In the modern age of information technology, we, educators, have to not stand still, but look for new ways and forms of working with the parents of our students. I am looking for new forms of working with the modern family, but I do not forget about those that have already been tested and have proven themselves in work. I set goals for myself that involve openness, close cooperation and interaction with parents. Both traditional and innovative forms help me involve parents in the educational process, become full partners in raising children and active participants in joint events held in the group. My interaction is simply impossible without taking into account the interests and requests of the family.
We live in dynamic times. Parents are often busy with activities and do not participate as actively as they would like in the life of the kindergarten. I solve the problem of involving parents in a single space of child development in kindergarten in three directions:
- improving the pedagogical culture of parents;
- involving parents in the activities of the kindergarten;
- joint work to exchange experience;
I set myself the goal of making parents active participants in the pedagogical process. To achieve this goal, coordinate the activities of the kindergarten and parents, I work in close collaboration with preschool specialists to solve the following tasks;
— I establish partnerships with the family of each student;
— I unite the efforts of family and kindergarten for the development and education of children;
— I create an atmosphere of mutual understanding, community of interests, a positive attitude towards communication and friendly support of parents and students;
— I activate and enrich the skills of parents in raising children;
— I support the confidence of parents (legal representatives) in their own teaching capabilities.
I work with parents using a differentiated approach. I take into account social status, family microclimate, parental needs and the degree of parental interest in the activities of the preschool institution, and improve the culture of pedagogical literacy.
In my work to establish contacts with parents, to solve the problems of raising and developing a child, I use the following forms of work:
- informational and analytical (questionnaires, testing, visiting students at home, questions and answers);
- educational (parent meetings; consultations; conversations; discussions; joint enrichment of the subject-spatial environment; classes with the participation of parents; exhibitions of children's works produced jointly; participation of parents in preparation for the holidays; design of photo montages; holding Open Days);
- visual - informational (folders - moving, parent's corner, photo exhibitions, library - moving);
- leisure (holidays and entertainment, health days, excursions, exhibitions, creative competitions, exhibition of family collections).
More often I use traditional forms of working with parents, but with the introduction of new forms:
- parent meetings 3 times a year;
— group and individual conversations;
— tips and recommendations for parents in the parent’s corner;
- creative reports from teachers and children to parents (matinees, concerts);
— consultations for parents;
- open days.
Parent meetings
– I often use such forms as a round table, a teacher’s living room. I carefully and seriously prepare any event, even the smallest one, to work with parents. I want to see parents not just as participants in the meeting, but as good friends, colleagues and partners who, together with me, are interested in the development of children and their upbringing. An important role in preparation is played by questioning, which allows us to identify the interest and competence of parents on the topic of the meeting. It allows me to collect diverse material, choose forms of presentation of this or that information (presentation, slide show, photographs, etc.). At the end of the meeting, I always wonder whether the information received by parents was useful, timely, and sufficient. If not, the work continues jointly or individually. We talked with parents on various topics: about adaptation to kindergarten, about instilling morality, patriotism, about spirituality, about preparing for school and many other things, and we solved problem situations. As a result, parents' interest in parenting issues has increased significantly, we began to understand each other better and more often see each other as helpers. Also, the number of parents attending meetings has increased, looking for answers to questions about raising a child in the context of a teacher and specialists.
In teaching practice, I use various types of visuals, including the parent corner
.
In it I place informational materials: rules for parents, announcements, kindergarten events.
Here I also post information sheets with announcements about meetings, upcoming events, and express gratitude to parents for their participation in the affairs of the kindergarten, group, and assistance provided. Parents are especially interested in information about what our children and I will be doing during the month in all types of education and training activities. As a result, I noted that parents began to take an interest in the life of their children in kindergarten and try to consolidate the material they have learned at home, take the initiative to find information on children’s websites, and share their successes and failures in matters of education. This helps me a lot when working with children. It has become my tradition in working with parents: to set up an information stand
. In it I post a story about an event or holiday, interesting facts, poems, sayings and proverbs, photographic material, crafts made by children and the teacher, children and parents, statements by the children themselves on a given topic. I try to make it bright and colorful. Such stands were decorated for Mother's Day, New Year, Christmas, Defender of the Fatherland Day, Family Day, Apple Day, etc. Children and parents really liked them. Parents presented their works with undisguised pleasure and pride. As a result, joint creativity brought families together, made it possible to discern talent in their child, and raised the authority of parents to a high level. And I was happy about this cooperation.
