Modern preschool education very important and relevant. Currently, there are also problems of modern education. I would like to note that it is at preschool age that a child develops all the main personality traits and determines the quality of his further physical and mental development. mental development. If you ignore the features of the development of a child at this age, then this may adversely affect his future life.

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Actual problems modern preschool education

Undoubtedly, the system of modern preschool education is very important and relevant. Currently, there are also problems of modern education. I would like to note that it is at preschool age that a child develops all the main personality traits and determines the quality of his further physical and mental development. If you ignore the features of the development of a child at this age, then this may adversely affect his future life.

Let's pay attention to the communication of the child. Communication is a big problem. Communication should include the ability to hear and listen, the ability to get in touch with peers and adults, the ability to express one's thoughts, understand speech. But full communication is impossible without communication skills, which must be developed from childhood in the process of role-playing. But despite all the advantages of the role-playing game, not all educators devote due time to this type of activity. And it often happens that the teacher conducts a role-playing game only at the request of the children.

I would also like to consider the topic - family. To date a large number of incomplete families where children are brought up. This is where situations come from. When a parent has no time to take care of his child, he is left to the mercy of fate. Most modern parents do not want to cooperate with the preschool educational institution, referring to employment.

And such problems in modern education one can list a lot, such as the problems of the development of arbitrary memory, the problems of learning GCD. And it all comes down to technique. It is necessary to introduce new technologies and methods.

I want to go directly to the most modern education. Enumerating the problems of education, I would like to find out what modern education should be like. I propose to consider several completely different lines of modern education.

The first is that the educator and adults build work with children on their own. Before school, a child absorbs information like a “sponge”, the child is often active in learning new things, and is interested in new things. From here, adults have a desire to take advantage of this period and slightly shift the time when the child goes to school by a year or a couple of years. And these cases are twofold. In the first case, the adult wants to leave the child in kindergarten for large quantity time. In the second case, the parent insists that the child needs to go to school earlier, paying attention only to his physiological readiness for school and completely forgetting about his psychological readiness for school. This shows that the practice of early education of ZUN children can lead to the disappearance of learning motivation. And it can often be that the child studies the first grade program twice.

From this we can conclude that the result of the above is to slow down the goal of early education. Bringing negative effects, such as, for example, the loss of children's interest in learning, there are problems with the continuity in the education system between preschool and primary school. I would like to add. That the presence of a child's knowledge does not determine the success of learning, it is much more important that the child independently obtain and apply them.

The second is that education is built on the interests of the child himself and the interests of his family, that is, his legal representatives. The student-centered approach is aimed at developing the type of education. It takes into account age and individual characteristics focuses on the interests of each child. But I would like to note that not every educator can see this line in developing education. And not for every child it is possible to realize the goals of developmental education due to some reasons. It can be seen that such education has both a developing effect and development or promotion. The educator should set a goal - to ensure development with the help of this knowledge and skills. If the child is active and inquisitive, it can be assumed that the development process is underway.

So, summing up the above, I would like to say that there are problems in education, and in particular in modern education, and they are obvious. Without communication, it is impossible to develop the communicative side of the child's personality, which can further lead to unfavorable sociogenesis. Without the cooperation of parents with a preschool educational institution, the full development of the child is impossible. It is necessary to influence parents in such a way that they try to be with the child throughout before school age helped him. As for several lines of education, I would like to add that they are completely opposite, but often encountered. Certainly more effective learning- one that takes place in a personality-oriented style, but it all depends on the educator, on his goals, what the educator takes to the fore, what to the second. And it depends on adults whether problems in modern education will be solved or not.

"Modern problems of preschool education,
tendencies of its development and directions of reforming”

by discipline " Theoretical basis preschool education"

Ivanova Natalya Nikolaevna,
teacher of St. Petersburg GBPOU " College of Education No. 8"

General professional discipline OP.05. "Theoretical foundations of preschool education" ( Professional cycle academic disciplines).

Section 1. Domestic experience of preschool education

Topic 1.3. Contemporary Issues preschool education, trends in its development and reform directions.

Number of hours: 3

Lesson type: learning new material

Form of organization of training: combined lesson

Technology"Development of critical thinking" (see Appendix 1)

The purpose of the lesson: Understand the current problems of preschool education, navigate the trends in its development and directions of reform;

Tasks:

Didactic:

To acquaint with the problems of preschool education in modern Russia;

· Show the trends of its development in the light of the Law on Education of the Russian Federation and the Federal State Educational Standard of Preschool Education.

