Plan and summary of the parent meeting on the topic “Effective communications - the path to conflict resolution” - one of the classes in the Parent Academy program for working with parents. The material can be used by class teachers in preparation for parent-teacher meetings.

Form: parent workshop

Goals: skill building effective communication with kids; increasing the psychological and pedagogical literacy of parents.

multimedia projector, markers, flipchart, handouts for conducting exercises, organizing space (four tables for four groups to work).

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Parent meeting plan

on the topic “Effective communications - the path to conflict resolution”

The date of the: 19.11.2013

Time: 18.00

Developer: N.A. Morgunova, deputy Director for HR of MAOU Secondary School No. 25

Form:parent workshop

Goals: developing skills for effective communication with children; increasing the psychological and pedagogical literacy of parents.

Location: MAOU secondary school No. 25

Equipment, resources and materials:multimedia projector, markers, flipchart, handouts for conducting exercises, organization of space (four tables for four groups to work).

Event plan

No.		Time
	Communicating the goals of the workshop.	1 minute
	Introduction (parents write their names on pieces of paper with markers and attach badges)	3 minutes
	Introduction to the topic of the workshop. Exercise 1 “Discussion of the situation”	7 minutes
	Exercise 2 “Identify ineffective messages”	3 minutes
		7 minutes
	Exercise-game “A Place in the Sun”. Discussion	6 minutes
	Reflection. Summarizing.	2 minutes
Total		30 minutes

Summary of the event

Good afternoon, dear Parents.

The subject of our discussion will be the classic problem of intergenerational relationships. There has always been misunderstanding between “fathers” and “children,” but the scary thing is that this misunderstanding can cause conflict. Therefore, the topic of our parent workshop is “Effective communications - the path to conflict resolution” Step 1 (slide No. 1).

Life without conflicts is impossible, and their successful resolution depends on us – adults. I propose to consider one of the situations that almost every parent faces.

Exercise 1 “Discussion of the situation” (slide No. 2)

Situation: " Your 13-year-old child came home from school, ate in the kitchen, and once again left everything behind in a mess. And before that, you spent an hour getting her into perfect shape.”

What would you tell your child in this situation?

(Options for statements are written on a flipchart)

Parents, faced with such protest behavior of their children, use various ways out of the conflict situation. Some choose the path: “I win - you lose” and insist on their own, others “You win - I lose” and give in to the child, others cannot choose between these two and fluctuate from one to the other. There is another “win-win” approach, which requires a fundamental change in the attitudes of most parents towards their children, the time and skills to clearly communicate their feelings and effective communication between parents and children.

Adults express their feelings and emotions through the languages ​​“I-statement” and “You-statement”.

"You-statement"contains a negative assessment of another person, often an accusation, threat, advice, persuasion or sending ready-made solution(what the child needs to do). For example (“Clean up after yourself immediately!”, “Always clean up after yourself!”, “I will be angry with you if you don’t clean up,” etc.).

Sending “You-messages”(slide number 3)

1) makes the child resist his parents and refuse to change behavior;

2) makes the child think that the parent considers him not very good;

3) makes the child think that the parent does not take into account his feelings;

4) causes the child to feel guilty;

5) reduces the degree of self-esteem for the child;

6) forces the child to defend himself;

7) provokes the child to attack the parent.

The child resists being told what to do. He may not like your decision. Delegating the decision communicates to your child that your needs are more important than theirs; that he should do exactly what you think is necessary, regardless of his needs

As a result, children resist, respond with defense or hostility. They feel belittled, destroyed, controlled. They "lose face". Some grow up submissively expecting others to make decisions for them. Hence the complaints of parents about the lack of independence of children, their inattention to the needs of their parents. A You message almost always begins with or contains the word You. All these messages are “You”-oriented.

Dear parents, how do you think the “I-statement” differs from the “You-statement”?

(Suggested parental responses: “I-statement”- this is a message about your feelings, it rarely causes protest because it does not contain accusations. “I-statement” presupposes an “equal” position in communication with a child, instead of a “on top” position. In these statements, you defend your interests, but at the same time do not put pressure on the other person. (“I’m upset that the room is not cleaned. What can I do to clean it?”)

Exercise 2 Identify ineffective messages

I bring to your attention situations and parent messages, after reading them, identify ineffective messages(slides No. 4-7)

Situation and message

Children are noisy around the TV: what program to watch. Parent: “Stop making noise and turn off the TV now!”

My daughter arrived at 12.00 instead of 10.00, as agreed. Her parents were very worried, thinking that something had happened to her. Her parents were relieved when she returned. "I see you can't be trusted. I'm very angry with you. You'll be grounded for a month."

My daughter arrived at 12.00 instead of 10.00, as agreed. Her parents were very worried, thinking that something had happened to her. Her parents were relieved when she returned. "Thank God you finally came home. I'm so glad, what a relief. I was so afraid something had happened."

The teacher sent home a note saying that a 13-year-old child was talking loudly in class. "Come and explain why you're making us blush with your crappy tongue."

Conclusion: It takes courage and inner confidence for a parent to express their inner feelings. The honesty and openness of the “I messages” in the third example creates a truly human relationship between parent and child. My child will know me for who I am; this in turn encourages him to reveal to me what he is like. Instead of moving away from each other, we develop relationships of intimacy.

Exercise 3 “Training in constructing “I - statements”

Work in groups (divide into 3-4 groups). Each group is given the task of reformulating the phrase from You - message to I - message. (the problem and “You are the message” are written on the cards)(Annex 1)

Then (if necessary) the group returns to the discussionsituation No. 1. Formulation “I am messages”

Exercise-game “A Place in the Sun”

Instructions: Imagine that while on vacation you find yourself at a very prestigious resort. The beaches are all crowded at this time of the season. Those standing in the circle arrived a little earlier and have already found their place in the sun. Those who are outside the circle arrived later, and therefore they were faced with the task of still getting onto the beach and finding their place there.

Discussion:

What does it mean to be rejected? How did you feel?

Can a “You-statement” turn a child away from you? How does your child feel when you reject him?

To penetrate the circle, what methods did you use? Which ones are more effective?

Summarizing. Reflection.

Dear parents, at our next meeting we will get acquainted and discuss three main approaches to resolving a conflict situation between parents and children. And now I ask you to express in one word your state and mood after the meeting.

Literature:

1. CM. Emelyanov Workshop on conflict management. S-P, 2000.
2. R.V. Ovcharova Practical psychology. M., 1999.
3. S.A. Levashova Psychologist and teenager. Yaroslavl, 2002.
4. E. Lyutova Effective communication with kids. M., 2003.
5. N.S. Karavaeva. Effective communication training. Tyumen, 2004.
6. K. Thorne. D. Mackay Training. S-P., 2001.
7. V.A. Rodionov I and others. Yaroslavl, 2003.
8. K. Fopel How to teach children to cooperate? M., “Genesis”, 1999.

(Early age)

Parent meeting form- conversation, discussion.

Target:

1. Compile as complete a picture as possible of the individual characteristics of each child.

2. Getting parents to know each other and teachers preschool.

3. Creating an emotionally positive attitude towards working together, removing barriers to communication and moving to open, trusting relationships.

Motivation:

Announcement-invitation.

“Education is a job that certainly

should be fun."

A.S. Makarenko

Dear parents!

We want the time your child spends in our preschool to be joyful and happy!

We invite you.../.../... to a meeting with teachers and each other, where we will talk about each child and the characteristics of early childhood.

In a programme:

1. introduction manager

2. A tour of the group with an accompanying speech by the teacher.

3. You will learn a lot of interesting things about the uniqueness of your children.

4. Get answers to all your questions.

Let's get acquainted! We will be very glad to see you!

Preparatory stage:

1. Questioning in the form of a letter about your child, using prompt questions to identify the characteristics of each child.

2. Questionnaire in the form of wishes, to obtain parents’ ideas about plans in the sense of cooperation with teachers of the group, kindergarten.

3. Preparation of an invitation announcement.

5. Print out instructions for parents on the topic: “Do we understand each other?”

6. Development of a plan parent meetings.

7. Development of a draft decision of the parent meeting.

4. Homework for parents: making leaves for the tree with a photo of the parents and child for the corner in the “me and family” group.

Means and methods: questionnaires, conversations, word games, bear toy, reminders, basket, paper, pens.

Meeting structure:

1. Opening speech by the manager. She says:

About the preschool institution,

Innovations at work,

Represents teachers

Thanks parents for their active assistance in preparing the group for the start of the school year,

Introduces the meeting program.

2. The teacher invites parents to familiarize themselves with the group.

The group is conditionally divided into three zones: zone cognitive development, quiet games, motor activity. Explains the meaning of each zone. Shows parents the “Me and My Family” corner and suggests placing leaves with photographs of the child and their parents on the tree.

3. The teacher offers parents the game: “Let’s go for a visit.”

Parents stand in a circle. Each participant in the game (the child’s mother or father), in turn, receiving a teddy bear toy, stands in the center of the circle, says his name (the rest of the parents clap it), says the name of his child and three definitions of the qualities that characterize his baby. The acquaintance continues in this way until all parents take part in the game.

The teacher thanks the parents for the pleasant acquaintance, for the “invitation to visit.”

4. Message from the teacher on the topic: “Features of early childhood.”

Target:

• introduce parents to the features of early childhood and the adaptation period.
• with the tasks of educational work,
• with the individual characteristics of pupils,
• teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace.

5. Discussion of the individuality of children in the “Question and Answer” style. Answers to questions from parents in order to identify the nature of interaction between parents and the child.

6. Presentation of the plan for working with the parents of the group.

• parent meetings,
• consultations,
• spending days open doors, in order to get acquainted with the activities of the teacher and the lives of children,
• workshops for parents to master methods and techniques for child development,
• Round table meetings
• joint holidays,
• surveys and surveys.

7. The teacher offers parents the game: “Wish.”

The teacher suggests writing on paper in 2-3 words your wish to the teacher to clarify their requests and expectations from the preschool employees, and to work together with them. Offers indicative prompt questions that parents have been introduced to in advance. Offers to voice some and add to cart.

8. The teacher invites parents to stand in a circle again to hand out reminders on the topic: “Do we understand each other?” and reward each other for participation with applause.

