Analysis of work on designing the subject-developmental environment of a kindergarten (middle group). Guidelines for designing a corner for parents Analysis of the contents of a corner for parents

Parent corners in kindergartens must be available in every group. Their main purpose is to notify moms and dads about what the children are doing in kindergarten. At such stands it is very convenient to place various announcements, birthday greetings, etc.

Currently, you can purchase ready-made kits for posting information for the parent’s corner, or you can make it yourself. In the latter case, the main thing is to come up with an interesting and unusual plot, which then needs to be implemented. Our goal is to optimally reflect all the most important information for parents on and create an atmosphere of friendliness and comfort in the group’s locker room.

Decorating a parent's corner in a preschool educational institution with your own hands

In kindergarten, designing a parent's corner is the task of teachers and methodologists. In our article we will describe how to design the “Train” parent corner.

First, you need to prepare everything you need: ceiling tiles, thick cardboard, the narrowest ceiling plinth for edging, colored self-adhesive paper, glue, a stationery knife, plastic pockets for placing A4 sheets of information in them.

The ceiling tiles will be cut to shape, glued to cardboard for strength, and covered with adhesive paper. A ceiling plinth is attached to the edges. It can also be used to border placed images. Plastic pockets are attached with a stapler or glue.

Secondly, on a pre-shaped ceiling tile we prepare a locomotive with the image of a cat driver. Instead of a picture of a cat, you can place a photo of the teacher.

Thirdly, we are making “cars” to place information about the class schedule and the group menu for each day. We use flowers of different colors in the form of a bunch between the trailers.

Fourthly, we make a trailer for the group photo using cardboard, self-adhesive paper and pockets. You can also make trailers to place other important information. The whole composition can be supplemented with the sun, butterflies, and moving folders. We place the finished train on the wall in the group's locker room.

It is important to manage to update the information on it in a timely manner. In particular, the menu and all important announcements need to be updated. Such a stand is easy and quick to implement and does not require large material costs. It is made in the first days of school and lasts for a whole year or even more.

A wise teacher always uses every opportunity to communicate with parents. He regularly informs them about even minor successes of the child, informs them about the content of classes, and gives advice and recommendations on education. Helps parents learn to be attentive to the development of their child, makes it possible to understand the importance of the work of a kindergarten in the upbringing and education of children and reveals the value of their own work.

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Often, parents of an autistic child face great difficulties due to his extreme selectivity in food. It happens that a child refuses everything except milk and cookies. Sometimes the reason lies in the reluctance or fear of trying a new product, or in an unpleasant impression (taste, smell, packaging, etc.) that turned out to be associated with an already familiar food. In these cases, it may be possible to quietly mix a new food into the child’s favorite food, and gradually introduce the new product into the diet.

Girl L. drank only cranberry juice and water, refusing any other liquid. However, at some point the parents noticed L.’s desire to try the red liquid. It turned out to be possible to give other types of red juice, and thus slightly expand the diet.

In some cases, an autistic child recognizes the presence of an unwanted product, even in a very disguised form, and refuses to eat. When a child's diet is extremely limited and such selectivity can be harmful to his health, it is important to decide which foods you really need to try to add to his diet. For example, if a child does not eat dairy products and fruits, but drinks fruit juice, then first of all, it is advisable to add something dairy to his diet, and temporarily not focus on the rest.
First, the child is rewarded with a favorite treat every time he eats just a little bit of new food, even just licking a spoon. One girl who really loved potato chips was taught to drink kefir in the following way. When she saw the chips, she opened her mouth and at that moment they managed to give her a spoonful of kefir and, almost at the same time, a piece of chips.

