Legal foundations of modern family education. Regulatory and legal support for family education Questions and tasks for self-control

Introduction

State legislative documents on the unity of family and preschool public education

Conclusion

Introduction

Over the thousand-year history of mankind, two branches of education of the younger generation have developed: family and public.

There has long been a debate about what is more important in the development of personality: family or public education? Some great teachers leaned in favor of the family, others gave the palm to public institutions. Meanwhile, modern science has numerous data indicating that without harming the development of the child’s personality, it is impossible to abandon family education, since its strength and effectiveness are incomparable with any, even very qualified education in kindergarten.

Preschool playing important role in child development. Here he receives an education, acquires the ability to interact with other children and adults, and organize his own activities. However, how effectively a child will master these skills depends on the family’s attitude towards the preschool institution. Harmonious development of preschool children without active participation his parents in the educational process is hardly possible.

Profound changes in the interaction between family and preschool occurred in the 90s of the twentieth century. This was due to the educational reform, which also affected the preschool education system. Changes in state policy in the field of education have entailed recognition of the positive role of the family in raising children and the need to interact with it.

The importance of family education in the development of children determines the importance of interaction between the family and the preschool institution.

Purpose of the work: to study and briefly characterize the main state legislative documents on the unity of family and preschool public education.

State legislative documents on the unity of family and preschool public education

Family and preschool education are two educational phenomena, each of which gives the child social experience, but only in combination with each other do they create optimal conditions for his entry into the world of social relations; public preschool education was created as an institution to help the family in the upbringing and education of the child.

In accordance with this, the position of the preschool institution in working with families is also changing. Each preschool educational institution not only educates the child, but also advises parents on issues of raising children. A preschool teacher is not only a teacher of children, but also a partner of parents in their upbringing.

The idea of the relationship between public and family education is reflected in a number of legal documents.

The main legislative documents within which the unity of family and preschool public education is noted include:

) Declaration of the Rights of the Child.

) UN Convention on the Rights of the Child (1989).

) Constitution of the Russian Federation.

) Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation.”

) Law of the Russian Federation “On Education” dated July 10, 1992 No. 3266-1.

) Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated November 23, 2009. No. 655 “On approval and implementation of federal state requirements for the structure of the basic general education program preschool education».

) Concepts of preschool education.

) Standard provision on preschool educational institutions, etc.

). Charter of the preschool educational institution.

The analysis of normative documents regulating the continuity of family and public education revealed the following.

The Declaration of the Rights of the Child is the first international document. The 10 principles set out in the Declaration proclaim the rights of children: to a name, citizenship, love, understanding, material security, social protection and the opportunity to receive education, develop physically, morally and spiritually in conditions of freedom and dignity.

The Declaration pays special attention to the protection of the child. Based on the Declaration of the Rights of the Child, an international document was developed - the Convention on the Rights of the Child, guaranteeing the life and health of children. In accordance with it, parents guarantee the freedom and dignity of their children, creating conditions in the family under which they can succeed as individuals and citizens, providing the prerequisites for their free creative life.

The Convention on the Rights of the Child links the rights of the child with the rights and responsibilities of parents and other persons responsible for the lives of children, their development and protection, and provides the child with the right to participate in decisions that affect his or her present and future.

The Convention emphasizes that children have the right to special care and assistance, for which the necessary protection must be ensured in the family as a natural environment for the living and well-being of all its members and especially children. It is recognized that for the full and harmonious development of a child’s personality, it is necessary to raise him in a family environment, in an atmosphere of happiness, love and understanding. Only such conditions can prepare children for independent life in society and educate them in the spirit of universal ideals.

The Convention warns parents about authoritarianism in family education. She encourages them to build relationships with children on a high moral and legal basis. Respect for the opinions, views, and personality of the child as a whole should become in the family not only a manifestation of the norm of universal human culture, but also a norm of law. Family pedagogy should be built by parents on the basis of relations between equal individuals, equal subjects of law, and not on the basis of the demands of elders, not on the blind submission of one to another. Parents should strive to ensure that the core in the formation of a growing personality becomes the cultivation of a respectful attitude towards the law, towards the rights of other people, of every person.