The game is played: “Applause.” The teacher says: “Today is a significant event, the first parent meeting in your life. Will this year for your child, and therefore for you, be happy, interesting, memorable - this largely depends on you, on your participation in the life of the group and kindergarten, on your interaction not only with teachers, but also with others parents of the group. During our first meeting, I want an acquaintance to take place, which later, I hope, will develop into warm friendly relations.”

9. The teacher sums up the parent meeting: “Together we will lay the foundation of friendly relations in the children’s and parent teams, as well as in the relationship between parents and teachers of the preschool institution. It is necessary to ensure that the child kindergarten it was fun, good, interesting, so that he would happily go to kindergarten, make friends with the kids and return home happy, because loving adults are waiting for him at home.”

Prompt questions for a survey in the form of a letter about your child.

1. What is your child like? (confident, indecisive, mischievous, obedient).
2. Is he sociable or not? How does this manifest itself?
3. What is his favorite activity?
4. What is the child’s usual state and mood?
5. Does your child cry often?
6. How does he fall asleep? How does he sleep?
7. Does he get tired quickly? If yes, why do you think?
8. How does he react to failure?
9. How does he react to comments and punishments?
10. How does a child demonstrate independence (likes to do everything on his own, even if he doesn’t know how, does not really strive for independence, prefers that others do everything)?
11. What are your relationships with peers (does he know how to play nearby, does he share toys)?
12. What else would you like to talk about?

Questions and hints for the game “Wish”

1. How would you like to see teachers treat you as a parent?
2. What can a teacher learn from parents?
3. What would you like to learn from teachers?
4. In what form could you and would you like to participate in the work of the institution?
5. What did you like as a parent involved in the kindergarten?
6. What is needed to work effectively?
7. What do you think about the quality? preschool work to date?

DONETSK PEOPLE'S REPUBLIC

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF DONETSK

MUNICIPAL EDUCATIONAL INSTITUTION

"SCHOOL No. 144 OF DONETSK"

ON PREPARATION AND CONDUCT OF PARENT MEETINGS

Prepared by:

Head of ShMO

teachers primary classes

Sigareva I. V.

August 2016

CONTENT

INTRODUCTION…………………………………………………………………………………..3

TYPES OF PARENTAL MEETINGS………………………………………………………………………………..4

TECHNIQUES FOR SUCCESSFUL PARENT MEETINGS…………………5

STAGES OF PREPARATION FOR PARENT MEETINGS………………………………………………………6

DETERMINING THE GOALS OF THE PARENTS MEETING……………………………………………………….6

TEN SECRETS OF SUCCESSFUL PARENT MEETINGS......7

SAMPLE PLAN FOR PARENTS MEETING………………………..8

RULES OF CONDUCT FOR A CLASS TEACHER AT A PARENTAL MEETING………………………………………………………………………………………...8

TOPICS OF CONVERSATIONS AND PARENT MEETINGS:……………………………………………………….9 - 1-4 grades……………………………………………………… ………………….........................9 - 5 – 6 grades…………………………… …………………………………………………………..................9 - 7 – 9 grades … ………………………………………………………………......................... .10 -10 – 11 grades…………………………………………………………………………………10

ADVICE FOR TEACHERS AND PARENTS……………………………………………………………......10

TEN TIPS FOR GOOD PARENTS………………………...........................11

FORMS OF INTERACTION WITH PARENTS………………………………………………………12

COMMANDMENTS OF A TEACHER…………………………………………………………………………………...14

PARENTING COMMANDMENTS from David Lewis...............................................14

Approximate topics for THEMATIC CONSULTATIONS…………………........................15

STAGES OF PARENTAL READINGS……………………………………15

RULES FOR THE CLASS TEACHER’S WORK WITH STUDENT DIARY...16

SAMPLE CALENDAR AND THEMATIC PLANNING FOR PARENTAL MEETINGS IN A PRIMARY SCHOOL ……………………………………………………….17

WORKING WITH PARENTS IN PRIMARY SCHOOL………………………………………………………19

SAMPLE DEVELOPMENTS OF PARENTAL MEETINGS IN A PRIMARY SCHOOL..20

IN At present, the interest of teachers and heads of educational institutions in the problems of education has noticeably increased. In turn, strengthening the educational function educational institution determines the need to improve the forms and methods of interaction between school and family, teachers and parents.

A parent meeting is the main form of joint work between parents, at which decisions are discussed and made on the most important issues the life of the classroom community and the education of students at school and at home. Its main purpose is to harmonize, coordinate and unite the efforts of the school and family in creating conditions for the development of a spiritually rich, morally pure and physically healthy child’s personality. Parent meetings are also held in order to improve the pedagogical culture of parents, intensify their role in the life of the class, and increase responsibility for the upbringing of their children.

Teacher classroom management is not only about organizing children's group, but also, having understood, accept their parents. And the teacher’s task is not to teach parents, but to share with them the experience of raising children accumulated over the years, since by the nature of his activity the teacher reads more literature on education than parents, and his circle of communication with children is much wider and more multifaceted. We must do everything so that fathers and mothers trust the teacher and listen to his advice. Therefore, at parent meetings it is always necessary to create an atmosphere of trust. Parents should be introduced to the main directions educational work so that they understand the importance of family-school cooperation. This is a constant process that depends both on the demands of today's society and on the current situation in the classroom. Of course, you shouldn’t understand parent-teacher meetings as an educational program for parents; you shouldn’t lecture parents in a mentoring tone, who usually come to parent-teacher meetings after work tired and sometimes irritated.

All information material should be completed in 15–20 minutes. If parents want to learn more about something, break the material into several blocks, into several meetings, where you can not only tell them the material they are interested in, but also hold a discussion where everyone can express their point of view on this issue. Parents (sometimes they are ours) former students) remain children at heart. In essence, they are not against advice in the difficult matter of education. But their adult shell protests against the teaching. That's why we sometimes notice their sarcastic looks.

I do not recommend scolding children at a parent-teacher meeting. Try to talk about the successes and activities of the whole class, focusing on best sides character of each child. After all, for mom and dad, their child is the best. Information about student progress should be read out without preaching, but with empathy and understanding. Be sure to emphasize that tomorrow everything will be fine if we all try. After all, every parent, deep down, expects the best results from their child. And it’s very good when parents believe in this and love their child consciously. Nowadays, it is not easy to stop and think about the fact that children are our only wealth. But you have to try to look into the child’s soul, speak the same language as him, and he will definitely respond.

Parent meetings are needed:

to quickly obtain a variety of information about children;

as orientation, instructive meetings in case of changes in the life and activities of the class team, its mode of operation, etc.;

to familiarize parents with an analysis of academic performance, attendance, the results of medical examinations, etc. But this must be analytical material (without naming the specific names of parents and children);

as advisory services on the vacation program, employment in the additional education system, etc.;

as an emergency, emergency in an acute conflict situation, in an extremely difficult case with one of the children. This is a collective council of adults deciding how to help a child in trouble or a mother in need of help;

creative meetings when children show their parents their Creative skills, sporting achievements, applied skills, etc.;

meetings-lectures, psychological trainings, role-playing games on various topics and problems of education and training. Such meetings can be held quite often (once a month), like a school for parents.

TYPES OF PARENT MEETINGS

1.Organizational:-drawing up and approving work plans; -election of the parent committee; -distribution of public assignments; -development of events with the participation of parents

2. Meetings according to the plan for classroom comprehensive education of parents.

3. Thematic.

4. Discussion meetings (at least two points of view on the problem).

5.Workshop meetings.

6. Final, etc.

1. The parent meeting should educate parents, and not state the mistakes and failures of children in their studies.

2.The topic of the meeting should take into account the age characteristics of children.

3. The meeting should be both theoretical and practical in nature: analysis of situations, trainings, discussions, etc.

4. The meeting should not engage in discussion and condemnation of the personalities of students.

TECHNIQUES FOR SUCCESSFUL PARENT MEETINGS

you can arrange tables and chairs in a circle: everyone can see and hear each other well;

prepare business cards with the names of the parents, especially if they do not know each other yet;

call parents by their first and patronymic names, and not “Tanya’s mom,” “Vita’s dad,” etc.;

use the form of conversation over a cup of tea, especially at the beginning of 1st grade;

use group forms of work with parents, game elements;

skillfully determine the day and hour of the parent meeting (when there are no important events, interesting TV shows, etc.);

strictly define the rules of the meeting, protect parents’ time;

it is necessary to end the meeting with a concrete decision.

STAGES OF PREPARATION FOR PARENT MEETINGS

1.Selecting a topic for the meeting.

2. Determining the goals of the parent meeting.

3. Study by the class teacher and other organizers of a collection of scientific and methodological literature on the problem under consideration.

4. Conducting a micro-study in the community of children and parents (questionnaires, conversations, testing).

5. Determination of the type, form and stages of parent meetings. Methods and techniques for the collaboration of its participants.

6. Invitation of parents and other meeting participants.

7.Development of the meeting’s decision, its recommendations, and instructions to parents.

8.Equipment and design of the venue for the parent meeting.

DETERMINING THE GOALS OF THE PARENTAL MEETING

Improving the pedagogical culture of parents, replenishing their arsenal of knowledge on the specific issue of raising a child in the family and school;

Promoting the unity of the parent team, involving them in the activities of the classroom community;

Development of collective decisions and uniform requirements for raising children, integration of the efforts of the family and teachers in activities for the development of the child’s personality;

Promoting the experience of successful family education, preventing incorrect actions towards children by parents;

Summing up the joint activities of teachers, students and parents over a certain period of time

TEN SECRETS OF SUCCESSFUL PARENT MEETINGS

Parent meeting is a necessary attribute school life. How to make it interesting and productive? They may be especially useful for a new classroom teacher.

1. To hold a parent-teacher meeting, choose the most favorable day and hour and try to ensure that neither you nor your students’ parents have any important activities, interesting TV shows, etc. planned for this time.

2. Identify one most important problem concerning the students in your class, and build a conversation with parents around it.

3. Pay special attention to the placement of parents in the classroom. For example, you can arrange tables and chairs in a circle so that all participants in the parent meeting can clearly see and hear each other.

4. Prepare business cards with the parents' names, especially if they don't know each other well enough yet.

5. Together with your parents, come up with rules for meeting participants. For example: it is necessary to remove outer clothing; Silence is not allowed when discussing a problem; when rejecting a proposal (opinion), it is necessary to make a counter proposal; call each other by first name and patronymic or only by first name, etc.

