TITLE: The Creation of a “Child and Parent Club” as a Precondition for Developing a “Family and Educator ‘Shared Interest Group’” at Moscow Preschool No. 690

AUTHORS: Klarina, Lyubov M.¹; Dyomina, Tatyana N.; Burtseva, Svetlana Ye.; Gavrish, Elena N.; Nazarova, Elena V.; and Galoganova, Larissa I.²

DESCRIPTORS: Kindergarten, preschool, Moscow schools, “obshnost” (commonality; shared interest group), parent-child relationships, educational problems, parenting training, preschool activities, anthropological approach to problem solving, child and parent club, self-identity and character development, sample meeting agendas, sample activities.

SYNOPSIS: The authors describe in this article their efforts to face the universal problem of family and school cooperation by finding a way to nurture a strong family and school “obshnost” (For the purposes of this article, this Russian word which means “a commonality or community” will be translated as “shared interest group” or “S.I.G.”). Using a scientific and anthropological approach to problem solving, they define a possible solution, identify the target group, design a plan, implement it, and reflect on its operation and consequences. Included in the addenda to this article are samples of actual meetings of the “child and parent club” that was created as a solution to the original problem.

THE CREATION OF A “CHILD AND PARENT CLUB” AS A PRECONDITION FOR DEVELOPING A “FAMILY AND EDUCATOR ‘SHARED INTEREST GROUP’” AT MOSCOW PRESCHOOL NO. 690

UNIVERSAL PROBLEM: SCHOOL AND FAMILY RELATIONS

Throughout Moscow and all of Russia, for that matter, the problem of unifying and coordinating the efforts of the kindergarten and the family in creating the best learning conditions for the child is a major problem. On one hand, schools realize the necessity of coherently including the parents of the pupils in the process of formation and development of the child, but they want this to occur in a framework that is acceptable to the school’s program. On the other hand, by paying close attention to the traditions, methods, and forms of educating children which already exist in the families of their pupils, the teachers may find individual approaches for helping each child. Educators interested in this problem are all agreed on the premise that central to the education of children of nursery school or early childhood ages is the purposeful development of the self-identity or character of each child. (See the article by Klarina a.o. in this issue.)

THE ANTHROPOLOGICAL APPROACH

In accordance with current principles of the “anthropological approach” to educational problem solving developed in Russia by V.I. Slobodchikov, A. V. Shuvalov, Yu. V. Gromyko, and others, the development of a child’s subjectivity requires the creation of a convergence of many functions within the “child-adult shared interest group.” In other words, the functions of the “child-adult shared interest group” converge when the child, himself, and those adults dear to him, make an entrance onto the stage during preschool childhood and are recognized in the caliber of his activities, education, and development.

This “child-adult ‘shared interest group’” convergence of functions is a kind of joint existence of children and adults (an existence actually that is not parallel but united!) characterized by assisting one another, co-creating works, sharing experiences, during which they take into account the aptitudes, distinctiveness, desires, rights, and responsibilities of each other. Pedagogical speaking, the “child-adult ‘shared interest group’” convergence of functions contributes to the development of independence, personal initiative, self-identity, autonomy, concern for self, and purposefulness. Like many attributes of one’s subjectivity, it is most productive where one dares to develop it and that is where there is the greatest probability of receiving cooperation, understanding and assistance, in other words, in the convergence of functions of the “child-adult ‘shared interest group.’”

A concrete example for improving understanding the “child-adult ‘shared interest group’” might be a case when a child educates himself simultaneously at home and in the educational institution. It can be said that these self-identity activities and the development of the child of preschool or primary school age appear as the work of the “family-pedagogical ‘shared interest group.’” (See: Klarina, L.M., and “Vital Skills for a Modern Preschool Educator” in this issue of the journal).

A POSSIBLE SOLUTION

In their search for prerequisites necessary to foster a “family-pedagogical S.I.G.,” and character development opportunities for their own pupils, the teachers of Preschool  No. 690 turned to the idea of creating a “child-parent club.” The selection of this concept resulted in the events that followed.