Parents, feeling the warm and friendly atmosphere of the kindergarten, became active participants in other events. They willingly showed their skills and talents in their leisure time and on holidays:
mothers' holiday
"
March 8 Day", dads participated in the competition: "Come on, dads!", and together with children "Day of Family, Love and Fidelity", "Day of Knowledge". We also did not leave grandparents unattended; we prepared a concert for them on the “Day of the Elderly” and organized “Grandma’s Gatherings”. I organized an exhibition of works on painting icons with beads, made by Alina Eichler’s grandmother, which made children and parents proud of their family. As a result of the work I did, parents became more open to communication and became active participants in various competitions. The emotions arising after the event and the memories of it united big and small. The participation of families in competitions enriched family leisure time and united them in a common cause.
Landscaping and arrangement of the site also took place together with parents and children. Together we laid out flower beds and planted seedlings grown at home, together we watered and cared for them. Parents showed creativity in making decorative items, helping to place and hang them. Parents and children, together with the teacher, have a need to continue doing good deeds. This is where the shares came from .
As a result, the following actions were held: “Let’s decorate the kindergarten for City Day,” “Plant a tree,” “Making a Christmas star,” “Every birdie gets a feeder,” “A parcel for a soldier,” etc. The joint activities of educators, parents and children united us and allowed to reveal the best human qualities, taught children the experience of interaction, trust, and aroused a sense of pride in their relatives. Adults have the opportunity to interest the child by their example, to teach them to be careful about things, attentive to people, caring about their kindergarten, the city, and all living things. Children not only observed the actions of adults from the sidelines, but were also active participants.
As a result of the close partnership between me and my parents, I have seen progress in raising my children. They became responsible, responsive, disciplined, neat, and monitored the cleanliness and safety of equipment.
I believe that the most effective is an active approach in the interaction of parents, educators and children. Parents gladly responded to the request to accompany their children on an excursion to the Labinsk bakery and performances at concerts in the House of Culture. Parents, thanks to interaction with the teacher and participation in the life of the group, kindergarten, gained experience in cooperation both with their child and with a team of teachers and parents of other children.
Holding master classes has become an interesting form of cooperation, new and in demand.
. I conducted master classes to help parents organize children’s activities at home (non-traditional drawing techniques, working with natural and waste materials, etc.), games in the evenings and on weekends, holidays, master class “Politeness” around us". Parents demonstrated their achievements in raising children. We held such a master class on labor education. I offered to conduct a small lesson for colleagues, the same parents. The parents themselves explained how to instill hard work in their children: one mother told how her daughter takes care of her shoes, the second - how she cleans the room, the third - how her son takes care of animals. Parents who love their child are always happy to show their best sides. And, most importantly, parents give practical, effective advice. We always summarized all the information received and drew conclusions. The student’s mother, Elena Nikolaevna Kopylova, conducted a master class with the children: “Making a Christmas star.” As a result of our multifaceted joint activities, positive communication emotions emerged, parents became more sociable, relaxed, confident in the positive experience of their upbringing, and were happy to share their skills.
I regularly consult with parents
on the topic of raising and educating children, including involving a kindergarten nurse and specialists. For example, consultations were held: “Flu and ARI, their prevention”, “Children’s infections”, “How to raise a healthy child”; “The role of physical exercise in the development of a child,” “Formation of health-saving motor behavior,” “Music in the life of a child.” I attach particular importance to consultations aimed at ensuring safe behavior on the street, at home, on the water, in the forest, and on fire safety. I offer advice to parents:
“Child safety on the street”, “Discipline on the street is the key to safety”, “Is it easy to teach a child to behave correctly on the road”, “Home alone!”, “How to behave in dangerous situations” and others. I selected consultations at the beginning of the school year and are included in the plan for working with parents.
To improve the educational process and inform parents, the kindergarten has created its own website, where regulatory documents of the preschool educational institution, reminders and consultations, news from the life of the kindergarten, etc. are posted. I have a personal blog
, where I post useful information for parents and introduce them to the rich and interesting garden life. Thus, parents have a new home interlocutor and consultant on the most pressing issues and troubling problems. Parents got the opportunity to express their point of view, ask questions, and, finally, simply find out the necessary and useful information. In the “Kaleidoscope” section, I posted a photo report about the life and activities of children in the garden. In the “Making Tools” section I place samples of works on visual arts, and I advise what you can do with your child at home. I also communicate with my parents through the WhatsApp website. Parents like to view video and photographic materials from the life of children in kindergarten. This is a new stage in my work with parents. New, modern forms of work are in great demand by parents. I received a lot of positive feedback.
The activities carried out showed positive dynamics, as follows:
- 1.Parents showed a strong interest in the content of the educational process with their children. The number of questions to me, as a teacher, concerning the child’s personality, his interests, abilities and needs has increased. 62% of parents take part in educational activities;
- 2.Parents have become more thoughtful about certain methods of education. The number of parents attending parent-teacher meetings and actively participating in joint events, holidays, and promotions has increased to 70%. The joint activities of parents, teachers and children had a positive impact on education;
- 3. The desire of adults for individual contacts with educators and specialists has increased.
- 4. parents are confident that the preschool educational institution will always help them in solving pedagogical problems;
- 5. Parents, based on the results of observations of the child’s activities in kindergarten, can choose and form, already in preschool age, the direction in the development and upbringing of the child that they consider necessary.
- 6. According to the results of monitoring for the 2020 academic year, 87% of parents are satisfied with the quality of educational services provided by the preschool educational institution.
Head of municipal preschool A.A. Chumburidze
educational autonomous institution
general developmental kindergarten No. 22
city of Labinsk municipality
Labinsky district
Date of:
The interaction of the preschool educational institution with the family will provide a beneficial effect on the good adaptation and integration of preschool children in various types of life activities in the interests of the social formation of personality.
Work on introducing innovative forms of interaction with the family into the pedagogical process continues, but the result is visible: children begin to treat their families with pride and respect, and parents, thanks to interaction with the teacher and participation in the life of the kindergarten, gain the experience of cooperation, as with their child , and a team of parents and educators. And we, educators, receive invaluable information about child-parent relationships in the family, in which lie the causes of many children's problems.
in enriching the subject-spatial environment, in landscaping and landscaping the site
Report on working with parents, material on the topic
MBDOU "Kindergarten No. 37" of the city of Kyzyl
Report
about the work done with parents
for the 2017-2018 academic year
| Prepared by the teacher: Chuldum A.E. |
Kyzyl - 2020
Kindergarten is the first non-family social institution, an educational institution with which parents come into contact, and where their pedagogical culture is formed. The problem of interaction between kindergarten and family has always been relevant and difficult. Relevant, because the participation of parents in the lives of their children helps them see a lot, and difficult, because all parents are different; they, like children, need a special approach. Working with parents, we help them see the differences between the world of children and the world of adults, overcome the authoritarian attitude towards the child, treat him as an equal, and understand that it is unacceptable to compare him with other children; discover the strengths and weaknesses of the child and take them into account in solving educational problems; show sincere interest in the child’s activities and be ready for emotional support; understand that nothing can be done through unilateral influence, you can only suppress or intimidate the child.
As a form of pedagogical propaganda, our group has created a visual demonstration stand “For you, parents.” There are tips and recommendations on education issues, and informational announcements are also given. Our plans for the next school year are to change the parent corner stand to a more modern one.
Throughout the year, we actively collaborated with parents, using different forms of work:
- Non-traditional parent-teacher conferences;
- Joint holidays, leisure, entertainment;
- Participation of parents in family competitions and exhibitions;
- Organization of joint work activities;
- Visual design of stands;
- Photo exhibitions;
- Consultations;
- Questionnaire;
- Individual conversations
It should be noted that all the parents of our group took an active part in various competitions both within the preschool educational institution and in city and republican ones:
Thematic events were held monthly:
In October, with the support of their parents, they took part in a video competition, where they won in the category “Preservation of Traditions” with the video “Native Milk Tea of Tuva”; also, on the occasion of the Day of the Elderly, they held a competition among grandmothers “Grandmothers-Paws”; parents helped organize the exhibition “Gifts of Autumn” "from flowers, fruits and vegetables.
In November, for Father’s Day, the group organized a photo exhibition “Meet my dad: he is a knight, a gentleman, a hero!” For the photo exhibition, children, with the help of their parents, composed short stories about their dads.
In December there was a city crafts competition “Live Christmas Tree!”, “New Year’s Fantasies”, a competition for the best group design for the New Year, children and their families cut out snowflakes, a drawing competition “What is Kindness?”, a New Year’s crafts competition. Parents received great pleasure from the New Year's party, where Maxim's dad played the role of Father Frost. In January, parents actively take part in Health Week, publish the wall newspaper “Our Sports Family,” and their families play in sports competitions.
In February, the beloved national holiday “Shagaa” is not complete without our parents, who organize an exhibition of national dishes, make folding albums on national games and rituals, and dress children in national clothes. On Defender of the Fatherland Day, dads do not stand aside; they gladly took part in the “Forward, boys!” competition together with their children.
In March, for International Women's Day, a photo exhibition “Our mothers are cuter and more beautiful than all of them!”, an exhibition “Portraits of beloved mothers”, “Moms-handicraftsmen”. They helped a lot in holding an open NOD at the city level in the format of a TV bridge; Mongush Kherela’s parents provided a laptop, Renata’s mom provided a cable to connect the laptop to the TV, Ayuna’s dad composed musical compositions for the legend, and helped with costumes.
In April, with the support of their parents, our children took part in the city competition “Friendship of Peoples”
In May, my parents and I took part in a competition for the best play area, and as a result we took 2nd place.
During the year, parent meetings were held on the following topics: “Children’s safety…”, “Age characteristics of children 6-7 years old”, “Development of creative abilities in children, preparation for school”, “What do we know, what have we learned?”.
Parents actively took part in an intra-group survey on the topic: “What kind of parent are you,” and an intra-kindergarten survey “What place does physical education occupy in your family.”
Throughout the year, parents treated all competitions and events conscientiously and creatively; all the work was interesting, colorful, and with a creative approach.
We constantly monitored timely payment for kindergarten.
Working with parents, we increased the pedagogical literacy of parents on the issues of developing the intellectual readiness of children for school. We introduced diagnostic materials and identified the children’s difficulties.
Parents are given individual recommendations to consolidate acquired skills at home. Thus, we promoted parents’ awareness of the need to develop their children’s readiness for school.
With the help of an initiative group of parents, the subject-developmental environment of the group was improved. We created a study area in the group, replenished the play corners, purchased teaching aids and teaching material.
Thus, a lot of fruitful work has been done with parents.
Parents, through interaction with teachers and participation in the life of the kindergarten, gain experience in cooperation both with their child and with the kindergarten staff.
Plan of interaction with families of pupils
Plan of interaction with families of pupils
for
the 20/19/2020 academic year
| Main part | Variable part* | ||||||||||
| Planned events varied focus and content | Thematic events | National-cultural component | ECE component** | ||||||||
| date | Direction, theme, content | Form of conduct | date | Direction, theme, content | Form of conduct | Educational area within which the event is being implemented | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |||
| September | |||||||||||
| Compilation socio-demographic passport of families | Questioning, testing | General theme for the period August 15 – September 1 “Knowledge Day” | |||||||||
| We are future schoolchildren | |||||||||||
| “Gifts for first-graders from kids” | Workshop for children, parents, teachers | “Socio-communicative development”, “Artistic and aesthetic development” | |||||||||
| "School line" | Visit to the line dedicated to September 1 by parents, children and teachers | “Cognitive development”, “Socio-communicative development” | |||||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| “How to effectively prepare a child for school” | Consultation | “Cognitive development”, “Socio-communicative development” | ||||||
| Kindergarten mode | Information in the parent corner | Favorite kindergarten | ||||||
| "Child in kindergarten" | Information stand for parents | "Social and communicative development" | ||||||
| Tasks of development and education of children 5–6 years old | Parent meeting | "Let's make the kindergarten beautiful" | Campaign for kindergarten staff and parents to improve group premises | "Social and communicative development" | ||||
| Questioning to identify parental attitudes in education | Who meets us in kindergarten? | |||||||
| "Our adult friends and mentors" | Media presentations of kindergarten employees for children and parents in the parents’ club | “Cognitive development”, “Socio-communicative development” | ||||||
| "Favorite teacher" | Competition of professional skills with feasible participation of parents and students | “Cognitive development”, “Socio-communicative development” | ||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||||
| General theme for the period September 11–30 “Autumn” | ||||||||||||
| Autumn time | ||||||||||||
| “Children’s health is in our hands” | Consultation workshop | An invitation to parents to compose a poem about autumn with their children and write it down | Competition for the best autumn poem | “Cognitive development”, “Socio-communicative development”, “Speech development” | ||||||||
| Individual counseling for parents on issues of upbringing, development and education of children based on work in the “Mailbox” group | An invitation to parents to make herbariums, ekibans, and crafts from natural materials with their children on the theme “Autumn” | Homework for parents, involvement in joint activities with children | "Cognitive Development" "Artistic and aesthetic development" | |||||||||
| Joint creation of a program for interaction between kindergarten and family in the problematic field of educating preschool children | Making with parents photo collage on the theme “Autumn in the forest (park, near a pond)" | Family photo competition | “Cognitive development”, “Socio-communicative development”, “Artistic and aesthetic development” | |||||||||
| "Sports games for older preschoolers" | "Screen for parents" | People's work in autumn | ||||||||||
| "Vegetable and fruit homemade dishes" | Diet nurse consultation for parents | “Physical development”, “Cognition” | ||||||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| creative development" | ||||||||
| Child agricultural labor | Conversations with parents | “Cognitive development”, “Physical development” | ||||||
| Introducing parents to logic games recommended for playing with children of senior preschool age | “Edible and inedible mushrooms: how to distinguish, where to collect? First aid for poisoning with inedible mushrooms" | The doctor's consultation | “Cognitive development”, “Physical development” | |||||
| "Advice from Doctor Aibolit" | Health promotion | Nature on planet Earth | ||||||
| “Rules of behavior for children and adults in nature” | Booklets for parents | “Cognitive development”, “Physical development” | ||||||
| “Model of the ecosystem of the native land” | Competition of three-dimensional models of ecosystems made by children and parents | “Cognitive development”, “Socio-communicative development”, “Artistic and aesthetic development” | ||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| Involving parents (if desired) to provide all possible assistance in preparing the kindergarten territory for winter (digging up plants, removing dry leaves, pruning branches etc.) | Recommendations for parents take a walk in the forest and provide all possible assistance to the forest: remove garbage, fence off an anthill, “treat” a broken tree | Conversations with parents | “Cognitive development”, “Socio-communicative development” | |||||
| October | ||||||||
| Consultation for parents on the topic “Children’s deceit.” Purpose: to introduce the causes, mechanisms and ways of the emergence and development of deceit in children; give practical recommendations for preventing and correcting children's deceit | General theme for the period October 1–15 “I will grow up healthy” | |||||||
| I want to be healthy | ||||||||
| "We are future Olympians" | Family sports competition | “Physical development”, “Socio-communicative development” | ||||||
| My parents | ||||||||
| "My Parents' Professions" | Organized educational activities with the participation of parents | “Cognitive development”, “Socio-communicative development” | ||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||||||
| Working together: a family workshop | Repairing children's furniture, sewing clothes for dolls | The general theme for the period October 16 – November 4 is “National Unity Day” | ||||||||||||
| Home country | ||||||||||||||
| Involving parents and residents of the nearest microsociety in the campaign “Let's make our hometown (village) cleaner” | “Physical development”, “Socio-communicative development” | |||||||||||||
| A conversation between a psychologist and parents on the topic “Children’s shyness.” Goal: to help parents understand the nature, mechanisms and ways of the emergence and development of childhood shyness; offer practical techniques for overcoming childhood shyness | Competition for parents and residents of the nearest microsociety “Do-it-yourself small sculptural forms as a gift to your hometown (village)” | “Physical development”, “Socio-communicative development” | ||||||||||||
| Festival “Multinational Russia” with the participation of parents, children, residents of the nearest microsociety of various nationalities | “Socio-communicative development”, “Cognitive development” | |||||||||||||
| Competition of creative works “Heroes of Russia”. Goal: to attract the attention of parents to the moral and patriotic education of children through various methods and methods | "Artistic and aesthetic development" "Cognitive Development" | |||||||||||||
| Moscow is the capital of our homeland | ||||||||||||||
| "Trip around Moscow" | Family project | "Cognitive Development" | ||||||||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| “Social and communicative development”, “Artistic and aesthetic development”, “Speech development” | ||||||||
| November | ||||||||
| “How to dress a child in the cold season” | Subgroup consultations | General theme for November 5–15 “Nature corner in kindergarten” | ||||||
| Taking care of indoor plants | ||||||||
| "Miracle Doctor" | Competition for the best houseplant grown by parents for kindergarten | “Socio-communicative development”, “Cognitive development” | ||||||
| Inhabitants of the living corner | ||||||||
| "Young Actors" | Theater living room | "Do it yourself aquarium" | Competition for the best craft (fish, aquariums, algae from waste material) | "Artistic and aesthetic development" | ||||
| December | ||||||||
| "Let's think together..." | Solving pedagogical problems with parents | General theme for November 16 – December 31 “New Year” | ||||||
| What is a holiday? | ||||||||
| “Traditions of celebrating the New Year in different countries” | Consultation | “Cognitive development”, “Social- | ||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| "Beauty Christmas Tree" | Activities for the implementation of a child-adult project | communicative development" "Cognitive Development" | ||||||
| "What to do child at home on holidays? | Consultation for parents | We are preparing for the new year | ||||||
| “Let’s decorate the group for the holiday” | Competition among parents for the best group decoration | "Artistic and aesthetic development" | ||||||
| “Project activities in kindergarten” | School for parents | New Year presents | ||||||
| “Let’s make gifts for those closest to us” | Creative workshop | “Socio-communicative development”, “Artistic and aesthetic development” | ||||||
| "Holiday table for your child" | Consultation with a nutritionist | New Year's party | Role-playing participation of parents in children's New Year's party | “Socio-communicative development”, “Artistic and aesthetic development” | ||||
| January | ||||||||
| Selection of a family reading library “Parenting Tips” | General theme for January 1–31 “Winter” | |||||||
| Zimushka-winter | ||||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| “Winter has come and brought a lot of snow” | Excursion with parents and the children to the park | “An interesting and exciting winter walk with a child” | Conversation with parents | “Cognitive development”, “Socio-communicative development” | ||||
| Effective means and methods of hardening | Workshop for parents | We are athletes | ||||||
| Organization of winter sports games, fun and entertainment for children and parents during an evening walk in kindergarten. Goal: to unite children and parents with common fun and games, to show practical ways to organize children's winter games | "Physical development" | |||||||
| "Problems in the relationship between parents and children" | Consultation | Winter wonders | ||||||
| "Experimental activities of older preschoolers" | Consultation for parents | "Cognitive Development" | ||||||
| February | ||||||||
| "Child and computer: pros and cons" | Reminders for parents | General theme for the period February 1–23 “Defender of the Fatherland Day” | ||||||
| Our army | ||||||||
| Drawing up instructions for fathers on the topic “Simple tips and rules for raising children.” Purpose: to provide assistance | “Who did my dad serve in the army?” | Stories from fathers for children at a themed event | “Socio-communicative development”, “Cognitive development” | |||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||||
| fathers in some aspects of raising children | "Word to mouth." Stories from fathers for children about family war stories that glorified the family | "Social and communicative development" | ||||||||||
| "We play with dad" | Festival of outdoor games | Future defenders of the Motherland | ||||||||||
| "Poems about the Motherland" | Poetry evening with parents | "Speech development" | ||||||||||
| "Future Defenders of the Motherland" | Competition of paramilitary games and relay races for children and parents | “Cognitive development”, “Socio-communicative development”, “Physical development” | ||||||||||
| Parents making posters and drawings “My Family Tree” | The general theme for the period February 24 – March 8 is “International Women’s Day” | |||||||||||
| Preparation for the holiday | ||||||||||||
| “All kinds of mothers are important, all kinds of mothers are needed!” | Thematic educational activities with the participation of group mothers | "Social and communicative development" | ||||||||||
| "How to raise children have love to your family, mother? | Conversation with parents | Gifts for the holiday | ||||||||||
| "Skillful Hands" | Making gifts for mothers and grandmothers together with dads | “Socio-communicative development”, “Artistic and aesthetic development” | ||||||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| March | ||||||||
| “How to develop creative abilities in a child?” | Parent meeting | General theme for the period March 9–31 “Folk culture and traditions” | ||||||
| Folk toy | ||||||||
| Folklore festival “Fair” for children, parents, teachers and residents of the nearest microsociety | "Artistic and aesthetic development" | |||||||
| Compiling a library of Russian folk tales and nursery rhymes to help parents | Folk culture | |||||||
| Creation of museums and mini-museums of Russian life and folk utensils | “Artistic and aesthetic development”, “Cognitive development” | |||||||
| “Simple safety rules for adults and children” – booklets for parents | Arts and crafts | |||||||
| “Together to the museum (exhibition) of folk art” | Weekend route | “Cognitive development”, “Artistic and aesthetic development”, “Social and communicative development” | ||||||
| April | ||||||||
| Presentation “Piggy banks add- | Evening meeting with parents | General theme for the period March 21 – April 15 “Spring” | ||||||
Continuation of the table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| a lot of things." Goal: exchange of experience of moral education in the family | lyami | “Spring is coming towards us with quick steps...” | ||||||
| "Walks in the open air". Goal: to familiarize parents with methods and practical recommendations for organizing outdoor walks | Individual communication | "Cognitive Development" "Physical development" | ||||||
| Memos for parents: “How to behave in nature?”, “What should I take with me on a hike?” | Living and inanimate nature. Labor in spring | |||||||
| “Let’s make a birdhouse with our own hands” | Family promotion | "Physical development", "Cognitive development" | ||||||
| Conversation with parents on the topic: “What does the concept of “morality” mean today? How to raise a child to be a moral person? | General theme for the period April 16 – May 9 “Victory Day” | |||||||
| Heroes of the Second World War | ||||||||
| “We honor our native history” | Children and parents going to the library to look for information about the heroes of the Second World War | "Cognitive Development" "Social and communicative development" | ||||||
| “We will help a lonely elderly person.” Goal: to unite children and re- feeding adults in general business, to lay the foundations of kindness and morality in children | Promotion of children, parents and kindergarten staff | "Social and communicative development" | ||||||
End of table.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| Selection for parents of a family reading library on the topic “Children about the Second World War” | Monuments to the heroes of the Second World War | |||||||
| Excursion of children and parents to monuments to the heroes of the Second World War, to places of battles and military glory | "Cognitive Development" "Social and communicative development" | |||||||
| May | ||||||||
| "Health without drugs" | Reminders for parents | General theme for the period May 10–31 “Summer” | ||||||
| Summer is red | ||||||||
| "The sun is our friend" | Consultation for parents | "Cognitive Development" | ||||||
| Nature blossoms | ||||||||
| “Poisonous plants of our region” | Reminders for parents | "Cognitive Development" | ||||||
| "The whole family to the stadium" | Reminders-booklets for parents | "Nature of the native land" | Photo exhibition | "Cognitive Development" | ||||