6. Protect the time of people invited to the meeting. To this end, establish regulations and strictly monitor their compliance.

7. During the meeting, use games and group forms of organizing parent interaction.

8. A cup of tea can help make communication at a meeting relaxed and frank.

9. When discussing problematic issues rely on the life and pedagogical experience of the most authoritative parents, on the opinion of members of the parent committee and the school council.

10. Strive to ensure that concrete decisions are made at the meeting.

SAMPLE PLAN FOR PARENTS MEETING

The start of the meeting must be strictly set time. Parents get used to this requirement and try not to linger. Maximum duration 1–1.5 hours.

introduction class teacher(5 minutes).

Analysis of parents' questionnaires; is carried out to more clearly expose the problem of the meeting (5–7 min).

Speech on the topic: specialist or class teacher. The presentation should be bright, concise and accessible (10–20 minutes).

Discussion of the problem (20 min).

Analysis of class performance. Never call the names of lagging, undisciplined children, do not “brand them with shame.” The analysis should express confidence that working together will improve the situation.

In conclusion, the teacher thanks the parents for their joint work. He asks those parents whose children have problems in learning and behavior to stay for a moment to find out the reasons and jointly decide to overcome them.

RULES OF CONDUCT FOR A CLASS TEACHER AT A PARENT MEETING

1. The teacher needs to relieve his own stress and anxiety before meeting with parents. 2. Using speech, intonation, gestures and other means, let your parents feel your respect and attention to them. 3. Try to understand your parents; correctly identify the problems that most concern them. Convince them that school and family have the same problems, the same tasks, the same children. 4. You should talk to your parents calmly and kindly. It is important that parents of all students - both prosperous and at-risk children - leave the meeting with faith in their child. 5. The result of your joint work at the parent meeting should be the confidence of parents that in raising their children they can always count on your support and the help of other teachers at the school.

TOPICS OF CONVERSATIONS AND PARENT MEETINGS

1-4 grades.

1. Start of schooling – important stage in a child's life. 2. Fostering respect and love for parents, native land and the history of one’s people (according to national education). 3. Junior school age and its features. 4. I want and must (on crime prevention). 5.How to identify and develop children’s abilities. 6.Creating an atmosphere of emotional security, warmth and love in the family. 7. Play and work in the life of children of primary school age. 8. Education of the child’s character in the family. 9.Regime for primary schoolchildren as a way to protect health. 10. Law, family, child (moral and legal education of children in the family). 11.Fathers and children (the role of personal example of parents in legal education junior schoolchildren). 12.New in the system of national education. 13.Usage various types arts in the aesthetic education of children at school. 14.Family walks in nature as an important factor in the environmental and physical education of children. 15. Preservation of family traditions, family heirlooms.

5 – 6 grades.

1
.New in the system of national education. 2. The role of the family in the formation of adolescents’ conscious need for the labor system. 3. Content of moral and aesthetic education of adolescents in the family. 4.Organization of summer work and recreation for children in the family. 5. Education healthy child in family. Preservation of the genotype. 6. Family opportunities in developing students’ cognitive independence7.Use of family traditions and holidays in patriotic education.8. Harm of alcohol and smoking.

7 – 9 grades.

1. An example of parents in raising children. 2. Features of raising teenagers in the family. 3. Sexual development and methods of sex education. 4. A book in the family. Formation of reading interests in children. 5. Active forms of recreation in your family. 6.Methods of vocational guidance for schoolchildren in the family. 7.Features of adolescence and taking them into account in family education. 8. Educational activity of a senior school student and its management in the family. 9. The role of the family in the readiness of the younger generation to work. 10. Instilling a love for the beauty of native nature, works of art, painting, literature and music in the family. 11. Studying the roots of the family line. 12.Approval of the principles of universal morality in the family.

10 – 11 grades.

1. The main directions of education in the family.

2.Psychological and pedagogical self-education of parents, as an important factor in increasing their pedagogical competence.

3. The role of family relationships and traditions in preparing high school students for family life.

ADVICE FOR TEACHERS AND PARENTS

E
if: -the child is constantly criticized, he learns to hate- the child is ridiculed, he becomes withdrawn-the child is praised, he learns to be noble- the child is supported, he learns to value himself- the child grows up in reproaches, he learns to live with guilt- the child grows in tolerance, he learns to understand others- the child grows in honesty, he learns to be fair- the child grows up in safety, he learns to believe in people- the child lives in hostility, he learns to be aggressive- the child lives in understanding and friendliness, he learns to find love in this world

TEN TIPS FOR GOOD PARENTS

1. Accept your child for who he is.

2. Never order on a whim. There is no need for pointless orders. Not interfering in a child's life is just as dangerous as interfering constantly.

3. Never make decisions alone. Golden Rule family life - diarchy. When father and mother contradict each other, it is an entertaining sight for a child.

4. Maintain trust in those who contradict you.

5. As for gifts - no frills. We have forgotten how to refuse children. Refusal brings more benefit, because it teaches you to distinguish what is necessary from what is unnecessary.

6. Lead by example in everything. You can only achieve from a child what you do yourself.

7. Talk about everything without fear. Speech is gold and silence is lead.

8. Connect with your loved ones. The family is a private republic. Everything should be done together: washing dishes, shopping, cleaning, choosing entertainment, travel routes.

9. Keep the door open. Sooner or later you will not keep children, teenagers, and young people in the house. It's never too early to learn freedom.

10. Withdraw allotted time! This commandment invariably brings sadness. Sooner or later, parents will be left alone. There's nothing you can do, any parenting career involves this sacrifice.

FORMS OF INTERACTION WITH PARENTS

Traditional forms of working with parents:parent meetings, class-wide and school-wide conferences, individual teacher consultations, home visits

Classroom parent meetings are held at least once every quarter and should become a school for educating parents, expanding their pedagogical horizons, and stimulating the desire to become good parents. A parent meeting is an opportunity to demonstrate the child’s achievements. The topic and methodology of the meeting should take into account the age characteristics of students, the level of education and interest of parents, the goals and objectives of education facing the school.

School-wide parent meetings are held no more than twice a year and are in the nature of a report on the work of the school for a certain period of time. The director and his deputies speak at them, and the school’s parent committee reports on their work. Can be used to demonstrate positive parenting experiences in a family.

Parent conferences should discuss pressing problems societies in which children will also become active participants. They prepare very carefully, with the participation of psychologists and social educators who work at the school.

Distinctive feature conference is that it makes certain decisions and outlines activities on the stated problem.

Individual consultations are especially necessary when a teacher is recruiting a class. When preparing for a consultation, it is necessary to identify a number of questions, the answers to which will help plan educational work with the class. The teacher should give the parents the opportunity to tell him everything that will help in professional work with the child: the child’s health characteristics; his hobbies, interests; family communication preferences; behavioral reactions; character traits; learning motivation; moral values families.

During an individual consultation, you can use the “My Child” questionnaire, which is filled out by the teacher together with the parents.

Questionnaire “My child”

1.When he was born, then ________________________________________________

2.The most interesting thing about him in the first years of his life was ____________________

____________________________________________________________________

3.The following can be said about health: _________________________________

____________________________________________________________________

4. When the question arose about preparing for school, we _______________________

____________________________________________________________________

5.His attitude towards school was ________________________________________

____________________________________________________________________

6.Difficulties in parenting are associated with _____________________________________

____________________________________________________________________

7. I would like teachers to pay attention to ____________________

___________________________________________________________________

Visiting a student at home is possible after obtaining parental permission. The teacher must warn about the proposed visit, indicating the day and purpose of the visit.

Non-traditional forms of working with parents

thematic consultations, parent readings, parent evenings

Thematic consultations provide recommendations on a problem that worries parents. In every classroom there are students and families who are going through the same problem. Sometimes these problems are so confidential that they can only be solved among those people who are united by this problem.

COMMANDMENTS OF A TEACHER

Accept everything that is in the child (except for what threatens his life and health).

Seek the truth with your child

Try not to teach your child anything directly - learn it yourself.

Sincerely admire everything beautiful that is around.

Consider conscious observation of your child as your main pedagogical method.

Remember, the serious is destroyed by laughter, laughter by the serious.

Remember that you exist for the sake of the child, and not for the sake of you.

COMMANDMENTS OF EDUCATION

by David Lewis-Take your child's questions and statements seriously. -Show your child that he is loved and accepted unconditionally, i.e. for who he is, and not for successes and achievements. -Help him build his own plans and make decisions. -Do not humiliate your child, do not let him feel that he is somehow worse than you. -Teach your child to think independently. -Praise your child only for specific successes and actions and do it sincerely. -Give your child the opportunity to make their own decisions and take responsibility for them. -Teach your child to communicate with adults of any age. -Develop in your child a positive perception of his abilities. -Encourage your child to be as independent as possible from adults.Have faith in your child's common sense and trust him.

Sample Topics

THEMATIC CONSULTATIONS

1. The child does not want to study.

2.How to develop bad memory child.

3.The only child in the family.

4.What can anxiety in children lead to?

5. A talented child in the family.

Parental readings give parents the opportunity not only to listen to teachers’ lectures, but also to study literature on the issue and participate in its discussion.

STAGES OF PARENTAL READINGS

at the first meeting, parents determine issues of pedagogy and psychology;

the teacher collects and analyzes information;

a list of literature on this issue is determined;

study of literature by parents;

presentation of parents’ own understanding of the issue at readings.

Parents' evenings are aimed at uniting the parent team. They are held two to three times a year without the presence of children. The themes of parents' evenings can be varied. The main thing is that they must learn to listen and hear each other, themselves, their inner voice.

Approximate topics:

1. The first year of the child, what it was like.

2. How do I see the future of my child.

3. My child's friends.

4.Holidays for our family.

Rules for the class teacher’s work with student diaries

1. The diary must be checked by the class teacher once a week

2. Students must clearly know the requirements that the leader makes for keeping a diary.

3. The student’s diary should reflect the results of his educational achievements without emphasis on the student’s personal qualities.

4. The student’s diaries should reflect the student’s active participation in the life of the class and the effectiveness of his participation in school life.

5. You can offer class teachers one more innovation that will help use the diary in a positive way. At the end of the week, students can count and record the number of positive marks they received during the past week. This is pleasant for the students themselves and no less pleasant for parents to look into the student’s diary and see their child’s achievements for the week.

