Parent meeting “Project activities in 1st grade”

Technological map of parent meeting material on the topic

— The main institution of education is the family. A family is a small social group whose members are connected by marriage or kinship, as well as by a common household. The family performs a number of functions: 1) Social status - providing family members with a certain position in society. 2) Economic function – providing for the family’s economic needs: buying groceries and cooking; cleaning and repair; keeping clothes and other household items in order. 3) Organization of leisure time – restoration and maintenance of health, satisfaction of various spiritual needs. Family leisure should have a developmental impact on all family members: increase their educational and general cultural level, and unite them by common interests. 4) Reproductive – reproduction and preservation of offspring, continuation of the human race. 5) Educational function – education and development of children. For a small child, a family is a whole world in which he lives, develops, makes discoveries, learns to love, rejoice and sympathize. The foundations of a child’s personality are laid in the family. It is there that he gains his first life experience, makes his first observations and learns how to behave in various situations. What a child acquires in the family during childhood is preserved throughout his entire subsequent life. The importance of the family is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, not a single educational institution can compare with the family. In the eyes of a child, parents play several roles: • as a source of emotional warmth and support, without which the child feels defenseless and helpless; • as power, a dispenser of benefits, punishments and rewards, • as a model, an example to follow, the embodiment of wisdom and personal human qualities; • as an older friend and adviser who can be trusted. Within the family, parents create a certain educational environment for their children (for example, they provide hygienic conditions, nutritious food; purchase educational games and toys, books; take care of positive examples and patterns of behavior). Education is cooperation, interaction, mutual influence, mutual enrichment of children and adults. Moreover, each family has greater or lesser educational capabilities, that is, different educational potential. The results of education depend on this potential. In connection with the special educational role of the family, the question arises of how to maximize the positive and minimize the negative influences of the family on the upbringing of the child. To do this, it is necessary to accurately determine intrafamily socio-psychological factors that have educational significance. For the full development of a child’s personality, favorable parent-child relationships must develop in the family. Children growing up in an atmosphere of love and understanding have fewer health problems and learning difficulties, grow up friendly, sociable, and open, and disruption of parent-child relationships leads to the formation of various psychological problems (aggression, anxiety, deceit) and complexes. Each family develops a certain system of education, which represents targeted educational influences carried out by parents with the aim of developing certain qualities and skills in children. The totality of ways of communicating with a child, methods and techniques of education, the severity of parental control and the presence of emotional support determine the style of family education. Each family may have different parenting styles, depending on situations and circumstances, but many years of practice develop an individual style that is relatively stable. There are 3 main parenting styles: authoritarian, democratic and liberal. They influence the formation and development of a child’s personality in different ways.

— Before I read out the main characteristics of each parenting style, I suggest you take a test to evaluate your own parenting strategy and find out which parenting style you use. To do this, you need to choose one of the proposed answer options for each question. There will be 10 questions in total. (Annex 1)". “Now listen to what each parenting style is”

- In an authoritarian style , parents demand from the child unquestioning submission to their will and authority, and are demanding that orders be strictly followed. They control all areas of the child’s life, limiting his independence and making all decisions for him. At the same time, the dominant educational methods are demand, order and coercion, accompanied by strict control, severe prohibitions and physical punishment. Such parents treat their child emotionally coldly, devote little time to him and very rarely praise him. This style of parenting gives rise to hostility, aggressiveness and irritability in some children, while in others it produces suspicion, self-doubt, indecisiveness, passivity and timidity. Children in such families usually withdraw into themselves, their communication with their parents is disrupted, alienation from their parents occurs, and a feeling of insignificance and unwantedness in the family arises. Children from such families rarely treat people with trust, have difficulty communicating and are often cruel themselves. Supporters of a democratic parenting style encourage responsibility and independence of their children, take into account their interests and desires, and trust their child. The leading type of relationship is cooperation; parents communicate with children as equals and see their task as coordinating their actions and providing assistance. They do not order, but ask for instructions to be carried out without infringing on the rights of the child. Control based on reasonable care helps children listen to their parents' explanations and requests. Thanks to this, warm and friendly relationships develop in the family. This style of parenting promotes the development of goodwill, independence, activity, initiative, determination and responsibility in children. Compared to other children, they are more balanced, open, sociable, friendly, kind, self-confident, creative, capable of sympathy and empathy. These children develop high self-esteem and perform much better in school than children raised by parents with other parenting styles. With a liberal parenting style, the child is left to his own devices. He practically knows no prohibitions and restrictions on the part of his parents, since they devote little time to him, do not interfere in his affairs, are not interested in his problems, and provide him with a lot of independence. Such parents are characterized by low demands and weak control. They do not know how or do not want to raise children; their concern is of a formal nature. In the family there is a lack of emotional connections, alienation, indifference to the affairs and feelings of others. Children in such families grow up selfish, conflict-ridden, aggressive, disobedient, weak-willed, unconfident, impulsive, and feel abandoned and unnecessary. They are not able to establish strong emotional connections, take into account the interests of other people, are not ready for restrictions and responsibility, and are poorly socialized in society.

1. “Which of the described parenting styles do you think is the most effective? 2. Are there anyone among you who adheres to this parenting style? 3. What new things have you learned about raising a child?” (Parents' answers).

