuality of the child's personality: the identification and development of the general and special abilities of the child;

The choice of content, forms and methods of education and training adequate to the age and individual capabilities;

The priority of personal development, when education and training is not an end in itself, but as a means of developing the personality of each child;

Orientation to socialization - awareness and development by a person of modern cultural values, knowledge, forms of everyday, economic, social, spiritual life; adaptation to the rules and norms of life existing in society;

- Dialogue interaction with the child;

Actualization of the child's tendency to personal growth;

“Kindergarten is like an open developing system.

Active interaction of all participants in the educational process in the preschool educational institution, the formation of a partnership community of teachers, children.

The teacher chooses a style of communication with pupils based on mutual respect. Demanding in relation to pupils should be positive and justified. He chooses methods of working with pupils that develop integrative qualities in them, as well as positive traits and qualities, such as independence, self-control, the desire to cooperate with others. The educator is forbidden to communicate to other persons the information entrusted to him personally by the pupil

Difficulties that may arise:

1. Lack of highly qualified, interested, initiative teachers.

2. Lack of experience of teachers.

3. Lack of support from administrative bodies, interested organizations, public organizations.

4. Lack of methodological and educational literature on the development of cooperation skills in preschool children.

5. Overload of the plan of upbringing and educational activities by age groups.

Ways to overcome difficulties:

1. Creation of conditions for the development of creativity in the performance of functional duties.

2. Formation of motivation to improve professional qualifications and use ICT through moral and material encouragement of creatively working teachers.

3. Participation in professional competitions, experimental activities.

4. Establishing comfortable relations of cooperation with colleagues, mutual assistance.

4. Parent-child-teacher:

Disclosure and development of natural capabilities, inclinations, abilities, needs and inclinations.

creation of conditions for the improvement of moral deeds, self-discovery and formulation of cognitive problems;

Orientation of pedagogical interaction to self-realization of the child

How to interest parents in the work of the kindergarten, to help them realize the importance of the common requirements of the family and the kindergarten? It is no secret that many parents are only interested in the nutrition of the child, how the child was dressed. It is believed that a kindergarten is a place where children are looked after while parents are at work. Therefore, we wanted to quickly get closer to our parents, to achieve mutual understanding. To acquaint parents not only with the organization of pedagogical work with children, but, most importantly, to show the educational goals, traditions of the group and kindergarten.

Areas of work with families:

Joint activities with parents.

1. Parent education.

2. Counseling parents

3. Parent education

4. Informing

Based on this, the teacher studies each family and finds out its educational needs.

Principles for working with families:

1. The activity of the teacher.

2. A differentiated approach to parents.

3. Systematic work.

4. Productivity of any meeting with parents.

In working with parents, we use many different forms that bring the teacher and parents closer, bring the family closer to the garden, and help determine the best ways to influence the educational impact on the child.

· Conducting general (group, individual) meetings;

Pedagogical conversations with parents;

· Round table with parents;

· Thematic consultations;

· Conferences with parents;

· Joint leisure;

· Disputes;

· Open classes with children in preschool for parents;

Organization of "corners for parents";

· Visiting family;

· Window dressing (photo montages);

· Days of open doors;

· Parent Universities;

· Working with the group's parent asset.

· The main point in the context of "family - educational institution" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family. Helping each other in understanding the child, in solving his individual problems, in optimizing his development is invaluable.

5. Teacher (specialists) - parents - children - senior educator:

Voluntary cooperation.

Sincere interest of teachers in solving the problems of parent-child relations;

Respectful attitude of teachers to the beliefs and views of parents;

Recognition of the unconditional right of parents to educate in a child those qualities that are valuable from their point of view;

Confidence of parents in the goodwill and competence of teachers (specialists).

Confidentiality of individual communication with a teacher (specialist).

Teaching worker- an individual who is in labor, service relations with an organization engaged in educational activities, and performs the duties of training, educating students and (or) organizing educational activities. Pedagogical workers include: educator, music director, teacher of additional education, teacher-organizer, social teacher, teacher-psychologist, senior teacher of additional education, senior educator, teacher, teacher-speech therapist, teacher-defectologist

The senior educator is the coordinator of the interaction of narrow specialists of the preschool educational institution.