6. Diaries can and should be used to support a student in a difficult moment of his life, in order to sincerely note with his entry the successes and achievements that he has achieved.

Entries in student diaries made by the class teacher should not be uniform and standard. After all, students, especially at the middle stage of education, are very jealous of what the teacher wrote in the diary, what words he found, note his achievements, and whether he repeated these words in another diary. Talking about school diary, there are some interesting activities related to school diary. In many families, school diaries are family heirlooms. The family archives contain diaries of several generations. An interesting class hour might be “Diary Stories,” to which parents of students and grandparents can be invited, who will talk about the significance of the diary in school life at the time when they were children, share interesting stories related to school and the school diary. An interesting classroom activity as part of classroom humor could be “Ode to the Diary.” The guys come up with aphorisms for the word “diary”, tell fantastic stories about the life of the diary under different owners, write poems dedicated to the diary, and defend the project of a 21st century diary.

SAMPLE CALENDAR AND THEMATIC PLANNING FOR PARENTAL MEETINGS in primary school

carrying out

Theme of the meeting

Issues for discussion

Responsible

Preparation period

1.Introduction to the school.

2. Rules for admitting children to first grade.

3. Getting ready for school.

School administration, psychologist, speech therapist

Familiarization of parents with the educational route of the class.

First grade

September

1. Features of the adaptation period.

2. On the tasks for the academic year (approval of the work plan for the year).

3. Elections of the class parent committee.

Teacher, psychologist

1. Junior schoolchild: developmental features.

2.Assessment of the learning outcomes and development of the child’s personality in the first grade. Familiarization with the student's achievement sheet.

Teacher, psychologist

1. Results of the adaptation period.

2. Children and television (debate).

Results of the first half of the year

Parents committee, teacher

We sit down for lessons (organizational activity game).

Parents committee, teacher

1. About the results of the academic year.

2. Organization of summer holidays for children.

Parents committee, teacher

Second class

September

1.About the tasks for the new academic year (approval of the work plan for the year).

2. Basic requirements for the knowledge, skills and abilities of a 2nd grade student. Norms for assessing student learning and development outcomes.

How to foster a love of reading in a child.

Parents' Committee, teacher, librarian

The role of family traditions in the upbringing of schoolchildren.

Teacher, psychologist

1. Results of the first half of the year.

2. About children's friendship (together with students).

Parent committee, teacher, psychologist

What does it mean to love your child (debate).

Teacher, scientific consultant

Cultivating conscious discipline.

Parent committee, teacher, psychologist

Results of the second year of study (ceremonial meeting with children).

Parents committee, teacher

Third class

September

2. Basic requirements for knowledge, skills and abilities in the third grade.

Speech of younger schoolchildren and ways of its development.

Teacher speech therapist

How to overcome school difficulties.

Parent committee, teacher, psychologist

Family traditions (organizational and activity game).

Parents committee, teacher

On the role of the family in the labor education of younger schoolchildren.

Parents committee, teacher

Children and computers (communication workshop).

Teacher, psychologist

Results of the third year of study (ceremonial meeting together with students).

Parents committee, teacher

Fourth grade

September

1. Tasks for the new academic year (approval of the work plan for the year).

2. Basic requirements for the knowledge, skills and abilities of fourth-graders.

Emotional well-being of children in the family.

Parents' committee, teacher, psychologist, social educator

1. Results of the first half of the year.

2. Dispute and quarrel (workshop together with students).

Parents committee, teacher

Polo accounting age characteristics children in their upbringing.

Teacher, medical worker, psychologist

Problems of continuity of education in primary and high school: ways and means of solution.

Parents committee, teacher, future 5th grade class teacher

Farewell to elementary school (ceremonial meeting - celebration together with children).

Parents committee, teacher

WORKING WITH PARENTS

IN PRIMARY SCHOOL

The main activities of the class teacher:

Ensuring normal physical health of schoolchildren;

Solving communication problems;

Expanding the child’s cognitive sphere;

Increasing the educational potential of the family.

Professional abilities of a class teacher:

1. Reflective and analytical abilities:

Ability to analyze your activities;

The ability to foresee the results and consequences of one’s activities;

Ability to master methods of diagnosing the state of the individual and the team;

The ability to observe and evaluate the level of individual development of a student.

2.Organizational skills:

Set only tasks for children that will give the expected result;

Plan work with those who will carry it out;

Divide the goal into smaller tasks and turn them into differentiated tasks for group and individual work class;

Create a positive attitude towards the upcoming activity;

Use various methods stimulating individual self-realization of children;

Coordinate the efforts of families and teachers in educating schoolchildren.

3.Communication skills.

SAMPLE DEVELOPMENTS OF PARENTAL MEETINGS IN A PRIMARY SCHOOL (grades 1–4)
1 CLASS First meeting
Topic: Meeting parents of first-graders

Teachers meet with parents of first-graders before the start of the school year; it is most appropriate to hold such a meeting at the end of August. The teacher uses the first meeting to get to know the parents, prepare the family for the need to communicate with the school and teachers, create an optimistic mood for educational activities, and remove the family’s fear of school.

Meeting objectives: 1.Introduce parents to teachers, school, administration, school services and each other. 2.Help the family prepare for their child’s first grade education.

Issues for discussion*: 1.Where can parents get advice on raising a child? 2.What laws should upbringing in the family follow? 3.What is interesting about an individual family: traditions and customs (exchange of experience)?

Meeting plan (approximate) 1.Acquaintance with the school principal and school administration. 2.Introduction of the teacher who will work with the class. 3. Tour of the school building. 4. Mini-lecture “The laws of education in the family. What should they be like? 5. Questioning parents on the topic of the meeting. 6.Self-presentation – business card families. 7.Parent training “The child in the mirror of the parents.”

Progress of the meeting

The meeting is held in the classroom where the children's classes will take place. The class is festively decorated (you can place wishes on the stand, creative works students who have completed primary school). On the board are photographs of graduates who studied with the teacher recruiting the class.

Opening speech by the school principal (option).
– Dear fathers and mothers, grandfathers and grandmothers, all adults who came to the first meeting with the school, the threshold of which your kids will cross in September! Today we announce you and ourselves as members of one large ship team called “School”. Our voyage begins today and ends in 12 years. We will be together for so long, and while our ship will sail on the ocean of Knowledge, we will experience storms and storms, sorrows and joys. I want this voyage to be interesting, joyful and significant in the life of every child and every family.
How to learn to overcome difficulties, how to learn to fall, hitting as few bumps as possible, where to get advice, a comprehensive answer to an insoluble question - all this can be found in the office of the deputy director of an elementary school.

Speech by the deputy director of primary school.
The speech should contain information about the traditions and customs of the primary school, and the requirements for students. It is necessary to introduce parents to the school's charter, give each family a school business card, indicate the days of consultations of the deputy director of the primary school, and introduce the primary school teacher who will work with a specific class.

Teacher's self-presentation. The teacher conducts self-introduction:

1. A story about yourself, about your choice of teaching profession.

   A story about your graduating students, about plans for the future in working with the new class.

Self-representation of families.
The self-representation of families at the parent meeting is very interesting. This is a kind of calling card of the family. It is advisable to tape-record speeches of parents talking about themselves at the meeting. Such work will make it possible to immediately determine the characteristics of families, the degree of their openness, the system of family values ​​and relationships. It will be important for the class teacher to analyze mini-stories about the family.
Family Self-Representation Plan

1. Last name, first name, patronymic of parents.

   Age of parents, family birthday.

   Interests, family hobbies.

   Traditions and customs of the family.

   Family motto.

Tour of the school building.
After the self-introduction of parents and teachers and the establishment of a warm atmosphere, a tour of the school is held. It is very important to show parents the psychological service office, introduce it to its work schedule, and offer to write down the psychological service hotline.

Advice for parents.
At the end of the meeting, each family receives a mandate in the form of a scroll, which contains the laws for raising a child in the family. Parents are given the opportunity to read the laws and ask questions to the teacher.

Parent survey.
Held at the end of a meeting on a designated topic.
You can take a group photo as a souvenir of your parents’ first “school” day.

Second meeting
Topic: The problem of adaptation of first-graders at school
Form: round table.

Meeting objectives: 1. Introduce the parent team to possible problems of adaptation of children in the first year of education. 2.Develop recommendations for creating a system of comfortable relationships with a first-grader.

Issues for discussion: 1.Physiological difficulties of adaptation of first-graders at school. 2Psychological difficulties of adaptation of first-graders at school. 3. The system of relationships between children in the classroom.

Progress of the meeting

Discussion of a child's first day of school.
Parents share their impressions with each other and teachers: in what mood the child came home, how family members congratulated him, what gifts he received.

Parental workshop-game “Basket of Feelings”. It might look something like this.
Teacher's word . Dear moms and dads! I have a basket in my hands, at the bottom of it there are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, and filled your entire existence. Place your hand in the basket and take the “feeling” that fills you the most a long period time, name it.
Parents name the feelings that overwhelm them, which they experience painfully.
This task allows you to focus on the importance of the event, identify problems and difficulties that arise in families, and discuss these problems while considering the topic of the meeting. Physiological conditions for a child’s adaptation to school. Discussion of the issue. Familiarization of the teacher and doctor with child health problems. Changing the child's daily routine compared to kindergarten. The need to alternate games with the child’s educational activities. Monitoring parents for the correct posture while doing homework (prevention of myopia, curvature of the spine). Organizing proper nutrition for the child. Parents' concern for hardening the child, maximum development of motor activity (creation in the house sports corner). Fostering independence and responsibility in children as the main qualities of maintaining their own health.

Psychological difficulties of a child’s adaptation to school. When discussing this problem, it is necessary to pay attention to the following important conditions for psychological comfort in the life of a first-grader:
– creation of a favorable psychological climate towards the child on the part of all family members;
– the role of the child’s self-esteem in adaptation to school (the lower the self-esteem, the more difficulties the child has at school);
– developing interest in school and the school day;
– mandatory acquaintance with the children in the class and the opportunity to communicate with them after school;
– inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);
– exclusion of such penalties as deprivation of pleasure, physical and mental punishment;
– taking into account temperament during the period of adaptation to schooling;
– providing the child with independence in educational work and organizing control over his educational activities;
– encouraging the child not only for academic success, but also moral stimulation of his achievements;
– development of self-control and self-esteem, self-sufficiency of the child.Relationships between classmates. The famous teacher and psychologist Simon Soloveitchik, whose name is significant for a whole generation of students, parents and teachers, published rules that can help parents prepare their child to communicate with classmates at school. Parents need to explain these rules to the child and, with their help, prepare the child for adult life.