First, during the 2008 school year the kindergarten staff successfully planned and implemented several pedagogical projects which brought a big response from parents of the pupils and attracted their attention and also their interest in the work of the teachers and of their children. The main goal of one of these projects was the development of independence and “stick-to-it-ness” by the children while participating in creative activities. The children chose to create animated cartoons. In the process of this activity, children and adults worked together to create an animated version of a tale thought up and drawn by the children called “How The Wild Beasts Played Hide and Seek.”

Second, during the process of a class project, the family of one of the children took an active part (an example of the family-pedagogical S.I.G. in action). The project was an attempt to address problems of social status among the children in this group of preschoolers and successfully attained the hoped goal: the children understood more about the little boy who had originally appeared strange to them and whose interests they finally started to share, and began to associate with him.

As a result, each of the parents of the preschool children acquainted with the brilliant results of these activities expressed a desire to take part in them in the future.

TARGET GROUP

Also at that time, through observation of the play activities of the children and conversations with them, some deficiencies in their development were revealed to the staff. Results of a survey of the parents of the pupils helped them to conclude that many parents played very little with their children. Analysis of the survey showed that the leading causes of such a state of affairs lay in the fact that parents:

• Didn’t understand the importance of play in their relationship with their child.
• Were not able to discover and reinforce the play interests of their child.
• Didn’t know the age appropriate behaviors of their own child.
• Weren’t able to find time for play with their child.

Taking things a step further, the staff of the preschool carried out an interview with the children which they called “A Grown-up as Your Playmate.” The teachers then provided the parents with the results of both the survey and their findings from the children’s interview. As a group, they were convinced that problems existed in the play relations of certain children. Most parents wanted to know more about their own child. They wanted to learn to play with him/her. Many wanted to work more closely with the teachers and take an active part in everyday kindergarten life. A mother of Kathy S. proposed to organize regular meetings of parents, children, and teachers. Other parents supported her hoping that such meetings might help in the development of their parental competence.

Even though many parents expressed the wish for more active participation in the life of the preschool and their own child, they weren’t prepared for such involvement and expected help from the preschool staff. We found the resolution of this contradiction in the creation of what we came to call the “Child and Parent Club” as we labored to develop a “parent and teacher ‘shared interest group’” as one part of the larger “family-pedagogical ‘shared interest group’” we needed in order to have the greatest impact on our students. (See diagram #2 of the article, “Vital Skills for a Modern Preschool Educator” in this issue).

A PLAN EMERGES

In the first stage of our plan implementation, we laid out the content, methods, and structure of the meetings of the “Child and Parent Club,” and organized just how the club would be run. After analyzing the processes of preparation and operation of these meetings, their desired results, and consequences, we developed, on the basis of this analysis, the prototype of our “Child and Parent Club.” We subsequently projected the goals, problems, thematic and organizational conduct of further meetings of the club.

At the second stage, that of organization, the work of our club moved forward with great success through the use of a family competition within the group for selecting the best emblem, motto and club song. As a result of the competitive activity, our club was formed under the name “Zadorinka,” (meaning “Enthusiastic”.) Its motto would be, “Together, We’re Never Bored!” The club song would be sung to the music of V. Shainsky. (See the photo and attached information at Addendum #1, below.) Next, the character of the meeting was established after parent leaders of the club, following a suggestion from one participant, set up a “mail box” for questions, wishes, suggestions, etc. An analysis of the “mail” helped to identify and clarify the interests of the families, aided in the construction of meeting activities, and in other ways proved most helpful to the smooth operation of the club.

THE PLAN IN ACTION

The program for club meetings included such headings as “Greetings/psychological arm-up activities,” “In the Theater,” “The Music Box,” “Skillful Hands,” “An Entertaining Kaleidoscope (quizzes, contests, riddles),” “Games (active teamwork games of various types),” “Homework Tasks,” and others.

