Interaction with parents is an important element of the work of any class teacher. Current trends in the development of national education are associated with a certain criterion - its quality. It directly depends on the professionalism of educators, educators, as well as on the culture of parents.
Despite the fact that, for example, family and kindergarten are two components of a single chain, a preschool is not able to replace parenting. DOW only complements family education, carrying out certain functions.
Theoretical aspects of the relationship of family and kindergartens
Interaction with parents for a long time has been the subject of controversy between psychologists and teachers. Many great teachers put family education as a priority, but there were also those who put educational organizations in the first place: kindergartens, schools.
For example, the Polish teacher Jan Kamensky called the maternal school the system of knowledge that the child received from his mother. It was he who first created the principles of interaction with parents. The teacher believed that the intellectual development of the baby, his adaptation to the conditions of society, directly depends on the meaningfulness and variety of maternal care.
The teacher and humanist Pestalozzi considered the family to be a real educational body. It is in it that the child masters the "school of life", learns to independently solve various problems.
Political, sociocultural, and economic changes taking place in society have also affected the education system. Thanks to the propaganda of pedagogical theory, interaction with parents and teachers is carried out in the framework of partnerships.
History reference
Scientists investigated in detail the various approaches to organizing the relationship of the family and the kindergarten, the specifics of the relationship between children and parents, and identified the most effective forms of activity. There was an attempt to organize close interaction with parents in the second half of the last century, T. A. Markova. Under her leadership, a creative family education laboratory was organized. Her task was to identify typical problems experienced by parents, as well as to determine the main factors affecting the formation of moral indicators in a child in the family.
The first attempts were made to identify the pedagogical skills and knowledge that fathers and mother need to fulfill the tasks of moral education.
As a result of the research, forms of interaction with parents were identified, a connection was established between the level of their pedagogical training and the success of raising children.
Modern realities
How is such work organized? Interaction with parents is oriented towards friendly partnerships. The family is a social institution of upbringing, which assumes the continuity of generations, the social adaptation of children, and the transmission of family traditions and values. This is where the primary socialization of the baby takes place. It is here that the child learns social norms, adopts a culture of behavior.
Relevance of the issue
In the framework of sociological studies, it was found that the impact of the family on the moral development of children is much higher than the impact of the street, the media, school (kindergarten). The physical and spiritual development of the child and his success depend on the microclimate existing within the family.
That is why the interaction of the educator with parents is one of the most important elements of the work of DOE workers and teachers of secondary schools.
There was a need for a significant modernization of relations between the family and educational institutions. The organization of interaction with parents in partnerships is the task that the state poses to a domestic education.
Causes of parenting problems in education
Since the family is a holistic system, it is impossible to solve the dyad “parent - baby" without the participation of educational organizations. Among the reasons that cause an unhealthy parental attitude are:
- psychological and pedagogical illiteracy of fathers and mothers;
- different educational stereotypes;
- personal problems are transferred by parents to communicate with schoolchildren;
- transferring the experience of relationships of senior family members to the younger generation.
The basic principles of interaction with parents used in modern educational institutions are based on the principle of a differentiated approach to the educational process.
Useful Tips
In order for the interaction with the parents of the pupils to be as effective and efficient as possible, it is first important to analyze their social composition, attitude towards cooperation, and expectations from finding a baby in a preschool. Thanks to the questionnaire, in the course of personal conversations, the teacher will be able to build the right line of relationships, choose certain forms of interaction with each family. Currently, all parents of children attending kindergarten can be divided into three conditional groups.
The first includes moms and dads, loaded at work. From a preschool institution they expect health improvement, development, upbringing, training of kids, quality supervision of them, as well as the organization of interesting events.
What kind of teacher can solve educational problems? Interaction with the parents of this group is built on the basis of a constructive dialogue. Due to their constant employment, such parents are not able to constantly attend seminars, consultations, and trainings, but they are happy to participate in creative contests, exhibitions, sports events with their children.
The second group of parents includes moms and dads with a convenient work schedule, as well as idle grandparents. Kids from these families could well stay at home, but parents believe that only within the framework of the kindergarten will they be given full communication with their peers, education, training, development. In this case, the teacher’s interaction with parents, lectures, seminars, and trainings for them is especially important. The main task of the teacher is to activate the activities of such parents, involving them in the active activities of the kindergarten. For this, the teacher creates a special plan. Interaction with the parents of this group is aimed at removing them from the position of passive observers into active assistants in the upbringing and educational process.
The third category includes parents in which mothers do not work. Such parents expect from the kindergarten an intensive communication of their baby with their peers, getting them communication skills, familiarizing themselves with the correct organization of the daily regimen, development and upbringing.
