Public lecture “Involving parents in the educational process (FSES before): solutions”

Ways to involve parents in the educational activities of preschool educational institutions in modern conditions

Surma Anna Alekseevna

teacher

This article presents the problem of involving parents in the educational activities of a preschool institution, as well as ways to solve it. The material is based on work experience.

Dear Colleagues! Right now I suggest you clap with one hand. No matter how hard we try, patting ourselves on the shoulder, leg, making approximate clapping sounds, real applause will not work without the help of the second hand. Likewise, in our activities with parents, without simultaneous, synchronized movements to meet each other, interaction will not be successful.

Therefore, I bring to your attention a pressing problem: how to involve parents in the educational activities of a preschool educational institution in modern conditions.

In modern conditions of preschool education, it is difficult for teachers to do without the support of parents, without their participation in the life of the group and preschool educational institution. It is through the process of cooperation and interaction between teachers of a preschool educational institution and the families of pupils that the full development of the child’s personality can be achieved.

The involvement of parents in the educational activities of a preschool educational institution is prescribed in regulatory documents, such as the Law on Education in the Russian Federation and the Federal State Educational Standard for Preschool Education, and is also an integral part of the implementation of the basic general educational program of preschool education. Summarizing these documents, we can say that today parents are active participants in educational activities.

But as practice shows, today in preschool educational institutions parents are different. In our opinion, the main factor making it difficult to work with parents is their employment, so we divided parents into 3 groups:

The first group are parents who are very busy at work, for whom kindergarten is simply vital. But, despite this, they expect from the kindergarten not only good supervision and care for the child, but also full development, health improvement, training and education, and organization of interesting leisure time. Due to their busy schedule, this parent group is unlikely to be able to actively attend consultations, seminars, and trainings. But with the correct organization of interaction, they will happily prepare a joint creative work for a competition at home with their child, select photographs for an exhibition, and take part in pre-announced events at a time convenient for them, for example, sports festivals,

The second group consists of parents with a convenient work schedule and non-working grandparents. Children from such families might not attend kindergarten, but parents do not want to deprive the child of full communication, games with peers, development and learning. The task of teachers is to prevent this parent group from remaining in the position of a passive observer; it is necessary to activate their pedagogical skills and involve them in the work of the preschool educational institution.

The third group is families with non-working mothers. These parents also expect from the kindergarten interesting communication with peers, learning skills for behavior in a team, maintaining the correct daily routine, learning and development. Yes, we can call this group of parents activists, because they are almost always “near” the teacher.

Based on the above, we can say that the main goal of involving parents in educational activities is to create a single space - family - preschool educational institution, as a space for the child’s development, in which all participants in pedagogical activities (that is, children, parents, teachers) will be comfortable, interesting, safe, useful, prosperous.

Then the questions arise: How to interest parents in working together? How to make them participants in the educational process?

We see several ways to solve the problem of involving parents in the educational activities of preschool children in modern conditions, based on the employment of parents and technical capabilities.

One of the effective ways is to communicate with parents through instant messengers WhatsApp, Viber, VK. For example, consider the WhatsApp messenger. Most parents have this messenger. The use of group chats with parents allows the teacher to share with parents various educational materials for children and links to useful sources. In our work, our institution actively uses this form of interaction. It gives its results, for example, before the weekend, parents come up and ask what they can do with their child. Based on the needs of parents, each teacher shares various games, these can be online games, as well as games that parents can print and play with their child. Parents like collections of material to reinforce the topic of the week, and various collections for the development of fine motor skills. In our opinion, if parents want to reinforce the theme of the week with their child, this is a small victory, then we can say that we were able to involve parents in educational activities.

The question probably arises: How do we involve parents who do not have access to the Internet? I won’t deny that there are such parents. Then it is possible to use such a form of interaction as bookcrossing. The use of bookcrossing in work with parents takes place in the form of an exchange between the teacher and parents of various books aimed at the development of students. We have been using this form of work quite recently. But it is already producing results. Books in the group do not stay late. Some people prefer books with fairy tales, others prefer books with educational tasks.

It cannot be said that we exclude from our activities such forms of involvement as joint exhibitions, demonstration classes, consultations, and parent-teacher meetings. Each parent has their own. We tried to reveal the most interesting ones that are already producing results today.

The inclusion of parents in the educational activities of a preschool educational institution is a long process, long and painstaking work. Of course, not all parents may respond at first, but seeing the results of this work, they become more actively involved in educational activities.

We do not rest on our laurels, we continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life.