Working with children requires coherence from the entire teaching staff of the preschool educational institution. Often there are problems of organizing the interaction of specialists and educators: which of the teachers is the main one in solving a particular problem in the upbringing and development of children, with whom he interacts, what is the share of participation of the rest. The senior educator takes an active part in clarifying the duties of preschool specialists, determines the forms and methods of their interaction with each other, taking into account the age capabilities of children. The condition for the development of a kindergarten is the interaction of all specialists.

Specialist. Being engaged in one of the areas of preschool education, studying new technologies and methods, they have a greater opportunity than a teacher to study at specialized courses. Therefore, a specialist can methodically competently advise educators on their section of the program. The task of the senior educator is to organize the most productive form of education in the teaching staff.

The main directions of work of the senior educator.

1. Educational. Creation of a system for managing the work of specialists, the implementation of a personality-oriented approach in improving their skills.

2. Research. Determination of the direction of research work in accordance with the priority direction of the work of the preschool educational institution.

3. Diagnostic. Monitoring the effectiveness of the processes of education and upbringing, which makes it possible to determine the quality of educational services.

Interaction of a teacher-psychologist with other specialistsDOW

with senior teacher

1. Compiles individual educational routes (the content of psychological and pedagogical work on the organization of interaction between adults and children in the development of educational areas).

2. Analyzes the psychological component in the organization of educational work in the institution and makes proposals for improving the effective psychological support of the educational process.

3. Participates in the development of methodological and informational materials on psychological and pedagogical issues.

4. Develops programs to improve the psychological competence of participants in the educational process (teaching staff, parents).

5. Participates in the activities of pedagogical and other councils of an educational institution, psychological and pedagogical consultations, creative groups.

6. Makes proposals for improving the educational process in a preschool institution in terms of creating psychological comfort in it.

7. Acts as a consultant on the creation of a subject-developing environment.

8. Conducts psychological support for competitions (professional, children's, competitions for parents, etc.) organized on the basis of the preschool educational institution.

With a tutor

1. Participates together with the educator in the organization and conduct of various festive events.

2. Participates in monitoring to identify the level of formation of the prerequisites for educational activities among preschoolers based on the analysis of the recommendations submitted to the educator on the educational trajectory of the child's development (at the end of the school year)

3. Provides advisory and practical assistance to educators in the relevant areas of their professional activities.

4. Organizes and conducts consultations (individual, group, thematic, problem) on the development of children, as well as the practical application of psychology to solve pedagogical problems, thereby increasing their socio-psychological competence.

5. Assists educators in developing an individual educational route for a preschooler.

6. Provides counseling to educators on the prevention and correction of deviations and disorders in the emotional and cognitive spheres in children.

7. Provides psychological preventive assistance to educators in order to prevent their emotional burnout.

8. Helps to increase the level of culture of communication between the educator and parents.

9. Organizes psycho-prophylactic measures to prevent psycho-emotional stress in children (psychological aspects of the organization of children's sleep, nutrition, children's lifestyle).

10. Participates in the introduction of health-saving technologies (hand preparation for writing, correct posture, etc.).

11. Participates in the formation of universal prerequisites for educational activities (activation of attention and memory), educates educators on this topic.

Interaction with families of pupils

When analyzing the contingent of families, it was revealed that children of MDOU are brought up in families of different social status, with different levels of education. These data are taken into account when organizing the interaction of a teacher-psychologist with the parents of pupils, which is aimed at creating a benevolent, psychologically comfortable atmosphere in the MDOU, establishing mutual understanding and creating conditions for cooperation with parents.

Speech therapist

1. Consultations for educators

2. Conducting individual and subgroup speech therapy classes in order to implement correctional and developmental training.

3. Study and introduction of new forms of corrective assistance to children.

4. Conducting individual conversations with parents.

6. Administration - teachers - parents - children

Developed culture of communication (goodwill, restraint);

Tolerance (tolerance for other points of view);

Empathy and reflection - the ability to listen to the interlocutor, to admit that he is right, to take his point of view, to convince him that he is right;

Democracy in communication;

Cooperation - the process of interaction of equal, interested partners, based on mutual respect and mutual enrichment;

Taking into account the personal and professional qualities of the participants in communication;

The manifestation of flexibility by participants in conflict situations

The interaction of the family, the preschool educational institution and the administration is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities. This will help to give the preschool institution "openness inside" means to make the pedagogical process more free, flexible, differentiated, to humanize the relationship between children, teachers, parents. Create conditions so that all participants in the educational process (children, teachers, parents, administration) have a personal readiness to discover themselves in some activity, event, talk about their joys, anxieties, successes and failures, etc. Children in such a preschool educational institution are brought up with love, respect and gratitude to look at their dads, moms, grandparents, who, it turns out, know so much, tell so interesting stories, who have such golden hands. Educators, in turn, have the opportunity to get to know families better, understand the strengths and weaknesses of home education, determine the nature and extent of their assistance, and sometimes just learn. Thus, we can talk about a real addition to family and social education.
Another form of interaction can be a governing council - a new form of public administration in education.

