Game training acquaintance of parents among themselves. Guidelines for trainers-teachers on interaction with parents of students. Exercise "The best childhood memory"

Teacher-psychologist MBDOU CRR- Kindergarten No. 42 "Rodnichok", Vidnoye, Moscow Region

Training on the work of interaction with parents "Dreams come true"

Block 1. Greeting

Exercise “My name is… I love…” (acquaintance with the participants of the training)

Target: creating a positive emotional background

The teacher-psychologist invites each participant to give their name and continue the phrase “I love ...” (for example, “My name is Tatyana, I love listening to music.”)

Exercise "Swap places" (harmonization of emotional mood)

Target: group cohesion, search for similarities and differences between each other

Participants stand in a circle, each of them names a sign, after which all those who have the named sign change places (for example, “Change places those who woke up today with good mood».)

Block 2. Main part

Exercise "Picture of the World"(recreation of inner desires)

Target: promoting a more complete awareness of one's desires and capabilities, setting personal and professional goals, increasing self-esteem.

Equipment: sheets of paper, newspapers, pictures, magazines, scissors, glue, pencils, felt-tip pens, etc.

Teacher-psychologist: “Today our training will not be aimed at parent-child relationships. We will work exclusively for ourselves. Each of us develops many roles and disguises. Getting into any situation, we "dress" different masks and play different roles. In psychology, there are such concepts as "I am a parent", "I am an adult" and "I am a child". If we draw a parallel between the current situations and this theory, then it turns out that we behave either like an adult when necessary; or, as a parent, when possible; either as a child, when I want. That is why I suggest that you act today as a child and want what you want. Before you are sheets of paper, prepared magazines and newspapers, tools. The task is for you to recreate with the help of all this a picture of your desires, what you want to achieve. Please get started!"

Discussion.

Exercise "Creative Life"(transfer of the consideration of creativity problems from the plane of specially modeled situations to the area of everyday, everyday life realities)

Participants, united in subgroups of 5-6 people, receive the task: to formulate a list of recommendations that will allow them to “make life more creative” and write them down. The recommendations formulated should be realistic for all participants, or at least for most of them (i.e., do not imply the presence of any rare abilities that are too large material costs etc.).

Discussion.

Note: at the end of the training, each participant is given booklets with recommendations compiled by specialists in the psychology of creativity.

Block 3. Relaxation

Exercise "7 candles"

Note: the lights go out, the lights on the Christmas tree are lit.

Participants are seated where and how it is convenient and comfortable for them.

Municipal autonomous institution

additional education

"Children's and Youth Sports School No. 4"

for trainers

interaction with parents of students

Novouralsk

The main task of the sports school on the problem of educating young athletes is to organize a system for the work of a coach with parents.

The purpose of this work is to help the child become a confident mature person who can find his place in modern society understand and accept universal human values. The children's and youth sports school is designed to help the family in raising children, and the main role is given to the coach-teacher. Therefore, the efficiency educational work depends on the relationship of the teacher with parents, his ability to cooperate with the family, rely on her help and support.

This is a painstaking daily work of the form and its methods are varied. These are parent meetings, group and individual conversations, promotion of psychological and pedagogical knowledge, consultations, pedagogical workshops, round tables, home visits, involvement in direct work with children. However, the trainer must understand that the variety of forms and methods does not always ensure the success of the work. The main and main task of the teacher is to make the family his ally, like-minded person, to create a democratic style of relations; he must have great patience and tact. Sometimes it is much more difficult to work with parents than with children.

Self-respect is demanded not only by adults, but also by modern children. Sometimes we take a child’s desire to defend his own opinion as impudence and bad manners. Over time, misunderstanding, dislike, resentment, injustice (in a child's mind) make it “difficult”. Respect and sincere love combined with pedagogical skills Teachers are the key to education and personal development! Both the coach and parents need to approach each pupil with an optimistic belief in the positive that he has, what can be developed, to help the child believe in himself, to reveal his individuality.

To carry out this difficult task is possible only with a relationship of complete trust and sincerity of the coach and parents. Such relationships lay the foundation for proper upbringing, form self-confident children who love themselves and the world.

Why cooperation is needed between

MAU DO "DYuSSh No. 4" and parents?

