“A modern approach to working with parents preschool institution in accordance with the requirements of the Federal State Educational Standard.

MBDOU kindergarten "Birch"

teacher Bekreneva Valentina Ivanovna

mixed age group (5-7 years old)

Relevance In accordance with the new requirements, the role of parents in the implementation of the Federal State Educational Standard for Preschool Education is increasing both at the level of each preschool educational institution and at the level of the municipal system of preschool education as a whole. The tasks facing the education system today increase the responsibility of parents for the effectiveness of the educational process in each preschool educational institution, since it is the parent community that is directly interested in improving the quality of education and the development of their children. [FSES BEFORE part I, clause 1.6, clause 9]

An important role in the process of establishing openness is played by parents, who are the main social customers of preschool educational institutions. And the interaction of teachers with them is simply impossible without taking into account the interests and needs of the family.

Establishing cooperation and partnerships between the kindergarten and the family is of great importance. Only by joining their efforts, parents and educators can provide the child with double protection, emotional comfort, an interesting, meaningful life at home and in kindergarten, help develop his basic abilities, the ability to communicate with peers and ensure preparation for school.

Having extensive experience in working with children (29 years), I am more and more convinced that only through the joint efforts of the family and the kindergarten can a child be helped. Therefore, I build my relationship with my parents on the basis of cooperation and mutual respect. I always remember that a child is a unique person. He cannot be compared to other children.

For effective interaction with the family, one desire to cooperate is not enough.

It is important to involve parents in the process of upbringing and development of children so that they become active participants in it, and not passive listeners.

I work to involve parents in the joint activities of the preschool educational institution in four areas:

Information - analytical,

cognitive,

Visually - informational,

Leisure direction.

To this end, I use a variety of innovative forms of work.

In order to study the family, to find out the educational needs of parents, to establish contact with its members, to harmonize educational influences on the child, I began work with the questionnaire "Cooperation between the kindergarten and the family",“Do you know your child?”, “What kind of parents are you?”, made it possible to obtain information about the problems that parents face in everyday life, to identify their desires and hopes for the unborn child.

Having received a real picture, based on the collected data, I analyzed the features of the structure of family ties of each child, the specifics of the family and family upbringing of a preschooler, and developed tactics for my communication with each parent. This helped me better navigate the pedagogical needs of each family, take into account its individual characteristics.

In addition to questionnaires, the Trust Mail helps me in my work with parents - this is a mailbox I made, where parents put notes with their problems, ideas, suggestions, questions on any topic of upbringing, education of the child. These issues are discussed at parent meetings, parent club meetings, or in the form of consultations. In this regard, I made a selection of consultations for parents (individual and group, such as “Do we understand each other?”, “What TV shows does my child watch”, “Do I know how to communicate with my child, if not, then what is it necessary for this?” Then we had a round table “Know, understand and respect the individual”.

I choose the form of the parent meeting after processing the questionnaires, that is, it depends on the requests, interests of the parents, it can be a business game or an evening of questions and answers, or a meeting in the form of an "auction", that is, it takes place in the form of a "sale" useful advice on a chosen topic in a playful way, or a round table session.

At the end of such meetings, I hold discussions with parents - what I liked, what my advice is applicable in practice, what questions I would like to discuss further.

I did a lot of work with parents in preparing children for school.

Consultation topics were developed: "Introducing the child to school life", "Is your family ready for school?"

Conducted workshops, trainings "Factors of successful preparation and adaptation of children to school", "Are you ready to send your child to school?". As a result, the educational experience of parents was enriched and the effect of family preparation for school increased.

The theme of the workshop "Family on the Threshold of a Child's School Life" was prompted by conversations with parents and an analysis of the children's answers in the speech development classes. Questioning of parents "Soon to school", interviews with children, tests "Do I want to go to school?", analysis of children's drawings "How do I imagine myself at school?" were conducted.

Specialists were invited: school teachers, speech therapist. If at the beginning of the meeting it was felt

some tension, a feeling of insecurity, anxiety, then by the end of the meeting there was gaiety, mutual sympathy, emotional openness and interest in each other.