The governing council in the municipal preschool educational institution child development center - kindergarten No. 22 is the highest governing body and represents the interests of all participants in the educational process.

The Council was created with the aim of imparting openness and increasing the investment attractiveness of a preschool institution; the possibility of an external evaluation of the activities of the kindergarten and its management.

7. Public - DOW

The kindergarten is open to the influence of the micro-society, its city, is ready to cooperate with social institutions located on its territory, somehow: institutions of science, culture, additional education, social security, etc.

Kindergarten teachers introduce the child to the social world. Based on this, they developed a system of activities to familiarize children with the objects of the social environment, long-term plans for interaction with each institution, taking into account the traditions and way of our garden. One of the factors of the child's adaptation in the social environment is the subject-developing environment, which must be properly designed and organized. So that children in their playful, creative and cognitive activities can model and reflect "adult" forms of activity, we are trying to create a social world in miniature in kindergarten.

The development of social experience shows that the joint activity of the child with adults, their contacts with each other is precisely the environment in which the personality successfully develops.

The expansion of the social ties of the kindergarten with public institutions gives an additional impetus to the development of the individual, improves the relationship of the child with his parents.

In the future, we will continue to interact with the families of pupils, to ensure the unity of the educational space of the kindergarten and public institutions.

Finally, I would like to voice the aphorism of Anton Semenovich Makarenko: “By raising children, current parents are raising the future history of our country, and therefore the history of the world, and we have a wonderful, albeit difficult, mission to help them in this!”

Application:

1. Organization of a system of interaction between a teacher and a psychologist.

2. Workshop. To establish confidential and business contacts between teachers of MDOU and parents of pupils.

3. Consultative and educational work with parents is carried out in various forms. (speech therapist).

4. Senior educator.

Literature.

1. Bogoslavets L.G., Davydova O.I., Maier A.A. “Working with parents in a preschool educational institution”//

2. Scientific and practical journal “Management of preschool educational institutions”, (supplement to the journal “Management of preschool educational institutions”). M.: Creative center "Sphere", 2005

3. Scientific and practical journal “Management of a preschool educational institution”, 2004, No. 5.

4. Scientific and practical journal “Management of an educational institution”, 2002, No. 4.

5. Asmolov A.G. Psychology of Personality. M, 1990.

6. Zimnyaya I.A. Pedagogical psychology. M., 1997.

7. Code of the Russian Federation on Education http://www.garant.ru/nav.php?pid=1354&ssid=392

8. Markova A.K. Psychology of teacher's work. - M., 1993.

9. Obozov N.N. Psychology of interpersonal relations. Kyiv, 1990.

10. Syrykh V.M. Introduction to the theory of educational law. M., 2002.

11. Shkatulla V.I. Educational law. M., 2001

12. Internet resources

Relevance Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation"  preschool education;  primary general education;  basic general education;  secondary general education;

GEF DRAFT Participants in educational relations include, among other things, pupils, their parents (legal representatives), teachers and their representatives, Organizations, federal government agencies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations

So who becomes the participants in educational relations Children Teachers and specialists (medical worker, analyst (teacher-psychologist), physical education instructor, music director) Administration Parents

"Interaction" In the "Dictionary of the Russian Language" by S. Ozhegov, the meaning of the word "interaction" is explained as follows: 1) the mutual connection of two phenomena; 2) mutual support

Interaction is based on the principles Volunteering Cooperation Respect for each other's interests Compliance with laws and other regulations

A child is a child: communicates freely with peers, joins the elementary generally accepted norms and rules of relationships with peers, learns to interact in a team: give up personal desires for the sake of common goals; learns to negotiate, constructively resolve conflict situations, expresses himself through joint creative activity, develops the transmission of images using the means of non-verbal, intonational and linguistic expressiveness;

