Seminar-workshop for kindergarten parents
Seminar-workshop for parents “Play with your children!”
Goal : to give parents knowledge about the importance of the game in the development of the child, about the influence of the game on the development of communication abilities in children; bring parents to realize the importance of play in a child’s life; give parents some examples of family games with their child; involve parents in play activities. Plan of the seminar - workshop. 1. Theoretical part.
Consultation for parents “Game is a child’s leading activity.” 2. Practical part. 3. Bottom line. Theoretical part.
1.Consultation for parents “Game is the leading activity of a child”
Hello, dear parents! I would like to begin our meeting with the words of Makarenko A. S. “Play is important in a child’s life, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.” Children's games in general are the only natural work of a child, which he undertakes without coercion or external influence. At the same time, they are an excellent way to instill almost all the character qualities that we value in people, but which we often try to instill verbally, i.e. verbal, methods or simple habituation, training or exercise. By playing, a child learns to live. No other activity is capable of giving a preschool child so many positive emotions that he so needs for healthy mental and physical development. Games are no less beneficial at older ages, but only if their social content is deepened. The main thing is not to allow (especially under the age of 3 years) a sharp, rapid transition from one type of activity to another, which does not have any logical connection with the previous one, especially if it is little known or completely unknown to the child. This causes protest, reluctance, even painful fear of what is new that is being offered. This is why children react painfully to being distracted from a toy or game that completely captivates them. By categorically interfering in the world of children's play, adults injure and destroy the world of fantasy, traumatize the child's psyche, deform his imagination, or, finally, provide false patterns of behavior with the feelings of others and attitudes towards the results of their work. Therefore, it is so important to be tactful with children engaged in games and toys. Don’t rush to stop them, even if you have your own plans - on the contrary, take the time to ask what game your child is interested in and what its meaning is. Join in unobtrusively - play along, and you will feel the child’s special gratitude and interest in you. Thanks to the game situation, you can teach your child something educational and useful. As observations show, preschoolers are very fond of playing games such as “Mothers and Daughters”, “Home”, “Away” and others. Parents can always direct their stories towards mastering certain rules of life in the family, performing duties and observing ethical behavior and relationships. Games such as “The Magic Word” (when every request and action must be accompanied by the proper selection and use of polite, pleasant words) have a positive educational effect; “One-stop shop” (when a child mentally finds himself in a situation of choice, in which he has the right to choose only one from a large offer of different possible desires. By the way, a similar situation “in the store” can be used to help children navigate the possibilities of the family budget, in usefulness or excess of certain things; learned to make conscious choices for which they themselves will have to answer in case of failure); “Good - bad” (when in a play situation the essence of good and bad is revealed to the child, and he develops a system of ideas about the cause-and-effect relationships of various actions, actions and behavior in general) and others. Such games will always contribute to the formation of the child’s ideas about politeness, the priority of desires and needs, the possibility of satisfying them, and will develop and enrich his language, even if you do not clearly set such an educational goal for yourself. So, what are the rules for choosing children's toys? Toys for children 3–4 years old should primarily promote the development of running, gross and fine motor skills and speech. To develop running, medium-sized balls or balls, various toys on wheels, where you can tie a string, are suitable so that the child runs with them and looks back. – Construction cubes, medium-sized balls, pyramids, nesting dolls, jars and bowls will be useful for the development of gross and fine motor skills. The development of speech is facilitated by plot-shaped toys: dolls, toy animals (soft or rubber), doll furniture, cars, as well as substitute toys, that is, those gaming materials that can replace familiar objects for the child. These include bars of various sizes, large and small boxes, boards of various shapes, strips of paper, colorful scraps, etc. From about the age of two, children can spend time with board games, many of which also contribute to the development of speech. When choosing a toy for your baby, you should take into account his age characteristics. The size of the toy should not be too large or too small. A child will find it uncomfortable, and sometimes