The work carried out contributed to increasing the attention of parents to the experiences of the child in the pre-school period of life. Parents got acquainted with the requirements that the school imposes on students, received recommendations for the development of speech, they were offered games and game exercises to develop the mental abilities of children, games with letters and numbers.

Joint training brought me and my parents, parents and children closer together, made families friends. The atmosphere of benevolence became characteristic of other common activities in the group. Many parents have discovered hidden talents that they did not suspect.

After some time, we arranged an "Open Day" and invited the parents. I carefully thought through the security moments, directly educational activities, together with the children prepared invitation cards.

When parents visit a kindergarten, I try to involve them in the life of the group, I propose to take part in educational activities with the children, try to conduct a master class on our own, talk about our profession, and show our skills in making crafts.

One of the new forms of involving parents in the educational process is project activity. The development and implementation of joint projects with parents makes it possible to interest parents in the prospects for a new direction in the development of children and involve them in the life of our preschool educational institution. Parentshelped in the preparation and implementation of joint projects "Beware of the street", "Help the birds", "Our favorites", "My dad is the best", "Winter fun".The result of the joint creativity of children and parents contributed to the development of the child's emotions, aroused a sense of pride in their parents.

We gladly and gratefully accept any help from parents, because in modern conditions it is very difficult to do without it. So, the hands of moms and dads restored upholstered modular furniture, made furniture for the experimental center and the corner of disguise and theatrical production, made costumes, attributes for role-playing games, orthopedic tracks, replenished supplies for experimental activities. Parents willingly respond to joint subbotniks for the improvement of the site, the group, the beautification and landscaping of the territory of the group site and the kindergarten (planting seedlings of flowers).At such events as “Days of Good Deeds”, an atmosphere of peace and warm relations between me and my parents was established. Together we tried to make the children in the group feel good and comfortable.

Together with the parents, they organized a mini-museum "My Family". This form of work contributes to the formation of a culture of behavior, the systematization of previously acquired knowledge in children.The museum contains joint crafts of children and parents, drawings, family "Genealogical Trees of the Family" designed by parents, albums "My Family", various newspapers designed for the holidays.

One of the effective forms are - Exhibitions of joint creativity.

Parents show interest, get carried away, create a lot of various handicrafts, drawings, photo newspapers with children, actively participated in exhibitions of family art:

"Visiting the sun", "New Year's toy from our family", "Spring bouquet." (crafts made from waste material), in exhibitions of drawings: "Favorite sport", "Postcard to a Veteran", "Victory Day".

And also participate in district, regional, all-Russian competitions.Not the first year parents take part in the district sports competition "The Healthiest Family".

The activity of parents in creating exhibitions suggests that these forms of work are in demand.Practice rewarding exhibitors.

The main goal of such events is to strengthen parent-child relationships. As a result, diligence, accuracy, attention to relatives, respect for work are brought up in children. This is the beginning of patriotic education, love for the Motherland is born from a feeling of love for one's family.

Parents receive the necessary information on the upbringing and education of children through visual and informational material: screens, stands. "Soon to school", "Implementation of the Federal State Educational Standard in the preschool educational institution", "All about children's health", "Seasons".

From the folder - the “Growing up by playing” movement, the parents learned: how to properly organize children's games, what toys are needed for older children. And the section "Home Game Library" introduced me to simple, but very interesting, and most importantly, useful games for children, which parents can play with their child at any time convenient for them. So there were: “Games in the kitchen”, “In a free moment”, “On the way to kindergarten”.

Library for parents: “Getting ready for school”, “Children's health”.

Regular organization of photo exhibitions:.“Health is in order - thanks to the exercise”, “It’s good in our garden”Introduced parents to the life of the preschool educational institution, the activities of their children.

Visually - the informational direction makes it possible to convey any information to parents in an accessible form, to remind tactfully about parental duties and responsibilities.

I organize actions: “Just like that”, “Give a book to children”. Many people have books and toys at home that children have “grown out of”. How many educational moments are concealed in this small action! This is a careful attitude 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, education of the soul.