Children interaction

Parent-child: recognition of the rights and freedoms of the child cooperation empathy and support discussion of the situation through dialogue flexible introduction of restrictions

Teacher - children: recognition of the value of the child's personality - the choice of content, forms and methods of education and training adequate to the age and individual capabilities; orientation towards socialization; dialogue interaction with the child; recognition of the uniqueness - individuality of the child's personality actualization of the child's tendency to personal growth

Parent - child - teacher disclosure and development of natural capabilities, inclinations, abilities, needs and inclinations. creation of conditions for the improvement of moral deeds, self-discovery and formulation of cognitive problems; orientation of pedagogical interaction on self-realization of the child

Joint activities with parents. Parent education. Parent counseling Parent education Informing

Principles of work with the family: The activity of the teacher. Differentiated approach to parents. Systematic work. Productivity of any meeting with parents

Forms of work with parents

Forms of work with parents

Interaction with family

Teacher (specialists) - parents - children - senior educator recognition of the unconditional right of parents to educate in a child those qualities that are valuable from their point of view confidentiality of individual communication with a teacher (specialist) confidence of parents in the goodwill and competence of teachers (specialists) respectful attitude of teachers to beliefs and views of parents voluntariness in cooperation sincere interest of teachers in solving problems of child-parent relationships

Interaction between professional teachers, parents and children

Interaction of teachers (specialists), senior educator

Administration - teachers - parents - children empathy and reflection - the ability to listen to the interlocutor, to recognize his innocence, to take his point of view, to convince him that he is right; manifestation by the participants of communication of flexibility in conflict situations tolerance (tolerance for other points of view) democracy in communication cooperation is a process of interaction of equal, interested partners, based on mutual respect and mutual enrichment taking into account the personal and professional qualities of participants in communication a developed culture of communication (goodwill, restraint)

Governing Council

Relationship Administration - teachers - parents - children

Interaction structure

Public - DOW

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Autonomous Educational Institution of Higher Education

"CRIMEAN FEDERAL UNIVERSITYnamed after V. I. Vernadsky»

(FGAOU VO "KFU named after V.I. Vernadsky)

PRIBREZHNENSKY AGRICULTURAL COLLEGE (BRANCH)

Khairova A.N.

SEMINAR - WORKSHOP

Coastal, 2017

FEATURES OF INTERACTIONS OF PARTICIPANTS OF THE EDUCATIONAL PROCESS

Modern society requires from vocational education the formation of an independent, responsible, socially active personality, capable of solving emerging problems of an industrial and social nature. A graduate of a secondary professional level must have a high level of readiness to perform their professional functions in a constantly changing world.

Successful learning, which is determined by the high effectiveness of the educational process, is impossible without ensuring active interaction between all its participants.

Interaction - the process of direct or indirect mutual influence of people on each other, which implies their mutual dependence on common tasks, interests, joint activities and mutually oriented reactions.

In the system of "education" there is an interaction of certain subjects and objects. The leadership of the educational institution, teachers, curators, a team of teachers, and a parent asset act as pedagogical subjects.

The role of the objects of education is the student team, certain groups of students engaged in one or another type of activity, as well as individual students.

The mutual activity of the teacher and the student in the pedagogical process is most fully reflected in the term " pedagogical interaction”, which includes in unity the pedagogical influence, its active perception, assimilation by the object, the student’s own activity, manifested in separate direct or indirect influences on the teacher and on himself (self-education). In the course of pedagogical interaction, various connections between the subjects and objects of education are manifested.

Pedagogical interaction- this is a personal contact of a teacher with students (parents and educators), aimed at mutual changes in their behavior, activities, relationships, attitudes.

The leading goal of interaction is the development of the personalities of the interacting parties, their relationships, the development of the team and the realization of its educational opportunities.

Models of interaction between participants in the educational process:

Teacher - student:

recognition of the value of the student's personality;

recognition of the individuality of the student's personality: identification and development of general and special abilities;

the choice of content, forms and methods of education and training adequate to the age and individual capabilities;

the priority of personal development, when education and training is not an end in itself, but as a means of developing the personality of each student;

orientation towards socialization - awareness and development by a person of modern cultural values, knowledge, forms of everyday, social, spiritual life; adaptation to the rules and norms of life existing in society;

dialogue interaction with the student;

actualization of the trend towards personal growth;

activation of creative interests of the student;

creation of conditions for the improvement of moral deeds, self-discovery and formulation of cognitive problems;

Often, teachers working in the field of vocational education experience some difficulties: loss of interest in learning, lack of ability to evaluate themselves and their colleagues, lack of independent work skills, elementary lack of pedagogical ethics.