Although during the first attempts she initially screamed and tried to spit out the kefir, but after a few spoons she began to swallow. Gradually it became possible to give chips after 2-3 spoons, and then do without them.
Interestingly, the same girl, despite the offered chips, flatly refused to eat cottage cheese. The protest in this case was expressed more strongly; at the sight of a spoon with cottage cheese, she instantly clenched her teeth, and even the deprivation of the promised chips did not affect her determination. It is most often impossible to force a child to eat in such a situation. Therefore, having taught your child, as in the above example, to eat kefir and yogurt, you don’t have to insist on one more additional dairy product.
The child’s preferred food should be given to him at the table, clearly indicating meal times, limiting its availability at other times. The habit of biting can take hold and develop into a serious problem later in life, when many children become overweight.

Sometimes a child's successful attempt to try something new may be preceded by repeated encounters with this product in play activities. When an adult draws or plays with a child, he begins to fantasize about “what we will treat grandma to, what we will buy for our brother, what berries we will grow in the garden,” trying to infect him with the experience of his feelings: “oh, what a sweet and juicy strawberry.” Thus, we make other food more attractive in an imaginary way.

As the child develops and begins to more actively explore the world around him, he gradually begins to try new foods. The problem of selectivity in food is extremely difficult and requires a lot of patience from parents, but over time the child’s diet can be expanded.
Children whose problem of food selectivity is not so acute should begin to be taught table manners. To do this, you first need to properly organize the place. A chair that is comfortable in height should be selected. Only a plate of food and a spoon or fork are placed in front of the child, and all foreign objects, as well as common dishes with food attractive to the child, are removed. It is important to ensure the correct position of the spoon in the hand, providing the child with the necessary assistance, preferably from behind. You can put a piece of bread in your left hand (if the child is right-handed), which is good for helping to scoop food into a spoon.

If your child jumps up from the table with a piece of food in his hand, calmly but firmly sit him down, or make sure he leaves the food on the table before leaving. Don't forget to praise him when he sits correctly at the table, this can cost him a lot of effort, which should be rewarded.

Boy I., 5 years old, when he went to kindergarten, did not eat there on his own. After about a month or a month and a half, they very gradually taught him (the teacher and the nanny) to eat on his own: first they fed him, then they held his hand with their hand and fed him like that, then they held him under the elbow, then they just put a finger under his elbow, then they stood next to him and, finally, complete independence.

Such a gradual weakening of assistance requires a lot of patience from parents and teachers. They are faced with the task, on the one hand, not to rush to complicate the task, and on the other hand, not to get stuck at an already mastered stage.
Often a child experiences difficulties while eating due to his increased disgust. Even a drop of soup on your cheek or on your clothes can cause discomfort. This problem can be mitigated by teaching your child how to use a napkin.
The ability to eat carefully and sit at the table with other people facilitates the further socialization of an autistic child and his participation in the life of his family and peers.

AUTIC CHILD - PROBLEMS IN EVERYDAY LIFE

Personal hygiene skills: brushing teeth.

Often, an autistic child strongly protests against attempts to brush his teeth and refuses to put a toothbrush in his mouth due to his hypersensitivity to touch, food selectivity, and reluctance to stand in one place.

Therefore, parents of autistic children often hesitate to start teaching them to brush their teeth, not wanting to provoke additional conflict.
At the same time, many autistic children's teeth begin to deteriorate quickly, and since going to the dentist is often an even more difficult problem, it is better to teach the child to brush their teeth as early as possible.
It is very important to make this procedure as attractive as possible for the child - buy children's toothpaste and a small, comfortable toothbrush, which you can give him to wash and touch. It would be good if your child could watch you brush your teeth and enjoy it.
Some children may immediately like the toothpaste, which will make brushing their teeth more attractive, while others may find it easier to start using an empty brush and add toothpaste to it as they get used to it.

It is better for the child to hold the brush from the very beginning, and the adult's hand to be on top of his hand. However, there may be individual solutions depending on what kind of help he tolerates more easily.
The touch of the brush should be very light at first. It is very important not to make the child negativistic about this situation. As you get used to it, you can begin to increase the duration of the process, brush your teeth more thoroughly and let go of your hand.
Many children do not know how to rinse their mouths and spit out water. Some people find it helpful if an adult, at the same time as the child, takes water into their mouth and defiantly spits it out. Sometimes it is necessary to tilt the child's head down and touch the chin. It often takes a long time before he learns to spit out water, and you need to be prepared that a lot of paste will be swallowed before that.