It turned out to be difficult for parents right away, but sincere and genuine joy in the eyes of our children made them be kinder, more attentive, more honest to others. And after one, all the others followed. After all, my task was to organize it in such a way that adults themselves would want to help, bring games and books. It may not be a new game, but now, by playing it with friends, the child can introduce them to the variants of this game in the family. And your favorite book has become even more interesting and sounds new in a circle of friends. Now we have a whole library in the group, created thanks to the parents.

When parents visit a kindergarten, I try to involve them in the life of the group, I suggest taking part in educational activities with the children. Try to hold the events “All professions are needed, all professions are important” by yourself.

Parents organized interesting excursions to their workplaces to get acquainted with their professions. Conducted a tour of the store, introduced the children to the profession of the seller. In the House of Culture, they got acquainted with the interesting work of actors.

Meetings with interesting people are very exciting - “Master of his craft”.

The guys learned a lot of interesting things about the work of a policeman (Kuimov A.E. - district police officer) from the story of dad Vanya Kuimov.

Tanya Andreeva's mother (O.V. Andreeva - RCB nurse) taught the children how to treat the sick, how to lead a healthy lifestyle.

Veteran of labor Domracheva VV - interestingly told about her childhood, about school life, about her profession - cook.

Traditionally, our group holds "Days of Communication", birthdays of children with a round dance, a loaf, I attract parents to this holiday, because this is the main holiday in the families of pupils. On a holiday, mommy comes, sometimes with dad or grandmother, and together with the children we listen to stories, family cases about our child. Together we sit down at the table, where the treat is ready. Communication on such holidays between me and my parents turns out to be relaxed and trusting.

We came to the conclusion that the most effective form would be a family club, which was called "Friendly Family".

Therefore, we also opened a family communication club in our kindergarten. Its mission is to provide comprehensive assistance and support to the family, and the main principle of work is to create a microclimate based on respect for the individual, care for everyone, trusting relationships between adults and children, parents and teachers.

As a result, the interconnection of all components of health is ensured: physical, mental and social.

The leisure direction in work with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. 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; to see how others do it, that is, to gain experience of interaction not only with your child, but also with the parent community as a whole.

I develop scenarios for holidays and entertainment together with parents. In order for these events to become educational for children and parents, we have developed a certain algorithm for preparing for family holidays: highlighting the goals and objectives of events for children, parents and teachers; drawing up a plan for the event and the participation of parents in it; distribution of roles of adults, production of invitation cards; preparation of individual numbers (learning poems, dances, songs); production of attributes, manuals.

We spent holidays in the group: “Autumn invites you to visit”, “Mommy Beloved”, “March 8 - Mother's Day”, “Visiting the Christmas Tree”, “My dad is the best”, “Visiting in the village of Khokhotushkino”, - entertainment, "Victory Day", "Goodbye kindergarten."

I would like to say about one important point in the system of work with parents. Each person, having done some work, needs to evaluate his work. Our parents need it too. “Praise is useful, if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. Don't forget to praise your parents. I always do it whenever possible, and my parents pay me the same.

Interaction with the families of pupils in accordance with the Federal State Educational Standards allowed us to provide optimal conditions for the implementation of educational activities in the conditions of a preschool educational institution, where parents, becoming active participants in public life and the learning process of their children, feel like good moms and dads, because they contribute to learning and acquire all new skills.

In the course of my work with parents, I once again became convinced that the main thing is that the approach to work should not be formal, but that it is necessary to apply as many new modern techniques and methods as possible. I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. What a person is - such is the world that he creates around himself. I would like to believe that our children, when they grow up, will love and protect their loved ones.

Analysis of work with parents (legal representatives)

educator

Family education plays a special role in the preschool period of a child's development - it is at this age that the initial formation of the personality takes place.

Family upbringing (the same as raising children in a family) is a general name for the processes of influencing children on the part of parents and other family members in order to achieve the desired results. Social, family and preschool education is carried out in an inseparable unity. Back in 1915, he formulated the principle of the unity of the activities of preschool, school and out-of-school institutions in alliance with the family. According to Article 18 of the Law "On Education" of the Russian Federation, it is the parents who are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood.