Cooperation is needed:

To control the child;

For communication and mutual understanding;

To act in one direction;

To help the child gain additional skills;

To support children with unstable character;

Helped the child to open up and believe in himself;

To find out what the child is like, whether the character is changing.

Expected results:- strengthening relationships in the family; - development of a model of successful family education; - improving the pedagogical culture of parents; - active participation of parents in school-wide events; - holding parent-teacher meetings with the attendance of up to 90% of parents; - observance of the unity of the requirements of teachers and parents in the upbringing of the younger generation; - reducing the number of dysfunctional families from among the parents of pupils of the sports school; - safety of the contingent.

Joint activities of children, parents and teachers can be successful if:

Children, parents, coaches are positively disposed to work together, they want to work together, they are aware of its goals and find personal meaning in it;

Joint planning, organization and implementation of the results of activities are carried out, taking into account the desire and capabilities of the participants in the work, roles, functions, and areas of activity are distributed;

Situations of free choice by participants are created various kinds, methods, forms and their position in joint work;

There is no imposition, pressure on children and parents, actions, the style of the trainer-teacher contribute to self-realization and self-expression of the participants in the activity.

2. Forms of work with the family

2.1. Forms of cooperation:

A meeting where issues that reflect the common interests of parents and children are discussed. The meeting may take the form of a conference, collective creative work.

2.2. Forms of cognitive activity:

Open Day;

Holiday of knowledge (improvisations with parents);

Tournaments, etc.

Parents participate in the design, preparation of incentive prizes, evaluation of results; children compete in tournaments and parents are active participants provide psychological support to children (especially applicable for elementary training groups)

2.3. Forms labor activity:

Design (posters)

Material and financial assistance to the sports school (repair, technical equipment; charity, sponsorship)

2.4. Leisure activities:

Joint health work families and schools (Health Days, sports events, holidays);

Excursions, hikes

2.5. Meeting with the administration, specialists (psychologists, doctor)

2.6. Q&A Evening (After Parent Interview)

2.7. Working with the parent committee, individual conversations, group consultations, workshops(mastery of skills)

Based on the problem-oriented analysis of the pedagogical situation, it was revealed that trainers-teachers experience difficulties in interacting with the parents of their pupils. And parents themselves are not always competent in raising their children.

The child came to school: 1. At the first parent meeting, you can analyze the following questions: What is meant by human cooperation? Name its main manifestations. - Why is the cooperation of trainers-teachers and parents necessary? - How can a sports school help parents, and parents can help a sports school? - What prevents trainers-educators and parents from successfully cooperating? - What is necessary for the interaction of trainers-teachers and parents to be fruitful? - What forms of joint activity can bring together adults and children in our team? 2. Determine the joint requirements for the child, without infringing on his rights and freedoms. 3. Develop an optimal mode of life and work for the child at home. 4. Constantly inform parents about the process of upbringing (how the sports school lives) and progress, progress in the development of the child. 5. To identify the reasons for the child's maladaptation to school and their elimination together with the parents. 6. Involve parents in joint activities both in the sports school and outside it. 7. Analyze relationships with parents in order to increase the educational potential of the family. Individual work with parents can be carried out in the form of direct and indirect interaction. As an indirect interaction with sports school memos, information booklets for parents are being developed, which contain information about the rights and obligations of MAU DO "Youth Sports School No. 4", parents and children; hours and days of consultations for parents by the trainer and administration; main events for the year, etc. Information booklets perform another important function - they support the confidence of parents that they are part of the educational team, equal participants in the process of raising and educating children. Another form of indirect communication is calendars, where the dates of the main competitions are marked, events in which parents can and should participate. Direct interaction - meetings and conversations that have a developing and supporting function. From successful development interactions benefit all parties. A positive result for teachers is an increase in respect from parents and society as a whole, an improvement in interpersonal relationships with them, an increase in authority, and satisfaction with their work. For parents the result is a better knowledge of their children and educational programs, the confidence that their opinion and wishes are taken into account in teaching, an increase in parental competence, strengthening the family and improving communication with children. For children the win is obvious. It manifests itself in better attitude to MAU DO "DYuSSh No. 4", to training sessions, in the development of their knowledge and skills, successful social development. 3. The main forms of communication between parents and trainers are the organization of parent meetings, individual meetings, interesting and useful meetings with specialists; - operation of a telephone line through which parents contact trainers-teachers or receive advice; - holding informal meetings of parents, children and trainers (holidays, sport games etc.); - respectful communication, taking into account the cultural, religious, national and ethnic background of the parents;