impossible, to hold, for example, a huge furry bear, and may feel like a failure. But we, adults, sometimes think that the larger the toy, the more it will capture our child’s imagination. Toys that are too small (small mosaics, small balls, toys from Kinder Surprises, etc.) are also not recommended to be given to small children, since the baby can swallow them - First of all, the toy must be durable and safe (no sharp corners, no harmful chemical coatings). It’s good if it appeals to several of the child’s senses at once: for example, a fur ball, pleasant to the touch, inside of which there is a hard plastic ball filled with many small objects that rattle when the ball is manipulated. It is desirable that the child not only enjoys looking at the toy, but also wants to use it in games. – A toy can be multifunctional: for example, the same fur ball can be sewn from pieces of fur of different colors, and then it can be used to develop color perception, motor skills, and sensory perception. Our research, based on a survey of parents, showed that cars are the most popular among young children, followed by cubes and balls, then dolls, fur and rubber toys, and toys on a string. Many parents note that children love to use water, cereals, safe objects, mother’s cosmetics and father’s tools in their games. A toy bought in a store is rarely multifunctional, that is, it is usually designed to practice only one function (memory, attention, etc.) or only one skill. You can also use toys made by parents and children, or use various waste materials or substitute items. If a child took part in making a toy, he, as a rule, will not throw it away after playing once. After all, it will be the result of your joint work, will be loved by the child and will bring him joy and benefit. You can make a toy from any “waste” material: from corks, plastic bottles, cardboard boxes, etc. (we will conduct a separate master class for this) Show your child how to play with a new toy, and soon he will not only repeat the game you suggested, but he will also come up with a lot of new entertainment. If a child has just been bought a toy and he knows how to play with it, it is better to give him the opportunity to act independently. But soon the child’s experience is exhausted. The toy becomes uninteresting. Here you need the help of elders, to suggest a new game action, to show them, to offer additional game material for the existing game (you always need to have a piece of fur, fabric, cardboard, wire, box, etc. on hand). Communication in the game is not fruitless for the baby. The more precious moments he has in the company of people close to him, the more mutual understanding, common interests, and love there will be between them in the future.
2. Practical part.
After all, play is the most interesting thing in a child’s life.
Exercise “Suitcase of Nonsense”. The presenter brings out a tray or box containing various items: balls of thread, cereal, a container of water, a container of sand, dough, paper, lids, pebbles, etc. Parents are encouraged to consider all this and think about why it is needed, and what to do with it all. I agree with you that we can use these riches or objects for games. The presenter invites parents to come up with and name games with objects lying on the trays. Whoever names the most wins. Game of Changelings. A game for adults and school-age children. The players' task is to unravel famous expressions said backwards. For each guessed expression, the player receives one chip. The winner is the one who guessed the most shapeshifters • Happiness moves in heaps (Trouble does not come alone). • Started having fun - stay at home cowardly (Finished the job - go for a walk boldly) • Hid the fact that it was a seaweed - get out of the aquarium (Called yourself a milk mushroom - climb into the back). • To scare dogs - to walk around the city (To be afraid of wolves - do not go into the forest) • The back of the head is small from courage (Fear has large eyes) • Baldness is a man’s disgrace (A braid is a girl’s beauty) • The policeman’s felt boots get wet (The thief’s hat is on fire) • Out of idleness, you will release all the squids into the ocean (You won’t be able to catch a fish from a pond without effort) • Strollers are afraid of cleanliness (Tanks are not afraid of dirt) • If you ruined your vacation, sit quietly (Finished the job, go for a walk boldly). Game "Black and White". The teacher raises a card with a picture of a white house and the parents name the positive qualities of the object.
Then, with a picture of a black house, the parents list the negative qualities. (example: “Book” is good - you learn a lot of interesting things from books; bad - they get torn quickly). A collection of ideas - parents share their family games. 3.Result. Parents are given booklets “Home Toy Library” (Appendix 1). Playing together is the main content of communication. By playing and performing various game roles, children learn to see events from different positions, take into account the actions and interests of others, and observe norms and rules. So let's play together with our children! Goodbye! See you again! Annex 1
HOME TOY LIBRARY Bring joy to your child and yourself at the same time - play together.