1. Don’t take someone else’s, but don’t give away yours either.

   They asked - give it, they try to take it away - try to defend yourself.

   Don't fight without a reason.

   If they call you to play, go, if they don’t call you, ask permission to play together, it’s not shameful.

   Play honestly, don't let your comrades down.

   Don't tease anyone, don't whine, don't beg for anything. Don't ask anyone for anything twice.

   Don't cry because of your grades, be proud. Don’t argue with the teacher because of grades and don’t be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.

   Don't snitch or slander anyone.

   Try to be careful.

   Say more often: let's be friends, let's play, let's go home together.

   Remember: you are not better than everyone else, you are not worse than everyone else! You are unique to yourself, parents, teachers, friends!

It is very good if parents place a set of these rules in a visible place in their child’s room or work area. It is advisable at the end of the week to draw the child’s attention to which rules he manages to follow, which ones he cannot, and why. You can try to come up with your own rules together with your child.

Third meeting
Topic: TV in the life of a family and a first-grader

Meeting objectives: 1. Together with parents, determine the advantages and disadvantages of having a TV in a child’s life. 2. Determine the names and number of programs for children to watch.

Issues for discussion: 1. The role of television in a child’s life. 2. The influence of television programs on the formation of the character and cognitive sphere of the child.

Questions for discussion: 1. Do you think that TV should be among the main household items? 2.What TV shows, in your opinion, shape a child’s personality? 3. How, in your opinion, should a child watch TV? Consider possible options.

Progress of the meeting

Teacher's opening speech (option).
– Is TV in a child’s life good or bad? How much time and what programs should children watch? Should we turn off the TV if we think that the program will be uninteresting to the child? These and other questions today require answers.
some statistics:
· Two thirds of our children aged 6 to 12 watch television daily.
· A child's daily TV viewing time averages more than two hours.
· 50% of children watch TV shows in a row, without any choice or exception.
· 25% of children aged 6 to 10 years watch the same TV shows from 5 to 40 times in a row.
· 38% of children aged 6 to 12 years old, when rating the use of free time, put TV in first place, excluding sports, outdoor walks and communication with family.
But you might think that these statistics do not apply to our children? In vain. Here are the results of a class survey conducted around the following questions:

1. How many times a week do you watch TV?

   Do you watch TV alone or with your family?

   Do you like to watch everything or do you prefer certain programs?

   If you found yourself on a desert island, what items would you order from a good wizard to make your life interesting and not boring?

Discussion of the results of the analysis of children's answers to the proposed questions.

1. What to do and is it necessary to do something? Perhaps you should simply ban watching TV or limit your child to certain programs?

   What does TV give a child? Is there anything positive about watching TV, especially for first graders?

The problem is discussed and opinions are exchanged.
Opinions of 10-year-old students about watching television.
Watching TV allows you to:
– relax, forget daily problems, get away from fears and worries;
– find answers to questions that adults do not answer because they are busy;
– understand with the help of TV what is “good” and what is “bad”;
- learn about various phenomena in different areas knowledge;
– develop imagination, fantasy, emotional sphere.
Teacher's comment, discussion.
For this parent meeting, you can prepare an exhibition of children’s drawings “I watch TV.”

Recommendations for parents:
1) Together with the children, determine TV programs for viewing by adults and children for the next week.
2) Discuss favorite TV shows of adults and children after watching.
3) Listen to children’s opinions about adult programs and express their opinions about children’s programs.
4) TV should not be a significant part in the life of parents, then it will become a positive example for the child.
5) It is necessary to understand that a child who watches scenes of violence and murder every day gets used to them and may even experience pleasure from such episodes. It is necessary to exclude them from viewing by children.

Homework for parents : determine for yourself the answers to the questions:

1. How much time does your child spend watching TV?

   Does he ask questions after watching the programs, does he want to discuss the program with you?

   What programs does he prefer?

   What program would you like to take part in?

   How can we prevent children from hearing from their parents: “Are you doing your homework again in the evening?”, “What were you doing, sitting in front of the TV again?” etc.

Note to parents: It must be remembered that the influence of television on the psyche of children is very different from its similar influence on adults. for example, according to research results, first-graders cannot clearly determine where the truth is and where the lie is. They blindly trust everything that happens on the screen. They are easy to control, manipulate their emotions and feelings. Only from the age of 11 do children begin to consciously perceive what television offers.

Fourth meeting
Topic: Positive and negative emotions
Form: family council.

Meeting objectives: 1. Get acquainted with the self-esteem of the students in the class. 2. Determine the reasons for the predominance of negative or positive emotions in students.

Progress of the meeting

Teacher's opening speech (option).
– Dear moms and dads! Today we have a parent meeting, which we are holding in the form of a family council. The family council meets when the matter is urgent and requires a comprehensive analysis. Before we move on to advice on the announced problem, please listen to a tape recording of children's answers to the question: what am I? (For example, I am kind, handsome, smart, etc.)
After listening to the recording, parents must answer the question about the motives for the child’s choice of adjectives denoting positive and negative qualities. There is an exchange of exchanges.
– Today we will talk about human emotions. I would like to draw your attention to those emotions that stimulate the development of neuroses and destroy the child’s health. These are emotions of destruction - anger, malice, aggression and emotions of suffering - pain, fear, resentment. Observing children, we have to admit that the emotions of suffering and destruction are closer to them than the emotions of joy and goodness.

Parent training.
Questions:

1. Give examples of situations from your life, from the life of your family, or observed situations associated with negative and positive emotions.

   Can you say that you heard echoes of negative emotions in the guys' answers on the tape? (According to psychologists, positive emotions appear in a person when he is loved, understood, recognized, accepted, and negative emotions when his needs are not met.) How to form positive emotions? Where to start?

   There are pieces of paper in front of you. Write down on them expressions that are prohibited in communicating with a child in your family, as well as recommended and desirable expressions.

Conclusion: When communicating with children, you should not use the following expressions, for example:
· I told you a thousand times that...
· How many times must I repeat...
· What are you thinking about...
· Is it really difficult for you to remember that...
· You become…
· You are the same as...
· Leave me alone, I have no time...
· Why is Lena (Nastya, Vasya, etc.) like this, and you are not...
When communicating with children, it is advisable to use the following expressions:
· You are my smartest (handsome, etc.).
· It's so good that I have you.
· You're doing great for me.
· I love you very much .
· How well you did it, teach me.
· Thank you, I am very grateful to you.
· If it weren't for you, I would never have gotten through this.
Try to use the listed desirable expressions as often as possible.

Fifth meeting
Topic: Results of the past academic year - “Turning through the pages...”
Form: oral journal.

Oral journal - these are sheets of whatman paper, folded in the form of a large book, intertwined with ribbon. Each sheet is a page of the class’s life for the year.

I would like to pay special attention to this meeting. Here is a summary of the work of parents and students for the year. The meeting should be solemn, interesting, unusual. The meeting is held jointly with students.

Progress of the meeting

Review of oral journal pages.
Page one . “Our life in lessons” (fragments of lessons).
Page two . “Our breaks” (physical education break, games, etc.).
Page three . “Our life after lessons” (the brightest moments of activities held in the classroom over the year).
Page four . “Our creativity” (show of students’ creativity: reading poems, songs, group activities).
Page five. “We and our parents” (rewarding parents for their work in the classroom).
The medal is a child's hand, painted and decorated by children.
Page six . “Our plans for the summer” (each student receives an assignment for the summer that he must complete for the whole class).

Results of the work of parents and students for the year.
The class teacher, a representative from the parent committee, makes a presentation.
At the end of the meeting, students take photos with their parents and teachers. Photos taken previously at other class meetings and events are presented.

CLASS 2 First meeting
Subject: Physical development junior school student
at school and at home

Meeting objectives: 1. Discuss with parents new stage in physical and mental development children. 2.Increase parental control over physical training.

Issues for discussion: 1.Meaning physical culture for the full development of personality. 2.Physical education lesson and its requirements for the student.

Meeting plan

Questioning parents (at the beginning of the meeting the teacher conducts it).

Reporting data on the influence of physical culture on personality development (it is possible to involve a physical education teacher and medical workers).

Operational analysis of survey results (given at the end of the meeting).

1. Does your child like physical education lessons?
2. Do you ask your child about physical education at home?
3. How would you like to see a physical education lesson?
For the meeting, you can prepare an exhibition of drawings “I am in a physical education lesson.”

Second meeting
Topic: Aggressive children. Causes and consequences of childhood aggression

Meeting objectives:

Determine the level of aggression of class students using the teacher’s observations and the results of a parent survey.

Help parents understand the causes of aggression in children and find ways to overcome them.

Issues for discussion:

Causes of childhood aggression.

Parental power, its types and ways of influencing the child.

ways to overcome childhood aggression. Recommendations for overcoming childhood aggression.

Meeting plan

Parent survey.

Reporting the results of an analysis of the causes of child aggression (speech by teacher, recommendations to parents).

Operational analysis of parents' responses.

Exchange of views on the topic of the meeting.
Questionnaire for parents
1. Is your child sometimes aggressive?
2. In what situations does he show aggression?
3. Who does he show aggression against?
4. What are you doing in your family to overcome your child’s aggressiveness?

Third meeting
Topic: Punishment and reward in the family

Meeting objectives: 1. Determine the optimal positions of parents on the topic of the meeting. 2. Consider the proposed pedagogical situations in practice.

Issues for discussion: 1. Types of punishments and rewards in family education. 2. The importance of punishment and reward in the family (analysis of pedagogical situations and survey results).

Meeting plan

Speech by the class teacher based on the results of the survey.

Sharing experiences of parents.
Using materials from specialized literature and the results of a parent survey on the topic of the meeting held in advance, the teacher organizes an active parent exchange of experiences and makes recommendations based on his teaching experience.
Questionnaire for parents
1. What measures of punishment and reward are used in the family?
2. What do you punish and reward your child for?
3. How does the child react to rewards and punishments?

Fourth meeting
Topic: Results of the past academic year
It is carried out traditionally.