Individual work of a trainer-teacher with parents is also necessary because the family is a deeply intimate team. Discussion of individual educational situations and issues raised by parents becomes possible only in the course of personal communication and cannot be successfully implemented even in a small group. Individual work with the family allows you to outline a specific program for raising a child, choose an individual educational trajectory, and prevent possible deviations in his behavior.

4. Principles in working with the family - consistency, - respect, - the unity of public and family education, - the optimal combination of individual, group and collective forms of improving the pedagogical culture of parents. The activity of the coaching and teaching staff of the school in organizing work with parents realizes the following goals: - educational - to promote parental vision and understanding of the changes happening to children; - advisory - a joint psychological and pedagogical search for methods of effective influence on the child in the process of acquiring social and educational skills; - communicative - enrichment of family life with emotional impressions, experience of the culture of interaction between the child and parents.

5. Questionnaires and testing for parents and students

Questionnaire 1

"MEET THE PARENTS"

At the first meeting of the trainer with parents, you can ask them to answer the following questions:

What is your opinion about our Children's and Youth Sports School and about the team in which your child will be engaged?

How do you see the leader of this team?

How would you like to see the children's team in which your child will be engaged?

What traditions and customs, in your opinion, should develop in the children's team?

How could you help the head of the Youth Sports School in creating a children's team?

What issues of upbringing cause you serious anxiety and fears?

Questionnaire 2

"PERSPECTIVES FOR EDUCATION AND EDUCATION OF A CHILD"

With what feeling does your son or daughter cross the threshold of the Youth Sports School?

How does your child feel in the team?

Do you know your child's friends and buddies from the Youth Sports School? Name them.

How is your child's relationship with the coach?

In your opinion, does the Children's and Youth Sports School create conditions for self-realization of your child?

What help do you need to give your child to improve the performance of his activities?

Questionnaire 3

"YOUR CHILD"

In order to study the nature of the pupils, their relationships in the family, the following questions can be used in the survey:

What kind positive traits Can you name your child's personality?

What negative character traits of your child prevent him from feeling comfortable in a team?

How is your child doing at home?

Does your child share with you his impressions about the events taking place in the Youth Sports School, about the life of the team he attends?

Does your child invite you to events held at the Youth Sports School, does he want to demonstrate his achievements?

What do you think the future of your child will be like?

Methodology

"UNFINISHED OFFERS"

This technique is used to diagnose the relationship between pupils and their parents. Both children and parents give answers to the same questions, which makes it possible to determine the causes of conflicts in their relationships. It's no secret that the discrepancy between points of view, views, beliefs, opinions of parents and children can lead to conflict situations and problems in raising a child.

After analyzing the answers of pupils and their parents, you can use their results to prepare and conduct various educational activities, both with parents and with children.

Suggestions for students:

DYUSSH for me is ...

The team I work with is...

A coach for me is a person who ...

My teammates are...

Exercise for me is...

Activities that I enjoy are...

The activities I don't like are...

Suggestions for parents:

Youth, where my child is engaged, is ...

The team my child is studying in is...

My child's teammates are...

Activities my child enjoys are...

Activities that my child does not like are...

In order to study the traditions and customs of the families of pupils, their moral values, you can use such unfinished sentences :

For pupils:

I rejoice when...

I get upset when...

I cry when...

I get angry when...

I like when…

I don't like it when...

I believe when...

If I have good news, then I...

If I have bad news, then I ...

If something doesn't work for me, I...

For parents:

I am happy when my child...

I get upset when my child….

I cry when my baby...

I get angry when a child...

I love it when my child...

I don't like it when my child...

I can't believe when my child...

I believe when they say that my child...

If my child has good news, then...

If my child has bad news, then….

If something doesn't work out for my child, then ....