It is necessary to think about how the teacher will build the educational process and manage it, how pedagogical communication with students and constant feedback will be carried out!!!

Viktor Abramovich Kan-Kalik identified the following styles of pedagogical learning:

1. Communication based on passion for joint activities. This type of communication is formed on the basis of the high professional and ethical attitudes of the teacher, on the basis of his attitude to pedagogical activity in general. Instead of one-sided influences of the teacher on students, there is a common activity under the guidance of the teacher. They say about such teachers: “Students literally follow him around!”

2. Communication based on friendly disposition. This is also a productive style of pedagogical communication. The teacher plays the role of a mentor, a senior friend, a participant in joint educational activities. A friendly disposition is the most important regulator of communication, and together with a passion for a joint business, it can also have a business orientation. However, friendliness, like any emotional mood in the process of communication, must be measured. You can not turn it into familiar relations with students, which negatively affects the educational process.

3. Communication-distance. This is a fairly common communication style used by both beginners and experienced teachers. Its essence is that in the relationship between a teacher and students, both sides constantly feel a distance in all areas of communication, in teaching - with reference to authority and professionalism, in education - with reference to life experience and age. This style is not conducive to creating a creative atmosphere.

4. Communication-intimidation. This is a negative form of communication. Most often, either novice teachers, or those who do not know how to organize productive joint activities, resort to it. Such communication destroys any desire to acquire new knowledge.

5. Communication-flirting. It plays an equally negative role in working with students, which is typical for young teachers striving for popularity. Such communication provides only a false, cheap authority, which is contrary to the requirements of pedagogical ethics.

According to R.V. Bisaliev and other scientists, there is a whole range of subjective and objective factors that affect the adaptation and further successful training of students for the educational process in college:

1. factors reflecting the level of preparation before college:

compliance of the volume and level of knowledge, skills and abilities formed with the requirements of the educational process in college;

professional orientation, motivation for choosing an educational institution, future profession;

the formation of the need for socially oriented activities;

2. factors characterizing the individual and age characteristics of the student:

adaptive abilities of the individual;

the level of moral and social maturity of the individual;

the adequacy of self-assessment, which acts as a regulator of adaptation activities;

communication skills;

health status;

3. factors related to learning conditions:

personality-oriented approach to the implementation of pedagogical interaction with students;

moral and psychological microclimate in the group;

theoretical and methodological training of teachers, deputy directors for educational work, class teachers;

use of innovative technologies in the educational process;

4. factors related to conditions in the family:

financial situation in the family;

sanitary and hygienic living conditions;

emotional microclimate;

features of family education (permissiveness or cruel, overly demanding attitude of parents).

5. Age features:

increased sensitivity to the assessment of outsiders;

extreme arrogance and categorical judgments in relation to others;

inconsistency of behavior: shyness is replaced by swagger, ostentatious independence borders on vulnerability;

emotional instability and sharp mood swings;

struggle with generally accepted rules and common ideals.

In adolescence, the need for friendship and orientation towards the "ideals" of the team become more acute. In communication with peers, skills are acquired to assess the consequences of one's or someone else's behavior or moral values.

Diagnosing Interaction Styles

Curator - student:

cooperation, voluntariness in cooperation;

empathy and support;

discussion of the situation through dialogue;

flexible introduction of restrictions;

sincere interest of teachers in solving the problems of "children's" relations;

respectful attitude of teachers to the beliefs and views of students;

confidentiality of individual communication with the student.

Educational functions in the college are performed by all teachers. But a significant contribution to educational activities is made by the curator of the student group.

The curator organizes a system of relations through various types of group activities, creates conditions for the individual self-expression of the personality of each student, contributes to the formation of a civic position and moral self-determination of students.

The peculiarity of curatorial work lies in the fact that this is a person who stands between the teaching staff and the student group, i.e. is a kind of intermediary between them, since it is he who organizes the interaction between these parties. It should be noted that the curator is a member of the teaching staff of the college. He does not carry out his organizational and educational work alone, but in contact with other teachers and students.