On the basis of the Convention, regulatory documents at the federal and regional levels of the Russian Federation are being developed. The basic legal foundations of family education and the implementation of the child’s rights to protection declared in the Convention are based on the relevant articles of the Constitution of the Russian Federation. The Constitution obliges parents to take care of the upbringing of their children, involve them in work and instill in them diligence (Article 38). One of the basic principles of raising children in a family, enshrined in law, is granting father and mother equal rights and responsibilities in relation to their children. This principle ensures best conditions to respect the interests of children, guarantees protection from manifestations of parental selfishness, and serves as the basis for objective, reasonable decisions.

Parents are obliged to support their minor children, as well as children who are disabled and in need of help. Financial support for children is a necessary prerequisite for ensuring all other parental rights and responsibilities. Material support for children is the moral duty of parents. Parents who do not fulfill their duty to support and raise them may be subject to a strict moral measure - deprivation of parental rights.

The Family Code of the Russian Federation is designed to resolve difficult situations in raising children, which determined the rights and responsibilities of parents in raising children, streamlined the amount of alimony payments for child support, etc.

Family Code of the Russian Federation - a document regulating legal issues family relations based on the current Constitution of the Russian Federation and new civil legislation. The Family Code of the Russian Federation legally enshrines the generally recognized principles and norms of international law: “a child’s right to life and upbringing in a family, to protection, to the opportunity to freely express his opinion.”

Section IV of the Family Code of the Russian Federation is entirely devoted to the rights and responsibilities of parents and children. Of particular interest are Chapter 11, “Rights of Minor Children,” and Chapter 12, “Rights and Responsibilities of Parents.”

In order to “create legal, socio-economic conditions for the realization of the rights and legitimate interests of the child” provided for by the Constitution of the Russian Federation, the Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation” was adopted. This law identifies a special category of children in need of protection from the state (children with disabilities, victims of armed and ethnic conflicts, children with behavioral problems, children whose livelihoods are disrupted as a result of current circumstances and who cannot overcome these circumstances on their own or with the help of families).

The Law of the Russian Federation “On Education” states that teachers and parents must become not only equal, but also equally responsible participants educational process. Verse 18 says:

parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in early childhood.

for raising children preschool age, protection and strengthening of their physical and mental health, development of individual abilities and the necessary correction of developmental disorders of these children, a network of preschool educational institutions operates to help the family.

local governments organize and coordinate methodological, diagnostic and advisory assistance to families raising preschool children at home.

The Law “On Education” affirms the right of children exposed to radiation in all educational institutions to “respect for their human dignity” (Article 5) and provides for administrative punishment of teaching staff for committing physical and mental “violence against the personality of a student or pupil” (Article 56 ).

A network of preschool educational institutions operates to help the family and the upbringing of preschool children, the protection and strengthening of their health, the development of individual characteristics and the necessary correction of developmental disorders. In its activities, the preschool educational institution is guided by the relevant federal laws, decrees and orders of the President of the Russian Federation, Model Regulations on a Preschool Educational Institution and other decrees and orders of the Government of the Russian Federation, decisions of the relevant education management body.

The “Concept of Preschool Education” reflects new approaches to cooperation with parents, which are based on the relationship between two systems - preschool and family, the community of family and kindergarten. The essence of this approach is to combine the efforts of preschool institutions and families to develop the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and responsibilities.

The Concept focuses on the following provision: “The family and kindergarten, having their own special functions, cannot replace each other. An important condition for continuity is the establishment of trusting, business-like contact between the family and the kindergarten, during which the educational position of parents and teachers is adjusted, which is especially necessary when preparing children for school.”

In accordance with the “Concept of Preschool Education”, every child has the right to happiness. The family and kindergarten are connected by a form of continuity, which ensures continuity in the upbringing and education of children. However, a preschooler is not a baton that the family passes into the hands of teachers child care facility. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions. Kindergarten should become the center for the restructuring of the entire pedagogical policy in the country and the spontaneously developed systems of education.