Composition-reflection

Such diagnostics is possible where the coach-teacher and parents are like-minded, united by a common goal - to make life in the Youth Sports School, and in the family better, kinder. The topics of reflection can be very diverse. The main thing is that parents and children should be sincere in them.

Subject similar essays for children and parents may be as follows:

“Being a father (mother) of an adult daughter (son) is ...”,

"My home is my castle?!",

"My future family ... What should she be?",

Why I love my parents

"Joys of my home"

"Holidays and weekdays of my family",

"Stories and Traditions of My Family"

"The saddest day of my family's life"

"Advice to Parents on Raising Children"

"Laws of family life", etc.

Such writings-reflections make parents take a fresh look at their children, at their attitude to life, to their family, suggest what problems their children may face in the future.

Test

“I AM A PARENT, AM A BUDDY?!”

The questions in this test are to be answered parents .

You are watching a movie on TV, but your child demands to switch to another program: rock musicians perform there. How will you do it?

A) fulfill the request and watch the program together;

B) ask to wait, as the film will end soon;

C) do not pay attention to the request of the child;

D) get angry at the child for making such a request.

You see in your children:

A) people equal to themselves;

B) people copying you in your youth;

C) small adults;

D) grateful listeners.

What hairstyle do you prefer?

A) which suits you best;

B) which corresponds to the latest fashion;

C) which copies someone's hairstyle;

D) which copies the style of the child.

A little about the age of the parents:

a) Do children know your age;

C) you emphasize the age line between yourself and the children;

C) you do not pay attention to the age difference between yourself and your children;

D) constantly demand recognition from children of understanding that you are older.

What style of clothing do you follow?

A) try to keep up with the youth style in clothes;

B) try to dress the way your child advises;

C) try to wear the clothes that suit you;

D) follow your understanding of style;

Imagine that your teenage son put an earring in his ear or your daughter got a piercing. How will you do it?

A) consider it a personal matter of the child;

B) you will begin to make fun of his (her) act;

C) recognize that it is stylish;

D) do the same.

If music is playing at full volume in the house:

A) you plug your ears with cotton;

B) turn down the volume

C) put up with your child's passion;

D) turn it up even louder.

If you are arguing with your child, then:

A) try to object to him;

B) acknowledge his correctness;

C) argue until complete victory;

D) walk away from the argument.

Your child's birthday is:

A) you sit with him at the same table;

B) serve children at the table;

C) leave the house.

The child goes to the disco

A) you go with him;

B) you do not allow him to go;

C) you find out who your child is going with;

D) you limit it in time.

When interacting with your children, you:

A) candid

B) are closed;

B) reserved

D) are open.

In your relationship with your children, you:

a) act like a friend

B) as a strict judge;

B) as a friend

D) as a parent.

Parents evaluate the results of the test themselves, as it clearly reveals possible problems relationships with adolescent children.

Based on this diagnosis, it is possible to hold an evening of questions and answers with the parents of the pupils, during which they discuss each provision of this test, its pros and cons. Such a test makes many adults look differently at the results of their upbringing, see themselves through the eyes of other parents, determine character traits positive and negative behaviors.

During a meeting with parents, it is necessary not only to talk with them about their child, to discuss the problems of children, but also to offer them constructive solutions to the problems that have arisen.

Definition of child independence

You can offer parents to complete the following task: use the table to determine the degree of independence of their own child.

Parents are offered a list of actions for the child. They distribute these actions in two columns of the table on their own.

List of actions:

Going to school;

Chooses clothes for the training process and for the holiday;

Does his homework;

Determines with whom to be friends;

Chooses the direction for classes in the Youth Sports School;

Prepares food if necessary;

Cleans the apartment own initiative;

Goes shopping;

Helps around the house and in the country;

Invites friends to his home;

Specifies the time to return home after school evening and discos;

Makes decisions in various situations Everyday life;

disposes of in cash that you give him;

Objectively evaluates himself and his actions;

Restrains his negative emotions in communication with other people;

Tolerant of younger brothers and sisters;

Helps in educating the younger ones.

Working with a list of actions and with a table helps parents look at their family from the outside, see the effectiveness of their educational system. Many, working with the table, begin to realize that a child is growing up in the family, who is not given the opportunity to be independent, all his desires, actions and deeds are warned, and he is restrained from manifesting any kind of independence.