The educational system of the family is formed empirically: it is constantly being tested in experience, it contains many pedagogical "finds", although it is often not without miscalculations and serious mistakes. In families where they are concerned about the upbringing of children, their future, the upbringing system is analyzed, evaluated, which makes it hard-won, emotionally colored. The system of family education can be harmonious and orderly, but this is provided that parents have a specific goal of education, carry it out using methods and means of education that take into account the characteristics of the child and the prospects for his development.

The main feature of family education is a special emotional microclimate, thanks to which the child develops an attitude towards himself, which determines his sense of self-worth. Another important role of family education is the influence on the value orientations, worldview of the child as a whole, his behavior in various spheres of public life. It is known that it is the parents and their personal qualities that largely determine the effectiveness of the educational function of the family. The family lays the foundations of education, and it depends on how a person grows up, and what character traits will form his nature. In the family, the child receives primary skills in the perception of reality, learns to recognize himself as a full-fledged representative of society.

Consequently, the importance of family education in the development of children determines the importance of interaction between the family and the preschool institution.

Forms of interaction between kindergarten and parents- these are ways of organizing their joint activities and communication. The main goal of all types of interaction between the preschool educational institution and the family is to establish trusting relationships with children, parents and teachers, unite them into one team, educate the need to share their problems with each other and solve them together.

When planning this or that form of work, I always proceed from the idea of ​​modern parents as modern people who are ready for learning, self-development and cooperation. With this in mind, I choose the following requirements for the forms of interaction: originality, relevance, interactivity, emotionality.

There are traditional and non-traditional forms of communication between a teacher and parents of preschoolers, the essence of which is to enrich them with pedagogical knowledge. Traditional forms of interaction with the family are presented: collective, individual and visual-informational.

In my work, I tried to make the most of the full pedagogical potential of traditional forms of interaction.

Building interaction with parents, you can actively use both traditional forms - these are parent meetings, lectures, workshops, and modern (non-traditional) forms - workshops, master classes, excursions, parent clubs, promotions, recreational activities, games, etc. P.

Due to the fact that recently there have been new, promising forms of cooperation that involve the involvement of parents in active participation, both in the pedagogical process and in the life of the kindergarten, in my group I use more diverse modern forms of work with parents:

Information and analytical: sociological surveys, sociological sections, tests, questionnaires, mailbox, which are aimed at identifying the interests, needs, requests of parents, their level of pedagogical literacy, establishing emotional contact between teachers, parents and children).

Cognitive: workshops, pedagogical briefing, pedagogical lounge, holding meetings, consultations in a non-traditional form, oral pedagogical magazines, pedagogical library for parents, KVN, Round table, Talk show, Helpline, quizzes , flash mobs, which are aimed at familiarizing parents with the age and psychological characteristics of preschool children, the formation of practical
child-rearing skills.

Visual and informational: open days, open viewings of classes and other activities of children, exhibitions of children's works, exhibitions of joint works of children and parents, information brochures for parents, videos about the life of preschool educational institutions, newspapers, organization of mini-libraries, use of modern technologies, information stands (aimed at enriching parents' knowledge about the development and upbringing of preschool children.

Leisure: joint leisure activities, holidays, participation of parents and children in exhibitions (designed to establish warm trust
relationships, emotional contact between teachers and parents, between parents and children).

Main task information and analytical forms organization of communication with parents are the collection, processing and use of data about the family of each pupil, the general cultural level of his parents, their availability of the necessary pedagogical knowledge, family attitudes towards the child, requests, interests, needs of parents in psychological and pedagogical information. Only on an analytical basis is it possible to implement an individual, student-centered approach to the child in a preschool institution, increase the effectiveness of educational work with children and build competent communication with their parents.

Sociological polls, questionnaires play a big role at the initial stage, since they allow you to outline directions for further work.

Testing was used to identify the level of pedagogical culture of parents.