The teacher needs to be selected from this group of the most initiative mothers, to include them in the parent committee, to make them reliable assistants and colleagues. Seeing this interaction of the parent, the child will also strive for self-development, active social activity, it will be easier for him to adapt in society. Relations between adults who are interested in the success of a child are built on mutual respect, mutual assistance, and trust.
The specifics of family relations and preschool organizations
The content of the teacher’s work with parents involves all the issues of education and development of children. The teacher introduces dads and mothers with them, as parents need knowledge about the specifics of the baby’s formation, methods, tasks, organization of the game and subject environment, and their preparation for school life. The child sees such interaction of the parent as a guide to action, a standard of his behavior.
Kindergarten teachers are real professionals who are ready to come to the aid of parents in raising the younger generation.
The teacher should not only give lectures to parents, prepare reports, but be guided by the needs and requirements of parents and family.
Currently, parents are quite literate, they have access to any pedagogical information. But often they use literature haphazardly, by chance, which does not contribute to achieving the desired result - the correct development of children.
Intuitive upbringing is also dangerous, which is why it is so important to enrich and activate the upbringing skills of moms and dads, to hold joint family holidays, and to cultivate family traditions.
Consideration of age features of preschoolers
Child psychologists note that often parents put in front of children inflated attitudes that negatively affect the self-esteem of the kids. Child psychologists are convinced that because of the discrepancy with the expectations of the parents, the baby develops a neurosis. Problems arise due to the fact that parents have no idea about the crisis of three years, overload the baby with numerous sections and preparatory classes. Of course, preparation for school is important, but it should be carried out without serious damage to development. Carers are required to assist parents in solving the problems of the intellectual formation of the child.
When developing the content of work with parents, the following issues are put forward as priority areas:
- physical education of the younger generation;
- features of the psyche of children;
- organization of sports leisure.
Teacher work directions
In the framework of artistic and aesthetic work, the teacher pays attention to the specifics and tasks of aesthetic education, solving them taking into account the age characteristics of children.
For example, you can introduce parents to the peculiarities of organizing holidays and joint leisure activities within the framework of kindergarten and family, involve a music director, psychologists in the work, and conduct open classes for mothers and fathers.
Work with adults is a complex process of communication between individuals who have their own life position. That is why often between the teacher and parents there are misunderstandings and conflict situations.
Establishing a full-fledged personal contact between the teacher and the parents of the pupils, daily communication to them about the success of children is an excellent way to prevent misunderstanding. In the absence of information, parents turn to other sources, for example, to other mothers and fathers, which leads to a distortion of facts.
Conclusion
Young caregivers often fear their parents' parents. They are afraid to turn to them with complaints, complaints, suggestions regarding their children. In the absence of experience, the teachers do not try to figure out the situation, but simply consider the parents to be in conflict, try to prove to them that they are mistaken. This position negatively affects the educational process, is a prerequisite for serious problems between the teaching staff and parents.
It is important that you first listen to your parents and show them your interest and willingness to understand the situation described. You can additionally invite the mom (dad) of the baby in order to inform them personally about the actions taken, the results obtained.
Modern parents are interested in consultations with a speech therapist, medical professional, and psychologist. But when considering issues related to upbringing, they often consider themselves so competent in this field that they do not want to take into account the arguments of the educator, despite having professional education and work experience.
In the course of research on the issue of the formation of educational competencies in parents, they came to the conclusion that there are certain contradictions:
- between duties and rights, inability to use them;
- between parents' requests for educational services and the inability to provide them;
- between the desire of fathers and mothers to actively help preschool institutions and the strict regulations of the activities of such organizations;
- between the low level of pedagogical culture and the lack of educational programs for parents in pre-school education
To strengthen and improve the communication and interaction of various social institutions (family, kindergarten, public), it is necessary to use certain principles:
- partnership of teachers and parents in the education and upbringing of children;
- trust, respect, help to the child both from the side of the teacher, and from the side of his mother (father);
- knowledge of adult educational opportunities of the family and educational organization
Today, all educational organizations in our country are engaged not only in the education and upbringing of the younger generation of Russians, but also in advising parents on family education issues. That is why kindergartens and schools determine the forms and conditions of work with parents, select and improve forms, content, methods of mutual cooperation based on their requests.
New educational standards that are developed and implemented in the system of pre-school and school domestic education, include provisions relating to the implementation of educational work with parents of students.
The result of systematic work aimed at improving the education of mothers and fathers directly depends not only on the competence of the teacher, but also on the desire of the parents themselves to learn the methods of raising children.