Identification of the emotional atmosphere in the family

Another table that is appropriate for parents to fill out is an indicator of the verbal manifestation of positive emotions in the family in relation to the child. Such a diagnosis is useful in preparing for a thematic consultation. It allows you to determine the cause of the high anxiety of the pupils. It is generally accepted that a high level of anxiety is associated with the problem of adaptation. However, it's not just about adaptation. This is also due to the change in the position of the child in the family. “You used to be small, but now you are big! I won't lisp with you like I used to!" - such statements demonstrate changes in the emotional perception of the child in the family, which is expressed in gestures, facial expressions, looks and, of course, in words.

Table for parents

Words and phrases that I use
I support the child	scold him

If there are difficult children in the team, and therefore problems with their upbringing, then it is necessary to offer the pupils to fill out a similar table, and then conduct comparative analysis tables of parents and children.

Table for children

Words and phrases that my parents used to
Encourage	How often	How often

Conclusion

Parent involvement in school life becomes more meaningful and more active in an institution that is different increased level education, because confidence in receiving a quality education increases the level of parental confidence in educational institution gives them hope for the fulfillment of their requirements for additional education.

Bibliography

Feldstein D.I. Psychology of human development as a personality / D.I. Feldshtein. – Fav. tr. in 2 volumes - M.; Voronezh: MPSI NPO 2005.

Members: group of parents preschool age 8-12 people.

Equipment: badges (according to the number of participants), magnetic board, projector, tape recorder, musical recordings, paper f. A4, pencils (felt-tip pens).

Time: 2–2.5 hours.

Location: music hall.

Course of the training

Light music sounds. Parents sit in a circle. The host approaches each of the parents, gets to know each other, draws up a “common business card” - writes the name of the parents on a large sheet (in the form of a flower).

Leading. Good evening dear parents. I thank you for coming to the training. Today we will talk in a close, family circle.

Psychological training is the training of the soul, mind, body. A person absorbs 10% of what he hears, 50% of what he sees, 90% of what he does.

In the course of work, we will have to communicate with each other, so we ask all participants to: sign and attach business cards-badges so that everyone knows how to contact you.

Topic of today's training: Path of parental love.

Acquaintance.

Exercise "Good warmth"(10 min.)

Target: promoting cohesion in the group, creating a friendly atmosphere.

Now I invite you to get to know each other.

Stand in a circle and hold hands. “Heat” will go from me to the right (left), that is, I will lightly touch my neighbor’s shoulder with my shoulder , calling my name written on a business card-badge, and remembering how affectionately they called me in childhood, my neighbor did the same - to the next one, and so on in a circle. Let's try.

And now the same thing, but with closed eyes. Let's see how the group works together.

Was it difficult to complete the task? Why? How do you feel after completing the task?

Let's continue our acquaintance:

Find a couple. (2 minutes.)

Let's fantasize: Warm autumn, the leaves fall, colorful leaves lie on the ground. You walk through the forest, the leaves rustle under your feet. There is a beautiful lake in front of you, the water is shining, and you want to go on a boat and enjoy the smell of the forest, water and this beauty. Hoops are boats. To the music, you will walk along the shore of a wonderful lake, around which there is an autumn multi-colored forest, when the melody stops sounding, you need to choose a boat for yourself, their number is limited. Nobody should stay on the shore.

Questions: How did you feel while playing this game? What is your mood?

Main part

Leading.

It is in such a kind and warm atmosphere that one should probably talk about the most important thing in the life of every person - about parental love. Everyone considers themselves loving parents, and this is quite natural. We really adore our children, and the best confirmation of this is that we feel constant love in our souls. But one more thing is important for children - how we show this feeling.

Parenthood is perhaps the most profound responsibility an adult can take on.

Most importantly, the special role of parenting is to love and educate their children, as well as to form in them feelings of high self-esteem and self-confidence.

Communication and relationships with other people are born and developed in childhood. For a child, adults are a model in everything. Children learn well what is presented visually, they want to learn everything from their own experience. He is especially attracted to those activities that adults try to hide from him. The baby does not remember everything, but only what struck him. They always try to imitate adults, which is sometimes dangerous. Unable to distinguish between good and bad, they tend to do what adults forbid them, but allow themselves. In this regard, in the presence of children, one must refrain from such actions and deeds that cannot serve as a good example for them.