One of the forms of information and analytical work that I actively use in practice, allowing me to correct and supplement the developed system of events, is a mailbox. This is a box in which parents put notes with their ideas and suggestions, and ask questions of interest. The questions asked are covered at parent meetings or given by specialists in writing. This form of work allows parents to share their thoughts with the teacher and is effective when time constraints prevent the teacher from meeting with parents in person.

cognitive the forms of organization of communication between teachers and the family are intended to familiarize parents with the characteristics of the age and psychological development of children, rational methods and techniques of education for the formation of practical skills in parents.

Recently, I began to more actively involve parents in the joint activities of the teacher and children, conduct directly educational activities with the participation of parents, walks, and morning exercises.

Visual information the forms of organization of communication between teachers and parents solve the problem of familiarizing parents with the conditions, content and methods of raising children in a preschool institution, allow them to more correctly assess the activities of teachers, revise the methods and techniques of home education, and more objectively see the activities of the educator.

The tasks of one of them are information and awareness- is to familiarize parents with the preschool institution itself, the features of its work, with teachers involved in raising children, and overcoming superficial opinions about the work of the preschool institution (regulatory documents, the work schedule of the preschool educational institution, the work schedule of the group, the schedule of directly educational activities, information on pedagogical workers). Information is posted on the stands in the parent corners and posted on the website of the preschool educational institution.

All forms of interaction with parents that I use in my work create an atmosphere of trust and cooperation in the team of adults surrounding the child.

AT imprisonment I would like to note that the family and the kindergarten are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other they create optimal conditions for the entry of a small person into the big world. Gradually, not understanding, not the trust of parents disappears. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, a long and painstaking work that requires patient, steady pursuit of the chosen goal.

After analyzing the results of the work done, I came to the following conclusions: effectively organized cooperation gives impetus to building interaction with the family on a qualitatively new basis, involving not just joint participation in the upbringing of the child, but awareness of common goals, striving for

In conditions when the majority of families are concerned about solving the problems of economic and sometimes physical survival, the tendency of self-withdrawal of many parents from solving the issues of upbringing and personal development of the child has intensified. Parents, not possessing sufficient knowledge of the age and individual characteristics of the development of the child, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results.

Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child's personality at an early age.

Family and kindergarten are two public 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 child's nutrition, they believe that a kindergarten is a place where they only look after children while their parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

How to change this situation? How to get parents interested in working together?
How to make parents participants in the educational process?

Therefore, in 2004, having recruited a group of kids, I began to work on the problem of interaction between the kindergarten and the family on the topic "Organization of work with parents in a modern preschool educational institution." The work to involve parents in joint activities was carried out by the preschool educational institution in four directions.

Information and analytical

In order to study the family, to find out the educational needs of parents, to establish contact with its members, to harmonize educational influences on the child, I began work with the questionnaire "Cooperation between the kindergarten and the family." Based on the collected data, I analyzed the features of the structure of family ties of each child, the specifics of the family and family education of a preschooler, and developed tactics for my communication with each parent. This helped me better navigate the pedagogical needs of each family, take into account its individual characteristics.

I have developed for myself criterion, which she called "inclusion" parents in the educational process. At first, this criterion reflected quantitative indicators the presence of parents at group events: attending parent meetings and consultations; the presence of parents at children's holidays, the participation of parents in the preparation and conduct of excursions, thematic classes; participation in exhibitions, opening days; publication of magazines and books; visiting the "Open Day"; help of parents in equipping the pedagogical process.

Later I took for myself qualitative indicators: initiative, responsibility, the attitude of parents to the products of joint activities of children and adults. This analysis made it possible to distinguish three groups of parents.

• Parents–leaders who know how and enjoy participating in the educational process, see the value of any work of a children's institution.
• Parents–performers who take part under the condition of meaningful motivation.
• Parents–critical observers.

The change in the perception of parents as participants in the educational process has led to a change in the understanding of the types of families:

• active participants in the pedagogical process, interested in the success of their children
• interested but willing to solve problems with the help of specialists
• indifferent, living by the principle "I was brought up the same way."