Therefore, it is better to squeeze just a little paste onto the brush.
As with teaching other skills, it is necessary to think through a clear sequence of actions and stick to it until the child learns the activity. Below we offer a version of such a scheme.

1. Turn on the water
2. Open the pasta
3. Take a toothbrush and wet it
4. Squeeze out the paste and place the tube on the edge of the sink
5. Brush your teeth on the left
6. Brush your teeth on the right
7. Brush your teeth from the front
8. Put down the brush
9. Take a glass of water and rinse your mouth
10. Put the glass in place
11. Wash the brush and place it in a glass
12. Close the toothpaste and put it away
13. Wash
14. Close the tap
15. Wipe your face and hands
16. Hang the towel back

I would like to note that it is necessary from an early age to teach an autistic child to take care of his appearance, to be neat and clean. In this case, it will be easier for him later to adapt to society, to find an acceptable social niche for himself, despite the remaining behavioral difficulties.”

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Big" toilet training - how to solve this problem in autism?

Many children in preschool and adolescence have difficulty defecating in the toilet. Such a sensitive topic often becomes a serious problem for the child himself and those around him.
Some parents try to use various means to solve this problem on their own, and may not turn to specialists. The child may develop phobias and fears of the toilet, or develop particularly undesirable behaviors such as smearing feces, playing with feces, etc. Those around the child - peers, educators and teachers - cannot build social and pleasant relationships with the child if he wears his pants too big, and this problem often becomes a serious obstacle to the child’s socialization and inclusion.

As with any behavior problem, treat it not as a symptom of autism or mental retardation, but as problematic behavior. Hence, the first steps in solving this problem will be data collection and analysis.

Initially, data should be recorded for at least two weeks on a daily basis. You should write down:
1. The date and exact time of all bowel movements (as well as the time of all meals).
2. The place where the child defecated
3. What the child was wearing.
4. Stool consistency.

After the data has been collected, an analysis should be carried out to determine why this problem occurs:

1. Medical reasons
2. Lack of skill (or lack of generalization of the already taught skill of urinating in the toilet)
3. Non-cooperation
4. The presence of rituals and stereotypes associated with defecation.

In children who have problems with bowel movements in the toilet due to medical reasons, usually there are atypical signs - too frequent and loose stools, or vice versa, too rare and hard. In this case, you should contact your pediatrician, and if there really is a problem, the pediatrician will give a referral to the appropriate specialist. In this case, you should consistently follow the recommendations provided by a specialist in this field.

If a child “walks around in his pants” because he lacks the ability to defecate in the toilet, from the data analysis it will be noticeable that there are no specific characteristics or stereotypes associated with this process. In this case, a correction procedure based on proactive and reactive methods should be applied.

First of all, you should make sure that the child knows how to sit on the toilet for a long time. If the child does not sit on the toilet, or sits very tensely, for only a few seconds - in this case there is no way that the child will be able to defecate in the toilet. In this case, you should organize training for sitting on the toilet as a separate exercise. Physical cues and rewards or tokens can be used for learning.

In addition to learning to sit on the toilet, you should create a schedule for visiting the toilet. Based on the initial data, you should choose a time that is closest to the time when the child usually defecates. You should take the child to the toilet at this time and help him sit on the toilet for 5 minutes. If nothing happens, the child can leave the toilet, but after that you will take the child to the toilet every 10 minutes.

If your child manages to make a big pee in the toilet, you need to give him the most desirable and motivational prize.

If the child still manages to soil his pants, it is recommended to use a reactive procedure - either “Over-correction” (for example, clean and wash his clothes) or “Reaction cost” (deprivation of any privileges, for example, a ban on watching cartoons for evenings).