Children's speech develops better in an atmosphere of love, calm, when adults listen carefully to them, communicate with children, read fairy tales to them and discuss what they read.

If a child does not feel sensitivity and love from those around him, then he develops a distrustful attitude towards the world, and possibly a feeling of fear, which can persist for a lifetime. In the process of developing a child's communication skills, great attention must be paid to the formation personal qualities baby, his feelings, emotions. When people are happy and at peace with themselves, they transfer those feelings to relationships with others.

Today we must understand that parental love will bring a child much more happiness if he constantly sees that it manifests itself in the relationship of parents not only to him, but also to each other, and the child should feel love.

“Happiness is when you are loved and understood,” and this understanding does not come by itself, it needs to be learned.

So, let's go with you along the path of parental love.

The aim of the training is: contributing to the improvement of parent-child relations and the formation of skills for effective interaction.

Our task- show parents the degree of understanding of their child, help to better understand their relationship with children and emotionally enrich them.

Group rules.

Target: Emphasizing the participants on the observance of the rules of work in the group and the regulation of work.

Leading. The trainees do everything themselves. In order for our meeting to be productive, certain rules must be followed.

We will not judge each other, we will not discuss anyone. We will create an atmosphere of security, trust and openness. This will allow you to experiment without being shy about making mistakes.

The rules are printed on sheets (can be written on the board), let's discuss and choose those that suit us for effective interaction:

Appeal by name, and to you.
Do not judge each other, do not discuss anyone.
Listen, don't interrupt.
Confidentiality.
Rule of participation - I take part in the games.
Lifebuoy rule - if I find it difficult during the training, I can take a break (__times).
good mood rule.
________ (training participants can add their own rules).

So, we have defined the rules of conduct at the training. Perhaps someone wants to make adjustments?

Exercise "My expectations"

Target: determining the expectations of participants from working in a group.

Leading. Dear parents! Here are stickers cut out in the shape of a heart. Draw a symbol that characterizes your family and write down your hopes and expectations from our meeting on them. Next, you should voice them and attach them to the poster "Path of parental love", which depicts a path stretching upwards from the house "Parental love" Stickers must be attached at the beginning of the path, near the house.

Picture 1.

Exercise "Immersion in childhood"

Quiet, light music sounds.

Leading. Sit comfortably, put your feet on the floor so that they feel good support, lean back on the back of the chair. Close your eyes, listen to your breathing: it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood - to the time when you were little. Imagine a warm spring day, you are three or four years old. Imagine yourself at the age at which you remember yourself best. You are walking down the street. Look at what you are wearing, what shoes, what clothes. You have fun, you walk down the street, and next to you is a loved one. Look who it is. You take his hand and feel its warmth and reliability. Then you let go of your hand and run away merrily forward, but not far, waiting for your loved one and again take his hand. Suddenly you hear laughter, look up and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him, take his hand again, move on and laugh with him at what happened.

Now it's time to go back to this room. When you are ready, you will open your eyes.

Reflection

- Did you manage to plunge into childhood?

- Did you feel a reliable shoulder that accompanies you in childhood?

– What does “reliable shoulder” mean to you?

How did you feel when you lost support?

- What would you like to do?

Exercise "Role playing"

Task for group No. 1.(Time to complete - 5 minutes).

On behalf of the child, tell us how you managed to wet everything that was possible from your clothes in the only spring puddle, at the moment when the mother was talking with a friend who unexpectedly approached. Hint: speak on behalf of the child, voicing the possible course of his thoughts.

And the reaction of the mother when she saw the wet child ...

Summary. I think a reminder of this opportunity for adults to penetrate into the world of children will help organize the process of education more competently, build interaction in the family more fruitfully.

Task for group number 2.(Preparation time - 5 minutes)

Parent and child are selected.

Dear parents! You are in a hurry, you ran to the kindergarten for your child. A car is waiting for you on the street, and your daughter (son) is naughty, does not want to get dressed.

Your reaction, actions, etc.?