I got the opportunity to have 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. The joint work of preschool specialists (speech therapist, teacher-psychologist, art teacher, physical education instructor, head nurse) in the implementation of the educational program provides pedagogical support for the family at all stages of preschool childhood, makes parents truly equally responsible participants in the educational process.
Based on the purpose of the entire institution, I formulated their goals So:

1. Creating conditions for a favorable climate of interaction with parents.
2. Establish trust and partnerships with parents.
3. Involving the family in a single educational space.

For the coordinated work of the kindergarten and parents, I set myself the need to solve following tasks:

1. Activate and enrich the educational skills of parents.
2. Work closely with the families of their students.

For this purpose, I used active forms and methods of work with parents:

• visiting families of pupils at home
• general and group parent meetings
• consultations
• activities with parents
• exhibitions of children's works made together with their parents
• joint excursions
• Communication days
• days of good deeds
• Open days
• participation of parents in the preparation and holding of holidays, leisure
• photomontage design
• joint creation of a subject-developing environment
• morning greetings
• work with the group's parent committee
• conversations with children and parents
• trainings
• workshop
• parent living rooms
• helpline
• Trust mail
• family reunion.

As a result, the level of upbringing and educational activities of parents increased, which contributed to the development of their creative initiative.

Knowing how important the atmosphere of friendly relations between the teacher and parents, first parent meeting "Let's get to know each other" I did it in an unconventional way. I prepared for it very carefully, because the success of the meeting is largely ensured by its preparation.

I selected music, prepared invitation cards, tried to create an atmosphere of kindness, comfort and warmth in the group. It began with a greeting and gratitude to send the child to our kindergarten. The game "Let's get to know each other and be friends" brought together adults (everyone stood in a circle and told a little about themselves). At first, everyone was embarrassed, but this feeling was quickly replaced by joy and interest. A minute of getting to know each other helped relieve tension, because parents, sitting at the same table, more than once during the meeting needed to discuss a situation or issue together.

Soft lighting, musical accompaniment, and a benevolent tone of narration contributed to the creation of a trusting atmosphere and helped parents to speak frankly about problems.

For meetings, I prepare an exhibition of children's work or a photo booth, where I use photos from family albums, the life of the group. At every meeting I express my gratitude to the parents who pay much attention to their children and help in joint work. It was very nice to see the happy eyes of the parents when they were presented with certificates or thanks, in a poetic form of their own composition:

Our parents are wonderful people,
The meaning of education for them is very clear.
After all, only creativity and work,
We will be given a personality in the future.

Thank you for your great work
For everything that is done with the soul!

We have a dad in the group,
He is an assistant just class.
Sawing, repairing and planing,
It helps us a lot in everything.

Dads, moms - well done!
They help us in everything.
White, paint and sing,
And they play games.

Parents became active participants in all activities in the group, indispensable assistants, learned to interact with each other as playing partners.

A lot of work with parents was carried out by me during preparing children for school.

Summaries of joint classes “Country of Knowledge”, “Visiting Winnie the Pooh”, “We are the children of planet Earth” were developed, workshops, trainings “Factors of successful preparation and adaptation of children to school”, “Are you ready to send your child to school”, “Determining the role of parents in the pre-school and school life of the child”. As a result, the educational experience of parents was enriched and the effect of family preparation for school increased.

subject workshop "Family on the threshold of a child's school life" prompted conversations with parents and analysis of children's responses in the classroom for the development of speech. Questioning of parents "Soon to school", interviews with children, tests "Do I want to go to school", analysis of children's drawings "How do I imagine myself at school", parents "How do I imagine my child at school" were conducted.

Joint training brought me and my parents, parents and children closer together, made families friends. The atmosphere of benevolence became characteristic of other common activities in the group. Many parents have discovered hidden talents that they did not suspect until they had to draw themselves.

Specialists were invited to the meeting: school teachers, speech therapist. If at the beginning of the meeting there was some tension, a feeling of uncertainty, anxiety, then by the end of the meeting there was gaiety, mutual sympathy, emotional openness and interest in each other.

The work carried out contributed to increasing the attention of parents to the experiences of the child in the pre-school period of life. Parents got acquainted with the requirements that the school imposes on students, received recommendations for the development of speech, they were offered games and game exercises to develop the mental abilities of children, games with letters and numbers.