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Involving parents of preschoolers with disabilities in the educational process (from work experience)

Our educational institution works with children with special health needs (severe speech impairments, visual impairments and hearing impairments). Most pupils have problems in the development of communicative, cognitive, emotional-volitional spheres, excessive mobility and excitability. All this requires the creation of conditions that ensure the emotional well-being of the child, both in kindergarten and at home. This is only possible with close interaction between teachers and parents of children with disabilities. The Federal State Educational Standard of Education directs us towards active interaction with parents; they have a special role: they must participate in the implementation of adapted and general education programs, create conditions in the family that are favorable for the overall development of the child, and interact with teachers to overcome developmental disorders in children. Parents of our students must become active participants in the correctional educational process, participants in all projects, and not just outside observers.

The success of correctional work is largely determined by how clearly the continuity of the work of the speech pathologist teacher, speech therapist teacher and parents is organized. They should become employees, colleagues, assistants to each other, solving common problems. Teachers of compensatory groups face a difficult task - to attract parents to pedagogical interaction with the child, while moving away from over-organization and boring patterns, not to encourage parents to take the position of a consumer of educational services, but to help them become a friend and authoritative mentor for their child.

Work with parents is planned in advance. We begin our work by analyzing the social composition of parents and their expectations of their child’s stay in kindergarten. For this purpose, we conduct surveys and personal conversations on this topic. This helps to organize work correctly, make it effective, and choose interesting forms of interaction with the family. To plan individually-oriented events with families at a parent review meeting, an educational organization practices such a form of interaction as “Family Self-Presentation.” Parents talk about their child, his character traits, and interests. This form of communication allows you to get acquainted with the conditions and characteristics of family upbringing in a relaxed atmosphere, and “draw” a unique portrait of the child and his family. The atmosphere of goodwill and the interest of teachers liberate parents and form trusting relationships.

The kindergarten regularly holds “Open Days” during which parents have the opportunity to become more familiar with the work of teachers, the subject-development environment, and special correctional equipment.

The website of a preschool institution allows you to establish a dynamic and effective connection between kindergarten and family. Here parents have the opportunity to familiarize themselves with title documents and other necessary organizational information. The website contains expert consultations on various topics, information about significant events and achievements of teachers and students. Time has been set for online consultations, during which parents have the opportunity to ask a specialist a question directly and receive a comprehensive answer. A forum has been organized where they have the opportunity to share their experience of family education and express their opinion on the work of the kindergarten.

An important link in individual work with parents is visiting the family. It allows teachers to get acquainted with the conditions in which the child lives and the general atmosphere in the house. This allows teachers to give parents more informed recommendations and find optimal ways to create a unified line of corrective influence on the child in kindergarten and at home.

The construction of the educational process requires the active participation of parents. Specialists must inform parents of the results of the diagnostic examination, give detailed recommendations for correcting existing deficiencies, and involve them in creating an individual development program for the child. It is important for us to interest parents in enriching their educational skills. A visit to the educational activities of a speech therapist or a speech pathologist by parents allows them to get acquainted with correctional pedagogical technologies for the upbringing and development of children, observe their child “from the outside,” and see his successes and difficulties. All this allows them to consolidate in everyday life the knowledge and skills of children acquired during individual, subgroup educational activities with a teacher.

Many of our students have complex combined pathologies. The parents of these children act as tutors: they are present in the process of educational activities in order to assist their child; actively participate in organizing outdoor games during walks; help children carry out self-care activities, etc.

Practical experience of working with parents raising children with disabilities shows that the vast majority of them have a sincere desire to help their children as much as possible, but often they do not know how to develop their child, what and how to teach him. Information and cognitive activity of specialists is an integral part of the correctional and educational process. Parents receive practical recommendations for adjusting the child’s living conditions in the family during individual consultations with a speech pathologist or speech therapist. During such consultations, parents acquire knowledge, skills, methods and techniques for overcoming disorders in their children. Visual material (stands, mobile folders, various booklets, consultations on various topics) is widely used to promote defectological and speech therapy knowledge. The accessibility, clarity, clarity of presentation of the material offered to parents and the aesthetics of its design attracts the attention of parents and makes it possible to introduce them to innovative pedagogical technologies.

For parents of our students, meetings with medical workers: ophthalmologist, neurologist, pediatrician are especially relevant and interesting. During which, parents have the opportunity to receive information about the child’s health status, recommendations from specialists on the prevention of diseases or their exacerbations.