Don't know what? Look below, the proposed games are not only interesting, but also useful. 1. Sun. Draw a large yellow circle on the paper. Then, one by one (one stroke is made by the child, the next by mom or dad, etc.) draw as many rays as possible to the sun. 2. Snake . Draw a big snake. Now you need to paint the snake skin, alternately applying with multi-colored felt-tip pens a pattern of stars, dots, wavy and zigzag lines, etc. 3. Fashion a hedgehog . Collect short thin sticks in a park or forest. Make a short thick sausage out of plasticine and stick the assembled sticks into it: you get a hedgehog. 4. Memory training . Six different small objects are placed on the tray, for example, a toy car, candy, pencil, sharpener, comb, spoon... For a short time, the child remembers what is lying, then the tray is covered with something. What's under the cover? Then switch roles. 5. Veterinary hospital . We put soft toys in bed and treat them: bandage them, give medications, measure the temperature, apply compresses, etc. 6. Blot pictures . Spray ink onto paper. Fold the paper with the blot inward, then unfold it again. Draw a picture from the prints. 7. Figure-rug. Using trousers, a shirt and boots, we lay out a figure on the floor. Draw a face of suitable size on paper, cut it out and apply it.
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Summary of the workshop for parents “Educational games of the new generation”
Municipal budgetary preschool educational institution
kindergarten No. 44
Abstract of a workshop seminar with parents of older children with speech disorder (stuttering) Topic: “Educational games of the new generation in the intellectual development of preschoolers”
Compiled by: teacher
1 qualification category
Zaitseva S.A.
Sarov
2018
Participants:
parents of pupils of the preparatory group for school, children, teachers
Relevance
One of the important aspects of the development of preschool children is intellectual development. It is important for parents that their child is successful and developed. The effectiveness of the developmental process of children in preschool educational institutions depends on the joint activities of the teacher and parents, which contribute to the rapid development of preschool children. In this regard, I developed a workshop seminar. The workshop was held as part of an introduction to parents of senior preschool age on the topic: “Educational games as a means of intellectual development of preschool children”
The workshop consists of parts:
1. Theoretical part
1.1.Consultation for parents “Intellectual development of preschool children”
2. Practical part
2.1. Games - tasks for parents
2.2. Discussion about the appropriateness of the conditions and methods for developing children's play activities in the family.
2.3. Stories from parents from the experience of family education “Home Toy Library”
2.4.Traditional game “I give you a game.”
2.5. Game library.
2.6. Presentation of a memo “What parents can do”
3. Reflection
A workshop is one of the effective forms of cooperation with parents, which involves both theoretical familiarization with the problem and a practical solution to a specific situation.
Target:
Introducing parents to the conditions, methods of using games and exercises aimed at developing the intellectual abilities of children at home.
Tasks:
-To form in parents ideas about the importance of play in the development of a child, about the influence of play on the development of intellectual abilities in children.
- To attract the attention of parents to children's play as an activity that, in a family environment, most fully satisfies the child's needs for business, cognitive and emotional communication with adults and peers.
-Exercise parents in the method of arranging parts, composing a silhouette figure, focusing on a sample, planning the course of action.
— Provide parents with practical recommendations on the use of games and exercises in a family environment aimed at developing intellectual abilities in children;
— To train parents in the ability to independently select games and exercises for the development of intellectual abilities in children.
Expected results:
- parents have formed ideas about the importance of play in the development of a child, about the influence of play on the development of intellectual abilities in children
— parents were given practical recommendations on the use of games and exercises aimed at developing children’s intellectual abilities
— parents gained experience in selecting games independently.
Preliminary work:
— conducting surveys and individual interviews with parents in order to find out their ideas and capabilities on this topic;
— analysis of questionnaires and conversations with parents;
— selection of manuals, games, methodological literature on the topic;
- preparation of visual materials and practical recommendations for parents.
Materials and equipment:
Laptop, projector, screen, scissors, tangram game samples, magnetic board,
games and aids used for children's development; emoticons - red, yellow, blue (for each participant); cards on which the conditions and methods for developing children’s play activities in the family are formulated.
Progress:
Seminar
Hello, dear parents! I'm very glad to see you!
Game "Let's say hello"
You have to greet yourself in a certain way:
The music sounds - we all walk around the hall.
The music stops once - we shake hands with whoever is nearby.