Visually - informational direction

The visual-informational direction includes:

• parent corners
• sliding folders "Healthy", "On the advice of the whole world"
• family and group albums "Our friendly family", "Our life day by day", "Education from all sides"
• library - mobile
• photo montages "From the life of the group", "We are friends of nature", "In the family circle"
• photo exhibitions “My grandmother is the best”, “Mom and me, happy moments”, “Dad, mom, I am a friendly family”
• family vernissage "My best family", "Family - a healthy lifestyle",
  "Learn to Be a Dad"
• emotional corner “I am like this today”, “Hello, I have come”
• box of good deeds.

The form of work through parental corners is traditional. In order for it to be effective, to help me activate my parents, I use the headings: “What and how to take a child at home”, “We asked - we answer”, “Children say”, “Noses - snub noses”, “Grow up”, “Thank you "," It's interesting", "Let's play", "With all my heart", "Pay attention". We put practical material in them, which makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, tasks.

The activity of parents in creating photo newspapers and exhibitions suggests that these forms of work are in demand. The visual-informational direction makes it possible to convey any information to parents in an accessible form, to remind tactfully of parental duties and responsibilities.

Leisure direction

The leisure direction in work with parents turned out to be the most attractive, in demand, useful, but also the most difficult to organize. 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; to see how others do it, that is, to gain experience of interaction not only with your child, but also with the parent community as a whole. The group carried out:

• holidays "Mother's Day", "Come on grandmothers", "Birthday", "My best family"
• entertainment "Family gatherings", "April Fool's Day"
• “All professions are needed, all professions are important” (meeting with an interesting person)
• sports activities "Family - a healthy lifestyle", "Growing up Day"
• vernissage "In the world of feelings and emotions", "Our daughters and sons"
• joint projects "My family tree", "My family"
• issue of family newspapers “I am with my grandmother”, “We have a rest with the whole family”, “Miracle is a child”
• exhibitions of family collections, relics "From Grandma's Chest", "That's the outfit"
• performances "Teremok", "The Wolf and the Seven Kids"
• joint trips "To the world of beauty"
• excursions "We are friends of nature", "Let's protect our nature"

She developed scenarios for holidays and entertainment together with her parents.
To make these activities educational for children and parents, we have developed a specific preparation algorithm for family holidays:

1. Identification of the purpose and objectives of activities for children, parents and teachers.
2. Advice for parents
3. Drawing up a plan for the event and the participation of parents in it
4. Distribution of adult roles
5. Production of invitation cards.
6. Preparation of individual numbers (learning poems, dances, songs)
7. Compilation of a memo-assistant for parents and children
8. Individual meetings and consultations
9. Production of attributes, manuals.

The ongoing work allows to increase the psychological and pedagogical competence of parents in matters of child-parent relationships.

It was a little scary first family holiday: children are small, parents are unfamiliar. We called it "Family Gatherings". But, everything turned out to be quite simple, although some parents were wary at first.

The whole holiday was built on games "parents-children", because the purpose of the meeting was: to develop relationships between children and parents through inclusion in joint activities, to enrich relationships through emotional communication. After all, it is not in vain that the proverb says “A child grows not from bread, but from joy.”

A holiday in kindergarten is joy, fun, a celebration that is shared by both adults and children. Parents are the dearest and closest people! They saw that the children are proud of them, they want to dance with them, sing songs, play. Years will pass, children will forget the songs that sounded at the holiday, but in their memory they will forever keep the warmth of communication, the joy of empathy. The holiday ended with the words:

Take care of each other!
Kindness warm!
Take care of each other,
Let's not offend.
Take care of each other,
Forget the fuss
And in a moment of leisure
Stay close together!
(0. Vysotskaya)

In preparation for the holiday, she designed posters: “It happens that an hour of playing together, common impressions will remain in the child’s memory for life”, “Being a friend of your children is much more difficult than feeding and dressing them”, invitations in the shape of a heart, I picked up together with music director of music, prepared prizes and medals for parents for participation. Parents and children were very happy, they were happy.