Family and kindergarten have their own special functions and cannot replace each other. An important condition for continuity is the establishment of trusting business contact between the family and the kindergarten, during which the educational position of the parents and teacher is adjusted, which is especially necessary when preparing children for school.

In the Order of the Ministry of Education and Science of Russia dated November 23, 2009. No. 655 “On the approval and implementation of federal state requirements for the structure of the main general education program of preschool education” it is noted that the volume of the compulsory part of the main general education program is calculated taking into account the focus of the program, in accordance with the age of the students, the main directions of their development, the specifics of preschool education and includes time allocated, among other things, for interaction with children’s families on the implementation of the basic general education program of preschool education.

“Model regulations on a preschool educational institution” is a by-law that defines the activities of all kindergartens on the territory of the Russian Federation. Its main provisions are specified in the regulatory documents of each preschool institution.

The standard provision defines one of the main tasks facing the preschool educational institution - “interaction with the family to ensure the full development of the child.” Therefore, an active course is needed to create a unified space for the development of the child, both in preschool educational institutions and in the family.

The Regulations say: participants in the educational process of a preschool educational institution are pupils, their parents (legal representatives), teaching staff:

When admitting children to a preschool educational institution, the latter is obliged to familiarize parents (legal representatives) with the charter, license to carry out educational activities and other documents regulating the organization of the educational process.

relations between a preschool educational institution and parents (legal representatives) are regulated by an agreement between them, which cannot limit the rights of the parties established by law.

relations between the pupil and the staff of a preschool educational institution are built on the basis of cooperation, respect for the personality of the pupil and giving him freedom of development in accordance with individual characteristics

The main objectives of a preschool educational institution are:

protecting the lives and strengthening the physical and mental health of pupils;

ensuring cognitive-speech, social-personal, artistic-aesthetic and physical development of pupils;

education, taking into account the age categories of pupils, citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family;

interaction with families of pupils to ensure the full development of children;

providing advisory and methodological assistance to parents (legal representatives) on issues of upbringing, education and development of children.

In accordance with the Law “On Education” and the Model Regulations on Preschool Educational Institutions, the Charter of the kindergarten presents the rights and responsibilities of all participants in the educational process: children, teachers, parents.

The employment contract, as well as the contract with the parents, stipulates the conditions for maintaining the protection of the rights and dignity of the child.

preschool children education parent

Conclusion

Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.

The processes of democratization in the education system, its variability, and innovative programs have influenced the nature of interaction between the preschool educational institution and the family.

The rights and dignity of the child, both in the family and in preschool educational institutions, are protected by international and Russian legislation.

Let us note the main legislative documents regulating the unity of family and preschool public education: Declaration of the Rights of the Child. UN Convention on the Rights of the Child. Constitution of the Russian Federation. Family Code of the Russian Federation. Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation.” Education Act". Ministry of Education and Science of Russia dated November 23, 2009. No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education.” Preschool education concepts. Model regulations on preschool educational institutions, Charter of preschool educational institutions, etc.

Bibliography

1.Declaration of the Rights of the Child (Adopted by resolution 1386 (XIV) of the UN General Assembly of November 20, 1959).

.UN Convention on the Rights of the Child (approved by the UN General Assembly on November 20, 1989) (came into force for the USSR on September 15, 1990) // Collection of international treaties of the USSR. - Issue XLVI. - 1993.

.Constitution of the Russian Federation (adopted by popular vote on December 12, 1993) // Parliamentary newspaper. - 23-29.01.2009. - No. 4 (As amended).

.Family Code of December 29, 1995 No. 223-FZ (as amended on November 30, 2011) // Russian newspaper dated January 27, 1996. - No. 17.

.Order of the Ministry of Education and Science of Russia dated November 23, 2009. No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” // Russian newspaper dated 03/05/2010. No. 46.

.Order of the Ministry of Education and Science of Russia dated October 27, 2011. No. 2562 “On approval of the Model Regulations on a Preschool Educational Institution” // RG - Federal Issue dated January 26, 2012. No. 5688.

.Concept of preschool education (1989) // Kozlova S.A., Kulikova T.A. Preschool pedagogy: Textbook. Benefit. M.: Publishing center "Academy", 2000. pp. 389-399.