2 times - we greet with hangers.
3 times – we greet with our backs. Talking is prohibited.
After the game, the participants sit down on chairs.
- Theoretical part.
Consultation “Intellectual development of preschool children”
Intelligence is a complex integral formation that includes various cognitive processes and functions. This is thinking, memory, attention, imagination, speech, in their interrelation. /P. Ya. Galperin/. The intellectual development of children is aimed at developing the child’s mental abilities in the process of various types of activities, mainly in a fun way. The successful intellectual development of children is facilitated by the consistent organization of the child’s experimental activities. The basis of human intelligence, his sensory experience, is laid during the first years of a child’s life. In preschool childhood, the formation of the first forms of abstraction, the generalization of simple conclusions, the transition from practical thinking to logical thinking, the development of perception, attention, memory, and imagination take place. This is due to the fact that in children of early and preschool age the work of all analyzers is improved. The formation and functional differentiation of individual areas of the cerebral cortex, connections between them and hand movements are carried out. The use of educational games in the pedagogical process allows you to restructure educational activities: move from the usual activities with children to play activities organized by adults or independently, removes the excessive didactic nature of teaching, arouses interest in children, and a desire to engage in games. Among the author's educational games, we can especially highlight a group of innovative games that influence the development of intelligence: “Fairytale labyrinths of games” by V.V. Voskobovich, “Dyenesh blocks”, “Cuisenaire sticks”, search and creative tasks of A. Zak, “Nikitin cubes”, "Tanggram." "Columbus Egg" and others.
- Practical part
2.1
Game-task
-Dear parents, I offer you an unusual task: remember your family evenings and give them self-esteem. If you do as told, then display a red emoticon, not always yellow, never blue.
- Every evening I spend time playing with the children.
- I talk about my games from childhood
- If a toy is broken, I repair it together with the child.
- Having bought a game for a child, I explain how to play with it and show different options for the game.
- I listen to stories from a child about games and toys in kindergarten
- I don’t punish a child with games, toys, etc. I don’t deprive him of games or toys for a while
- I often give my child a game or toy.
— If there are more red emoticons on your table, it means that the game is always present in your home. You play as equals with your child. After all, play is the most interesting thing in a child’s life.
Exercise.
-Dear parents, on your tables there are cards on which the following conditions and methods for developing the play activities of children in the family are formulated. Please familiarize yourself with them and choose those that you implement in your family.
2.2. Discussion about the appropriateness of the conditions and methods for developing children's play activities in the family.
(The teacher organizes a discussion about the appropriateness of the methods used by parents) 2.3. Stories from parents from the experience of family education “Home Toy Library”.
2.4
.
Educator:
- Dear parents, I propose to introduce
“I give you a game” into the tradition of the family and our group.
Target
- develop communication skills with adults and peers.
Once a week, on a day off, parents, “give” your child a new game for him: don’t just buy it, but make it together with your child, but be sure to explain it and play with the child. Every Monday, children “bring” home-made games to the group with their own hands. Children introduce them to their friends throughout the day. Receive prizes for the most interesting games.
2.5. Toy library ( Parents sit at tables).
Educator:-
Today at our meeting I want to dwell in more detail on such entertaining games that you can make with your children with your own hands.
These are games for making planar images of objects, animals, birds, houses from special sets of geometric shapes, which occupy a special place among mathematical entertainment. Sets of figures are not selected arbitrarily, but represent parts of a figure cut in a certain way: a square, rectangle, circle or oval. They are interesting not only for children, but also for adults. (The teacher shows the parents the figures from the game “Tangram”).
Educator:
— “Tangram” is one of the simplest games.
They also call it “Cardboard Puzzle” and “Geometric Constructor”. A square measuring 8 by 8 cm made of cardboard (demonstrates), equally colored on both sides, is cut into 7 parts. The result is 2 large, 1 medium and 2 small triangles, a square and a parallelogram. Using all 7 parts, tightly attaching them to one another, you can create many different images using samples or your own design. ( The teacher invites parents to watch how children use the “Tangram” game in group classes, a fragment of the children’s game).
The teacher explains to parents the sequence of game actions: first, the sample is analyzed under the guidance of an adult, then the children are asked to independently examine the figure and compose it.