Educational:

Understand the essence and social significance his future profession, show a steady interest in it (OK 1).

Carry out professional activities in the conditions of updating its goals, content, changing technologies (OK 9).

· Build professional activities in compliance with the legal norms regulating it (OK 11).

Developing:

Use information and communication technologies to improve professional activity(OK 5).

· Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development (OK 4).

· Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. (OK 8).

Means of education:

· A set of documents, including on electronic media. Law of the Russian Federation “On Education”, 2012; GEF preschool education 2013 (draft). Forms for reflection "PMI".

Technical training aids:

· Computers with licensed software;

· Multimedia installation.

Forms of work: frontal, steam room, individual.

Technological map of the lesson

Information Support:

1. the federal law Russian Federation dated December 29, 2012 N 273-FZ "On Education in the Russian Federation" published: December 1, 2012 (in "RG" - Federal issue No. 5976)

2. Russian education Federal portal of the Ministry of Education and Science of the Russian Federation http://www.edu.ru/

3. Education Committee of St. Petersburg http://www.educom.spb.ru

Lesson summary

Phase I Call"

(awakening of existing knowledge of interest in obtaining new information)

Pay attention to the topic title Modern problems of preschool education, trends in its development and directions of reform(on the screen)

and answer the question:
. Is this question relevant for college graduates?
. Why?

Material repetition:

Frontal conversation

1. When did a unified program for kindergartens appear in our country?

In the early 60s. 20th century a unified a comprehensive program for educating children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The leading research institutes of preschool education of the country and the leading departments of preschool pedagogy worked on the content of this program.

2. What are the advantages of the Soviet system of preschool education?

And although Soviet preschool education was focused on the demands of the system, it had its own advantages: systemic character, general availability, public funding.

3. What changes took place in the late 80s and early 90s of the last century?

On the threshold of the 21st century, The concept of preschool education, the authors of which were teachers Davydov V. and Petrovsky V..

This Concept contains the basic principles of preschool education in Russia:

· humanization(education of the humanistic orientation of the personality of a preschooler, the basics of citizenship, diligence, respect for human rights and freedoms, love for the family, nature).

· Developmental nature of education(orientation to the personality of the child, preservation and strengthening of his health, installation on mastering the ways of thinking and activity, development of speech).

· Deideologization of preschool education(priority of universal values, rejection of the ideological orientation of the content of educational programs kindergarten).

· Differentiation and individualization of education and training(the development of the child in accordance with his inclinations, interests, abilities and capabilities).

- A variety of variable or alternative preschool education programs have emerged.

Today we will get acquainted with the issues that concern every preschool teacher, parents of preschoolers, scientists, officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.

Phase II Understanding the content" (getting new information)

Getting acquainted with a number of today's materials, try to analyze the information according to the PMI methodology (plus-minus-interesting). (See Appendix 2)

It is used in the technology "Development of critical thinking"

We learn to work with information, to analyze various aspects of phenomena.

Questions for familiarization with the Federal State Educational Standard of preschool education:

1. The main components of the educational standard, structure (use the abbreviations GEF DO, OOP DO).

2. Basic values ​​of Russian preschool education.

3. Principles of preschool education.

5. Tasks.

6. The standard is the basis for the development ...

7. Requirements set by the standard.

8. Educational areas.

9. Activities of preschool children.

10. Aspects educational environment for a preschool child.

11. Forms of organization educational process.

12. Requirements for the psychological and pedagogical conditions of implementation
the main educational program of preschool education.

13. Requirements for the developing subject-spatial environment.

14. Targets for preschool education.

Acquaintance of students with the text of the Federal State Educational Standard for Preschool Education 2013 Document analysis.- 45 minutes

Phase III Reflection" (understanding, the birth of new directions)

Offers to team up in pairs to design a common PMI-tablet.

Listening to students' answers, correcting conclusions.

Assignment for independent work. Visualization of GEF DO: presentation in the programs "PowerPoint", "Prezi" or in schematic drawings in a notebook. Deadline - October 10, 2013

Annex 1

Technology "Development of critical thinking"

The purpose of this technology is development of students' thinking skills, which are necessary not only in studies, but also in ordinary life(the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).

