Forms of work with the family: definition, types, classification, methods, tasks and goals

Raising a child is a complex process for which parents are fully responsible. However, when children grow up and send them to daycare, kindergarten and school, teachers also join in the process of their upbringing. Erroneously, at this moment, most of the parents think that from this moment you can relax, because now educators and educators should instill norms, values ​​and knowledge into their children. According to recent sociological studies, in most cases, parental self-removal from the educational process leads to the development of child neglect, which leads to the asocial behavior of children (the beginning of early sexual life, child alcoholism, crime, drug addiction, etc.).

The task of teachers at any level, whether it be a kindergarten or a school, is to convey the importance of participation and coordination of activities aimed at training and education of preschoolers and schoolchildren. For this, there is such a thing as forms and methods of social work with the family, which allow you to develop a certain concept of interaction between the educational institution and parents. It is about them that will be discussed in this article, below it will be possible to familiarize yourself with the types of such forms and consider the most effective methods for their implementation in the educational process.

What are the forms and methods of working with the family?

Before embarking on the practical side of considering the issue of building the process of interaction between teachers and families, a clear definition of the basic concepts should be given. So, the forms of work are a certain set of tools of a teacher, which he uses to engage parents in the educational and educational process.

Forms of work with the family are determined based on the following tasks:

• implementation of educational work;
• implementation of work that helps to timely analyze the current situation;
• implementation of work that helps to timely correct the necessary behavior of both parents and the child as part of the educational process.

If the teacher, who acts as a professional, pursues the goal of fulfilling the tasks set forth above, then it is easier for him to choose exactly the method of interaction with the family that will benefit the pupil. Forms and methods of working with the family is an important moment in the work of any teacher, therefore their choice should be reasoned and well balanced, because if it is not chosen correctly, misunderstandings between the institution and parents can occur.

Typology of forms and method of their choice

It is important to remember that the choice of the form of work and interaction with the family should always imply cooperation and should be aimed at involving parents in the educational process, educating them in the field of upbringing and psychology of the child and their participation in the school. Thus, all subjects of education should understand their role and its importance in this difficult process.

In general, there are two types of interaction, namely, collective and individual form of work with the family. The first type implies that the teacher creates an atmosphere of parental responsibility not only for their child, but also for the group (class) of students. With this type of form of work with the family, it is advisable to involve adults in the discussion of common topics that are not based on the personalization of children, but consider them as one.

The individual type provides a form of interaction with parents, so to speak, one-on-one, in this case, issues that relate to a particular child and the information that is associated with him are considered.

The choice of the form of work of the teacher with the family should be based on the typology of the personality of the parents, which are classified as follows:

1. The first group. Parents are teacher assistants. This group includes families where they respect traditions, have an active life position and always responsibly approach the instructions of the educational institution.
2. The second group. Parents are potential teacher assistants. As a rule, these are families who are ready to fulfill the instruction of the educational institution if they are asked about it openly and argue their request.
3. The third group. Parents who do not help the teacher. Parents of this group ignore the educational process and are negative about the institution and teachers. In this group, we can distinguish families where the negative attitude to the educational institution is hidden, and those where parents declare this openly.

When choosing a form of work with the family, it is important to consider the following:

1. Families of the first group are a reliable support when creating a parent team, they play a big role in forming a common opinion and making decisions.
2. Families of the second group are people who are willing to make contact and are ready to take part in the process of education and study only when the teacher explains in detail their actions and the meaning of the implementation of certain functions.
3. The families of the third group are people with whom it is difficult to have a conversation, and their attraction should begin with requests that will not take them a lot of time and effort, which will gradually introduce them to the general process.

In order to understand how the methods of interaction work, the most common and effective forms of social work with the family should be considered. Having studied them, the teacher can independently determine for himself the best way to collectivize and implement the processes of constant interaction between the educational institution and parents.

Educational conversations

Perhaps this form of working with the family is the most common and affordable, but at the same time one of the most effective. This form can also serve as an addition to other forms, such as parental counseling, meetings, etc.

The activity of the teacher contributes to the activity of parents. When the teacher or teacher in the course of the conversation illuminates any question or problem and helps to find the right way to solve it, this usually causes an adequate backlash.