In carrying out the club meetings, we organized various joint activities for the children and their parents: drawing, appliqué, toy-making, Russian folk arts, design and construction of various kinds of postcards, preparation and performance of theatrical sketches, composition and dramatization of fairy tales, and of course, games (See Addendum #2). After an analysis and reflection on the first meeting, we discussed the following with the parents of our pupils:

• How successful were we in fulfilling the worthwhile goals and problems that we faced?
• What did we learn?
• Did the results justify our expectations?
• What wasn’t successful? Why?
• What can we do in the future to make things better?
• What kind of new themes should we consider including? And so forth. (See Addendum #3.)

Throughout the conduct of the meetings of the club and the post-meeting analysis, we attempted to model behaviors and create conditions for each parent’s growth in analysis and reflection on his/her own situation and attitude toward his/her child. To supplement the club meetings, we developed a system of “homework tasks” for the continued interaction of the parents with the children at home. In part, they were directed toward continuing the education of their children along the lines of activities typical of children of his/her age and interests. This extension of effort would help solve our stated problem which was “a lack of continuity and coordination between kindergarten and family.”

WHAT ARE THE RESULTS?

Summing up the last school year, we are able, with great joy, to establish that thanks to the work of the “child and parent club” which was founded by the parents of our pupils, their inclusion in the education process and increased familiarity with methods of building relationships with their own children, they became even more enthusiastic about interacting with them not only in games but also in other forms of activities. They increased their participation in events, and whatever else was going on in the preschool. Their contentment developed as they conducted master-classes at our meetings; demonstrated the results of their projects; carried out activities with their own children; jointly organized games (including: sports, role playing, logic games, “playlets,” and so on), competitions, concerts and fairly complex spectacles from their very own scenarios which they developed, prepared, and presented.

In assessing the value of the “child and parent club” meetings, we were convinced that they gave our students a deeper and wider acquaintance with the world around them thereby enhancing the scope of the educational program of our preschool. The children were brought into greater contact with theatrical, artistic, and professional cultures of many types, as well as with Russian folk creativity and the creativity of other nations. Thanks to the work of the club, we succeeded in meeting the demands of the stated goals of our three pedagogical projects:

• “Development of Character in Children of Preschool Age as a Result of Their Participation in Traditional Russian Folk Art Activities” (This aspect was the work of S.E. Burtseva and T.N. Dyomina.)
• “Motivational Improvement in School Based Learning by Speech Delayed Children,” (This was the work of R.V. Timokhina.)
• “The Effect of Character Development on the Cognitive Activity of Older Pre-school Aged Children with Underdeveloped Speech Skills.” (This was the work of V.N. Popova and T.N. Kobylyanskaya.)

HOPE FOR THE FUTURE

At the last meeting of our club for this school year, there was some sadness at parting for the summer holidays, but we all had in view our next meeting because we know that our work continues!

ADDENDA

ADDENDUM #1

Club song “Zadorinka” sung to the music of V. Shainsky “Walk Joyfully Together.”

Refrain:
Together, we delight in our club, (Repeat three times.)
And take good care of one another. (Repeat three times.)

Verse #1
Here in our children’s garden, we have such a fascinating place,
Where we draw and play together harmoniously.
Mothers, grannies, sisters, and teachers,
Don’t you want to get in the spirit with us?

Refrain:
Together, we delight in our club, (Repeat three times.)
And take good care of one another. (Repeat three times.)

Verse#2
We will show you our museum named “Enthusiasm,”
And perform Russian dances for you with zest!
We’ll make up a story, perform it, and have such fun.
It is always exciting to start our meetings with this, our song.

Refrain:
Together, we delight in our club, (Repeat three times.)
And take good care of one another. (Repeat three times.)