This technology is based on the three-phase structure of the lesson

Technological stages

Tasks of each stage of technology:

1.Update students' knowledge and meanings in connection with the material being studied

awaken cognitive interest in the material being studied

Help students to determine the direction in the study of the topic

2.Help actively engage with the material being studied

Help relate old knowledge to new

3. Help students to independently summarize the studied material

Help independently determine directions for further study of the material

Forms and means:

· data collection

text analysis

Comparison of alternative points of view

group discussion

· different types pair and group work

discussions

Directs students' efforts in a certain direction

Brings together different opinions

Creates an environment that encourages acceptance independent decisions

Allows students to draw their own conclusions

prepares new cognitive situations within existing ones

Appendix 2

Edward de Bono(English) Edward de Bono; genus. May 19, Malta) is a British psychologist and writer, expert in creative thinking, MD. Creator of the concept non-standard thinking».

1. "Plus"(+) we write down those facts that can answer the question "What's good?"

2. "Minus" (-) we write down all those facts and thoughts that can answer the question "What's wrong with that?"

3. "What's so interesting about that?" (?) a record of various facts and thoughts of interest to a person.

Annex 3

Clarification of concepts

* Road map- this is a visual representation of a step-by-step scenario for the development of a certain object. In American culture, the term "Road map" (Road map) in one of the figurative senses means "a plan for how to move on", plans for the future, for the future; visual representation of the development scenario.

**Diversification Back

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absentee form learning

areas of training

44.04.01 " Teacher Education»

training profile "Management

preschool education"

groups 17.1-629

Shpurova G.D.

senior teacher MADOU "Kindergarten No. 107

combined type "of the Moscow district of Kazan

MODERN PROBLEMS OF THE EDUCATION SYSTEM.

Preschool education, like education in general, is a process of constant change and transformation. There are a number of issues and priorities in each time period. In kindergarten, work is carried out with preschoolers, which is an important step in a child's life. During this period, the main features of the personality are laid and the quality of his further physical and mental development is determined. The lack of proper development entails a number of problems at school age. However, at present in preschool educational system there are a number of problems.

One of the problems is the size of the groups. Groups in municipal preschools tend to be overcrowded and outnumber children. It follows that kindergarten teachers devote less time to each child than they should. main feature child development in an institution, this is socialization, that is, interaction with peers, comparing oneself with others, the possibility of adequate solutions various situations. The child can learn this only in interaction with peers. The kindergarten acts as an organization that prevents the "pedagogical neglect of the child", because children come from different social families. A “pedagogically neglected child” actually has little chance of getting a good school education.

Next problem- teaching staff. The figure of the teacher is central to a varied and diverse education. But in order to exercise his right to academic freedom, he must have the appropriate competencies, he must understand how to build the educational process in terms of variability. The teacher needs to know not only educational methods, but also to understand various areas of medicine, defectology, oligophrenopedagogy, deaf pedagogy, and typhlopedagogy. Also actively participate in the life of the kindergarten, city events, despite the fact that educators work three people in two groups. Because of this, pedagogical burnout and stressful situations can occur, which negatively affect the health of the teacher. And the level of salaries of preschool workers in no way corresponds to the highest responsibility for the fate of the child. Many teachers are not ready for innovative methods, they work using the methodology of past years, which is unacceptable in relation to modern children. In the course of innovative education, non-subject content is merged, which makes it possible to form new forms of integrated pedagogical process. Taking into account the individual characteristics of children, preschool education must be built with the help of partnership communication between a child and an adult. According to the Federal State Educational Standard, a teacher implementing the Program must have formed core competencies to create a situation for the development of preschoolers in accordance with age characteristics. These competencies enable the child to feel emotional well-being, support for individuality, initiative, interaction in different situations, involvement in the educational process. An important role in the implementation of the Federal State Educational Standard is played by the subject-spatial environment, which should be transformable, publicly available, multifunctional, variable, rich in content. In this aspect, age characteristics, satisfaction of the child in sensory development, consideration of psycho-physiological characteristics, satisfaction with the needs of the nearest development are taken into account. In the kindergarten group, the child should feel comfortable. There is a problem with the lack of a proper educational environment that meets the standards. The state does not allocate adequate funding for this aspect. Teachers are not always able to draw up documents correctly when parents donate toys to a kindergarten in the group where their baby is. Equally poorly funded is the acquisition by teachers of didactic and methodical literature necessary for working with children. Therefore, specialists must purchase at their own expense, and their cost is not low.