Educator:
-A more complex and interesting activity for children is to recreate figures based on contour patterns.
Recreating figures using contour patterns requires visual division of the shape of a particular planar figure into its component parts, i.e. on the geometric figures from which it is composed. (The teacher invites parents to try playing the game “Tangram” and gives parents squares, scissors, and invites them to prepare the game themselves).
Parents cut the square into 7 parts. The figures for the game are ready.
The teacher asks the parents a riddle:
Educator:
-Taller than a cat, lives in a hole in the forest. Fluffy red tail, We all know...
Parents guess: “Fox”
The teacher shows a sample
Educator:
-Dear parents, look carefully at the figure of the fox.
How many parts can it be made of? (Parents' answers.)
The teacher invites parents to create a fox figure themselves.
The teacher asks whether the parents liked the game and whether everyone completed the task.
Then the teacher shows parents games similar to “Tangram”: “Columbus Egg”, “Pythagoras” and “Mongolian Game”. He explains that these games are similar to the previous one; you can also make them yourself at home and play them with your children.
In custody
meeting, the teacher distributes to parents sheets with drawings for preparing the games “Columbus Egg” and “Mongolian Game”, samples of figures that can be made from parts of the games.
Educator:
-Play with the children. Develop children's creative abilities, independence, and come up with new options for silhouette figures. In the family, it is necessary to create such conditions for the child so that he experiences satisfaction from communicating with you, receives from you not only new knowledge, but also enriches his vocabulary and intellectual abilities.
2.6. Parents are given instructions on “How to play with their child correctly”
3.Reflection
"My participation in the seminar"
Target:
concretize, clarify and generalize the knowledge of parents obtained as a result of the workshop.
Educator:
-Write on your emoticons, please, what you liked or didn’t like? Your wishes, suggestions regarding further cooperation between kindergarten and family on the topic of the seminar? And put it in the box.
Educator:-
Thank you for attention! Goodbye! See you again!
Seminar-workshop for parents “EDUCATION OF A CULTURE OF BEHAVIOR OF PRESCHOOL CHILDREN IN THE FAMILY”
Seminar
–
workshop for parents
“EDUCATION OF A CULTURE OF BEHAVIOR
PRESCHOOL CHILDREN IN THE FAMILY"
In the Main Directions of the Reform of General Education and Vocational Schools, special attention is paid to the pedagogical comprehensive education of parents. The deployment of a system of pedagogical comprehensive education for parents will play an important role in improving family education.
This workshop-seminar is a system of classes for pedagogical comprehensive education of parents on one of the problems of the comprehensive education and development of a preschool child - instilling a culture of behavior.
The purpose of the workshop is to help parents develop their pedagogical culture and master the art of raising children.
The workshop contains specific tasks for instilling a culture of behavior in preschoolers in the family and reveals their content for each age period of preschool childhood.
This seminar is based on the principle of coordination and simultaneity of educational efforts of the family and kindergarten.
Unlike a kindergarten, where a child is raised in the company of peers, the family has slightly different educational opportunities, due to the special warmth of family feelings and relationships and therefore irreplaceable in terms of influence.
The second principle underlying this universal education is to intensify the pedagogical activity of parents and their self-education. A pedagogical workshop will help parents master the basic principles of pedagogy and apply them in the practice of raising their children, which offers various forms of work: debates, practical classes, conferences, discussion of pedagogical situations and problems, consultations and generalization of the experience of raising a family. This principle is also the basis for parents’ study of pedagogical literature. For example, the “Book for Parents” by A. S. Makarenko1, Chapter on the upbringing of Vasya Nazarov, is offered for study. Parents analyze and compare parenting techniques from the book with their own. Questions may be asked: Do your children have regular assignments in the family? How do you ensure that children follow these instructions? What techniques have worked well in your experience and why? Why do the techniques recommended by A. S. Makarenko attract you? How do you explain A. S. Makarenko’s position that it is better to offer a child one constant assignment and organize its implementation, than to offer new ones every time, which the child ignores? What personality traits are developed in a child if the assignment is carried out constantly? - and others.