Summary. Data role-playing games not only illustrate possible situations, but also allow everyone to think about how I would react to the behavior of my child, what I could teach him.

Exercise to lift the mood, relieve fatigue.

Music sounds. Parents together with the leader perform the "Dance of the Little Ducklings".

Exercise "Associations"(3-5 minutes)

Our goal is to raise a happy child. Who can raise a happy child. Who is a happy child? Who is an effective parent? We will answer these questions by working in groups.

Instructions: The group is divided into 2 teams.

Team 1: Write your associations when you hear the word "happy child".

Team 2: Write your associations when you hear the word "effective parent"

Discussion.

The most important teachers for children are parents. The parental home is the first school for the child. The family has a huge influence on what the baby will consider important in life, on the formation of his value system. No matter how long a person lives, from time to time he turns to the experience of childhood, to life in the family: "what my father and mother taught me."

I invite you to watch the video "Happiness is simple"(Attachment 1). The author of the video is Alisa Pashkova.

Reflection.

What do you feel now?
What feelings did you experience while watching the video?
Wanted to do something?
Have you changed your mind about your relationship with your child?

Leading: Often, parents and caregivers, making comments to kids in life-threatening situations, use the wrong tactics. Instead of telling the child what to do, parents tell the child what not to do.

As a result, the child does not receive necessary information, and the words of an adult provoke him to do the opposite (For example, what will the child do to the words: “Don’t come near the TV!”).

Appeal to the child should be positive, i.e. expect action, not inaction.

Exercise "Non-Children's Bans"

One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one at a time and tells him what they forbid him to do - what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a ribbon. For example: "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.

After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example: "Don't shout - speak calmly."

Reflection

Reflection of the participant who played the role of the child:

- What did you feel when your "parents" fettered, limited your freedom?

What part of the body did you feel most acutely limited in movement?

How did you feel when you were asked to stand up?

- What did you want to untie in the first place?

– What do you feel now?

Reflection of the participants who played the role of an adult:

What did you feel when you saw the immobilized child?

- What did you want to do?

– Is it easy to find words to reformulate the prohibition?

- What are your feelings now?

Leading: It is known that there are no ready-made recipes for education. How to act as an adult in a given situation, it is up to him to decide. However, you can play difficult situations, as in the theater, discuss them and try to understand what the child is experiencing in this or that case.

The child's ideas about the world have not yet been formed, and life experience is negligible. Our task is task of adults surrounding the child - to help navigate in a world that is still incomprehensible to him, to explain what is dangerous and impermissible, and what is permissible and even necessary for the baby. Who, if not an adult, will protect the child, warn against dangers and at the same time teach them to understand the endless “don’t” and “can”! To teach this to children, parents themselves need to be well versed in this.

Exercise "We forbid - we allow"

Three colored sheets are attached to the board, corresponding to the prohibited zones.

green symbolizes the Total Freedom zone;
yellow - zone "Relative freedom";
red - "Forbidden" zone.

Participants of the training are invited to make a list of possible actions for children, distributing them into three main zones. The resulting options are analyzed: parents, together with the leader (psychologist, teacher), predict possible situations and mistakes.

Leading: How much warmth of the heart is ruined because of the inability to understand the other and oneself. How many dramas, large and small, would not have happened if their participants and those around them had the ability to sympathize, forgive, love. You also need to know how to love, and this skill is not given by mother nature.

The biggest deficit our children experience is affection deficit. Parents sometimes do not find time, forget or maybe even hesitate to caress the child just like that, obeying some inner impulse. Fear of spoiling children causes parents to be overly harsh with them.

This task will allow each of us to show a little more affection, attention, love.

Exercise "Sun of Love"

Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.

Then all participants demonstrate their "sun of love" and read out what they have written.

I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.

Reflection

Leading. Our meeting is coming to an end, so let's determine if our expectations have come true. If so, you need to rearrange the stickers on the path of Parental love. The path of parental love does not end, walk with your children with love, care and hope. Have a good trip!

At the end of the training, parents with the leader drink tea at the round table!

