Pedagogical consultation of parents - Pre-school pedagogy

3.3. Pedagogical counseling of parents

The situation is similar to the above described mechanisms for the formation of personal and professional meanings regarding the tasks and problems of interaction between teachers and parents. At the same time, according to the results of the researches of M. Yu. Novitskaya, L. P. Gladkikh, E. P. Arnautova, Z. P. Teplova and other scientists, the following conditions for such cooperation are the most important:

- recognition of the value of interaction between children, the teacher and parents

- the establishment of emotionally trusting contact between teachers and parents and their perception of the child as a value;

- adequacy of methods and forms of pedagogical counseling of the problem field of interaction of teachers with children and parents;

- constructive thinking of the teacher, contributing to his constant self-development and understanding of the system of individual and collective (including family) values ​​and pedagogical attitudes to the development, upbringing and education of the child;

- the activity and responsibility of all subjects of interaction: teachers and parents in the process of forming a system of value orientations and attitudes to oneself and others, to the world around the child.

Depending on the effectiveness of the implementation of these conditions with different success, the interaction of teachers and parents is realized (Table 3).

Table 3

Family and kindergarten interaction functions (according to TN Doronova)

F. I. O. Teacher

Score on the scale of "1-10"

Feature Name

1

2

3

4

5

6

7

8

9

10

Protecting and promoting the health of children (maternal function)

-

-

-

-

-

-

-

-

+

-

Developing (nurturing and teaching)

-

-

-

-

-

-

-

-

-

+

Feature Name

1

2

3

4

5

6

7

8

9

10

Diagnostic and Corrective

-

-

-

-

+

-

-

-

-

-

Communicative (defining style of relationship)

-

-

-

-

-

+

-

-

-

-

Design and Organizational

-

+

-

-

-

-

-

+

-

-

Coordinating

-

-

+

-

-

-

-

-

-

-

Professional Self-Improvement Function

-

-

-

-

-

-

+

-

-

-

During the evaluation of the effectiveness of the implementation of these functions, teachers make up an integrated picture of interaction with differentiated groups of modern families.

Representatives of a differentiated group of families with priority settings for the implementation of intellectual education and physical development are usually in a positive attitude - at the level of peaks cooperation - stands out the function of professional self-improvement (25%). This can be explained by the fact that caregivers spend more time on meeting the needs of parents who place excessive demands on teachers and children in the field of both intellectual and physical development. These are the issues that they pay special attention to when organizing pedagogical counseling for parents. As forms of pedagogical counseling, open days and traditional parental meetings, group and individual consultations of specialists are used. Widely used visual forms of pedagogical education and counseling: moving folders, wall newspapers, diaries of child's achievements, etc.

The representatives of the differentiated group with the priorities for artistic, aesthetic and intellectual education are distinguished by two "peak": developing (18.7%) and communicative (18, 7%) functions. The parents of this group are involved in the comprehensive development of children and are ready for closer cooperation with teachers on issues of interest to them. They have a fairly stable interpersonal relationship with others, in addition, they are committed to positive communication with the teacher. This determines the specifics of not only the content, but also the forms of pedagogical counseling. In general, such forms of counseling as family visits, seminars and round tables, design and creative workshops are used.

The representatives of the differentiated group with the priorities for physical development and artistic-aesthetic education have three "peak": the function of protection and promotion of health (17.6%), developing (17.6%) and communicative (17.6%) functions. Apparently, this is due to the fact that the parents of this group consider physical development a priority. Parents' requests coincide with the performance of the function of pedagogical cooperation for the protection and promotion of the health of pupils of the DOW. Meanwhile, these adults are interested in the comprehensive development of children and hope for the experience of the pedagogical staff of the DOW, more closely cooperate with teachers on these issues, are committed to confidential contact with caregivers on issues of education and training of children, better than others, assess the work of educators. They are well suited to such forms of pedagogical counseling as workshops and family lounges, children's parents' fitness clubs, competitions for creative projects, sports and sports events involving families.

Now we will characterize drops functions of cooperation in representatives of all differentiated groups.

Representatives of the 1st differentiated group (the priority of intellectual education and physical development) are distinguished by the lowest "dips" in the graph of the evaluation of the interaction with the diagnostic and correction functions (8.3%), design-organizing function (8.3%), coordinating function (8.3%). How can this be explained? The fact that parents most hope for their opportunities for the development and education of children. They do not trust the pedagogical experience of the DOW staff, they do not consider it necessary to use the teacher's organizational support. It is rather difficult for a teacher to plan an educational and educational process in cooperation with parents who are inclined to be selective about the proposed sets of variational methods and pedagogical technologies. Meanwhile, these parents insist on intensive training, their level of claims is usually overestimated, which does not always correspond to the capabilities of children. This determines the nuances in conducting pedagogical counseling with them. On the other hand, it shows that the teacher needs to constantly mark positive features of the child's personality in order to prepare parents for business cooperation, and to use such methods of interaction as activating parents more often when organizing pedagogical counseling.

Representatives of the 2-nd differentiated group (the priority of artistic-aesthetic and intellectual education) are distinguished by the "failure" in the schedule of performance functions of protection and promotion of children's health (12.5%). Meanwhile, parents themselves assess the implementation of this program task of cooperation (the formation of children's health) in the family and the DOW more highly, as they hope for effective work of educators. This means that when organizing their pedagogical counseling, it is necessary to use more often such methods of interaction as the formation of pedagogical reflection.

Failure in the graph of performance of the function of professional self-improvement in the representatives of this differentiated group is 12.5%, and in the 3rd differentiated group (the priority of physical development and artistic-aesthetic education) - 11.8%. Parents of these groups are more than parents of the 1st differentiated group, listen to the advice and opinions of the teacher. They believe that for many problems they have less knowledge and experience than the teaching staff of the DOW. Parents seek to get advice from educators who are considered authoritative enough for them. The demands they place on children are moderate. From what has been said, it follows that it is sufficient for the educator to improve his knowledge in the light of the interests of these groups of parents in order to be competent in matters of importance to them. At the same time it is necessary to use methods of interactive interaction more often during the pedagogical consultation in order to improve the pedagogical competence of family members and to form their own point of view from the parents.

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