Sometimes motivational reinforcement alone is sufficient, but since bowel movements do not occur as frequently as urination, additional reactive procedures are sometimes required to move the learning process forward.

If incidents occur because the child refuses to cooperate- this will become noticeable when the child begins to squeeze and actively hold the “chair” when you ask to go to the toilet. Such behavior usually characterizes the child not only in relation to the toilet, but also in other areas of daily demands too.
In such cases, the use of medications such as glycerin suppositories or enemas is often an effective remedy. But it is advisable to resort to themas auxiliary methods, while the behavioral correction procedure will be the main one. In this case, the reward for successful defecation in the toilet should be very significant. Sometimes a technique that can be used is to prevent access to all significant incentives for two weeks before introducing the program. This will increase the motivational value of the reward, and condition the receipt of this reward on defecation in the toilet.

When avoiding bowel movements in the toilet is associated with routines and stereotypes(for example, a child defecates only at home, and only in a diaper, and only standing behind the sofa) - this routine is very difficult to stop or interrupt. In this case, a more effective method would begradual and slow formation of a new routine, which will be close to the behavior of defecation in the toilet. When forming this routine, encouragement is required for each new approximate form of reaction. It is important to take your time and not move too quickly, otherwise this may lead to constipation and further difficulties.
Provided that the child always defecates in the diaper, standing behind the sofa, you can arrange the following stages:

1. Help the child stand in front of the sofa, and if he manages to go “big” into the diaper, but in front of the sofa, he receives encouragement.
2. Help the child stand in the corridor in front of the toilet, and if he manages to go “big” in the diaper, but in the corridor in front of the toilet, he receives encouragement.
3. Help the child stand in the toilet, and if he manages to go “big” into the diaper, but in the toilet, he receives encouragement.
4. Help the child to go “big” in the diaper while sitting on the toilet in the toilet, and if he manages to go “big” in the diaper, but sitting on the toilet in the toilet, he receives encouragement.
5. Help the child go “big” while sitting on the toilet in the toilet with the diaper lowered to his knees, and if he manages to go “big” while sitting on the toilet in the toilet, but with the diaper lowered to his knees, he receives encouragement.
6. Help the child go “big” while sitting on the toilet in the toilet, holding the diaper in his hands, and if he manages to go “big” while sitting on the toilet in the toilet, but holding the diaper in his hands, he receives encouragement.
7. Help the child go “big” while sitting on the toilet in the toilet, without a diaper, and if he manages to go “big” while sitting on the toilet in the toilet, but without a diaper, he receives encouragement.

It should be remembered that the stages and steps for teaching a child to defecate in the toilet should bebased on his individual abilities and needs. For some children, a more gradual process will be necessary, or a different way to stop using the diaper (for example, not lowering the diaper, but leaving the diaper on the child, but cutting a hole in it in advance, and gradually enlarging the hole until the diaper is no longer needed).

To successfully carry out the “big” toilet training procedure, you need:

1. Consolidation of “small” toilet training skills- i.e. The child should already be able to urinate in the toilet.

2. Recording data on a permanent basis. Do not stop taking notes until the child has fully mastered this skill.

3. Consistent application of training procedures- at least 3 weeks of consistent use of the procedure are required to evaluate its effectiveness. Children who have been wearing their pants “big” for years cannot wean themselves off this within two or three days.

Consequently, the process of learning and consolidating an alternative skill, i.e. defecation in the toilet may occur for a long time. Therefore, it is very important to apply the procedure consistently and keep records so that the dynamics of the process can be tracked.

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REMINDER TO PARENTS FROM THE CHILD

This “Memo” is not only a kind of monologue of a child defending his rights, but also an open invitation to adults for dialogue and mutual understanding.

Let's listen to the advice of our children!