One of the most effective educational forms of working with families remains parent meetings. The forms and methods of their implementation have changed. Communication at a meeting is based not on a monologue, but on the dialogue of all participants. This approach requires more thorough and lengthy preparation from teachers, but the result has become more tangible. We hold meetings in the form of discussions, round tables, pedagogical lounges, and parent clubs. Where specialists introduce innovative forms of correctional influence and show specific techniques and methods of work. Teachers often use video recordings of children’s activities, fragments of educational activities. Parents can discuss their problems raising a child in a relaxed atmosphere and share their experiences with each other.

In addition to the usual forms of working with families of pupils, we use non-traditional forms and methods of work.

One of the interesting forms of working with parents, which makes it possible not only to listen to lectures, but also to study literature on the problem and participate in its discussion, is parental readings. At the first parent-teacher meeting, parents identify the issues of pedagogy and psychology that most concern them. Teachers select books in which you can get an answer to the question posed. By analyzing the book, parents form their own understanding of the problem and actively participate in the discussion of the search for its solution.

In order to become familiar with the techniques and complexes of visual gymnastics in groups for children with visual impairments and articulatory gymnastics, trainings “Visual Gymnastics” and “Our Merry Tongue” and others are conducted in groups for children with speech impairments. Here, parents learn practical techniques for performing various exercises so that they can perform them with their children at home.

Workshops and seminars are of great interest to parents. Parents together with teachers analyze various pedagogical situations. It is proposed not only to discuss the solution to the problem, but also to make possible proposals on how to prevent such problems.

Parents and children take part in the “Pedagogical Workshops,” during which teachers taught parents in practice how to interact with children. For example, “Pedagogical workshop: Non-traditional drawing techniques” allowed parents to learn themselves and teach their children non-traditional artistic techniques, taking into account their capabilities. This brought parents, children and teachers closer together.

“Master classes” are of keen interest to parents. Both teachers and parents can demonstrate their achievements in the field of raising children. First, the teacher invites several parents to role-play a small pedagogical situation, in which they will have to explain to everyone present how to teach a child to take care of his glasses, put away toys on his own, etc. Parents give each other practical advice and exchange opinions. The most valuable advice is posted on the “Treasury of Parental Experience” stand.

One of the 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 a preschool institution. Project topics are selected in accordance with the individual characteristics of children in each group, the requests of parents and the interests of teachers. The project is not “tied” to the program and does not have clear boundaries. Children and adults are free in their creativity. The result of the project gives the opportunity to choose and freely vary. With this approach, parents become the most active helpers and faithful companions of teachers in any endeavor.

As a result of systematic work in accordance with the principles and approaches defined by the Federal State Educational Standard for Preschool Education within the framework of the system of interaction with the families of pupils in the correctional and developmental environment, we strive to create favorable conditions for the successful correction and development of each child. Interesting forms of interaction made it possible to involve parents in the orbit of pedagogical activity, making the correctional educational process the most popular, understandable, interesting and attractive for modern parents.

Literature:

1. Druzhinina L.A. Correctional work in kindergarten for children with visual impairments. Toolkit. - M.: Publishing house "Exam", 2006. -159 p.

2. Ivanova T. E., Lagutina N. F., Miklyaeva N. V., Polyakova N. A. Family and parent clubs in kindergarten. Guidelines. –M.: TC Sfera, 2012.-128 p.

3. Mayer A. A., Davydova O. I., Voronina N. V. 555 ideas for involving parents in the life of a kindergarten. - M., Sfera shopping center, 2011. -128 p.

4. Federal Law of December 29, 2012 No. 273-FZ “On education in the Russian Federation”

5. Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155

How to involve parents in the educational process

How to involve parents in the educational process.

Both teachers and parents themselves understand the importance of family and parents in the development of a child’s personality. However, there is a clear withdrawal of many parents from resolving issues of the upbringing and personal development of their own child, since most families are puzzled by problems of an economic nature. In addition to all this, parents, not having sufficient knowledge of the age and individual characteristics of the child, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results. Hence, neglect, crime, drug addiction and other negative phenomena in the teenage environment. Based on this situation, it is the school that must ensure real interaction with the family for the sake of the child. The activities of parents and teachers in the interests of the child can only be successful if they become allies, if their cooperation becomes a joint effort of mind, soul, body and energy. The next question arises: how to organize this cooperation? And for this, the parent must trust the teacher.

The work of involving parents in the educational process takes place, in my opinion, in two stages.