The professional role of a curator involves a fusion of individual, personal, strictly subjective qualities, the adequacy of which contributes to the successful fulfillment of these professional duties and affects the style of performing the role of a curator.

Curators can purposefully contribute to the process of cultural growth of students, the formation of a certain experience in various situations.

In accordance with the goals and objectives that the curators themselves determine, they can be conditionally divided into several types.

Curator-"informant"- assumes that his only task is to timely transfer the necessary information to students (about the schedule, about any events, etc.). He does not consider it necessary to delve into the life of the group, considering students to be adults and independent.

Curator-"organizer"- considers it necessary to organize the life of the group with the help of any extracurricular activities (evenings, trips to the theater, etc.) In his duties, he also includes participation in the election of the headman, feels responsible for ongoing interpersonal conflicts in the group and tries to be included in their resolution .

Curator-"psychotherapist"- takes the personal problems of students very close to his heart, is ready to listen to their revelations, tries to help with advice. He spends a lot of personal time on the psychological support of students, establishes too close contacts and risks emotional exhaustion, as he is left to student problems around the clock.

Parent curator- takes on a parental role in relation to students. He controls them too much, often deprives them of initiative. Solves family and personal affairs of students, but not from the point of view of psychological support, but as a controlling parent, requiring complete obedience to his decisions. Most often these are people of the older age category, and in their relations with students they refer to their life experience.

Curator "buddy"– is interested in how the student group lives, he tries to take part in many group activities. Students accept the curator as a member of the group, he is respected, but he often lacks the necessary distance in order to make demands when necessary. Most often, this type of curator includes young teachers or graduate students who fill this role.

Curator - "carefree student"- does not consider it necessary to fulfill any duties, does not clearly represent the scope of his tasks. He is only formally considered a curator, often without even imagining a student group.

Curator - "administrator"- sees as its main task informing the administration about student passes, keeps records of attendance. Performs mainly a controlling function, but, unlike the curator-parent, performs it formally, without personal interest and involvement in the interests of the student group.

Student-student:

free communication with peers;

joins the elementary generally accepted norms and rules of relationships with peers (including moral ones);

expresses himself through joint creative activity;

learns to interact in a team: to give up personal desires for the sake of common goals;

learns to negotiate, constructively resolve conflict situations.

Lecturer - Lecturer - Leadership:

developed culture of communication (goodwill, restraint);

tolerance (tolerance for other points of view);

empathy and reflection - the ability to listen to the interlocutor, to admit that he is right, to take his point of view, to convince him that he is right;

democracy in communication;

cooperation - the process of interaction of equal, interested partners, based on mutual respect and mutual enrichment;

take into account the personal and professional qualities of the participants in communication;

manifestation by participants of communication of flexibility in conflict situations.

Let's turn to pedagogical ethics

Pedagogical ethics– this is a set of norms and rules of conduct teacher providing moral character pedagogical activities and relationships pedagogical activity.

Ethics is “a code of conduct that ensures the moral nature of the relationship between people, which follows from their professional ethics.

The norms of teaching ethics are established on the basis of cultural norms, traditions of Russian pedagogical education, constitutional provisions and legislative acts of the Russian Federation, as well as on the basis of the Regulations on Human Rights and the Rights of the Child.

The professional ethics of a teacher require vocation, dedication to their work and a sense of responsibility in the performance of their duties.

Communication between teachers within the framework of pedagogical ethics

1. The relationship between teachers is based on the principles of collegiality, partnership and respect. The teacher defends not only his own authority, but also the authority of his colleagues. He does not belittle his colleagues in front of students or others.

2. The teacher, as a model of a cultured person, is always obliged to publicly greet his colleague, the manifestation of other behavior can be considered as disrespect (neglect) for a colleague. Neglect is unacceptable.

3. Teachers avoid conflicts in relationships. In case of disagreements, they strive for their constructive solution.

4. Teachers try to avoid competition that interferes with their partnership in the implementation of a common cause. Teachers combine mutual assistance, support, openness and trust.

Relations with the administration within the framework of pedagogical ethics

1. The activity of the college is based on the principles of freedom of speech and belief, tolerance, democracy and justice. The college administration is doing everything possible to fully reveal the abilities and skills of the teacher as the main subject of educational activity.