.Danilina T. Contemporary issues interaction between a preschool institution and the family / T. Danilina // Preschool education. - 2000. - No. 1. - P. 41-44; No. 2. pp. 44-49.

.Social Institute education in modern Russia: modernization, dynamics and development strategy: Collection of materials of the International Scientific and Practical Conference 12/7-9/2011. - M.: Institute of Family and Education RAO, 2012. - 240 p.

1.REGULATORY DOCUMENTS IN THE FIELD OF FAMILY EDUCATION .

The family is closely connected with the state and reacts sharply to all changes occurring in it. In turn, family relationships have an impact on society. The state needs constant care for the family.

The basis of family education is family law, which is enshrined in the Constitution of the Republic of Belarus, legislative and regulatory documents on marriage, family, children's rights and protection of motherhood and childhood. An important place among the documents guaranteeing the life and health of children is occupied by the UN International Convention on the Rights of the Child.

In accordance with the convention, parents guarantee the freedom and dignity of their children by creating conditions in the family under which they can develop as individuals and citizens, providing the preconditions for their free creative life.

Parents must understand three principles for implementing the Convention:

Knowledge of its main provisions;

Understanding the rights proclaimed therein;

Support and specific measures and actions to translate them into reality.

The Convention recognizes that for the full and harmonious development of the individual, a child needs to grow up in a family environment, in an atmosphere of happiness, love and understanding. The Convention warns parents against authoritarianism in family education and calls on them to respect the child’s personality, his views and opinions, and to build relationships as equal subjects of law.

The implementation of the main provisions of the Convention became possible with the adoption of the Law “On the Rights of the Child”. This Law established the legal status of the child as an independent subject of legal relations, and also established the responsibilities of state bodies, institutions, enterprises and organizations, public associations and citizens in the field of protecting the rights and legitimate interests of the child.

To protect children's rights and ensure them social protection sent and approved on January 6, 1998, the Presidential program “Children of Russia”, which has 5 subprograms: “Children of Chernobyl”, “Disabled Children”, “Orphans”, “Development of Social Services for Families and Children”, “Development of Industry” baby food».

Among the documents defining state policy in the field of protecting the rights and interests of children in the family, one should also mention the Law “Main Directions of State Family Policy of the Republic of Belarus” approved on January 21, 1998. The state assumes the responsibility to ensure the survival and protection of every child, to create conditions for his full physical, mental, moral, intellectual and social development regardless of the social status of the parents.

The legal foundations of family education are based on the relevant articles of the Constitution of the Republic of Belarus and the Education Code. The education system provides general educational and professional training for citizens, their spiritual and physical development.

Significant assistance to the family is provided by government measures to protect the rights of motherhood and childhood. The most important principle is to provide fathers and mothers with equal rights and responsibilities in relation to their children.

The Code on Marriage and Family, adopted in 1999, declares that the state must protect the family, create conditions for economic independence and growth, establish preferential tax rates and various payments of state benefits to families with children, etc.

2. MAIN DIRECTIONS AND STAGES IN STUDYING CHILD’S RIGHTS.

A child comes into this world helpless and defenseless. His life, health, and future depend entirely on peace on Earth, on his parents, and on the actions of other adults. The child believes in their love and kind attitude and really hopes for their protection.

When a child begins an active life in human society, he faces many problems and difficulties. After all, a child needs to learn not only to live physically, but also to feel good and comfortable among people, to develop, to improve.

To do this, it is important for the child to understand how people interact with each other, what they value, what they blame, and what they punish for. In the process of this complex cognition, the child himself gradually becomes an individual with his own worldview, understanding of good and evil, the laws of human society: rights and freedoms, duty and responsibilities. The child should be helped in this by adults (parents, teachers), who, while carrying out their work in this area, coordinate it on goals, objectives, content, and methods.

New times require from us the content, forms and methods of legal education that are adequate to modern social and pedagogical realities.

The creative element of a systemic nature consists in an attempt to unite the efforts of the family, teaching staff, and the public in solving the problems of legal education, relying on the age-related, cognitive capabilities of preschoolers and has conventionally three stages.