“Rather than listen to a sermon, I’d better look
And it is better to guide me than to show me the way.
The eyes are smarter than the ears - they will understand everything without difficulty.
Words are sometimes confusing, but example never is.
The best preacher is the one who has lived his faith.
Good to see in action - this is the best of schools.
And if you tell me everything, I will learn a lesson.
But the movement of hands is clearer to me than a stream of rapid words.
It must be possible to believe clever words,
But I’d rather see what you do yourself.
What if I misunderstand your wonderful advice,
But I will understand how you live: in truth or not.”

Eternal childhood wisdom

Don't spoil me, you're spoiling me. I know very well that you don't have to give me everything I ask for. I'm just testing you.
Don't be afraid to be firm with me. I prefer this approach. This allows me to determine my place.
Don't let my bad habits attract too much of your attention to me. This will only inspire me to continue them.
Don't make me feel younger than I really am. I will take it out on you by becoming a “crybaby” and a “whiner.”
Don't do for me and for me what I can do for myself. I can continue to use you as a servant.
Don't ask me to immediately explain why I did this or that. Sometimes I myself don’t know why I act this way and not otherwise.
Don't test my integrity too much. When intimidated, I easily turn into a liar.
Don't be inconsistent. This confuses me and makes me try harder to have the last word in all cases.
Don't nag me or nag me. If you do this, I will be forced to defend myself by pretending to be deaf.
Don't try to lecture me. You will be surprised to discover how well I know what is good and what is bad.
Do not forget that I cannot develop successfully without understanding and approval, but praise, when it is honestly deserved, is sometimes forgotten. And it seems like never a scolding.
Don't rely on force in your relationship with me. This will teach me that only strength needs to be taken into account. I will respond more readily to your initiatives.
Treat me the same way you treat your friends. Then I will become your friend. Remember that I learn by imitating examples rather than by being criticized.
It is important for me to know from you what is right and what is wrong. But most of all, it is important for me to see in your actions confirmation of whether you yourself understand what is right and what is wrong.

Elena Voloshina

Subject development environment

Reception

In our reception area there is an information corner for parents, where they can familiarize themselves with the daily routine, the schedule of activities, information about work of our kindergarten. Seasonal screens, information about traffic rules, healthy lifestyles, consultations for parents on various topics, booklets, and there is also an exhibition corner are systematically displayed. children's works on fine art and modeling where parents can watch work their children and take them home. Information material is changed regularly.

Corner of moral and patriotic education

We live in a big beautiful country. To be a worthy citizen of your country, you need to know it well, love it and be proud of it. In order to organize moral and patriotic education in our the group was issued corner for moral and patriotic education. Children can always see the state symbols of their country (the flag, coat of arms and anthem of Russia, their city, they can recognize their president in photographs.) Also for children's attention provided various books about your region, city, educational games.

Mathematics Corner - promotes children's cognitive and mathematical development. Didactic and logical-mathematical games are aimed at developing the logical action of comparison, logical operations of classification. In this corner there are materials for teaching numeracy, development ideas about size and shape,forming equipment submissions about number and quantity.

Speech development corner

Formation of correct speech in children is one of the main tasks of preschool education. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, it is necessary to take care of the timely formation of children’s speech, its purity and correctness. Sets have been selected in the speech development corner subject and plot pictures, diagrams - supports, for composing stories - descriptions, conversations based on plot pictures, games for the cognitive and speech development of children.

Literary reading corner plays a significant role in developing preschoolers’ interest in fiction. In the literary reading corner, a child can independently, according to his taste, choose one or another book and look at it. In this corner, a child’s personal communication with a work of art – a book and illustrations – takes place.

Cognitive development corner - introduces children to accessible natural phenomena. Promotes the manifestation of a caring, careful attitude of preschool children towards living beings. Children learn to find the aesthetic beauty of plants and animals, care for them, acquire a valuable attitude towards nature, develop cognitive activity and observation. Also a corner of nature in children's The garden fosters caring, thrift, responsibility and good feelings in preschool children. In a corner of nature a weather calendar is maintained. Children watch and care for plants. Also in the corner of nature there are didactic games, an experimentation center for conducting basic experiments.