STAGE
I
would call this stage
PLACE TO YOURSELF
This stage occurs during the initial acquaintance of the class teacher and parents. (this is grades 1, 5, as well as a new teacher class). This stage is very important. It is the first meeting that sets the tone for the community and largely determines mutual understanding, trust, and respect. Of particular importance in preparing for a meeting with parents is the image of the class teacher (clothes, hairstyle, manner of communication, speech, posture). The meeting should begin exactly at the appointed time with a friendly address: “Good evening, dear mothers and fathers. I am very pleased to meet you.” The class teacher raises the following questions: how the children lived in the first weeks of September, which children the teacher saw, emphasizing only positive qualities and character traits. During the conversation he uses the following expressions: “our children”, “our class”, “we will try our best.” The class teacher may remark, “You have something to tell me about your daughter or son.” Emphasizes the need for cooperation, talks about how the school can help parents, and parents, in turn, the school in the development and formation of the child’s personality. At the very first meeting, the teacher must speak sincerely about himself, his desires and successes, and discuss joint plans and actions with parents.

STAGE
II takes up the rest of the children’s time in school.
I would call this stage DOING EVERYTHING TOGETHER.
There are many examples of joint forms and types of events, but I would like to dwell on some of the rules that I named

SEVEN STEPS

STEP #1

In order to captivate parents and motivate them to work together, the new school year must begin brightly, colorfully, with prizes. What memorable souvenirs you give depends only on your imagination. Believe me, this is important, because everyone loves to receive gifts, both adults and children.

STEP #

2 Use individual invitations and congratulations to parents (whether it is a parent meeting, a holiday or another event). Crafts from the children themselves can be used as congratulations. This will be very pleasant for parents.

STEP #

3 Using reminders with useful information. What we most often call “pedagogical education of parents” must be present at every parent meeting. So that parents do not miss the next meeting for fear of not receiving important advice.

STEP #4

Encourage parents to take initiative to organize joint activities. To activate parents, offer to participate in activities based on choice with the further formation of various teams: designers, actors, organizers, support group, performers.

STEP #5

Communicate more with your parents. How often do we do this? Only when

we need to report misconduct. Tell your parents more often about your achievements, even small victories, and your parents will definitely respond with mutual interest.

STEP #6

Thank your parents! Say words of gratitude (with a surprise) publicly, it will be pleasant for both parent and child.

STEP #7

Discover the talent in your parents! Give them the opportunity to shine, enjoy the glory in the eyes of their child, and then the results of the work will be the parents’ interest in class activities, the high responsibility of parents for the education and upbringing of their children.

Of course, 100% parental participation in the educational process still cannot be achieved, and no one is forcing you to do this. But doing our work professionally is our responsibility. Only then can we hear the words addressed to us that are worth working for: “Our class teacher is the best!”

Program for working with parents at school

In the context of radical changes in all aspects of our lives, the importance of family education is becoming more and more obvious. As is known, the most powerful influence on the development of a child, and, above all, spiritual and moral development, is exerted by the social experience acquired in the family.

Organization of work with parents

The educational work of the school cannot be built without taking into account the fact that the child’s individuality is formed in the family. The head teacher for educational work coordinates the educational capabilities of individual processes, including the influence of parents on the basis of presenting uniform requirements for students and taking into account their individual characteristics. The interaction between school and family presupposes the establishment of interested dialogue and cooperation, which develops into active assistance aimed at ensuring the main function of the educational system - the development and integrity of the individual. What does cooperation with parents consist of:

– Establish a friendly relationship with your parents. Remember that for them a son or daughter is the best child in the world. – Together with the parents, develop a common view of the child, based on trust in his personality. – Decide on joint requirements for the child, do not infringe on his rights and freedoms. – Develop an optimal mode of living and working at home for your child. – Constantly inform parents about the process of education (how the school lives) and the successes and progress in the development of the child. – Identify the reasons for the child’s maladjustment to school and, together with parents, strive to eliminate them. – Organize pedagogical education for parents, strive to improve their pedagogical culture. – Organize, if necessary, correction of family education for the best development of the child’s individuality. – Involve parents in participating in activities with their children both in and outside of school. – The parent committee can become an assistant to you if you become like-minded people. – Analyze your relationship with your parents in order to increase the educational potential of the family.