One of the most worrying trends of the 21st century has been the steadily increasing number of children with health problems, including children with handicapped. The problems of education of these children in our country are very topical. Currently, the leading direction in the education and upbringing of children with disabilities is inclusive education. The model of inclusive education involves creating a barrier-free learning environment for children with special needs, adapting the educational environment to their needs and providing the necessary support in the process of joint learning with healthy peers.

Inclusion (from inclusion - inclusion) - the process of real inclusion of people with disabilities in active public life. Inclusion involves the development and application of specific solutions that will allow each person to participate equally in public life.

According to SanPin, children should be outdoors every day. In the kindergarten, walks are made in designated areas that need to be planted and put in order, and at this point, funding is also needed.

One of the main tasks of the state in the field of preschool education - ensuring its general accessibility - still remains unresolved in full. There are many reasons for this situation: lack of vacant places in preschool institutions, the desire of parents to raise a child at home, the inability of parents to pay for kindergarten, the presence of dysfunctional families and pedagogically neglected children, the presence of children with poor health, with chronic diseases who are contraindicated preschool regime. As a result, children come to school with different levels development of personality traits necessary for successful adaptation to school. Therefore, children's institutions with short stays, partial stays in kindergartens and collectives are needed.

Today, there are a large number of incomplete families, and the parent sometimes has no time to take care of his child. The child is left to himself. The parent does not have the time and energy to play with the child, and it is the game in the preschool that plays a key role. After all, it is in the game that the child learns the rules of behavior, social roles, methods, develops the communicative side, shows creativity, initiative, develops different kinds activities. Some parents are unwilling to cooperate with educational institutions, and teachers can not always find the right words to convey information. Without cooperation, the full development of the child is impossible.

One of the tasks of general secondary education in Russia is the development of a network of educational institutions for children with disabilities and those in need of psychological and pedagogical correction. The trend towards an increase in the number of disabled children in our country, the insufficiency of existing forms of education and upbringing that meet the needs and abilities of children in this category, the numerous problems of their adaptation and social integration into society (as a result of flawed secondary socialization) allow us to conclude that social and educational policy is imperfect. for children with developmental disabilities. So far in educational policy Russian state dominant is the orientation towards the traditional education of disabled children in specialized educational institutions. In the developed countries of the West, a course has been taken for the inclusive education of disabled children in a mass school, together with healthy peers, which gives the best results in preparing children for later life and their inclusion in society.

The development of inclusive education in Russia is a call of the times and a duty welfare state, which, as a member of the UN, has taken on a number of obligations in relation to children with disabilities. The success of the implementation of these obligations depends not only on the state, but also on the position of society in relation to persons with disabilities in general and to the education of these disabled children, in particular. The idea of ​​joint education and upbringing of disabled and healthy children meets objections with references to the lack of conditions for their implementation: material, organizational, financial, the mentality of the population and pedagogical workers.

The next problem can be called the lack of coherence between preschool education and school. School teachers do not accept the game form of education, which prevails in children of the first grade. This entails a stressful situation for a first grader, comorbidities, an imbalance in studies, and, as a rule, an unwillingness to attend a school institution.

Thus, it can be concluded that in currently The main task of the development of the system of preschool education is to create a stay of a child of preschool age in a system that optimally meets his interests, the interests of the family, in the relationship of the child-family-teacher.

Literature

Grebeshova S. V. Actual problems of modern preschool education // Young scientist. - 2016. - No. 13.3. - S. 29-30.

Lashkov L.L. Problems and prospects for the development of the system of preschool education//Concept-2013-Special Issue No. 6.-art13556/-0.4p.l-URL: htt://e-concept. en/2013/13556. htm.- State Reg. El No. FS7749965.-ISSNo. 2304-120X.

Marina Lemutkina Newspaper headline: Rest from childhood. Published in the newspaper "Moskovsky Komsomolets" No. 26958 of November 9, 2015 Tags: School, Children, Society, Power Places: Russia, Moscow

PROBLEMS AND ACHIEVEMENTS OF MODERN PRESCHOOL EDUCATION E. S. Popova DOD CDT "Azino", Kazan, Republic of Tatarstan, Russia

What does D. Vorobyeva, candidate, suggest about this pedagogical sciences, professor, corresponding member International Academy acmeological sciences.

Over the past decade, the education system in Russia has changed significantly. In modern education, the variability of types has increased significantly educational institutions, numerous original schools have appeared, offering their own programs for teaching children of preschool and primary school age, which certainly creates new requirements for the teacher.