Art Corner – equipped with the necessary materials for productive and creative activities children: sheets of paper, colored pencils, stencils, coloring books, etc. Here, in their free time, students draw, sculpt, and do applique work. We introduce children to folk crafts and fairy-tale painting.

The theater corner is an important development facility environment, from which you can start equipping groups, since it is theatrical activities that help to unite group, unite children with an interesting idea, a new activity for them. In the theater, preschoolers open up, demonstrating unexpected facets of their character. Children get acquainted with different types of theater and choose the one that is close and convenient to them.

The music corner is a place where children learn about music and its beauty. Listening to music plays an important role in raising children. Thanks to this process, the child is instilled with the desire to love and experience beauty. Creatively decorated a music corner will help not only to plunge into the world of music and expand ideas about her, but will also develop children’s imagination, activate the emotional sphere, thinking, and speech.

The corner of physical education is an integral part of intellectual, aesthetic, moral education baby: only all this together will allow him to grow into an integral, harmonious, comprehensively developed personality. Regular physical activity improves children's health. In the corner of physical education available: balls of different sizes, sandbags, handkerchiefs, braids, attributes for outdoor games, jump ropes, massage mats for dynamic hours, as well as a card file of morning exercises, outdoor games and walks.

Safety corner - is is visually illustrative material. Together with the children we study safety rules. Because our task is not only to protect and protect children from difficult (sometimes dangerous) life situations, but also to prepare children to meet them. We constantly play out situations with children, talk through questions that every child should know the correct answer to. answer:

What should you do if there is a fire in your apartment? (Call 01 or from your cell phone 010, 112 and tell them the address of the fire, your name, what is burning and where.)

Is it possible to play with matches and lighters? (No. Matches are one of the causes of fire.)

The main rule in any danger? (Do not panic, do not lose composure.) etc.

The success of the educational process in kindergarten directly depends on the degree of coordination between teachers and parents. In this connection, the exchange of information and experience, the search for interesting ways to organize work with children, as well as awareness of the results of the educational activities of children are very important. All these aspects of cooperation are reflected in the corner for parents. And the teacher’s task is to formalize it methodically, competently and aesthetically.

Goals of creating a corner for parents

A stand or shelf, as well as tablets and mats, which are located in the reception area and are intended to familiarize parents with the life of the group where their child is being raised, are called a corner for parents. The goals of its creation are: to awaken family interest in the life of the group and the garden (materials on planned excursions, creative projects, etc.); demonstration of the results of work on the training, development and upbringing of children (photos, photo collages, drawings by children, crafts, including those made with parents, etc.); familiarization with regulatory documents relating to parenthood (information about the rights of the child, a list of the rights and responsibilities of parents, the charter of a preschool institution, etc.)

Material supply form

In order for the corner to fulfill its purpose as much as possible, its design should be varied, but not redundant. Based on the methodological experience of generations of educators, we can conclude that for a beautiful and meaningful parent corner it is enough to choose one of the following items:

1–2 stands;
3–4 tablets (the size is selected according to the dimensions of the corner);
1 table or shelf for the exhibition of children's works (they are conveniently placed in the mat);
posters or images of silhouettes of toys, fairy-tale characters.

Content

Children's drawings, bright pictures, photographs of children during activities and walks - this is only part of the design of a corner for parents, the content of which can be divided into two groups of materials: permanent and temporary. The first include:

annually updated age characteristics of children;
a list of age-appropriate skills and abilities (rewritten every year);
daily routine for the current academic year;
menu;
rules “Every parent should know this”;
information about the program under which the preschool child care institution operates;
telephone numbers of the teacher, assistant teacher, social service, ambulance, helpline;
information from specialists (their names, office hours, phone numbers);
tips for training fine motor skills, logic, memory, speaking;
notes on disease prevention (organized, for example, in a folder);
table with data on weighing and measuring the height of babies;
letters of gratitude for parents (for helping the group, kindergarten, etc.).