The main ways of communication between parents and teachers:

1. Organization of parent conferences, meetings, lectures, individual meetings, consultations, round tables, a club of interesting and useful meetings with specialists, parent universities. 2. Organizing a telephone line through which parents can contact teachers or get advice. 3. Use of telecommunications and regular mail. 4. Development of homework, during which children must discuss with their parents what is happening at school, or prepare a research project with them. 5. Creation of a parent club (committee, council) or center at the school. 6. Conducting informal meetings of parents, children and teachers (concerts, holidays, intellectual and sports games, exhibitions, etc.). 7. Study of school newspapers (teachers - for parents and children; parents - for teachers and children; children - for parents and teachers). 8. Respectful communication, taking into account the cultural, religious, national and ethnic background of the parents.

Forms of activities to involve parents in the educational process:

– days of creativity for children and their parents; – open lessons and extracurricular activities; – assistance in organizing and conducting extracurricular activities and strengthening the material and technical base of the school; – parental public patrol; – patronage assistance; – participation of parents in the work of the School Council.

The family is an educational team, education is its most important function, which it performs together with the school. In this regard, the problem of pedagogical education and improving the general and pedagogical culture of parents becomes particularly relevant. Propaganda of pedagogical knowledge should reflect the processes currently taking place in the educational system: democratization, humanization of education, focus of education on the individual, his needs and interests, universal values, appeal to the progressive traditions of folk pedagogy. This will reduce the separation of the family from school, increase the educational potential of the family, and include the family in the system of educational institutions in accordance with the characteristics of the current stage of educational development. The system of pedagogical education should be focused on solving a strategic task - a radical restructuring of the upbringing of the younger generation through a change in the attitude of parents to this upbringing and its effectiveness.

Purpose of the program:

Helping parents perform their functions as educators of their own children and parental functions.

Program objectives:

1. Forming an attitude among teachers regarding the need for close contacts with the family.
2. Deepening knowledge about the family as a social institution and its educational function.
3. Familiarization of parents with the content and methodology of the educational process organized by the school, determined by the need to develop uniform requirements, general principles, determine the goals and objectives of education, select its content and organizational forms in family education and the educational process of the school.
4. Psychological and pedagogical education of parents (pedagogy of cooperation).
5. Expanding the educational environment, increasing the positive influence on the developing personality of the student, increasing the professionalism of educational extracurricular activities organized at school, improving the relationship between teachers, parents and children during these activities, creating a culture of belonging to the school educational process among parents.
6. Providing psychological and pedagogical assistance in organizing family education for various categories of students (gifted, difficult, children at risk), individual work with disadvantaged families.

Priority areas of work:

1. Diagnosis of families.
2. Familiarization of parents with the content and methodology of the educational process organized by the school.
3. Psychological and pedagogical education of parents.
4. Involving parents in joint activities with children.
5. Adjusting education in individual families of students.
6. Interaction with public organizations of parents.
7. Involving parents and the community in school management.

Forms of work:

1. Questionnaires, conversations, surveys, tests.
2. Parent meeting, conversations.
3. School lecture hall, school and class thematic conferences for parents, parent lectures for microgroups of parents, class-by-class education of parents.
4. Joint holidays and other forms of extracurricular activities, creativity days for children and their parents, open lessons, parental public patrols, patronage assistance, assistance in strengthening the material and technical base of the school and class, parent meetings.
5. Round tables, parent conferences, question and answer evenings, trainings, individual consultations.
6. Visits to families, preparation of school and class holidays, meetings of parent committees.
7. School council, class councils, class parent committees.

Program participants:

Students, administration, parents of students, school psychologist, social pedagogue, school nurse, subject teachers, class teachers, public organizations, centers of additional education.

Practical part

1. Family diagnostics is necessary because The educational capabilities of a family are largely determined by the nature of the relationship between parents and children. Knowing the inner world of their child and sensitively responding to his problems, parents thereby contribute to the formation of his personal qualities. Therefore, one of the most important tasks of the class teacher is a constant and comprehensive study of the nature of the relationships that develop between students and their parents, methodological and practical assistance in building positive relationships in the family between children and adults. This program offers to diagnose families according to the following criteria:

Characteristics of family types

I
family
is a socially healthy and educationally prosperous family. However, this does not mean that she does not need pedagogical recommendations. A socially healthy, educationally prosperous family does not cause any particular difficulties in working with it. Attention should be paid to the prospects for the educational activities of this family: creating conditions for the comprehensive development of the child’s personality and the formation of his creative individuality, setting and defining his life goals, changing the nature of upbringing in connection with the age-related development of the child. Pedagogical recommendations in relation to this type of family should be proactive, warn parents against possible mistakes in upbringing, and help them correct the child’s shortcomings.