Life more and more insistently sets the task of revising the nature of the interaction of a teacher with children in the pedagogical process of a preschool educational institution (DOE) and elementary school. This is an ambiguous, multifaceted task associated with the teacher's attitudes and the need to change them, which implies an awareness of the modern goals of education.

The brake on changing the relationship between the main subjects of the pedagogical process (child - teacher) is the existing system of training and retraining of specialists. Unfortunately, today they are being trained in such a direction that specialists can mainly realize the tasks of developing the cognitive sphere of the child. Of course, this is an important, but not the only direction of the teacher's work with children, besides, in practice it is strangely replaced by the desire to "load" the child beyond measure in elementary school and, which is especially disturbing, in preschool educational institutions with large amounts of knowledge.

Volume increase educational material leads to an overestimation of the requirements for children and increased pressure on them in order to assimilate it. However, various managerial educational structures respond inadequately to this state of affairs. By supporting and encouraging this practice, they to a certain extent form public opinion, which is based on the belief that the accumulation of large amounts of knowledge is good and this is exactly the path that leads the child to development. Under these conditions, a rush demand of parents for teachers and institutions of this type is created, and educational institutions, satisfying it, “improve” the system of teacher training and continue to bring graduates to schools and preschool educational institutions who have little idea of ​​how to solve the problems of the integral development of the child in aged 3-10 years.

Most striking is the lack of miscalculation global implications similar education of children, its influence on the formation in subsequent years of the child's attitude to school, teacher and learning.

Observational data and statistics available to us under these conditions show that already in the preschool period of childhood, children lose their natural interest in learning and, unfortunately, do not acquire it, as a rule, in primary and secondary school.

However, some scientists and management structures in charge of education, despite the negative attitude of children to learning and their associated antisocial behavior, stubbornly turn a blind eye to the essence of the problem. Often wishful thinking, they refuse to see the reason in violence against the personality of the child in the educational process. At the same time, these same structures are looking for an opportunity to mobilize their efforts to find methods that provide an opportunity to assess the knowledge of schoolchildren and preschoolers. One can foresee where this will lead: the teacher, preschool teacher raise the threshold of pressure on children, since it is the amount of knowledge of the student that will determine the image of the teacher. As you can see, the circle closes, and the result is deplorable. Again, the problems of education related to the development of a child's positive attitude towards learning remain out of sight of the pedagogical community.

It must be admitted that the teacher of the preschool educational institution and the school is constantly under fairly severe pressure, which is in conflict with the call to introduce humanistic pedagogy.

The teacher acts according to the rules learned in the walls of educational institutions: the teacher (educator) must teach, and the child must master the material. And whether a child can master it is not a question. The entire management system voluntarily or involuntarily encourages the teacher to treat the child as a kind of given, a unit that can always learn everything if you try. And the teacher, sometimes contrary to objective facts and common sense, tries, not particularly caring for the child to experience the comfort and joy of learning, to be successful in the process of familiarizing him with social experience (knowledge, skills). The state of health, medical indicators, sometimes age, as well as the mental and individual characteristics of the child remain outside the field of attention of the teacher.

Against the backdrop of these disturbing trends, we are actively searching for ways to ensure the possibility of forming a teacher of a new type.

The main direction is the formation of a professional ideal-teacher capable of exerting such an influence on the child that would ensure the success of his intellectual, emotional, moral and volitional development. To this end, we are working out the conditions that contribute to the formation of the teacher's ability to implement the idea of ​​a holistic development of a child of 3-10 years old in the process of his participation in the development and testing of a new pedagogical technology.

This idea was carried out in educational institutions St. Petersburg, Leningrad region and other cities of Russia on the basis of kindergartens and schools-kindergartens, involving the cooperation of two-level teachers. Seminar and viewing system educational process provided teachers with the opportunity to comprehend the content of new pedagogical technologies that provide a significant change in the position of the child in the pedagogical process of the preschool educational institution and elementary school (the child is the subject of activity).

We note the rapid professional growth of a teacher in the event that he has enough high level critical self-assessment and an active desire to improve oneself in the practice of working with children.

The analysis showed that in a fairly short period of time there is a striking change in the teacher's attitudes towards the process of teaching children. The task of developing children's interest in the knowledge of the world around is put forward to the fore. An integrated approach is applied - combining various educational material in one lesson (lesson); in the preschool educational institution, classes are held individually and in small subgroups, where children gather on their own initiative, according to their interests. Classes are held against the backdrop of playing children. The teacher begins to take into account the state of health and mentality of the child to a greater extent, he develops the ability to purposefully select and vary educational material.