3 CLASS First meeting
Topic: The importance of communication in the development of a child’s personal qualities

Meeting objectives: 1. Determine the meaning of communication for children and adults. 2. Consider the problems identified as a result of the survey of children and parents, and conduct a discussion on the topic of the meeting.

Issues for discussion: 1. Communication and its role in human life. 2. Communication of the child in the family. The results of this process are for adults and children.

Meeting plan

Teacher's speech , prepared according to specialized literature.

Operational survey and analysis of responses from parents and students , if they answered similar questions.
Questionnaire for parents
1. How much time a day do you spend communicating with your child?
2. Do you know from the child himself about his educational successes, about school friends and friends outside of school, what is the name of his neighbor or deskmate?
3. What problems does your child have?

Second meeting
Topic: Child’s labor participation in family life. Its role in the development of performance and personal qualities

Meeting objectives: 1. Familiarization of parents with the forms of labor participation of the child in family life. 2. Determine the role of the family in nurturing the child’s hard work.

Issues for discussion: 1.Work and its importance in a child’s life. 2. Intellectual work and efficiency. 3. The role of the family in the development of the child’s performance and hard work.

Meeting plan

Analysis of situations (speech by teacher). Using the results of a parent survey conducted before the meeting, the teacher focuses on specific pedagogical situations.

Introducing the exhibition. Parents get acquainted with the photo exhibition “Work in our family” prepared by students for the meeting.

Recommendations for parents. The teacher gives recommendations on the physiological aspects of child labor, as well as advice on developing working capacity and instilling diligence.
Questionnaire for parents
1. Does your child like to work?
2. What does he like to do?
3. Can he do the work independently or only with your help?
4. How long can your child work?
5. Is work done enthusiastically or reluctantly?

Third meeting
Topic: Imagination and its role
in a child's life

Meeting objectives:

Emphasize the importance of imagination in the general and aesthetic development of a child.

Help parents develop creative beginnings at their children.

Issues for discussion:

The role of imagination in human life.

The role of imagination in the development of a child’s aesthetic culture. Meeting of parents with music teacher, teachers music school, an art teacher and specialists working in the field of other arts.

Meeting plan

Parent survey.


The teacher examines the problems of imagination in a child’s life, reports data from the analysis of questionnaires filled out by parents for the meeting. The teacher uses the results of the survey in further work in the classroom.

Speeches by representatives of creative professions.
It is advisable to organize consultations with them for parents after the meeting.
Questionnaire for parents
1. Can your child imagine and dream?
2. Does your child like to transform?
3. Is the family stimulating the child’s desire to show imagination and invention (writing poems, holiday greetings, keeping diaries, decorating the house, etc.)?

Fourth meeting
Topic: Results of the past academic year -
musical festival “We and our talents”
Such a meeting is traditionally held.

4TH GRADE
Topic: Physiological maturation and its influence on the formation of cognitive and personal qualities of a child

Meeting objectives: 1. To familiarize parents with the problems of physiological maturation of children. 2. Outline ways to influence the child’s personal qualities.

Issues for discussion: 1.Physiological maturation and its influence on the child’s behavioral reactions. 2. Pedagogical situations on the topic of the meeting.

Meeting plan

Parent survey.

Speech by the class teacher on the problem. The teacher introduces parents to the general problems of physiological maturation.

Speeches by the school doctor and psychologist.

Teacher's message based on the results of the analysis of questionnaires , which parents filled out during the meeting.
Questionnaire for parents
1. What has changed in your child lately?
2. How did he begin to behave at home?
3. Does he demonstrate his independence? (How and in what?)
4. Are you afraid of the upcoming conversation with your child about gender issues?

Second meeting
Topic: Child's learning abilities. Ways of their development in class and in extracurricular activities
The meeting is held jointly with the students.
Form of conduct: educational “Olympic” games to determine the best (in writing, counting, reading, recitation, singing, etc.).

Meeting objectives: the main task games - to give each child the opportunity to show their abilities, their uniqueness and originality.

Issues for discussion: 1.Abilities, their types and significance in human life. 2.The abilities of students in our class and their implementation in educational activities.

Plan for the meeting (games)

Opening speech by the class teacher.

"Olympic" competitions. Having made a short introduction about human abilities and their development, the teacher organizes “Olympic” competitions taking into account the specific abilities of the children. The panel of judges includes members of the administration, subject teachers and parents; they award the “Olympians”.

Third meeting
Topic: Speech skills and their importance in the further education of schoolchildren

Meeting objectives:

Assess students' speech skills and abilities.

Issues for discussion:

Relevance of the problem. The influence of speech skills on the mental work of schoolchildren.

The role of parents in the development of speech skills. Features of conversational speech at home.

Meeting plan

Teacher's opening speech based on the results of the analysis speech skills students (essays, burime, etc.).

Speech by specialist teachers based on the results of the analysis of the psychological and pedagogical consultation (based on the results of four years of study) and formulating recommendations for the development of children’s speech skills in the family.

Questionnaire for students

Did you enjoy studying in your class?

What subjects did you like most and why?

What do you remember most?

How do you imagine fifth grade teachers?

How do you imagine your class teacher?

What should he be like for you to want to communicate with him?

What would you like to wish to future first-graders?

What would you like to wish for your first teacher?

Questionnaire for parents

How do you see your son or daughter's future teachers? What character qualities should they have?

What professional qualities should they have?

What qualities do you want to develop in your child with the help of fifth grade teachers?

What qualities would you like to change in your child with the help of the teachers who will work with him?

What could your child do besides academic work?

What do you expect from the class teacher who will work with your child?

How can you help your class to make your child's life in this class interesting?

COLLECTION OF PARENT MEETINGS

“How pleasant it is to meet…»

(to help the class teacher)

Zharkenova G.K., primary school teacherBestyubinskaya secondary school No. 2, Stepnogorsk

Dear Colleagues!

If this brochure has caught your attention, chances are you work in a school where parent-teacher conferences are held from time to time.

I hope that this brochure may be of interest to a wide range of classroom teachers, regardless of whether they work in a public or private school, in primary or secondary schools.

A parent meeting at a school is a short-term meeting of parents with teachers, and in some cases with the school administration, during which organizational problems are resolved, parents receive information about the educational process, the progress and behavior of children, as well as the opportunity to communicate with each other. Typically the meeting is held several times during the school year.

Conventionally, parent meetings can be divided into organizational, where current problems of school life, organization of classes and extracurricular activities are discussed, and thematic, which discusses issues that are relevant to parents. Organizational meetings are usually held at the beginning and end of the school year, and thematic meetings can be held throughout the year, either in accordance with a pre-drawn plan or in case of any pressing problem.

Each of us has our own idea of ​​a parent-teacher meeting: someone has fresh memories of how during their school years they waited for parents to return from a meeting with an anxious thought: “What will they tell about me?”, “In what mood will mom return?” .

A parent meeting is a special form of work that significantly expands the range of its capabilities.

This collection contains parent meetings of a non-standard form; meetings were also developed using the following forms of work: group form, critical thinking, ICT. Parents at these meetings work with great pleasure and open up in communication with each other. This collection also contains questionnaires for parents and useful tips.

Sample work plan for the parent committee

date	Events	Responsible
	Meeting of parents and election of a parent committee. Discussion of problems that need to be addressed in the new academic year.	Discussion of the work plan of the class parent committee in the new school year. Preparations for holding the line on September 1.
Classroom teacher	September	Discussion of the work plan of the class parent committee in the new school year. Preparations for holding the line on September 1.
	Organizing and holding 1 parent meeting on the topic “First grade, for the first time” Participation of the parent committee in organizing the “Hello” matinee»	autumn is golden
	Class teacher and chairman of the parent committee
	Participation of the parent committee in the insulation of office windows. Preparing for the New Year tree.	Discussion of the work plan of the class parent committee in the new school year. Preparations for holding the line on September 1.
	Organization and holding of the 2nd parent meeting “Talk show “There is an opinion...””. Results of the first half of the year.	Report of the parent committee on the work done for the first half of the 2012-2013 academic year
	Organization and holding of the 3rd parent meeting “Family relationships as the basis of mutual understanding”	Discussion of the work plan of the class parent committee in the new school year. Preparations for holding the line on September 1.
	Organization and holding of a matinee dedicated to March 8 and the celebration of Nauryz. Results for the 3rd quarter.	Parental committee. Classroom teacher.
	Participation in the organization and conduct of Batyr Day for boys.	Report of the parent committee on the work done for the first half of the 2012-2013 academic year
	Final parent meeting. Organization and holding of the 4th parent meeting “Talk show “Is it possible to do without punishment?”	Sokolova N.V.

Class: 1st class

Form of presentation: Talk show "There is an opinion"

Subject: "Public Administration"

Task: Listen to the opinions of both parents and the administration about State and public management at school, how parents and the school administration should work.

Progress of the meeting

introduction

Good afternoon, dear parents. Today our meeting will take place in the form of a talk show “There is an opinion.” The topic of the talk show is "Public Administration"

And the first question, in your opinion: Who should play a primary role in decision-making at school? Which formula is correct?

Parents dictate terms to school administration

The school administration dictates conditions to parents

Parents and school administration are partners

So, most parents believe that the third formula is correct. Then a reasonable question arises: Who is a PARTNER, in your opinion? To do this, you need to select an association for each letter of the word “partner” that begins with the same letter

(parents' opinions are being clarified)

- The teachers' opinion is as follows:

P - assistant

A - active

R - versatile

T - hardworking

N - reliable

E - like-minded person

R - reasonable

It is very good that for the most part the opinions of teachers and parents are similar.

However, how to organize a partnership between school and parents? Through:

Governing councils

Boards of Trustees

Parent committees

Of course, the most acceptable and working option is parent committees. There are two main opinions about the parent committee:

It seems to me that the parent committee is complete nonsense. What is it for? There's no point in it. The Parents' Committee exists only on paper, formally. I don't understand why it is needed at all.

I believe that a parent committee is needed. These are the first assistants to teachers in organizing any events, for example the same gifts for New Year. The parent committee can always control the kindergarten. He has such powers.

What, in your opinion, are the functions of the parent committee?

Helps ensure optimal conditions for organizing the educational process (provides assistance in purchasing technical teaching aids, preparing visual aids methodological manuals etc.),

Conducts explanatory and advisory work among parents (legal representatives) of pupils about their rights and responsibilities.