2. The college observes a culture of communication, expressed in mutual respect, goodwill and the ability to find a common language.

3. The college administration is tolerant of a variety of political, religious, philosophical views and opinions, creates conditions for the exchange of creative ideas, professional and personal experience. The different statuses of teachers, scientific degrees and titles, their job responsibilities should not prevent the equal expression of their opinions by all teachers and the defense of their convictions.

4. The administration cannot discriminate, ignore or persecute teachers for their beliefs, or on the basis of personal likes or dislikes. The relationship of the administration with each of the teachers is based on the principle of equality.

5. The administration cannot demand or collect information about the teacher's personal life that is not related to the performance of his job duties.

6. Estimates and decisions of the head of the structural unit must be impartial and based on facts and real merits of the teacher.

7. Teachers have the right to receive information from the administration that is important for the work of the college. The administration has no right to hide or change information that may affect the teacher's career and the quality of his work. Important decisions for the teaching staff are made in the college on the basis of the principles of openness and general participation.

8. Teachers respect the college administration, observe subordination and, if a conflict arises with the administration, they try to resolve it in an ethical manner.

Relationships with parents in the framework of pedagogical ethics.

Informing parents about the problems of student education is the most important part of the college's activities. College employees eliminate the causes of conflicts based on the ethical principles adopted in the college.

2. The teacher does not disclose the opinion expressed by students about their parents or legal representatives, as well as the opinion of parents or legal representatives about students. It is possible to transfer such an opinion to the other party only with the consent of the person who completed the mentioned opinion to the teacher.

3. Teachers should respectfully and kindly communicate with parents of students.

4. The relationship of teachers with parents should not affect the assessment of the personality and achievements of the student.

5. The relationship of teachers with students and their assessment should not be affected by the support provided by their parents or legal representatives to the college.

The practical significance of interaction and cooperation:

Effective interaction of all participants in the pedagogical process will solve the following tasks:

To intensify the work of the college on the basis of partnership;

Create a creative atmosphere between participants in educational activities, involving everyone in the continuous process of self-development;

The effectiveness of such interaction will ensure:

For students:

acquisition of social experience,

improve the quality and efficiency of development correction,

education and training,

the formation of an active-cognitive position, skills and abilities;

For educators and professionals:

will allow you to evaluate your professional capabilities and achievements,

constantly improve their professional skills;

form partnerships, trusting relationships between colleagues and students;

create space for the integration of pedagogical technologies;

search for new ideas, work on joint projects;

Dfor managers will help create:

a team of creative like-minded people;

comfortable psychological climate in the team;

increase the effectiveness of educational projects and programs through public intellectual support;

create an attractive image for the institution;

Conclusion

The interaction of participants in the educational process is not an end in itself, but the most important means, a necessary way to successfully solve the tasks set, and efficiency is determined, first of all, by the development of the personality of the teacher and student, the degree of achievement of results in accordance with the tasks that were set.

A direct and specific indicator of effectiveness is the development of the main characteristics of the interaction of participants in the pedagogical process:

by mutual knowledge - the objectivity of knowledge of personal characteristics, the best sides of each other, interests, hobbies; the desire to get to know and know each other better, mutual interest in each other;

by mutual understanding - understanding the common goal of interaction, commonality and unity of the tasks facing teachers and children; acceptance of each other's difficulties and worries; understanding the motives of behavior in various situations; the adequacy of assessments and self-assessments; coincidence of attitudes towards joint activities;

in relationships - a manifestation of tact, attention to the opinions and proposals of each other; emotional readiness for joint activities, satisfaction with its results; respect for each other's position, empathy, sympathy; desire for formal and informal communication; the creative nature of the relationship, stimulating the initiative and independence of children;

on mutual actions - the implementation of constant contacts, the activity of participation in joint activities; initiative in establishing various contacts coming from both sides; workability (quantity, quality, speed of the work done), coordination of actions based on mutual assistance, consistency; safety net, help, support of each other;

by mutual influence - the ability to come to an agreement on controversial issues; taking into account each other's opinions when organizing work; the effectiveness of substantiated and correct in form mutual comments, a change in behavior and actions after a recommendation to each other; taking the other as a role model.

In general, the development of interaction between the participants in the pedagogical process can be judged by the enrichment of the content of their joint activities and communication, methods and forms of interaction, the expansion of external and internal relations, and the implementation of continuity.