The monitoring carried out indicates the possibility of forming new attitudes among teachers of preschool educational institutions and elementary schools that ensure the introduction of humanistic pedagogy into the pedagogical process, based on a dialectical approach to solving the problem of upbringing and education of the Personality.

Mastering a new pedagogical technology requires the teacher to have sufficient knowledge of the psychology of the child, a conscious approach to the choice of methods and the appropriateness of their use in work, taking into account the knowledge of the characteristics of children and the inadmissibility of hard pressure on them in the process of appropriating social experience. The new technology brings the teacher to positions that ensure the development of a sense of success for each participant in the pedagogical process, forms in the child the desire to learn and explore the world.

The presence of an ideal image implies the promotion of a teacher to success in pedagogical activity. This happens on the condition that he realizes the need for self-improvement and himself becomes the developer of a new pedagogical technology. The feeling of deep satisfaction experienced by the teacher opens up new opportunities for him to professional growth, which also contributes to solving the problems of preschool and primary school education.

As a result of the analysis of articles from the journal "Preschool Education", a reference diagram is drawn up, reflecting main directions humanization of pedagogical work in preschool educational institutions:

changes in the forms of communication with children (transition from authoritarian forms of interaction to personality-oriented communication);

rejection of excessive ideologization of educational work in preschool educational institutions, changing the forms and organization of training sessions, reducing their number;

saturation of the life of children with classical and modern music, works of fine art, the use of the best examples of children's literature;

organization change subject environment and living space in the group room in order to ensure free independent activity and creativity of children.

3. Comparative analysis of educational programs.

When completing this task, students prepare a presentation of one of the educational programs. The message must include:

theoretical foundations (conceptual provisions) of the program being studied. Tasks of development, education and training of preschool children;

principles of building a program;

the structure of the program, the characteristics of its main components.

methodological support of the program, its characteristics;

distinctive features of the studied program;

subjective assessment of the merits and controversial positions of the program.

The complex and partial programs used in the practice of the work of the preschool educational institution are analyzed.

4. Essay on the topic "The problem of personnel training and ways to solve them." List of additional literature

The concept of preschool education // Preschool education. - 1989. - No. 5.

Standard provision on preschool education / Preschool education in Russia. - M., 1997. - S. 148-155.

Approximate charter of a preschool educational institution / Preschool education in Russia. - M., 1997. - S. 156-168.

An exemplary agreement between a preschool educational institution and parents / Preschool education in Russia. - M., 1997. - S. 168-172.

Mikhailenko, N. Preschool education: guidelines and requirements for updating the content / N. Mikhailenko, N. Korotkova // Preschool education. - 1992. - No. 5-6.

Mikhailenko, N. Model of the organization of the educational process in senior groups of kindergarten / N. Mikhailenko // Preschool education. - 1995. - No. 9.

Andreeva, V. Problems of updating the system of preschool education at present stage/ V. Andreeva, R. Sterkina // Preschool education. -1991. - No. 11.

Modern educational programs for preschool institutions / ed. T. I. Erofeva. - M., 1999.

Theme "The role of the family in the socialization of the child"

Plan:

1. Types of families and the comfort of the child in them

Subjective assessment of the child's comfort in different types of families. Definition of the main components of comfort:

respect for the personality of the child;

taking into account the individual and age characteristics of the child;

meaningful communication with adults.

organization of the subject-spatial environment of the child's life;

2. Functions of the modern family

On the basis of literature and personal experience, it is necessary to identify the problems of the modern family, to show the relationship of the functions it performs.

3. Debate "Problems of orphanages, abandoned children, children from dysfunctional families and ways to solve them"

When preparing a dispute, students need to study the literature on the problem, prepare brief reports on various issues of the socio-demographic situation in the Russian Federation. The debate is held in the form of a "round table", where each participant speaks on the topic, suggests ways to solve a particular problem.

4. Factors determining the nature and duration of children's adaptation to new conditions . Prepare abstracts of the report for parents of children entering preschool:

organization of the child's life in the family during the period of his getting used to the conditions of the preschool educational institution;

unity of requirements for the child on the part of educators and parents, etc.

Listening and discussion of reports that help parents facilitate the process of adapting the child to preschool. Reports are made out as a material for the "Corner of parents".