Provides assistance in conducting mass educational events with children.

Participates in preparations for the new school year.

Together with the management, he controls the organization of high-quality nutrition for children, medical care, and the organization of dietary meals for individual students (for medical reasons).

Assists management in organizing and conducting general parent meetings.

Considers appeals addressed to himself, as well as appeals on issues within the competence of the Parent Committee, on behalf of the head.

If the functions are so diverse, then what are the reasons for the low effectiveness of parent committees? (parents' opinions are recorded)

Now I suggest you work in groups on the following problem: How to make the work of parent committees more effective? (work in groups)

Each group presents its findings. To summarize:

Administration + parents = partners = children's well-being

Thank you all for your work. Let's actively use our current developments to optimize the work of parent committees.

Class: 1st class

Form: round table

Topic: Family relationships as the basis of mutual understanding

Discuss with parents the problem of relationships in the family as the basis of mutual understanding; to form among parents a culture of understanding the problem and ways to overcome it; give recommendations; develop the skills of finding a way out in difficult situations.

Progress of the meeting

introduction

– Hello dear fathers, mothers! Today we have gathered for round table talk about something very important. Family is a landing place for the elders, a launching pad for the younger ones, and a beacon of relationships for everyone. Our children are growing up, becoming smarter, and you and I would like there to be fewer problems in communication and interaction with them, but this is not happening. Why? Why, when meeting with friends, work colleagues, class parents, teachers, do we experience anxiety and worry, worry and fear for our children? Today we will try together to find the cause and solution to this problem. Now I want to read a Chinese parable to you, and you listen carefully.

Working with the Chinese parable “Good Family”

Once upon a time there was a family in the world, It was not simple. There were more than 100 people in this family. And she occupied the whole village. This is how the whole family and the whole village lived. You will say: so what, you never know there are many big families in the world, but

the fact is that the family was special: peace and harmony reigned in that family and, therefore, in the village. No quarrels, no swearing, no fights, no strife. Rumors about this family reached the very ruler of this country. And he decided to check whether people were telling the truth. He arrived in the village, and his soul rejoiced: all around was purity, beauty, prosperity and peace. Good for children, calm for old people. The lord was surprised. I decided to find out how the people of the village achieved such harmony. Came to the head of the family; Tell me, how do you achieve such harmony and peace in the family. He took a sheet of paper and began to write something. He wrote for a long time, apparently he was not good at reading and writing.

Discussion with parents of the parable

– What can you say about this parable? (Parents express their opinions).

– What kind of relationships should there be in a family?

- What do I need to do? What conditions should be created?

Parental workshop-game “Basket of Feelings”

– Dear parents, I have a “Basket of Feelings” in my hand, let’s write and name the feelings that bother us when discussing this topic. Parents name the feelings that overwhelm them, which they experience painfully.

An important condition for normal relationships in the family between parents and children is the mutual awareness of parents and children, in this case a good attitude towards learning will be formed. Mutual awareness of parents and children makes it possible to come to mutual understanding and respect for each other’s opinions.

In joint activities, not only parents discover the character of their children, but also children get to know the complex world of adults, their way of thinking and experiencing, and get to know their parents better. Parents can ask more from their children, giving them their time, feelings, providing them with a decent life.

If the atmosphere in the family is friendly and sensitive,

then a child raised on the positive examples of his parents in an atmosphere of mutual love, care and help will grow up to be just as sensitive and responsive.

Parents who are afraid of overloading their children at school relieve them of household responsibilities and commit big mistake, because in this case, the child may become selfish and neglect work altogether.

In order to correctly assess the motives of your children’s behavior, you need to understand them, know the direction of their personalities, interests, level of their knowledge and skills. If the family does not have such information about the children, then mutual difficulties in communication will appear.

It is very useful to discuss family and social problems with children, listen to their opinions, respect, correct and guide them in the right direction,

forming a sense of responsibility, self-respect of the individual, and, if necessary, admitting one’s mistakes.

Weak mutual interest between parents and children creates a negative attitude towards each other on both sides; children generally become disillusioned with communication and transfer their attitude towards their parents to the whole world of adults. Parents, in turn, also experience bitter disappointment in their children, resentment and annoyance, do not believe in them, do not respect them.

The relationship between parents and children, the specifics of their communication with each other, during which these relationships manifest themselves, influence the formation of the children’s personality. Parents who satisfy only the needs of their children and do not have spiritual contact with them, as a rule, have problems in raising and communicating with their children.

Questionnaire

– Now I want to conduct a survey with you that will help you understand what kind of relationships you have in your family.

Questionnaire

Do you think that your family has mutual understanding with children?

Do your children talk to you heart to heart, do they consult you on personal matters?

Are children interested in your work?

Do you know your children's friends?

Do your children participate in household chores with you?

Do you have common activities and hobbies?

Are children involved in preparing for the holidays?

Do children prefer that you be with them during the holidays?

Do you go to exhibitions, concerts, theaters with your children?

Do you discuss TV shows with your children?

Do you discuss books you have read with your children?

Do you have common activities or hobbies?

Do you participate in excursions, hikes, walks?

Do you prefer to spend free time with kids?

Processing the results:

For each positive answer, 2 points are given;

For the answer “sometimes” - 1 point;

For a negative answer - 0 points.

20 points– You have a good relationship with your children.

10 – 19 points– the relationship is satisfactory, but insufficient, one-sided. Look where your negative answers stand.

9 points and below– contact with children is not established.

Practical work with parents

– And now I want to make a memo with you that will help establish and maintain conflict-free discipline and mutual understanding in the family.

Parent training

Give examples of situations from your life, from the life of your family, or from what you have observed.

situations related to family relationships.

There are pieces of paper in front of you. Write down on them expressions that are prohibited in communicating with a child in your family, as well as recommended and desirable expressions.

When communicating with children, you should not use expressions such as:

· I told you a thousand times that... · How many times must I repeat... · What are you thinking... · Is it really difficult for you to remember that... · You become… · You are the same as... · Leave me alone, I have no time... · Why is Lena (Nastya, Vasya, etc.) like this, and you are not...

When communicating with children, it is advisable to use the following expressions:

· You are my smartest (handsome, etc.). · It's so good that I have you. · You're doing great for me. · I love you very much. · How well you did it, teach me.

· Thank you, I am very grateful to you.

· If it weren't for you, I would never have gotten through this.

Try to use the listed expressions as often as possible.

Recommendations for parents: 1) Accept your child unconditionally. 2) Actively listen to his experiences and opinions. 3) Communicate with him as often as possible, study, read, play, write letters and notes to each other. 4) Do not interfere with his activities that he can handle.

5) Help when asked. 6) Support and celebrate his successes. 7) Talk about your problems, share your feelings. 8) Resolve conflicts peacefully. 9) Use phrases that evoke positive emotions in communication. 10) Hug and kiss each other at least four times a day.

– The most important words to say to your child: “I love you, we are close, we are together and we will overcome everything. This concludes our parent meeting.

Class: 1st class

Form:

Subject: I think you got a lot of useful information for yourself. Goodbye, and see you again.

"Learning to be tolerant"

Goal: to identify the problem of tolerant attitude towards each other

give the concept of tolerance,

identify the traits of a tolerant and intolerant personality,

discuss examples of conflict situations in families and ways to prevent them.

Progress of the meeting:

Opening speech by the class teacher about tolerance.

There are no uninteresting people in the world.

Their destinies are like the stories of the planets.

Each one has everything special, its own,

And there are no planets similar to it.

And if someone lived unnoticed,

And with this invisibility I was friends,

He was interesting among people

Everyone has their own secret personal world.

There is the best moment in this world.

There is the most terrible hour in this world,

But all this is unknown to us.

And if a person dies,

His first snow dies with him,

And the first kiss; and the first fight...

He takes all this with him.

Yes, books and bridges remain,

Machines and artists' canvases,

Yes, a lot is destined to remain,

But something still goes away!

This is the law of the ruthless game:

It is not people who die, but worlds.

We remember people, sinful and earthly,

What do we really know about them?

What do we know about brothers, about friends,

What do we know about our only one?

And we are talking about our own father,

Knowing everything, we know nothing.

People are leaving. They cannot be returned.

Their secret worlds not revived.

And every time I want again

Scream from this irrevocability. (E. Yevtushenko)

Classroom teacher.

What a poignant poem! The poet talks about the intrinsic value of each person’s personality and how often we lack attention and understanding from others. We lack tolerance and respect for each other. Now this concept is called “tolerance”.

What does this concept mean?

In preparation for the parent-teacher meeting, I selected the definition of tolerance from various sources.

Tolerance-

This is a person’s value attitude towards people, expressed in recognition, acceptance and understanding of representatives of other cultures.

This is a positive attitude towards his otherness.

– tolerance for other people’s opinions, beliefs, behavior.

The term "tolerance" in different languages sounds different:

tolerancia (Spanish) – the ability to recognize ideas or opinions different from one's own.

tolerance (French) – an attitude in which it is accepted that others may think or act differently than oneself

tolerance (English) – willingness to be tolerant, condescension.

kuan rong (Chinese) – allow, accept, be generous towards others.

tasamul’ (Arabic) – forgiveness, forbearance, gentleness, mercy, compassion, benevolence, patience, goodwill towards others.

Tolerance (Russian)– the ability to endure something or someone, to be self-possessed, resilient, persistent, to be able to put up with the existence of something or someone, to take into account the opinions of others, to be forgiving.

The definition of tolerance given in the “Declaration of Principles of Tolerance” (signed on November 16, 1995 in Paris by 185 member states of UNESCO, including Russia):

Tolerance means “respect, acceptance and proper understanding of the rich diversity of our world’s cultures, our forms of self-expression and ways of expressing human individuality. It is promoted by knowledge, openness, communication and freedom of thought, conscience and belief. Tolerance is freedom in diversity. This is not only a moral duty,

but also a political and legal need. Tolerance is a virtue that makes peace possible and helps replace the culture of war with a culture of peace.”

The third millennium is gaining momentum. Progress moves inexorably forward. Technology has come to serve man. It would seem that life should become more measured and calmer. But more and more often we hear the words: refugee, victim of violence...

In today's society there is an active growth of extremism, aggressiveness, and expansion of conflict zones. These social phenomena especially affect young people, who, due to age characteristics, are characterized by maximalism and the desire for simple and quick solutions to complex social problems.