ADDENDUM #2

SAMPLE “A” SCENARIO FOR CONDUCTING A THEMATIC MEETING OF THE CLUB
Theme: “A Winter Tale” (Meetings held 12/10/09 and 12/17/09)

• Welcome (a “snowflake” on the palm); the main objective is to introduce all the participants (teachers, children and their parents) and to create a positive emotional atmosphere.
• “Games.” We start with a few lively games like “Gates, Please Open Now!” in order to generate the interaction of parents and children during the lively and musical games for the purpose of exercising motor memory and rhythmic body movement.
• “In the Theater.” Parents are the actors in an improvised production of “A Winter Story.” This activity is designed to create the conditions for group cohesion and the development of the creative abilities of the parents who are taking part in this theatrical activity, to observe and develop the emotional perception of the children regarding what they are observing.
• “Skillful Hands.” Participants will make Christmas tree ornaments made from salty dough. This activity is designed to create conditions for a joint activity for the parents and children taking part in the club meeting.
• “Tasty Stories.” The delightful Russian custom of “tea drinking” provides the setting for developing relationships as well as possibilities for sharing experiences of family traditions by the club participants.
• “Home Assignment.” Preparation for the exhibition of the children’s work entitled, “My Favorite Toy.”

Participants in the meeting included: children, parents, teachers of the group, and specialists from different preschools-participants of the City Experimental Site.

Time of the meeting: 7:00-8:00pm.
Meeting place: school auditorium.

SAMPLE “B” SCENARIO FOR CONDUCTING A THEMATIC MEETING OF THE CLUB
Theme: “All of the Work Is Good” (Meeting held on 3/29/10)

• Welcome. (Smile to the Sun). The main purpose of this activity is to create a positive emotional mood among the parents and children participating in the club meeting.
• Presentations of joint child and parent mini-projects entitled “A Book of Delicious Recipes” by Gosha Dzardanov and his mother, Natalya V. Dzardanova and “I Want to Be a Dressmaker” by Alyona.
• “Games.” (A role playing game called “A Lesson at the Speech Therapist’s”) This activity is meant to create conditions for the development of creativity, observance of game rules, and the ability of the members of the children’s team to work cooperatively and maintain cohesion.
• “Master Class” (conducted by mother, Victoria S. Shestakova, entitled “A Beautiful Hair Style for Girls.”) This segment is meant to develop relationships and opportunities for sharing experiences regarding a professional trade or skill.
• “Tasty Stories.” The delightful Russian custom of ‘tea drinking” provides the setting for developing relationships as well as experience-sharing opportunities dealing with family traditions.

Participants: children, parents, teachers of group #2, specialists of ГОУ and specialists from different preschools-participants of the City Experimental Site.

Time of meeting: 7:00-8:00 pm
Meeting place: Group #2’s classroom.

ADDENDUM #3

A SAMPLE PLAN

Excerpts from the November and December planning calendar
of Preschool No. 690 for the “Child and Parent Club”:

November:

• Preschool No.690. Reflection by the organizers on the process and results of the first club meeting: Responsible for the process: Dyomina, T. N.; Gavrish, E.N.; Galoganova, L.I.; Nazarova, E.V.; Burtseva, S.E.

• Group No. 8.“Child and Parent Club” members reflect on the conduct, results, and consequences of the first meeting. (Post on school bulletin board.) Responsible and attending: Children and parent leaders of Group No.8, teachers and participants of the experimental work.
• School auditorium. Summation of the contest for best club symbol; preparation for conducting the second meeting of the club. Responsible: Dyomina, T.N.; Gavrish, E.N.; Galoganova, L.I.; Nazarova, E. V.; Timochina, R. V.; Burtseva, S.E.; Popova, V.N.; Kobylyanskaya, T.M.; Groups No. 2 & No. 8.

December:

• Preschool No. 690. Reflection by the organizers on the process and the results of the second meeting of the club. Responsible: Dyomina, T.N.; Gavrish, E.N.; Galoganova, L.I.; Nazarova, E.B.; Timokhina, R.V.; Burtseva, S.E.; Popova, V.N.; Kobylyanskaya, T.M.
• Group No.2. Children and parents discuss the second meeting of the club. (Post on school bulletin board.) Responsible: Parent leaders, children of Group No. 2.
• Preschool No. 690. Preparation for the thematic meeting of the club entitled “A Winter Tale” in three experimental groups. Responsible: Dyomina, T.N.; Gavrish, E.N.; Galoganova, L.I.; Nazarova, E.V.; Timokhina, R.V.; Burtseva, S.E.; Popova, V.N.; Kobylyanskay, T.M.; Groups No. 2 & No.8.