It’s convenient when a place is allocated in the parent’s corner for a lost and found area for children’s lost things.

Temporary materials require the following information:

list of birthday people for the month;
health sheet with information for a specific day;
a list of activities for the whole week (with topics, tasks and a brief description of the content);
information about the results of the children’s work (exhibition of works, results of psychological and pedagogical tests, etc.);
a list of topics that need to be repeated with children (for example, learn a riddle, poem, proverb);
a list of activities for a period of the academic period (usually a month);
news from the life of kindergarten;
information about upcoming competitions (for example, “Summer vacation for my family”, “Weekend with dad”, etc.)

Where to place

It is best if the corner is located near the window. Any well-lit area of the room will also work.

In many kindergartens, information for parents is placed above the lockers.

Requirements

As with all educational materials, there are several requirements for the parents’ corner:

the names of the headings are highlighted in bright, for example, red;
the text must be divided into paragraphs;
availability of constant and updated information;
The main principle of presenting material is lapidary.

This is interesting. Lapidary - extremely short, condensed.

Regarding the issue of information content, the relevance of the information is important. And the task is not only to match the material to a given moment in the life of the group, such as a report on events, a work plan for the week or a menu, but to create a selection of useful recommendations for parents of a specific age group. So, it will be useful for parents of children in the first junior group to read about the daily routine in kindergarten, so that family members at home can build a similar rhythm to facilitate the child’s adaptation to new living conditions in the group. But for mothers and fathers of preschoolers in the preparatory group, for example, it is very important to learn in advance about tests for first-graders, as well as about the work that is carried out in kindergarten to prepare children for the first tests.

One of the best ways of unique communication between teachers of educational institutions and families of children is considered to be a corner for parents in kindergarten. Since good communication between children's parents and teaching staff is very important, creating a well-designed parent stand allows you to convey important information to the former in the best possible way.

Mothers and fathers of miracle children will be happy to watch the success of their children, and at the same time learn more about the activities in which they take part, as well as about other events of the preschool institution, and read the right tips on raising children.

Stand options

Proper design of a stand for parents in a preschool institution helps parents begin to be more attentive to their children and closely monitor their achievements and development. Ultimately, parents begin to treat teaching work with more respect. Some are finally thinking about creating a nursery so that the child can develop physically.

Selecting a location

As for placement, the stand for adults should be located at the eye level of visitors so that they are comfortable enough to read and perceive all the information offered to their attention. In addition, the location should be the most illuminated wall.

Without entertainment, children at the dacha will be bored. You can find out how to cheer up your kids by following the link.

What information for the parent corner in kindergarten is recommended by teachers' associations? The stand must contain the following literature:

Characteristics of the age of children (must be updated annually);
Skill level (what every child should be able to do at his age);
Daily routine (must be updated annually);
Schedule of classes and events (changes once a year);
Menu for breakfast, lunch and dinner (should change daily);
Health monitoring throughout the day;
Learning together (updated daily);
Rules for parents;
How we spend the day cheerfully and amicably (the types of activities, their topics, tasks, a brief description of the activities during the day, a demonstration of the child’s work should be indicated here);
Repeat with the kids (everything that the child should repeat at home, for example, songs, poems, works of art);
Announcements about important events and events of the day;
News from the life of a preschool institution for the day, week, month;
Social service phone number, helpline, ambulance, etc.

Recommended Information

Parent corners in kindergarten must contain:

Turnstiles;
Stands;
Tablets;
A table or shelf for displaying children’s work, mat;
Images or silhouettes of toys and fairy-tale characters.

Also, the design for parents implies the presence of children's drawings, bright pictures, articles with photographs of the children during their stay in the group and on a walk. It is advisable to use no more than two primary colors when decorating stands.