Training exercises for working with parents and students

A special place in my pedagogical activity is occupied by parent training. The training is conducted with a group of parents at a parent-teacher meeting. Trainings will be effective if all parents become actively involved in them and attend regularly. In order for the training to have a final positive result, it must include 5-8 sessions. During the training sessions, with great interest, parents perform such tasks as "children's grimaces", "favorite toy", "my fairy-tale image", "children's games", "memories of childhood", "film about my family". Such tasks allow you to take a fresh look at relationships in your family, at your own authority in the eyes of the child.

I would like to bring to your attention several game exercises that are aimed at forming a parent team. They can be used at the first parent-teacher meeting, or at several meetings with parents.

Greetings.

All participants greet each other in a circle in different ways:

Say amicably to each other “Hi!;

Bang fists;

Rub your backs;

We hug.

The exercise helps the participants to get to know and quickly remember each other's names. Participants of the training sit in a common circle. The first participant introduces himself and names something he likes. This noun must start with the same letter as the name of this participant. For example, a participant named Anton might say: "My name is Anton and I love oranges." The second participant repeats what the first participant said and adds information about himself. For example: "This is Anton, who loves oranges, and I'm Tatyana and I love dancing."

paper napkins

The exercise helps the participants of the training to get to know each other, and also creates a cheerful positive atmosphere in the group. The participants of the training are given a pack of paper napkins with the words: "In case you need it, please take yourself some napkins." After all participants have taken napkins, they are invited to tell as many of the happiest events from the life of their family as they have napkins in their hands.

How similar we are!

The exercise helps the participants to get to know each other better. You need to split into two groups. Let each group make a list of what unites its members. In this list, you can write, for example: “Each of us has a sister ...”, “Each of us has soft toy…”, “The favorite color of each of us is red…”. You can not write universal information, such as "I have two legs." You can specify, for example, the year of birth, place of study, hobbies, marital status etc. You have 8 minutes. The group that finds and writes down the most similarities wins.

"It seems to me that as a child you were (a) ..."

Participants throw the ball to each other with the words: "It seems to me that as a child you were (a) ...". In response, everyone can agree or refute the statement. The second option: "I think as a child you dreamed (a) ...". Here, the participants of the training can talk about themselves, what they dreamed about in childhood or what they were then. This exercise encourages group members to fall into a childish ego state.

“Draw the coat of arms of the family

Participants must create the coat of arms of their family. The coat of arms should be beautifully designed. For a hint, I used a fragment of a previously filmed film “My family through the eyes of a child” (see video attachment)

Game "Wonderful bag"

I have a bag in my hands, at the bottom of which there are a wide variety of positive and negative feelings that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, which filled your entire existence. Put your hand in the bag and take the "feeling" that has overwhelmed you the most for a long period of time, name it. Parents name the feelings that they are painfully experiencing. This activity allows you to identify problems and difficulties that arise in the family, and discuss these problems in the course of considering the topic of the meeting.

Game "Spider Web"

Who wants to be like a child? (preferably dad) Here's our baby. One of the forms of parental attention, care and love are restrictions and prohibitions. Today, we will translate every ban that is presented into a physical one and show it on our child. We will literally bind him with obligations and prohibitions. I made red ribbons. Let's name what is usually forbidden to the child (parents name the prohibitions, and the teacher ties the "child" with ribbons)

Exercise "Fertile garden".

There is a poster on the board with a picture of a tree. Participants are given apples (green - positive emotions and red - negative emotions), on which everyone writes the answer to the question: What do you think about our last meeting?

Then apples are hung on a tree with a commentary on what the participants liked or did not like and wishes for the future.

Thank you for your attention and participation in our meeting today.

BIBLIOGRAPHY

Beskorovainaya L. S., Perekatyeva O. V. " Desk book teachers primary school". Ed. 3rd - Rostov n / D: publishing house "Phoenix", 2004. - 352p. (Series "School of joy".)

Derekleeva N. I. " parent meetings in grades 1-11. - M.: Verbum-M, 2001. - 80s.

Derekleeva N. I. "Handbook class teacher. Primary School. 1-4 classes. M.: Wako, 2003. - 240p.

Salyakhova L. I. “Parents' Meetings. Scenarios, recommendations, materials for conducting. 1-4 classes. - M.: Globus, 2007. - 315 p. - (Class leadership).

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