II
family
- socially healthy, but educationally disadvantaged - needs recommendations that will help it change the unfavorable educational situation caused by the breakdown of intrafamily relationships. The class teacher can help each parent understand their role and responsibility in strengthening family relationships, show ways to unite the family as a team capable of creating the necessary conditions for the development of the child, and the main directions for improving family pedagogical culture.

III
family
- socially unhealthy and educationally disadvantaged - requires special attention. When working with it, one cannot limit oneself only to pedagogical recommendations. Of great importance is the impact on the microclimate in the family, increasing responsibility for raising children. Only against the background of comprehensive influences on the family can we talk about ways to improve its pedagogical culture and hope for the success of pedagogical work with it.

IV
family
- socially unhealthy, negative in educational terms - despite all its external well-being, represents the most difficult object for pedagogical influence. This family has distorted ideas about its educational functions: parents consciously cultivate the child’s individual personality traits, instill in him distorted ideas about life values, instilling in him the paramount importance of material wealth. Parents have a negative attitude towards all pedagogical recommendations. Therefore, a radical restructuring of the psychology of the family, and, above all, its ideological attitudes is also required here. In this regard, pedagogical recommendations are aimed at restructuring consciousness and worldview, revealing life goals and prospects for both the student and the parents themselves.

1. Familiarization of parents with the content and methodology of the educational process organized by the school, determined by the need to develop uniform requirements, general principles, determine the goals and objectives of education, select its content and organizational forms in family education and in the educational process of the school. So, at the first parent meeting, the class teacher, who has just received a class, introduces parents to his own life and pedagogical position, with the purpose, objectives, program of his future activities, with the plan of educational work, with the specifics of the school, the features of the educational process in it, with school traditions, style and tone of relations in a given educational institution.
2. Psychological and pedagogical education of parents.

Contents of psychological and pedagogical
education of parents
Recommended approximate topics for parent meetings by type of family:

Family type I

1. The younger teenager and his characteristics.
2. Education of a citizen in the family.
3. The authority of parents in raising children.
4. Physical development of schoolchildren.
5. A book in the life of a schoolchild.
6. The role of the family in the development of a child’s creative abilities.
7. How to protect a child from violence.
8. Your child has fallen in love...
9. AIDS - reality or myth.
10. Nature and children. Environmental education in the family.
11. Helping parents choose their child’s future profession.
12. Your child and his friends.
13. Moral ideals in the family.
14. Sexual education in the family.
15. Rights and responsibilities of parents.

Family type II

1. The role of parents in the labor education of a teenager.
2. Parents about the role of communication in the life of a teenager.
3. The authority of parents in raising children.
4. Physical development of a schoolchild.
5. Punishment of children in the family.
6. How to protect a child from violence.
7. Your child has fallen in love.
8. Ethics of behavior of children and adults in the family.
9. Smoking and statistics.
10. AIDS - reality or myth.
11. Conflicts with your own child and ways to resolve them.
12. Your child and his friends.
13. The role of parents in organizing the child’s leisure time.
14. The influence of the relationship between parents on the mental health of the child.
15. The role of parents in the development of children's creative abilities.

III family type

1. The role of parents in organizing leisure time.
2. The authority of parents in raising children.
3. Positive emotions and their meaning in human life.
4. Physical development of schoolchildren.
5. Aggression, its causes and consequences.
6. Punishment of a child in the family.
7. How to protect a child from violence.
8. Ethics of behavior of children and adults in the family.
9. Smoking and statistics.
10. AIDS - reality or myth.
11. Anti-alcohol education in the family.
12. The role of communication in a child's life.
13. Rights and responsibilities of the child.
14. Love for a child as a factor in his psychological health.
15. The role of the family in the formation of the moral consciousness of the child.

Family type IV

1. Methods of family education and their role in the moral development of adolescents.
2. The authority of parents in raising children.
3. Computer in the life of a schoolchild.
4. Physical development of schoolchildren.
5. Aggression, its causes and consequences.
6. Punishment of a child in the family.
7. How to protect a child from violence.
8. Your child has fallen in love.
9. Ethics of behavior of children and adults in the family.
10. AIDS - reality or myth.
11. Conflicts with your own child and ways to resolve them.
12. Material well-being in the family. Its influence on raising children.
13. How does parents’ attitude towards school affect their child’s upbringing?
14. Family and school. Conflicts and ways to resolve them.
15. The role of interaction between family and school on a child’s educational activity.

Recommended topics for parent education by grade: