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Education program in pedagogical direction. Pedagogical education program for parents "Family Traditions" (topics for organizing parent education)

Sections: Working with parents

Preschool age is decisive in the formation of the foundation of physical and mental health. Until the age of seven, a person goes through a huge developmental path that is not repeated throughout subsequent life. It is during this period that intensive development of organs and the formation of functional systems of the body take place, the main personality traits are laid, character and attitude towards oneself and others are formed.

In modern society, the problem of preserving and strengthening the health of children is more relevant than ever before. This is explained by the fact that very high demands are placed on them, which only healthy children can meet. And we can talk about health not only in the absence of any diseases, but also in the condition of harmonious neuropsychic development, high mental and physical performance. At the same time, the results of scientific research indicate that already in preschool age there are fewer and fewer healthy children. The percentage of physiological immaturity is high (more than 60%), which causes an increase in functional (up to 70%) and chronic (up to 50%) diseases. More than 20% of children are underweight. The leading functional abnormalities are disorders of the musculoskeletal system, cardiovascular system, and digestive organs; among chronic pathologies are diseases of the nervous, respiratory, musculoskeletal, genitourinary systems, as well as allergic diseases. Most preschool children have various disorders in psychophysical development.

The reasons for the sharp decline in the level of health of preschool children are:

falling standard of living;
social upheaval;
unfavorable environmental situation in Russia;
deterioration in maternal health;
stress;
deficit of motor activity;
insufficient qualifications of teachers in matters of health protection and physical activity;
mass illiteracy of parents in matters of maintaining the health of children;
partial destruction of medical control services;
malnutrition.

In the National Doctrine of Education (approved by Decree of the Government of the Russian Federation of October 4, 2000 No. 751), the education of a healthy lifestyle is considered as one of the main objectives of education. The health of children depends not only on the characteristics of their physical condition, but also on the living conditions in the family, the sanitary and hygienic culture of people, the level of development of healthcare and education, the socio-economic and environmental situation in the country.

At this time, due to the catastrophic deterioration in the health of the population and children, the problem of interaction between preschool educational institutions and families in raising a healthy younger generation is especially acute. In a preschool educational institution, the task of preserving and strengthening the health of children has always been a priority. All kinds of hardening procedures were introduced and physiotherapy rooms were equipped. Only what is brought up in the family can truly take root in a child. The basis for success in upbringing is a positive example of an authoritative adult for the child - a parent, educator. Parents, in the presence of a child, must control their every step and carry within themselves the ideals that they would like to instill in him.

For the first time, the largest domestic microbiologist, doctor Ilya Ilyich Mechnikov, spoke about the need for valeological education of people. He believed: the most important thing is to teach a person the correct, unmistakable choice in any situation only that which is useful, that promotes health and the rejection of everything harmful.

The need for valeology education is also emphasized by studies confirming that a person’s health depends only 7-8% on the success of healthcare and more than 60% on his lifestyle.

Having studied the psychological and pedagogical literature on the problem of valeological education, it was determined that “valeological education is a process that is aimed at preserving and strengthening the health of children, parents, teachers, its implementation is associated with a change in attitude towards the health of parents, children, teaching staff; it is innovative a process that embraces the entire team, its implementation is associated with a restructuring in the consciousness of all participants in the pedagogical process, that is, valeological education acts as a complex pedagogical phenomenon."

It is also obvious that the formation of valeological culture is determined, first of all, by the process of education, the pedagogical process of interaction between an adult and a child. A wide range of pedagogical tools and techniques.

Currently, preschool institutions face many problems that have a negative impact on solving the issues of preserving and strengthening the health of children when interacting with their families:

imperfection of the regulatory framework: lack of state standards for preschool education;
imperfection of the activities of the medical-psychological-pedagogical service of a preschool institution in matters of relationship with the family, taking into account their social status;
lack of a system in treatment and preventive work, lack of corrective measures for children with health problems;
lack of a system in matters of family education in pedagogical, psychological and valeological areas;
The health-preserving activities of the preschool institution are not sufficiently thought out (the predominance of the aspect on the intellectual development of children, strict regulation of the daily routine and the absence of one in the family; overload of groups);
imperfection of physical culture and health work - lack of a system;
inconsistency of the level of professional competence of teaching staff with modern requirements for the quality of the educational process (lack of skills in using health-saving technologies in practice; authoritarian, official communication with children, inertia of thinking; attitude of educators to parents as objects of education; incomplete awareness of educators about the living conditions of the child at home and, accordingly, parents about the child’s life in kindergarten; the desire of educators to avoid “live” communication and replace it with questionnaires and information stands);
the level of pedagogical competence of parents does not allow them to take an active position in the educational process of preschool educational institutions,
undeveloped needs and skills in children, parents and teachers for a healthy lifestyle;
lack of proper material and technical base that meets the health-preserving orientation of the educational process;
low social status of the teaching profession in society.

Joint work with the family should be based on the following basic principles that determine its content, organization and methodology.

Unity, which is achieved if the goals and objectives of raising a healthy child are well understood not only by educators, but also by parents, when the family is familiar with the basic content, methods and techniques of physical education and health work in kindergarten, and teachers use the best experience of family education .
Systematic and consistent work (in accordance with a specific plan) throughout the year and the entire period of the child’s stay in the preschool institution.
Individual approach to each child and each family based on their interests and abilities.
Mutual trust and mutual assistance between teachers and parents based on benevolent criticism and self-criticism. Strengthening the authority of the teacher in the family, and of parents in kindergarten.

It is the kindergarten that is the place for pedagogical education of parents. The forms of interaction with parents are varied; they can be both individual and group, traditional and non-traditional.

In accordance with this, valeological education of parents includes:

familiarizing parents with the results of diagnostics of the child’s health status and psychomotor development;
participation in the preparation of individual programs (plans) for children’s health;
targeted sanitary education work promoting general hygienic requirements, the need for a rational regime and a complete balanced diet, hardening, optimal air and temperature conditions, etc.;
familiarizing parents with the content of physical education and health work in kindergarten, aimed at the physical, mental and social development of the child;
training in specific techniques and methods of healing (physical therapy, breathing exercises, self-massage, various types of hardening, etc.);
familiarization with therapeutic and preventive measures carried out in preschool educational institutions, training in certain non-traditional methods of improving the health of the child’s body (herbal medicine, aromatherapy, etc.).

To achieve these tasks, the following are widely used:

information in parent corners, in mobile folders, in the preschool library;
consultations;
oral journals and discussions with the participation of psychologists, doctors, physical education specialists, as well as parents with experience in family education;
workshops;
business games and trainings with listening to tape recordings of conversations with children, analyzing problem situations based on video recordings, solving pedagogical crossword puzzles, etc.;
“open days” for parents with viewing and conducting a variety of classes in the gym, at the stadium and in the pool, hardening and therapeutic procedures;
joint physical education leisure and holidays, etc.

The basis in the technology of valeology education is an individual health program (plan), developed for each child at the beginning of the school year together with parents based on an in-depth diagnosis of the state of his health and psychomotor development, which includes:

history of morbidity for the previous period of time;
examination of the child by “narrow” specialists and a general examination (pediatrician’s opinion);
functional diagnostics;
analysis of children's skills by main types of movements;
Questioning parents on raising a healthy child.

Also, special importance in promoting a healthy lifestyle in preschool educational institutions is given to visual aids, which are designed to introduce parents to the conventional tasks, content and method of raising healthy children, overcome their often superficial judgments about the importance of a healthy lifestyle for children, and provide practical assistance to the family.

A special form of visual promotion of children's health among parents is valeological newspapers, booklets, and memos. The material for them is selected by educators, compiled and included in the plan for valeology work with parents. They reflect the most pressing problems of a healthy lifestyle for children. Visual aids help parents better understand the conditions, tasks and methods of raising healthy children. Recommendations from specialists on the problem of children’s health that interests parents, as well as articles for parents taken from other newspapers and magazines can also be selected. The topics of newspapers can be varied: “Daytime sleep: is it necessary and when to give it up”, “Breathing exercises and child health”, “Secrets of healthy food”, etc.

Increasing the psychological and pedagogical competence of parents, involving them in active participation in the educational process is an integral part of valeological education for introducing a healthy lifestyle.

Thus, the technology of valeological education of parents allows not only to actually implement an individual approach to each child, but also to involve parents in joint systematic efforts to improve the health of the child’s body during the entire stay in a preschool institution.

Bibliography:

The ABC of Health: Digest / Comp. L. G. Dukhanina; Region children - youth b-ka. - Tomsk, 2006.-32 p.
Lukina L.I. The path to a child’s health lies through the family. //Management of preschool educational institution. - No. 7. - 2006.
National Doctrine of Education (approved by Decree of the Government of the Russian Federation dated 04.10.00 No. 751)
Runova M. Help your child improve his health! //Magazine "Preschool Education". - No. 9. - 2004.
Smirnov N.K. Health-saving educational technologies and health psychology at school. M.: ARKTI, 2005.
Tretyakov P.I., Belaya K.Yu. Preschool educational institution: management based on results. M. New School, 2003.

Program goals:

1) increasing the psychological and pedagogical level of parents in matters of upbringing, education, development of children and adolescents;

2) prevention of abuse of children and adolescents;

3) training in skills of conflict-free behavior of parents.

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Description of the activities of the “Parent University”

I would like to begin the description of our school’s activities in parental education with the words of V.A. Sukhomlinsky: “Any successful educational work would be completely unthinkable if it were not for the system of pedagogical education and the improvement of the pedagogical culture of parents.”

Today, more than ever before, the state and family aspects of education are combined. Social partnership between a school and a family is a strategic connection determined by the equality of the mission and the equality of responsibility to the state for the education of the future generation. In the Federal State Educational Standard, FAMILY is designated as a basic national value.

The legislation of the Russian Federation has significantly expanded the functions of family education, giving parents the right to choose the place and form of preschool, school, and additional education, providing support for an alternative education system.

There has been a reorientation of value systems and relationships in society, which has significantly disoriented and disharmonized the processes of education in the family, school, and society.

New content of education and new teaching technologies, which are not sufficiently familiar to the parents of students, and most importantly, which they did not at one time pass through their own educational experience, cause additional tension in the relationship between the family and the school. The essence of these tensions lies in parents’ anxiety about their child’s academic success and growing distrust in school.

Changing social conditions, the stratification of the parent mass into various social groups with their own educational needs have noticeably aggravated the tension in the relationship between family and school, parents and children, parents and teachers of educational institutions.

The most important requirement for the development of society for the education of the younger generation in the modern sociocultural situation is to increase the role of the family in education and in reducing social tension in society. The sociocultural conditionality of education presupposes the recognition of the right of parents to become full partners of teachers in raising children, the right to special pedagogical knowledge.

In modern social conditions, when there is an intense stratification of society based on property, when parents are alienated from their children and are completely absorbed in social and everyday problems, when children are left to themselves and the notorious street, etc., the problem of involving parents in the formation of child's personality.

The relevance of parental education in modern conditions is emphasized by the Concept of spiritual and moral development and education of the personality of a Russian citizen. Family is one of the necessary and basic stages of human existence. It is in the family that the primary socialization of the child occurs, skills of interaction and communication with people are acquired, the image of “I” and self-esteem, independence and responsibility are formed, as well as much more, which lays the foundation for the full development of the individual. Through the life activity of the family, the connection between the natural and the social in a person is realized, the transition of the individual from a biological state to a social state is ensured, and his formation as a person and individuality is ensured. The family is a special socio-cultural institution, on which the stability and sustainability of the existence of society, in which the physical and spiritual reproduction of a person takes place, largely depends.

Pedagogy approaches the family as a subject of educational activity and, therefore, is focused on the role of the family in the formation of personality, on its educational potential and educational needs, on the content and forms of interaction between family and school in the educational process.

Children are our support and consolation on the downhill path; they are the source of family happiness, the meaning of life.

Guided by the above, three years ago, our school launched the Parent University parent education program.

Program goals:

increasing the psychological and pedagogical level of parents in matters of upbringing, education, development of children and adolescents;
prevention of abuse of children and adolescents;
training in skills of conflict-free behavior of parents.

Tasks:

1. Provide parents with objective scientific information about the developmental characteristics of children and adolescents at different periods of life;

2. Contribute to the formation of positive images: “family”, “parents”, “children”;

3. Develop skills of self-esteem and respect for children;

4. Promote the development of skills in analyzing feelings and coping with stress;

5. Promote the development of effective communication skills;

6. Promote parents’ awareness of their values;

7. Contribute to the formation of skills in making informed decisions;

Principles:

the primary right of parents to raise children;
reliability of information (the information provided must be based on scientific (medical, psychological, pedagogical, physiological, legal facts);
practice-oriented information (information recommended to parents should be practice-oriented and accessible for use in life);
mutual cooperation and mutual respect;
development of personality, system of personality relationships, life processes;
humanization of relationships and communication;
systematic educational influences on the child;
continuity of family and school in the development of the child’s sociocultural experience.

Criteria for tracking the effectiveness of the proposed program:

1. The level and degree of voluntary involvement of parents in the activities of the “Parents University”.

2. Changing attitudes towards the educational process of parents: reduction or absence of cases of child abuse.

3. Optimization of intrafamily relationships: reducing the frequency of conflict situations in the “parent – teenager (child)” system.

Target group :

Parents (legal representatives) of students of MKOU Novotroitsk Secondary School No. 12.

Expected results:

Raising the psychological and pedagogical level of parents in matters of upbringing, education, development of children and adolescents.

Prevention of abuse of children and adolescents.

Main activities for the implementation of the program

p/p	Name of event Form of conduct		Participants	Dates	Responsible
Diagnostic measures
	Questioning of parents of students to determine the topics of the “Parents University” for the academic year		Parents of school students	August	Educational psychologist
	"Parents' awareness of their children's activities." Questioning.		Parents of students in grades 8-10	November December	Class teachers, social teacher
	“How responsible of a parent are you?” Questioning.		Parents of students in grades 1-4	January February	Educational psychologist
	“Teenagers about their parents” Questioning.		Parents of students in grades 5 - 7	March April	Educational psychologist
	Level of parents' need for psychological and pedagogical knowledge (methodology of R.V. Ovcharova) Questioning.			May	Teacher-psychologist, class teachers
	Level of pedagogical competence and satisfaction of parents (methodology of I.A. Khomenko).		Parents of students in grades 1-10	May	Educational psychologist
Educational events
	“The level of readiness of 1st grade students to study at school. Adaptation for 1st graders. Peculiarities of psychological development of children 6-7 years old.” Parent lecture hall.		Parents of 1st grade students	August	Educational psychologist
	“Adolescence – we experience it together.” Parent lecture hall.		Parents of 6th grade students	September	Educational psychologist
	“Older adolescence. Personality formation." Parent lecture hall.		Parents of 7th grade students	October	Educational psychologist
	“Strengthening security measures for the life and health of children.” Parent lecture hall.		Parents of students in grades 1–4	October	Social teacher
	"Organization of a child's daily routine." Parent lecture hall.		Parents of 2nd grade students	November	Classroom teacher
	“Results of adaptation of fifth-graders to the secondary level of school.” Parent lecture hall.		Parents of 5th grade students	December	Educational psychologist
	“Professional orientation of students.” Parent lecture hall.		Parents of 9th grade students	January	Educational psychologist, subject teachers
	"Psychological characteristics of elementary school students." Parent lecture hall.		Parents of 4th grade students	February	Educational psychologist
	“Parental responsibility for the upbringing and development of children.” Parent lecture hall.		Parents of grades 5-10	March	Social teacher
	"Addiction. How to confront the problem of modern society? Conversation-debate.		Parents of students in grades 7–10	April	Educational psychologist
	“Coping with our emotions.” Lesson with training elements.		Parents of 3rd grade students	May	Educational psychologist
	“The level of social and psychological readiness of children for learning at school.” Parent lecture hall.		Parents of preschoolers	June	Educational psychologist
Preventive actions
	“How to help children say: “No!” use of surfactants? Consultation.	Parents of students in grades 9–10		October	Social teacher
	“We educate children to take responsibility for their behavior.” Consultation.	Parents students registered with the ODN		November	Class teachers
	“Limited health opportunities – life without restrictions.” Consultation.	Parents of students with disabilities		December	Teacher - psychologist
	“Gifted child, what to do?” Consultation.	Parents students with signs of giftedness		January	Teacher - psychologist
		Parents students in grades 7-8		February	Teacher - psychologist
	“Abilities and skills acquired by students by the end of 1st grade.” Consultation.	Parents 1st grade students		March	Classroom teacher

In the first year of implementation of the program of psychological and pedagogical education of parents, the main implementers were narrow specialists of the school: educational psychologist, social teacher, senior counselor. In the second and third years, class teachers and subject teachers were involved in this work, and the topics of educational events were significantly expanded. From the very beginning of the program, the topics for educational activities were formed based on parents’ requests: parents were offered a questionnaire with sample topics and, for most of the selected topics, a work plan for the school year was drawn up.

Educational work was carried out strictly according to plan, but sometimes it was necessary to make adjustments to the action plan due to emerging problems, for example, in the 2016-2017 academic year, several events were held during March and April to counter the involvement of minors in suicidal games on social networks.

Over the years of implementation of the program, significant results have been achieved: the number of families in a socially dangerous situation has decreased; the number of children and adolescents registered in different types of records has decreased (in-school registration, in the Department of Children's Services of the Ministry of Internal Affairs, the district bank of minors who have committed socially dangerous acts); the number of families at risk of child abuse has decreased; Parents' attendance at parent-teacher meetings, events, etc. has increased; the number of requests from parents to specialized specialists (social educator, educational psychologist) for timely provision of assistance has increased.

Drawing conclusions on the implementation of the parental education program “Parent University”, we can say that we managed to achieve the main goals and make our school a center of parental education.

It should also be noted that we plan to continue the work of the “Parent University” in the new academic year, slightly reducing the number of lectures and increasing the number of practical events in which parents will not just be listeners, but active participants.

Municipal budgetary educational institution "Kindergarten No. 2"

Prepared by: teacher

Moskaltsova A.I.

Ardatov, 2017

Technologies for valeological education of parents

The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention the parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in a preschool educational institution, can either find daily support at home, and then be consolidated, orNot find, and then the information received will be unnecessary and painful for the child.

Information and educational activities are expressed in

formation of a healthy lifestyle among parents as a value,

in introducing parents to various forms of physical education work in preschool educational institutions,

information about the state of health and physical development, the level of motor fitness of their child,

involving parents in participating in various joint physical education activities and holidays

We use a variety of forms of interaction with parents, both individual and group.Along with traditional forms, such as parent-teacher meetings, oral and written consultations, workshops, moving folders, sports events, entertainment, booklets, newspaper publication, etc.,we try use more interactive forms of interaction:

- photo competitions on the topic of introducing children to sports and healthy lifestyle,

Variousstock , for example, every year we involve parents in participating in the all-Russian campaign “I choose sports as an alternative to addictions”;

-! inviting parents to physical education classes;

- joint implementation of morning exercises;

- joint leisure, holidays;

- parent meetings We conduct them in the form of business games, using trainings.

One of the effective forms of involving parents in the educational process isproject activities

So recently we implemented an interestingproject "Sports portrait of my family" . As part of the project, I invited families who lead an active lifestyle to create a sports portrait of their family. Families creatively approached this task and at the final lesson the children presented: a newspaper, an album, a photo collage, and presentations. I present to your attention one of them......

Also, a very important task of valeological education of parents is the dissemination of positivefamily education experience.

For example, this year, at a parent meeting dedicated to preserving the health of pupils, THE SINITSIN FAMILY presented an interesting video about how healthy lifestyle skills are being developed in their family

and thereby set an example for others.

Thus, the use of various technologies for valeological education of parents allows not only to actually implement an individual approach to each child, but also to involve parents in joint systematic efforts to improve the health of the child’s body throughout their stay in a preschool institution.

Municipal autonomous educational institution “Secondary school No. 1 with in-depth study of individual subjects named after. I.A. Kuratov" Syktyvkar.

Pedagogical education program for parents of 5th and 6th grade students.

Tyulkina Ekaterina Pavlovna.

Syktyvkar

Explanatory note……………………………………………3

Age-related developmental goals for children………………….8

Goal, objectives, timing of the program……………………….10

Calendar and thematic planning of activities for pedagogical education of parents, forms and methods of its implementation………………………………………………………………………………19

Expected results of the program implementation…….……………23

Ways to monitor and verify the expected results of the PPR program………………………………………………………..………28

Applications………………………………………………………33

Bibliography…………………………………………………….43

Explanatory note.

The family occupies a central place in the formation of a child’s personality. According to researcher L.B. Schneider 1, it is the family that 70% determines how a child will grow up and what character traits will shape his nature.

In the family, the child receives primary skills in perceiving reality and learns to recognize himself as a full-fledged representative of society.

The concept of modernization of Russian education emphasizes the exclusive role of the family in solving the problems of education. Achieving success in the process of raising children is possible only if the efforts of the family and other social institutions are combined, the most important place of which is occupied by a general education institution (hereinafter referred to as educational institution), which ensures real interaction between parents and teachers in the educational process.

This is exactly what the new form of work with families leads to: parents are responsible for raising children and their development, and all other institutions of upbringing and education, including educational institutions, are called upon to promote this.

Family and school are two important institutions for the socialization of a child. And although their educational functions are different, their interaction is necessary for the comprehensive development of the child. If educational institutions contribute to the child’s integration into society, then the family is called upon to ensure the individualization of child development.

Changes in state policy in the field of education have entailed recognition of the positive role of the family in raising children. Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality at an early age.” Article 2 of the Law of the Russian Federation “On Education” states the following: principles of education:

the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Fostering citizenship, hard work, respect for human rights and freedoms, love for the environment, Motherland, family;

unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;

accessibility of education, adaptability of the education system to the levels and characteristics of development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

This law recognizes respect for the family as one of the principles of education, that is, the family turns from a means of pedagogical influence on the child into its goal.

The school should not only maintain close ties with the family and the public, but also influence the intensification of the educational activities of parents and increase their responsibility for raising children. When combining pedagogical efforts, teachers and parents should be well aware of the problems that they should work to solve together. The range of these problems is quite wide and, with some degree of convention, they can be divided into three main groups.

Crisis phenomena characteristic of modern society affect the state of spiritual, physical, moral and psychological health of the younger generation.

Trying to find ways to solve these problems, the school is looking for new forms of interaction with the family, realizing that parents and teachers are the same children. The result of their activities can only be successful if teachers and parents become allies. Their union should be based on mutual understanding, respect, trust, responsibility and aimed at developing the child’s personality.

Pedagogical education parents is most often implemented in traditional forms:

Their common disadvantage:

work with parents is not carried out in a differentiated manner, without taking into account the characteristics of the family;

parents have limited access to stay at the educational institution: open days and other events are held strictly according to a pre-drawn plan;

parents cannot influence the pedagogical process, they are involved only in the implementation of organizational aspects, and become familiar with educational work only when examining “visual propaganda” - stands prepared by teachers;

The leading role in organizing work with families is given to teachers: the goal of many forms is to help parents, recommendations, advice, and correct the mistakes of family education. This indicates that the family is perceived as a pedagogically imperfect factor in the development of the child’s personality. And the very forms of work with families do not give the desired results, since they are aimed at interacting with a wide range of parents. Under these conditions, it is impossible to discern the problems of each family individually.

That is why a new form of interaction between educational institutions and families is needed.

However, before talking about the implementation of a new form of interaction between the educational institution, the class teacher and parents, it is necessary to analyze the prerequisites for this approach and the readiness of both parents and teachers for it.

In recent years, the level of parental culture has sharply decreased; from year to year there are fewer families where the child feels loved, where mom and dad truly care about the health and development of their child.

Of course, for the sake of the child, his full development, it is necessary that parents are constantly interested in his well-being, mood, know how to help him in failures, how to stimulate him to succeed, to desire to gain knowledge, to be the best of the best.

Therefore, in order for children to fully develop, to grow up not only as good sons and daughters, but also to subsequently become good citizens, patriots of Russia, parents and educational institutions must constantly be in interaction.

Relevance This program of pedagogical education for parents is that it is aimed at helping parents learn to understand and educate their children. In this regard, a clearly thought-out model for organizing psychological and pedagogical education of parents is needed. The “Interaction” program is dedicated to organizing cooperation between the teaching staff, the class teacher and parents in the process of educating schoolchildren.

Relevance This problem is also that many modern vices of society (alcohol, drug addiction, crime, mental disorders, etc.) are a consequence of raising children by parents with a low level of psychological and pedagogical culture, which is expressed in an irresponsible attitude to the performance of their educational functions , severe motivational limitations in solving problems related to the upbringing and development of a child in the family, illiteracy in solving problems of family education

One of the distinctive features of the program is the expansion of parental public participation in the life of the school and classroom.

Parents will have the opportunity to directly influence the educational process and will be more actively involved in the management of the classroom and school.

An important place in the program is occupied by the formulation of methodological recommendations for holding parent meetings, which makes it possible to build a unified system of education for schoolchildren. These recommendations cover traditional and non-traditional parent meetings, class and school evenings, and meetings for grades 5 through 6.

The success of the implementation of this program depends on how parents “get involved” in the educational process, how much they understand the essence and expected results of innovations, and the achievement of these results and the quality of education in general.

Age-related tasks of children's development.

This program of pedagogical education for parents is formed taking into account the psychological and pedagogical features of the development of children aged 10-14 years, associated with:

with the transition from educational activities to mastery of educational activities at the basic school level, to a new internal position of the student - focus on independent cognitive search, setting educational goals, mastering and independently implementing control and evaluation actions, initiative in organizing educational cooperation;

with the implementation at each age level (10-12 and 13-14 years) of a qualitative transformation of educational activities of modeling, control and evaluation and the transition from students’ independent formulation of new educational tasks to the development of the ability to design their own educational activities and build life plans in a time perspective;

with the formation of a scientific type of thinking in the student, which orients him to general cultural patterns, norms, standards and patterns of interaction with the outside world;

with mastery of communication means and methods of organizing cooperation and cooperation; the development of educational cooperation implemented in the relationships of students with the teacher and peers;

with a change in the form of organization of educational activities and educational cooperation from classroom-lesson to laboratory-seminar and lecture-laboratory, research.

The student’s transition to primary school is characterized not only by the stage of adaptation at the secondary level, but also coincides with the pre-critical phase of the child’s development - the transition to the crisis of early adolescence (11-13 years old, grades 5-7), characterized by the beginning of the transition from childhood to adulthood, with in which the central and specific new formation in the personality of a teenager is the emergence and development of his self-awareness - the idea that he is no longer a child, i.e., feelings of adulthood, as well as the internal reorientation of the teenager from the rules and restrictions associated with the morality of obedience to norms adult behavior.

Taking into account the characteristics of age, the success and timeliness of the formation of new formations in the cognitive sphere, qualities and personality traits is associated with the active position of the teacher, as well as with the adequacy of the structure of the educational process and the choice of conditions and teaching methods.

Objectively necessary to prepare a teenager for the future life, the development of his social adulthood requires parents (legal representatives) to solve the corresponding problem of raising a teenager in the family, changing the previous type of relationship to a new one.

In conclusion, it should be noted that interest directly depends on the understanding of the relevance and their significance for the organization of the educational and upbringing process of the child, which, in turn, is associated with the accessible level of presentation of the material, the optimal balance of time and types of activities, a comfortable psychological climate, and the presence of feedback . Proposed program takes into account age characteristics and developmental goals of children 5-6 grades (10-14 years old).

The purpose of the program pedagogical education of parents “Interaction” is the development and implementation of a model for organizing psychological and pedagogical education of parents in new socio-economic conditions, the prevention of family troubles and the revival of family education based on the cooperation of teachers, students, parents and various special services of the city.

Tasks:

to form psychological, pedagogical and socio-legal knowledge of parents of students;

warn parents against the most common mistakes in raising children;

to form an active pedagogical position of parents, to involve them in active participation in classroom, school-wide, and extracurricular leisure activities;

together with the family, develop a unified educational tactic;

study the student’s family atmosphere, his relationship with his family;

to intensify interactions between family and school in order to develop in students a positive attitude towards the family and prepare them for future family life;

to cultivate a value-based attitude towards Russia, one’s people, the region, the national cultural and historical heritage, folk traditions, and the older generation;

Program participants:

Students;

Classroom teacher;

Parents of students;

Administration of the educational institution;

School psychologist (social service psychologist);

School paramedic, other city medical services;

Inspectorate for Juvenile Affairs of Syktyvkar, social teacher of the school.

on pedagogical education of parents.

To determine the content of activities for pedagogical education of parents, we propose conducting diagnostics, which will determine the typology of parents. This is needed for:

characteristics of the educational space of the school - how much the general level of parental pedagogical culture can contribute to the development of children in the process of their life.

differentiation of adults when designing the content of PPR and the forms of its implementation.

identifying the most active parents who can become assistants in organizing PPR.

The typology of parents is determined by two indicators: the level of pedagogical competence and the level of satisfaction with the nature of interaction with children. Conventionally, 4 types can be distinguished:

competent, satisfied (“harmonious”) - “I know a lot about education, knowledge helps me build a good relationship with my child”;

competent dissatisfied (“theorists”) - “I have a lot of knowledge about education, but for some reason I can’t apply it”;

incompetent satisfied (“practitioners”) - “I was raised without special knowledge, but everything is fine with the child”;

incompetent dissatisfied (“helpless”) - “I don’t know what to do with the child, who can tell me?”

In order for interaction with parents to be as effective as possible, it is necessary to determine the optimal time for classes (presumably no more than 1 hour 30 minutes).

It is advisable to start the lesson with a short warm-up (interactive exercises, test, game, etc.) and end with reflection (discussion of new information and exchange of impressions). You can provide participants with handouts (booklets, memos, diagrams, etc.) that reinforce or supplement the knowledge acquired by parents during the lesson.

We propose to distribute handouts not only in paper form, but also to create them on the website of the class teacher (class) electronic diaries of parents, in which not only information on pedagogical education of parents will be stored, but also individual and collective work of the class teacher with parents will be organized.

Here we also consider it necessary to include knowledge on the formation of a family way of life, on creating a favorable psychological climate in the family, on ethnic culture and relationships with people of different nationalities, on artistic, aesthetic, physical development, and others.

Forms The presentation of material is very diverse: discussions, conferences, question and answer evenings, round tables, business and role-playing games, trainings, family living rooms, discussions, oral journals, workshops, parent evenings and parent readings, master classes and others. At the same time, it is necessary to use new pedagogical technologies to develop a person’s intelligence and personal qualities.

Thus, along with traditional and non-traditional forms of conducting classroom hours, we offer testing 2 webinars as alternative and convenient forms of working with the parent committee and parents of the class as a whole. We note the positive experience of this technology, because it allows you to reach the majority of parents and guide you to a convenient time for holding class parent meetings. Provided that parents (or members of the parent committee) cannot, for objective reasons, be at the PC at a certain time, the webinar allows recording on the Internet, which is convenient for further viewing at any convenient time.

At the heart of the organization To educate parents, a personal-active approach will be used: not only the level of education of parents, but also the level of parental culture is taken into account. Fathers and mothers are subjects of the educational process - pedagogical technologies should help us with this. Each session with parents will end with individual and collective reflection.

Throughout the entire educational process will be carried out family portfolio. Portfolio acts as a mechanism for parents’ self-development, helps to adjust their life positions, and build the way of life of a modern family.

To activate and stimulate We encourage parents to use family activity cards, competitions for family unity (“Best Parent Team”), family work activities and other events.

To sum it up Psychological and pedagogical education of parents can use not only questionnaires and diagnostics, but also such forms as presentation of families, competitions for the best expert on the child’s soul, competitions “Father of the Year”, “Mother of the Year”, etc.

Pedagogical education of parents is most often implemented traditional forms:

Conversations and consultations;

School-wide and class parent meetings;

Visual propaganda (stands, thematic exhibitions, etc.).

In the methodology we can distinguish the so-called non-traditional forms of cooperation class teacher with the student's family. These include the following forms:

Parents' evenings

Parent readings

Open Day

Individual consultations

Parent lecture hall

Group consultations

Thematic consultations

Maintaining communication notebooks

Extracurricular activities with parent participation

Trainings

Parent meetings with children

Thematic events held by parents

Round tables

Discussions

Oral journal

Workshops

An effective means of helping families raise children is to organize pedagogical education for parents, since many of the troubles in family education are caused by ignorance of the basic pedagogical truths of working with children.

A significant factor in the school’s influence on family education is individual work with parents. It covers various aspects of students’ educational activities, their moral formation, organization of work activities and professional guidance. At the same time, it is necessary to dwell on identifying some psychological and pedagogical rules for their interaction and ways to establish contacts with the family.

The basis of the class teacher’s work is actions and activities aimed at strengthening and increasing the authority of parents.

A moralizing, edifying, categorical tone is intolerable in the work of a class teacher, as this can be a source of resentment, irritation, and awkwardness. The need for parents to consult after categorical “should”, “obligated” disappears. Most often, parents know their responsibilities, but not everyone’s upbringing in practice turns out the way it should be; it is important for them to know not only what to do, but also how to do it. The only correct norm for the relationship between teachers and parents is mutual respect.

Trust in the educational capabilities of parents, increasing the level of their pedagogical culture and activity in education. Psychologically, parents are ready to support all the demands, activities and initiatives of the school. Even those parents who do not have pedagogical training and high education treat the upbringing of children with deep understanding and responsibility.

Pedagogical tact, inadmissibility of careless interference in family life. The class teacher is an official person, but by the nature of his activity he must touch on the intimate aspects of family life; he often becomes a voluntary or involuntary witness to relationships that are hidden from strangers. A good class teacher is not a stranger in the family; when looking for help, parents trust him with their secrets and consult with him.

A life-affirming attitude in solving educational problems, reliance on the positive qualities of the child, on the strengths of family upbringing, focus on successful personal development. The formation of a student's character is not without difficulties, contradictions and surprises. They must be perceived as a manifestation of developmental patterns, then difficulties, contradictions, and unexpected results will not cause negative emotions and confusion for the teacher.

The class teacher should reproach or scold the child or point out problems only in private, but praise or point out positive qualities in front of everyone.

When providing individual assistance and influencing parents, teachers should exercise the necessary pedagogical tact.

The educational activities of parents at school are carried out in the form of conversations with students, presentations and lectures. They are dedicated to the development of science and technology, familiarizing schoolchildren with the industrial successes of people. The topics of these speeches include issues of medicine, art, stories about the life and creative work of outstanding people, etc. A common form of parental participation in extracurricular activities of the school is conducting excursions for students to industrial enterprises and scientific institutions, as well as organizing local history work.

Thus, cooperation between family and school can have a positive impact on the education of the younger generation.

Appendix No. 1

7	1 - Diagnostics	2 – Drawing up a PPR program
6		3
5		4

The program is based on the following principles:

The principle of timeliness provides for early identification of family dysfunction, difficult life situations in which families and children find themselves, as well as factors of child neglect and social orphanhood. The implementation of this principle makes it possible to prevent the family from sliding towards a critical boundary, beyond which lies complete alienation from parents, and social deviations in the life of the latter develop into asocial, illegal activities. Timely identification of a dysfunctional family helps to avoid the extreme measure of deprivation of parental rights.

The principle of humanism expresses the employees’ readiness to come to the aid of the child and his family, promote their social well-being, and protect the rights and interests, despite deviations in the family’s lifestyle.

The principle of individual approach involves taking into account the social, psychological, functional characteristics of a particular family and its members when choosing forms of influence, and subsequently interaction and rehabilitation.

The principle of stimulating internal family resources– setting the family up for self-help by changing lifestyle, restructuring relationships with children, deciding to seek help from specialists (for example, a narcologist), if necessary.

The principle of integration of efforts, an integrated approach– combining the efforts of social services, government agencies and public organizations to most effectively promote the restoration of family ties.

The implementation of these principles within the framework of the implementation of the CPR program involves the partnership of parents and professionals in establishing family relationships, discovering and preserving family potential.

A targeted, targeted system of psychological, pedagogical, medical and social work to optimize child-parent relationships and develop various forms of family life

Calendar and thematic planning of activities for pedagogical education of parents,

forms and methods of its implementation.

5th grade (8 lessons)

month			purpose of/ planned results
September	Non-traditional form of parent-teacher meeting with the participation of a school psychologist “Adaptation of fifth-graders to new learning conditions.” Training “How to help a teenager gain self-confidence?”	Class teacher, parents, school psychologist
October	Non-traditional form of parent meeting. Round table “It was in the evening. There was nothing to do." How to organize your child’s extracurricular activities. Express survey “My leisure time 20 years ago.” Speech by a juvenile affairs inspector (or a social educator) on the reasons for committing offenses and crimes by minors. Modeling the “ideal leisure time of a child.”	Inviting specialists from various centers of additional education. Help from a school psychologist in modeling “ideal leisure”.	Fostering social responsibility and competence,
november	An unconventional form of holding a parent meeting. An evening of questions and answers in the form of a round table “The first problems of adolescence.”	A short lecture by a psychologist about the problems of adolescence. Then the psychologist answers the parents’ pre-prepared questions. Questions are formulated by parents, written down on special pieces of paper, dropped into a single container (box, hat, etc.), then taken out by the class teacher and announced to the entire audience. This way confidentiality is maintained. After the parent meeting, individual consultations are possible.	cognitive activity aimed at realizing one’s own “I”.
December	A non-traditional form of holding a parent meeting in the form of parent readings “Who are given the lessons? And how to achieve success when doing homework?	The class teacher, psychologist and teaching staff working in the classroom prepare information for parent readings and select material. At the end of the workshop, reminders are distributed to parents and sent to their electronic diaries.
February	Traditional parent meeting in the form of a lecture by a school paramedic and a gynecologist/andrologist “A healthy child is a healthy society.” “How to tell a child that he is growing up?”	Class teacher, parents, school paramedic, invitation to a gynecologist/andrologist
March	A non-traditional form of parent meeting in the form of a discussion “Methods of family education. Punishment and reward in the family: pros and cons.”	Class teacher, invitation of a school psychologist.
April	Non-traditional form of parent meeting. Round table "Distribution of household responsibilities." “Internet: good or evil?!” Labor landing: dads and boys are doing all they can to repair the office, mothers and girls are busy landscaping the office and beautifying it.	Class teacher, parents, students.	Fostering social responsibility and competence, choice in the media. Fostering diligence, a conscious, creative attitude towards education, work and life
	A non-traditional parent meeting aimed at developing patriotism, in the form of an oral journal “WWII in our family.” Participants prepare an oral report, presentation, etc. about the pride of your family! General tea drinking. All results at the reflection stage must be documented (school newspaper); we suggest posting presentations on the class website.	The meeting is attended not only by parents, but also by children and the older generation! Particular attention should be paid to the fact that the meeting will likely require more time.	Education of citizenship, patriotism, respect for human rights, freedoms and responsibilities

After stage 1 (1 academic year), it is proposed to conduct a diagnosis, analyze the work of the parent pedagogical education program, and make adjustments as necessary.

6th grade (8 lessons)

month	subject of the lesson, forms and methods of implementation	organizers and actors	purpose of/ planned results
September	Creating conditions in the family for promoting the health and physical training of adolescents. Tourism and excursions with children. A trip with a preliminary parent-teacher meeting.	Cl. supervisor, parents, students, school physics teacher. culture, tourism specialist.	Fostering an environmental culture, a culture of healthy and safe lifestyles
October	The traditional form of holding a parent meeting. Lecture by a school psychologist “Self-esteem of a teenage student.”	Class teacher, parents, school psychologist.	cognitive activity aimed at realizing one’s own “I”.
november	Non-traditional form of parent meeting. Workshop “Personality types. What if he’s not like me?” During class hours, the same workshop is conducted as with parents. All information is collected on the board in the office. Parents and children are given a single homework task: to analyze communication when determining their personality types.	Class teacher and school psychologist.	cognitive activity aimed at realizing one’s own “I”.
December	Non-traditional parent meeting in the form of a webinar “Our Family Traditions”. Discussion of a unified style of celebrating the New Year.	Class teacher, parents. It is possible for children to participate together with their parents (discussed in advance).	Education of moral feelings, beliefs, ethical consciousness
February	Non-traditional parent meeting in the form of parent readings. “Formation of a teenager’s sense of justice and responsibility for his actions in the family and school.”	Class teacher and social teacher. Reminders are distributed to parents and sent to their electronic diaries.	Education of moral feelings and beliefs
March	Traditional form of parent meeting “Moral development of the student.”	Class teacher, lecture by the deputy director for VR.	Education of moral feelings, beliefs, ethical consciousness
April	Unconventional form. Parents' evening "songs that our children sing." Discussion of the need to revive family education and family traditions.	Class teacher and parents. No children present!	Fostering a positive attitude towards family traditions
	Summing up the results of the program for pedagogical education of parents, conducting diagnostic tests and surveys. Identification of problems, questions of the need for such a program for grades 7-8.	All program participants.

Also, the PPR “Interaction” program assumes the active participation of parents (through the parent committee) in the life of not only the class, but also the school and the municipality:

active parents help not only in organizing, but also in holding school competitions, tournaments, promotions, and other events.

Representatives from the parent committee of the class help in the development and implementation of school programs for the prevention of family troubles (together with the school social teacher and juvenile affairs inspectors, they carry out raids, examine families, are present during conversations with parents, carry out close cooperation with the Social Rehabilitation Center for Minors and etc.).

a representative of the parent committee has the opportunity to attend school prevention councils.

Expected results of the program implementation.

All parties benefit from successful interaction between the educational institution, the class teacher and parents. A positive result of cooperation for teachers is increased respect from parents and society as a whole, improved interpersonal relationships with them, increased authority in the eyes of children, parents and school administration, greater satisfaction with their work, and a more creative approach to it.

For parents, the result of interaction is better knowledge of children and school programs, confidence that their opinions and wishes are taken into account during teaching, a sense of their importance in school, strengthening of the family and improved communication with children

Diagnostics plays a huge role in a teacher’s work. Some teachers may object, arguing that psychologists work at school, and they should do diagnostics. However, we are not talking about psychological diagnostics in its pure form; We are talking about psychological and pedagogical diagnostics. Without the use of psychological and pedagogical diagnostics, it is impossible to plan educational work in a children's team and establish relationships with a group of parents. Any information that the class teacher can obtain from parents and children can be of invaluable service to the family and child.

Family and school play a major role in a child’s life, and his development as a person depends on how he feels in them. Therefore, neither a school without a family, nor a family without a school are able to cope with the subtlest, most complex tasks of a student’s development. The school must invite the family to cooperate, taking into account its capabilities.

The family should consider the school as its friend in educating the student. Cooperation between school and family is the result of purposeful and long-term work, which, first of all, involves a comprehensive and systematic study of the family, the characteristics and conditions of the family upbringing of the child. The interaction of participants in the pedagogical process must be planned and organized. The essence of interaction between teacher and family is that both parties are interested in studying the child, revealing and developing his best qualities.

Appendix No. 2

The most important indicator of the level of pedagogical culture of parents - the degree of awareness and implementation of educational goals that coincide with the social demands that society places on individuals today.

These main goals of family education are dictated not only by the objective need to prepare the child for adult life, but also correspond to the educational capabilities of the family.

A significant drawback of parents’ goal-setting in terms of professional guidance is that the goals for a particular profession are not always linked to the opportunities and abilities of the children, their inclinations and interests. However, these opportunities remain largely unrealized due to the lack of appropriate knowledge and the ability of parents to guide the development of the child’s abilities.

Clearly insufficient attention in the modern family is paid to the culture of the child’s behavior. At best, parents try to ensure that their children observe basic politeness and instill some sanitary and hygienic skills. Culture of behavior - this is a comprehensive and rich area of a person’s relationships with other people, including the culture of communication, the culture of appearance, the culture of satisfying needs, etc.

Thus, the success of family education, its socially valuable result largely depends on the presence in parents of that pedagogical sensitivity to the dynamics of social development and the requirements for a person determined by it, which cannot be comprehended intuitively, but must be brought in from the outside, comprehended as a scientifically based pedagogical task.

So, among the expected results of the Interaction PPR Program for grades 5-6 we can highlight:

Creation of a system of assistance to parents in the formation of a moral lifestyle of the family, in the prevention of negative manifestations in adolescents.

Improving the pedagogical culture of parents, revealing the creative potential of parents, improving family education using examples of family traditions.

Parents’ awareness of the importance of preserving health (not only physical, but also emotional).

Strengthening the role of the family in raising children.

Forming in adolescents the qualities of a future family man and parent through a system of family cohesion.

Parents’ awareness of their importance in the pedagogical process, the possibility of influencing the educational and educational process within the educational institution.

The ability of parents to apply the acquired knowledge in practice.

A value-based attitude towards Russia, one’s people, the region, the national cultural and historical heritage, folk traditions, and the older generation.

Predicted results
For family	For parents	For a child
optimization of parent-child relationships; formation of social skills for effective interaction with a child at different stages of his development;	increasing the level of family culture. developing skills of constructive behavior; awareness of parental roles and responsibilities; improving parental effectiveness; unconditional acceptance of the child;	mastering the role of a supportive parent. readiness for positive contacts with adults; mastering the skills of cooperation and effective interaction; formation of a positive image of the family; gaining experience of acceptance and support; solving current development problems.

Ways to control and verify expected results

PPR programs.

The program of pedagogical education for parents “Interaction” involves such methods of monitoring expected results as intermediate monitoring (after the first year of the program, at the turn of 5-6 grades for possible adjustments) and final monitoring (at the end of the program, 6 grades).

Monitoring is a system of diagnostic studies aimed at a comprehensive assessment of the results of the effectiveness of program implementation.

The main indicators and objects of study of the effectiveness of the program implementation are the features of parent-child relationships and the degree of involvement of parents (legal representatives) in the educational and upbringing process.

The basic principles of organizing monitoring of implementation effectiveness are principle of consistency(involves the study of the planned development results of students as components of the overall process of education and socialization of students) and the principle of the personal-social-activity approach(focuses the study of the effectiveness of activity on the study of the process of education and socialization in the unity of the main social factors of their development - the social environment, upbringing, the activities of the individual, his internal activity).

The Interaction program involves the use of the following methods:

Testing;

Survey;

A netting;

B Yeseda;

Psychological and pedagogical observation.

The main goal of the study is to study the dynamics of the process of involving parents in the CPR program. Within the framework of psychological and pedagogical research, three stages should be distinguished:

Appendix No. 3

Stage 1.

Stage 2.

Stage 3.

Appendix No. 4

What is revealed	Methods
What is revealed	(questionnaire, conversation)	Observation	Testing

Criteria efficiency The implementation of the PPR program is the dynamics of child-parent relations and the degree of involvement of parents (legal representatives) in the educational and upbringing process.

It is necessary to indicate the dynamics of pedagogical education of parents:

Appendix No. 5

It should be noted that the discrepancy between the content, methods of education and socialization of students and the age-related characteristics of personality development, the formal attitude on the part of teachers and the unfavorable psychological climate in an educational institution can cause inertia in the positive dynamics and the emergence of trends in the negative dynamics of the process of education and socialization of students.

Appendix No. 4

When considering issues of education and upbringing, the need for joint efforts between school and family to educate students was repeatedly emphasized. In particular, when revealing the essence and patterns of education, it was said that its success largely depends on the unity and consistency of the educational influence of family and school.

The school cannot but take into account the fact that the influence of the family on the development and formation of children is largely related to the effect of early education. Many teachers and psychologists have noted that the foundations of a person’s personal development are laid in early childhood, before the age of five. At the same time, the influence of parents and family continues into the years of subsequent formation of a person.

The importance of the family’s educational activities has a great influence on its own strengthening. Children cement the family and bring into it a spirit of harmony and healthy unity. The better a family raises children, the more successful their personal development is, the more joy they bring to parents and help maintain healthy relationships between them, which strengthens their educational potential.

Considering the large role of coordinated educational work of the school, family and community, this work must be skillfully coordinated and directed. Only the school can cope with this task.

Currently, the school has begun to perform the main functions in general education training and the comprehensive development of youth. It also has qualified teachers and builds educational work on a scientific and pedagogical basis. Considering that in a number of cases parents do not have the necessary knowledge in the field of pedagogy and psychology, teachers are called upon to provide them with appropriate scientific and methodological assistance and help improve the culture of family education. Also P.P. Blonsky noted that it is impossible to raise children without raising their parents.

Applications

Appendix No. 1

Stages of creating a parent pedagogical education program

7 – Design of PPR for the next period

1 - Diagnostics

(identifying needs and determining the typology of participants)

2 – Drawing up a PPR program

(selection of topics, forms and determination of the resource base)

6 – Analysis of the results obtained

PPR program for 2011-2012, 2012-2013 academic years. years

3 – Joint discussion, correction of the educational strategy (or educational program)

5 - Implementation of the PPR program + performance monitoring with timely correction

4 – Informing the public about the PPR program (if education is organized on a school-wide scale)

Appendix No. 2

Indicators of pedagogical education of parents

Appendix No. 3

Stages of psychological and pedagogical research

Control stage of the study (diagnostic section) focused on collecting data from social and psychological-pedagogical research before the implementation of the PPR program.

Formative stage of research involves the implementation of the main directions of the PPR program.

Interpretive stage of the study focused on collecting data from social and psychological-pedagogical research after the implementation of the PPR program. The final stage involves studying the dynamics.

Appendix No. 4

Methods for studying the effectiveness of PPR

What is revealed	Methods
What is revealed	(questionnaire, conversation)	Observation	Testing
Level of pedagogical competence of parents
Relationship style between parents and child
Parents' satisfaction with their relationship with their child
Parents' satisfaction with the organization of pedagogical education
Parents' activity during teaching classes

Appendix No. 5

Dynamicspedagogical education of parents

Appendix No. 6

Characteristics of PPR performance levels

Appendix No. 7

Questionnaire for parents

Dear parents!

We ask you to answer the questions in the questionnaire. It is necessary to mark the answer option with which you agree. To facilitate the process of processing information, please indicate any sign or symbol by which you recognize your profile.

Do you know the age characteristics of your child?

2. Are you familiar with communication styles with your child?

I have an idea, but not enough

3. Do you know the child’s daily routine that ensures the preservation of his health?

I have an idea, but not enough

4. Are you familiar with the concept of family structure, and how it is determined?

I have an idea, but not enough

5. Do you manage to build trusting, good relationships in your family?

Not always

6. How often do you read specialized literature on raising children?

Constantly

Occasionally

7. Who do you think should be involved in developing the child’s abilities?

Family and school

Doesn't matter

8. Who would you classify yourself as when raising your child?

Newbie

Graduate

Experienced

9. In your opinion, what does it mean to educate a person?

(formulate 2-3 sentences)

Appendix No. 8

Test for parents.

Dear parents!

Try using a test that determines the child's giftedness and orientation in some area of activity. The proposed questions must be answered affirmatively (“yes” - 1 point) or negatively (“no” - 0 points). The points are then added up. The answer is determined by the result scale:

Does your child ever find an unusual use for an object?

Does he change his inclinations?

Does he like to draw imaginary objects?

Does he like to draw abstract pictures?

Does he like fantastic pictures?

Does he write stories and poems?

Does he like to cut out intricate shapes from paper?

Have you ever done something you didn’t know, or something that doesn’t exist?

Does he ever have a desire to remake something to his own taste?

Is he afraid of the dark?

Have you tried to rearrange the furniture according to your own understanding?

Was this plan successful?

Have you ever used an item for other purposes?

Could your child, while still small, guess the purpose of different objects?

Do you prefer your taste in choosing clothes to your taste?

Does he have his own world, inaccessible to others?

Is he looking for an explanation for something he doesn’t yet understand?

Does he often ask to explain the phenomena around him?

Does it depict its own games or entertainment?

Does he remember and tell his dreams or experiences?

Results scale:

From 18 to 21 points: the child is very smart, able to have his own point of view on the environment.

From 12 to 17 points: the child does not always show his abilities; he is resourceful and smart only when he is interested in something.

From 7 to 11 points: great intelligence, sufficient for many areas of knowledge.

From 4 to 6 points: your child shows creative thinking only when achieving a goal that is important to him

Less than 4 points: The child lacks creativity, but can achieve success as a good performer.

Appendix No. 9

Stages of implementation of the program of pedagogical education for parents “Interaction”.

Stage 1. Preparatory.

Events	Responsible	Mark from completion
Familiarization with the program for teachers and administration of the educational institution
Introducing the project to members of the parent committee
Approval of the project at a class parent meeting.
Interview with a group of project organizers and participants in order to motivate them,
Organizational and active game with project participants on the topic “Diagnostics of problems.”
Preparing a package of parental culture level diagnostics: Development of questionnaires for parents; Purchasing CDs with tests for children and parents, psychological family tests.
Meeting of the creative group to approve the diagnostic package
Questioning parents to determine the level of parental culture and preparedness for PPR (stage 1, control).

Summing up the results of the parent survey, predicting the participation of parents in the project.
Determining the content of the program of psychological and pedagogical education of parents.

Stage 2. Partial implementation of the project

Events	Responsible	Completion mark
Conducting an information meeting between the creative team for the project and parents to familiarize themselves with the goals and objectives of the project and the results of the survey.
Conducting a business meeting of parents and teachers participating in the project to agree on the project implementation schedule, to diagnose the problem of psychological and pedagogical education of parents. Familiarization with the rules for filling out a portfolio.
Training seminar for teachers participating in the project on methods of conducting master classes and trainings.
Opening of a parent self-diagnosis laboratory (individual computer testing)
Development of topics for master classes with teachers and project participants.
Extended Pedagogical Council of Teachers and Parents on the Presentation of the Program
Testing the program of psychological and pedagogical education of parents in (5th grade)
Summing up the results of partial implementation of the project

Stage 3. Implementation of the psychological-pedagogical program

parent education.

Events		Responsible	Completion mark
The work of the program for psychological and pedagogical education of parents on calendar and thematic planning.
Conducting competitions “Best Parent Team”, “Father of the Year”, “Mom of the Year”	during the academic year, according to plan
Reflection of the progress of the project on the stand “If you are a good parent”	during the academic year
Correction of the program of psychological and pedagogical education of parents according to the educational requests of parents	based on monitoring results (once a year)
Summing up the results of the program implementation	at the final meeting
Awarding the best parents based on the results of the competitions “Best Parent Team”, “Father of the Year”, “Mom of the Year”, etc.	at the final parent conference, as planned
Improving the material and technical base, conditions for project implementation	Quarterly
Advanced training for lecturers	during the program

Stage 4. Final.

Events		Responsible	Completion mark
Preparation of a meaningful report on the implementation of the project.
Preparation and publication of articles in the media, school newspaper, on the progress of the project	During the project implementation period	Creative Group.
Preparation and publication of a collection of materials on the results of the project. (by agreement with parents!!!)
Conducting seminars for school class teachers to share experience based on the results of the project.	In agreement with the administration of the educational institution

Intended use of the results of the Interaction program

Dissemination of experience in pedagogical education of parents among classroom teachers of educational institutions.

Translation of the model for organizing psychological and pedagogical education of parents to other educational institutions.

Conducting a parent conference and providing parents with the results of the project.

Inclusion of the “Interaction” program in the school development program as one of the subprograms for interaction with students’ families.

Bibliography

Andreev V.I. Health-saving training and education. - Kazan, 2000.

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Bazarny V.F. Neuropsychic fatigue of students in a traditional school environment: origins, approaches to prevention. - Sergiev Posad, 2004.

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Internet resources:

http://rudocs.exdat.com/docs/index-218357.html

http://www.parus-nad.ru/roditel/shkola-effektivnogo-roditelstva/

1 Psychology of family relationships. M., 2000.

2 Online seminar (web conference, webinar, English webinar) - a type of web conference, holding online meetings or presentations via the Internet in real time. During a web conference, each participant is at their own computer, and communication between them is maintained over the Internet through a downloadable application installed on each participant's computer or through a web application.

The systematic and meaningful work of educational institutions aimed at pedagogical education of parents can change the situation of pedagogical illiteracy. This is one of the main components of the work of a class teacher.

Parents must understand (both the institution and the class teacher must convey this idea to them) that they are the most interested party in matters of pedagogical interaction, since they are responsible for the upbringing and quality of education of their children, and the school is a professional mediator and assistant for them.

Principles of organization

The school’s task is to establish close and fruitful interaction with students’ parents based on the following principles:

mutual respect;
tolerance;
tolerance;
trusting each other;
mutual support;
patience;
help;
readiness to accept each other's positions.

Psychological and pedagogical education of parents should be aimed at:

transferring to parents knowledge about the patterns and features of the educational process;
development of their pedagogical thinking;
formation of their skills and practical abilities in the educational field.

When selecting topics and material for classes with parents, you need to remember the following features of the information offered:

relevance and usefulness;
prevention;
practical feasibility;
was based on specific facts and life experience.

The class teacher must establish the most productive dialogue with parents and get a positive response from them to their activities. To do this, it is recommended to extremely expand the circle of parental involvement in various areas of school life and use various methods of educational influence on parents.

Forms of pedagogical education for parents

Parents can receive psychological and pedagogical knowledge about the principles of development and upbringing of children through such.

Lectures

This form involves the transmission of scientific information by the lecturer (teacher, psychologist, pedagogical worker, researcher) to the parent audience. His report should include:

scientific analysis of pedagogical phenomena and educational situations;
explanation of their causes and conditions of occurrence;
description of the patterns of development of the child’s psyche;
explanation of the mechanisms of child behavior.

It should name terms, indicate facts and statistics, and provide examples from the experience of family education.

Parent meetings

One of the most popular forms of interaction between school and family, aimed at increasing the pedagogical education of parents. There should be 3-5 meetings per academic year. Such meetings should be devoted to:

consideration of current pedagogical problems;
discussing the tasks of educational work;
planning educational activities;
identifying problems that arise in the classroom or that affect children's performance and finding ways to resolve them;
summing up;
determining for the future the most productive forms of interaction between school and family.

The purpose of parent meetings is to analyze and comprehend pedagogical theory and contribute to solving any problems that arise in a particular classroom or school community.

Conferences

This form of pedagogical education provides for the expansion and deepening of existing knowledge about the upbringing and development of children, discussion of accumulated experience in this area. This event is held once a year. It has a clear structure and requires long and thorough preparation with the active involvement of parents in this process. Parents should be not only listeners, but also speakers and active participants in the discussion.

Individual consultations

A form of psychological assistance necessary to solve specific problems. Such consultations are carried out through direct personal communication between the teacher and parents. The need for these meetings arises when you have, get into a difficult situation or develop an unfavorable psychological state.

These meetings are useful for both teachers and parents. They will learn reliable information about the student’s behavior and level of knowledge, and the teacher will better understand the reasons that influence the child’s performance and actions.

The main goal of individual consultations is to discuss the problem and find a common understanding of how best to resolve it. The main requirements for carrying out this form of work are competence, mutual respect, tolerance, and trusting relationships.

A thematic consultation can be carried out, in which communication takes place not with any individual family, but with a group of parents who have similar problems in raising children.

Workshops

Aimed at developing in parents the skills and pedagogical abilities necessary to organize proper educational interaction with children. During the workshop, parents are introduced to a specific pedagogical situation and asked to find an effective way out of it.

Parents should make suggestions, defend their opinions, and have a constructive debate. As a result of such communication, parents learn to independently create a model of their behavior when a similar situation arises in their family.

Trainings

One of the forms of training the pedagogical thinking of parents. The peculiarity of the trainings is that during their implementation, parents are informed about the correct ways of behavior with children and practice them, bringing them to automatism.

Seminars

One of the most common forms of pedagogical education for parents. The structure of the seminar consists of theoretical and practical parts. At the same time, theoretical principles are assimilated on the basis of practical actions with them.

Disputes and discussions

Refer to . The main condition for holding a debate is the organization of a general discussion of the stated problem and the formation of a common point of view on the possibilities of solving it.

This is a kind of dispute with the need to argue and defend your position. No one should remain a passive listener. It is necessary to create conditions under which everyone must express their opinion and propose their own method of action in the proposed situation. In the final decision, all proposals must be taken into account. It needs to be positively perceived by all participants in the event.

Parent readings

They involve studying literature that deals with specific problems in raising a child. After this, a discussion is held of what was heard and the identification of possible options for applying the information received in practice.

Role-playing games

An effective form of interaction with parents. The pedagogical value of role-playing games lies in the fact that parents are invited not only to offer some solution to an educational problem, but also, having tested it in practice, to determine the level of its effectiveness.

Parents are invited to be in the role of a child and feel what he feels at the moment of educational influence from adults.

Read more:

Corner for parents

Each classroom should have a parent's corner where topical newsletters or newspapers are posted on specific topics in raising children. There may also be an exhibition of children's works, announcements, memos, questionnaires or other documents that are used in working with parents.

Interactive communication

Nowadays it is very popular to create parent groups in communication and messaging programs such as WhatsApp or Viber. They facilitate and speed up the exchange of information between teacher and parents.

Typically, such groups transmit notifications about general events, urgent meetings, and joint activities. In this way you can give advice or reminders regarding raising a child.