During the pedagogical conversation, several rules should be observed, namely:

1. The nature of the conversation should be friendly and not aimed at condemning, but at helping parents.
2. The place and time of the pedagogical conversation should contribute to constructive communication. If the initiator of the conversation is the parents, then the teacher can offer to transfer it to a more convenient time and prepare properly for it.
3. The conversation should be supported by concrete facts, but they should be both negative and positive. When it is necessary to solve a problem situation during a conversation, parents are not always pleased to hear how bad their child is, even if this information is well-reasoned.
4. The teacher should show sincere concern for the pupil, this will help to position the parents and connect them to the learning process.
5. Parents in the course of the pedagogical conversation should receive any new information about their child, so the teacher should prepare a list of recent observations of the pupil.

Round table

They characterize the round table as an innovative form of working with the family. Preparation for the round table can take a lot of time and effort, but this is a very unconventional approach to the interaction of all participants in the learning process - the teacher, parents and students.

The organization of the round table includes the following:

1. Definition of the topic.
2. Selection and assignment of tasks to children.
3. Selection and assignment of tasks to parents.
4. Selection of games, the theme of which will correspond to the purpose of the round table.

For example, children can be given the task of bringing photographs of successful people, and parents can give definitions of terms that are related to success, achieving goals, and prepare arguments why success should be achieved. During the round table, children and parents are divided into two teams, and the teacher acts as the coordinator of this process. They have various functions, but the overall goal of this event is the organization of interaction between all training participants.

Joint leisure

This form of the teacher’s work with the family resonates with parents most often. However, it happens that some mothers, fathers, grandparents ignore such events and simply do not come to them. Therefore, when organizing joint leisure activities, one should consider the types of parents and find the right approach to them.

This form of work with the family is used less frequently in preschool educational institutions than, for example, in schools. During joint leisure, you can show parents how important outdoor activities are in the life of the team and family.

Open classes

This form helps parents to see with their own eyes how their children are brought up, and to visit, so to speak, inside the educational process itself. During this lesson, the teacher should involve all students in the communication and thereby give parents the opportunity to observe their child from the outside: how they give answers, how well they behave, etc.

After the open lesson, you can discuss the course with the parents. Thanks to this, one can understand what their reverse reaction is.

Master classes

The task of the master class is to establish partnerships with the parent through joint work and to combine the efforts of children and their family. At the master class, any interesting things can be created that can then be used in families or, for example, can fulfill some important social mission. For example, you can organize a workshop on sewing simple toys, which will then be given to orphanages.

During the master class, the teacher should act as an employee, not a mentor. Its task is to unite parents and children for the benefit of the educational process.

Parent Training

This is an unconventional form of working with families for Russian educational institutions, but it is extremely effective, especially if negative behavior prevails in the group of children. The teacher during the training with parents should determine the topic of the training, explain to parents the theoretical aspects of the psychology of children, listen to suggestions and opinions on this matter and give recommendations that will help families in their upbringing.

Individual consultations

This form of interaction with parents is similar to parental training, however, it is not implemented in a group, but in personal communication with an individual family. The teacher does not make the problem publicly visible. During such a consultation, he must explain why the child behaves in one way or another in a certain situation, from the point of view of the theory of child psychology and suggest how parents should behave in order to correctly correct the behavior of the pupil.

Parent diary

This form of working with families implies that at the first meeting parents are given a notebook where they make notes in the first half after parental conversations and meetings. The conclusions, recommendations to the teacher, etc. are recorded in these notebooks. The second half is intended for the parents to think about who they want to see their child in the future.

A mandatory element in the parental diary is the page of joy, which the teacher draws up before the parental meetings. Thanks to this, parents will be able to find out what internal barriers the student is able to overcome in ordinary life, what successes to achieve, etc.

Family visit

This individual form of work with families suggests that the teacher visits the child at home. This is an extreme form, which should be resorted to only in the most difficult situations.

However, it is not always possible for a teacher to visit families at home only to discuss serious problems. In some situations, the arrival of a teacher in the house can be a joyful event. For example, if a child is sick, the teacher can visit him, at the same time communicate with his parents and see with his own eyes how his place for learning in the house is organized.

Conclusion

The choice of the form of work with families is an important moment in communication with parents, because at the expense of them the fruitfulness of interaction is ensured, on which the level of education and upbringing of the child subsequently depends. Each teacher independently determines the form for himself, however, this should be reasoned and find feedback from the parents.