Indeed, the most optimal is a democratic style of education, in which the child’s independence is valued and trust and respect are shown to him. But the weakening of parental control, as well as its hypertrophy, contributes to the formation of a passive and insecure personality, and also disrupts the process of socialization of the child in society. In order to correct the current situation, it is necessary for parents to realize their mistakes and strive to adjust their parenting style.

Recommendations for parents using an authoritarian parenting style: • refuse orders, threats and physical punishment; • do not make excessive demands on your child; • replace orders and demands with requests and suggestions; • take into account the interests and desires of the child; • be a little more accommodating towards the child; • do not limit the child’s independence; • maintain a warm and trusting relationship with your child. Recommendations for parents using a liberal parenting style: • pay more attention to raising your children; • take an interest in their problems and successes; • assist your child in overcoming difficulties and solving problems; • monitor your child's behavior more often; • create an atmosphere of love, warmth and trust in the family. The consistency of parental views on education is of great importance. In two-parent families, parents sometimes have different parenting styles. For example, a father may be quite authoritarian, while a mother may be caring and permissive. Or one grandmother says one thing, another another, and the parents adhere to a third parenting tactic, demanding mutually exclusive forms of behavior from the child. In this case, the child does not understand what is actually right and what is wrong; he cannot be sure of anything, which means he does not feel safe. Due to such contradictory upbringing, the child lives in a state of psychological stress, he may develop neuroses or various behavioral disorders. Therefore, it is necessary to develop a unified parenting style and adhere to one behavioral tactics so that the child does not see contradictions in the positions of the parents. It is important that there is a harmonious relationship between parents. Then it will be much easier to come to an agreement on issues of education.

MAGAZINE Preschooler.RF

Development of the structure of a thematic parent meeting

Olga Petrovna Bashkirova, teacher, municipal budgetary preschool educational institution “Kindergarten of a combined type No. 179”, Samara city district

Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public. Family and preschool institutions are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child. Modern parents are quite literate, have access to pedagogical information, but often they use random literature, unsystematically, and therefore parents’ knowledge is chaotic [1, p. 28].

A positive result can only be achieved by uniting the family and kindergarten into a single educational space, implying interaction and cooperation between preschool teachers and parents throughout the child’s preschool childhood. Based on this, it follows that the issue of interaction between a preschool institution and a family is one of the most pressing today.

The purpose of the parent meeting: coordination and unification of the efforts of the preschool educational institution and the family in creating conditions for the comprehensive development of the child’s personality and improving the pedagogical culture of parents.

Tasks of the parent meeting

1. Establish partnerships between teachers, children and parents.
2. To help parents understand their educational role in the family, their position in communicating with children within the framework of family education.
3. Provide assistance to parents in mastering pedagogical knowledge about the development of a preschool child and the ability to apply it in communication.
4. Select methods of influence on the child that are appropriate to his age and individual characteristics.

Pedagogical theory and practice have developed a large number of different forms of working with families. The main form of work between teachers and parents is parent-teacher meetings. During each school year, kindergarten groups usually hold two or three planned parent meetings. Traditional forms of parent meetings are a meeting at which there is a main speaker - a teacher and several co-speakers, specialized kindergarten specialists or representatives of the parent committee. The teacher can also conduct a survey or a short discussion with parents about any issue in the life of the children’s group [2].

The structure of a thematic parent meeting consists of three stages [3].

Stage I - Preparatory

1. It is necessary to warn parents in advance about the parent-teacher meeting in kindergarten and about the topic that will be discussed. The teacher should post the date and topic of the parent-teacher conference on the information board. It's even better if each parent receives a personal invitation to a parent-teacher meeting.
2. It is necessary to prepare well in advance for the parent meeting. Write a plan, prepare visual and information materials, print out the required number of questionnaires for parents.
3. It is necessary to agree with other kindergarten specialists on the topic of the parent meeting, their role at this meeting and give time for preparation.

Stage II – Basic

The first or introductory part is designed to organize parents, create an atmosphere of goodwill and trust, and concentrate their attention (topic messages, forms of meetings using short games and activities).

The second part (disclosure of the topic of the meeting) begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the topic under consideration.

The third part - “miscellaneous” - discusses the issues of keeping a child in kindergarten, spending leisure time, organizing joint events between the family and the preschool educational institution.

The fourth part is the decision; the results of the meeting are summed up, listing the decisions made on each of the issues discussed, recorded in the minutes.

Stage III - Final (reflective)

Summing up, it is important to find out the attitude of the parents towards the meeting, it is wise to prepare in advance the necessary questionnaires for the assessments and wishes of the parents - all this will subsequently become the subject of reflection. The subject of analysis will also have to be the personal composition of parents who remained for a personal conversation, questions from parents during the meeting, the attendance of parents, reasons for absence, participation of parents in the discussion, etc.

When holding a parent meeting, you must follow all stages of its structure. This will help us not only maintain its function, but also convey the theme of the meeting, as well as the comfortable presence of all participants. This way, the parent meeting will be effective.

1. Arnautova E.P. We are planning to work with our family. // Management of preschool educational institutions 2002, No. 4. – 66 p.
2. Zvereva O. L., Krotova T. V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect. — M.: Sphere shopping center, 2005
3. Syagina N.V. Experience of interaction between family and preschool institution // Young scientist. - 2020. - No. 23. — P. 518-521.

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