V.A. Sukhomlinsky said: “Children are happiness created by our labor. Classes, meetings with children, of course, require mental strength, time, work. But, after all, we are happy when our children are happy, when their eyes are filled with joy. Therefore, I decided - let the festive meetings take place constantly and be bright, useful and exciting, because as a result of their holding, positive relationships between parents and their children are formed, emotional contacts are established.

I would like to say one thing an important point in the system of work with parents. Each person, having done some work, needs to evaluate his work. Our parents need it too. “Praise is useful, if only because it strengthens us in benevolent dimensions,” wrote F. La Rochefoucauld. I think this is true always and everywhere. I always do it whenever possible, and my parents pay me the same.

In today's kindergarten, it is difficult to do without the support of parents. That is why a lot of things in our group are made by the hands of the fathers and mothers of our children. They helped us to make a magnetic board, textbooks for teaching literacy and mathematics, painted colorful pictures for the bedroom, knitted beautiful tablecloths, helped us decorate the corner of duty, the corner of nature, the emotional corner.

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", "barber shop", "shop". There are “quiet” and “friendship” corners where children can sit in cozy armchairs made by dads and look at group or family albums. Thanks to upholstered furniture, children sit on the corner sofa and tell interesting stories and play.

We also have a cafe "Fairy Tale", where children love to invite guests, treating them to ice cream and tea with sweets. In a cozy kitchenette with a sink and a gas stove, beautiful dishes, girls simply love to cook.

Our “Birthday Corner” is decorated in a very unusual way. Portraits of children in the form of parachutes with "muzzles" of each child are made of waste materials: clay, dough, thread, tiles, paper, buttons, foil. Before starting work, I had an individual conversation, a demonstration with each of the parents. Parents said that they could not, it was very difficult. But as soon as the first portraits appeared, all the rest appeared behind them. The children were very happy, because they also took part in making their own portrait. Now this corner is the decoration of our reception room.

Trusting relationships were established gradually in the joint activities of the parents with the educator. At such events as “Days of Good Deeds” - repair of toys, furniture, groups, assistance in creating a subject-developing environment in the group, an atmosphere of peace and warm relationships between me and my parents was established. Together we tried to make the children in the group feel good and comfortable. Depending on the work plan, they jointly drew up a schedule for helping parents, discussed each event, and solved problems. Thanks to this, all cases were carried out with great enthusiasm, since in their implementation everyone contributed grains of their work, skills, and creativity.

The result is a cozy renovated group and a bedroom with beautiful curtains and colorful walls, because any work is effective when it is properly organized.
The upbringing and development of the child is not possible without the participation of parents. In order for them to become assistants to the teacher, to develop creatively together with the children, it is necessary to convince them that they are capable of this, that there is no more exciting and nobler thing than learning to understand your child, and having understood him, help in everything, be patient and delicate and then everything will work out.

Today, I can say that I have certain system in work with parents. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to the educator, an atmosphere of mutual respect was created.

Work experience has shown: the position of parents as educators has become more flexible. Now they feel more competent in raising children. An analysis of joint events and a survey of parents shows that 35% of parents are regularly involved in planning the educational process, 95% of families are actively involved in organizing educational activities, up to 70% in the evaluation of results.

Parents began to show a sincere interest in the life of the group, learned to express admiration for the results and products of children's activities, and emotionally support their child. 100% of parents attend parent meetings, actively participate in holidays and entertainment, project activities. According to the results of repeated diagnostics, there are no parent-observers in the group; the number of parent-leaders increased by 30%; the number of parent-performers increased to 67%.

Family and kindergarten are two educational phenomena, each of which gives the child a social experience in its own way, but only in combination with each other they create optimal conditions for the entry of a small person into the big world. For me, this became possible only thanks to the unification of forces and cooperation. Gradually, the misunderstanding and distrust of the parents disappeared. Interaction between parents and kindergarten rarely occurs immediately. This is a long process, a long and painstaking work that requires patient, steady pursuit of the chosen goal. I do not stop there, I continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. I would like to believe that our children, when they grow up, will love and protect their loved ones.