Recently, among adolescents and young people there has been a catastrophic increase in all kinds of antisocial behavior. Juvenile crime continues to increase. The number of antisocial radical youth organizations is growing, involving inexperienced youth in extremist groups.

The main task of society is to educate the younger generation in the spirit of tolerance.

Summarizing the above, we can conclude:

tolerance for other people's opinions, forgiveness, respect for rights,

beliefs, behavior of others

compassion - TOLERANCE - cooperation,

spirit of partnership accepting the other as he is

mercy respect for human dignity

Every person does different things in life. In some situations he does the right thing and shows his good qualities, but sometimes it happens the other way around...

There are two ways of personality development: tolerant and intolerant.

2) Parents work in groups.

Parents are divided into two groups. Task for groups:

the first group will describe the main features inherent in a tolerant personality, the second - the features inherent in an intolerant personality.

Conclusion: The tolerant path is the path of a person who knows himself well, feels comfortable in the environment, understands other people and is always ready to help, a person with a friendly attitude towards other cultures, views, and traditions.

The intolerant path is characterized by a person’s idea of ​​his own exclusivity, a low level of education, a feeling of discomfort in existing in the reality around him, a desire for power, and non-acceptance of opposing views, traditions and customs.

PARENT MEETING

EMOTIONAL WELL-BEING OF A CHILD

Target: creating conditions for the emergence of partnerships between parents and teachers.

Tasks: involve parents in partner participation in educational process children; create conditions for sharing family experiences; discuss the most pressing problems of education, develop uniform requirements on the topic of the meeting.

Form of conduct: parent club meeting.

Participants: educators, parents.

Event plan

1. Introductory part.
2. Warm up. Exercise “Smile!”
3. Analysis and discussion of the survey results.
4. Ball game "Kind words".
5. Tips for parents “Moments of tenderness.”
6. Testing “What kind of parent are you?”
7. Discussion of homework results.
8. Training.
9. Final part.

Progress of the event

1. Preliminary stage

1. Questionnaire “Diagnostics of the level of emotional development of a child” ( Annex 1 )

2. Design of the folder “Childhood neuroses”.

3.Parents and children complete the task: draw your family together at home.

1. Organizational stage

There is an image of a large heart attached to the easel; paper-cut images of small hearts (green, blue, black and red) are laid out on the tables; pictures for games and tests have been prepared; tables and chairs are arranged in a circle.

1. Introductory part

Educate l. Good evening, dear parents! Today we gathered for a meeting of our family club to talk about the importance of a child’s emotional well-being for maintaining and strengthening his health.

1. Warm up. Exercise “Smile!”

Educator. It is imperative for all of us, adults, to accustom ourselves to always have a warm and friendly smile on our face. If it is not there, there must be a readiness for it. There should always be an inner smile. To this end, in the morning you need to linger longer on your reflection in the mirror. Admire yourself, make faces, stick your tongue out at yourself: it will make you laugh and you will smile. Stop! This is exactly the kind of person you should have during the day, not a “official” one. Promise yourself this before you go out.

Now let's greet each other with our smiles. Give your smiles to your neighbor on your right and left.

Scientists attribute preschool age to the so-called critical periods in a child’s life. At unfavorable conditions Children experience emotional stress and, as a result, the appearance of neuroses.

How do you think this manifests itself? (Statements from parents.)

Children become capricious, their mood often changes (they are either whiny or aggressive), they get tired quickly, and have trouble falling asleep. A child with neurotic disorders also feels uncomfortable in kindergarten: he walks aimlessly around the group room and cannot find something to do.

1. Analysis and discussion of survey results

Educator . At home, you filled out a questionnaire and determined the level of emotional development of your child ( Annex 1 ). After processing your responses, we have identified the most common causes of violations of the emotional well-being of children.

The results (in%) are presented in a visual form.

Option 1. A poster is hung.

Option 2. “Live model”. The results for each reason are written on separate A3 sheets. The most active parents can help demonstrate them. Parents take the sheets and stand in a column one after another. The teacher names the reason, and all parents see the number (in%) shown by the first parent. Then he sits down in his place, and the teacher names the next reason and the number (in%) that the second parent demonstrates again appears in front of the parents, etc.

Causes

• Inconsistency of requirements for the child at home and in kindergarten.
• Violation of the daily routine.
• Excess of information received by the child (intellectual overload).
• The desire of parents to give their child knowledge that is not appropriate for his age.
• Unfavorable situation in the family.
• Frequently visiting crowded places with a child, parents should take into account: what is everyday life for an adult can become stressful situation for a child.
• Excessive severity of parents, punishment for the slightest disobedience, fear of the child to do something wrong.
• Decreased physical activity.
• Lack of love and affection from parents, especially mothers.

Educator. All this gives rise to changes in emotional sphere. The famous psychologist L. S. Vygotsky noted the phenomenon of “dried heart” (lack of feelings), which he observed among his contemporaries and which is associated with “upbringing aimed, as a rule, at intellectualized behavior.” Unfortunately, this phenomenon is still relevant today.

Answer yourself honestly: are there factors in your family that interfere with the child’s emotional well-being? If there is one factor, take a green heart and attach it to a large heart (on an easel). If there are two, pin a blue heart. If there are three or more, pin a black heart.

The red heart will be given to those who believe that there is not a single factor in their family that interferes with the emotional well-being of the child.

Educator. It seems to me that many fathers and mothers wonder whether they have done everything to prevent nervous breakdowns in their child.

1. Ball game "Good word"

Parents take turns naming affectionate words or phrases that they use to encourage the child.

Educator. Parental love and affection are needed not only by infants, but also by older children. And not only for gentle girls, but also for courageous boys. The child needs both “calf tenderness” and “bear pranks”. Although, of course, noisy and outdoor games can be carried out only after the child wakes up, and not at night.

The main character of Marcel Proust's story "Towards Swann", a six-year-old boy, waits every day before going to bed for the opportunity to kiss his mother. For him, this is the result of today, a bridge to the future. I think this happens because a kiss is what reveals and returns wholeness. That’s why we kiss the child’s wound so that it heals faster.

Parental affection should not be limited to kisses and hugs. There are many other ways to express it.

1. Tips for parents “Moments of tenderness”
   Invite parents to first give examples from their family experiences. Then they need to pick a petal from a daisy and read out the advice.
   Adviсe

• Dance with your baby, holding him close to you. You will be in close contact, and the rhythmic swaying to the music will calm him down.

• Hug your child by the shoulders, gently stroke his hair or cheek - he needs simple movements so much, he needs them all the time.
• Draw on the child's back with your fingers, and let him guess what you are depicting. If it is difficult for your child to guess the objects, then show on his back how a soft cat ran, how a heavy elephant stomped, or a light butterfly flew by, just touching its wings.
• Use evening hours or after bedtime for gentle play. Calm environment bedroom, is conducive to games that will help you express your feelings. Offer to hide your baby under the blanket soft toy, and you will try to find it. After finding the teddy bear, be sure to kiss its owner. Repeat the game. The bear cub has somewhere to hide: in a pajama leg or under a pillow.
• Climb under the blanket with your baby and chat about something, snuggling together.
• You can offer your child a game: show affection for a certain time shown on the die, you can play with a mysterious statue. The child should take any position and cover himself with a blanket or sheet, you should feel him. If you have two or more children, try to guess who is hiding under the blanket. Then the children will have to hold back their laughter and giggles - otherwise they will quickly figure them out.
• Confidentially touch the hand or shoulder of a baby going to kindergarten - this gives him confidence in own strength. Playfully ruffle the hair of a three-year-old mischief-maker and he will cheer up.

1. Testing “What kind of parent are you?” ( appendix 2)
2. Discussion of homework results

Educator. Now let's move on to homework. On the tables are drawings made by you and the children on the theme “My Family.”

Tell us how the child took part in drawing.

Which family member did he most like to portray?

What was his mood at the time?

How much time did you spend on the task?

Speech by two or three parents.

1. Training

1. Game “Passion in the houses”

Educator. When a child feels that his parents are nearby and that they love him, his soul is calm. But when a child does not have this feeling, he becomes suspicious, anxious, and afraid of something. I want to invite you to play game test"Fears in the Houses"

In front of you are two houses - black and red. We need to decide where terrible fears will live, and where non-terrible ones will live. I will list the fears, and you write down their numbers inside the house in which you will place them.

This is actually a test you can do at home with your child to find out what they are afraid of.

At the end of the game, the teacher distributes to parents lists of the listed fears.

2.Dynamic pause

1.Parents come out in a circle and shake hands with each other:

A) they like to sleep;

B) love sweets.

2.Parents come out into the circle and jump on one leg:

A) they like to work in the country,

B) they like to make preparations for the winter.

3. Parents who come out in a circle and dance:

A) like to spend money;

B) love to travel.

3. Test “Cheerful - Sad face, or What did it mean?”

Educator. Each of you has a story picture in which the artist did not draw the child’s face. Look at it carefully and try to convey the expression on the child’s face that corresponds to the given situation.

Parents do the task.

Educator. Add up all the pictures, and then choose the one where, from your point of view, an emotionally prosperous child is drawn.

After discussion, the picture is selected by a majority of votes.

Educator. Do you think punishment can cause disruption to a child's emotional well-being? (Parents' answers.)

4. Test “Continue the phrase”

We will analyze your answers and prepare appropriate consultations.

1. Punishment is applied because ______________________________
2. Do you have to punish your child when he ______________________
3. What punishments do you apply to your child?____

Educator. The famous Russian psychologist V.L. Levi wrote Seven Rules for Everyone: “When punishing, think: why?” I will read only one thing: “A child should not be afraid of punishment. He should not fear punishment, not our anger, but our grief...

When there is a shortage of love, life itself becomes a punishment, and then punishment is sought as the last chance for love.”

1. Final part

Educator. Our meeting is coming to an end. Take a red heart, write any good wish on it and give it to your neighbor. On the heart you can also write a few words about your attitude towards the meeting.

Love your children, spend more time with them, and then they will grow up healthy, balanced and reasonable.

In conclusion, parents are given a memo “What you need to know about the emotional development of a preschool child” ( Appendix 3 ) and "Ten Commandments of Parents" ( Appendix 4).

Annex 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

Appendix 6.

Test to assess the level of anxiety…….

Diagnosis of emotional state……

Questionnaire for parents