The first, basic stage is familiarization with moral standards and rules, during which children begin to understand the advantage of following them and learn to correlate rights and responsibilities.

The goal is to motivate children and develop their ideas about children’s rights. This is achieved by connecting to the study of the rights, experience of the children themselves, their knowledge of their homeland, and stories about the Convention of the Rights of the Child.

Equally important is the work of promoting the ideas of the Convention on the Rights of the Child among parents, since these documents are primarily addressed to adults.

The next stage is the expansion of knowledge through information about the principles and specific norms that guarantee the rights of the child, familiarization with one’s own rights: to rest, to education, to a name, to love - in the process of reading works of fiction, ethical conversations, and developing behavioral skills. This work is carried out in classes and in joint activities with children.

The goal of the final stage is to intensify the activities of children, stimulate their willingness to defend and defend their rights and the rights of other children, applying in practice both knowledge of the rights and freedoms themselves, and the ability to implement them. The following are used as means of forming legal concepts: game forms, fairy-tale characters, reading works of fiction followed by their discussion; creating problematic situations and finding a way out of them; looking at pictures about children's lives in different countries; conversations in which children gain experience of specific moral relations, habits and contribute to the development of a sense of unity of rights and responsibilities, words and deeds, deeds and responsibility.

All this helps to solve the general task of educating a legal culture, pedagogical and psychological problems of civic education, ensuring the relationship of moral and civic education with the psychological and pedagogical features of the development of the child’s personality.

3. BASICS OF PLANNING WORK WITH PARENTS.

The goal of joint activities is to involve parents in the pedagogical process.

The basis of a teacher’s work with a family in a preschool educational institution is interaction:

Dialogue with parents (exchange of opinions, experiences, experiences)

Joint activity (teacher + children + parents)

During joint activities, practical skills of parents are formed:

ability to communicate;

the ability to play with the child.

Areas of work with families:

Joint activities with parents.

Parent training.

Parent counseling

Parent education

Informing

Based on this, the teacher studies each family and finds out its educational needs.

Principles of working with families:

Teacher activity.

Differentiated approach to parents.

Systematic work.

Productivity of any meeting with parents.

Educational issues healthy child should be resolved in close contact with the family, because The foundations of health are laid in the family. In planning and carrying out such work great help may provide a survey at the beginning of the academic year, which includes next questions:

Why do you think your child is sick?

What do you think will help improve his health?

What types of hardening do you use at home?

Do you do morning exercises with your child? sports games?

Do you have any sports equipment or small sports equipment at home?

What issues of physical education and health improvement of the child’s body are you interested in? What types of events for parents do you offer on these topics?

Does your child attend any sports section?

What, in your opinion, is its benefit?

What sections do you propose to organize in kindergarten?

Such a survey will help educators learn more about the child, his physical development in the family, and also outline the most important and effective forms of pedagogical work. Analysis of personal data leads to the conclusion that, unfortunately, the level of knowledge and skills of most parents in the field of raising a healthy child is low, and interest in this problem arises only when their children already require the help of doctors or psychologists. This is due to the fact that most parents do not understand the very essence of “health”, considering it only as the absence of diseases. Therefore, they see means of strengthening children’s health only in therapeutic and hardening activities, rational nutrition. At the same time, the interconnection of all components of health: physical, mental and social is completely ignored.

4. INDIVIDUAL AND DIFFERENTIATED APPROACH TO WORK

A differentiated approach to organizing work with parents is a necessary link in the system of measures aimed at increasing their pedagogical knowledge and skills. To implement a differentiated approach between kindergarten teachers and parents, it is necessary to comply with both general pedagogical and specific conditions. These are:

Mutual trust in the relationship between teacher and parents;

Maintain tact, sensitivity, and responsiveness towards parents;

Taking into account the unique living conditions of each family, the age of the parents, the level of preparedness in matters of education;

A combination of an individual approach to each family with the organization of work with all parents of the group;

Relationship different forms working with parents;

Simultaneous impact on parents and children;

Ensuring a certain consistency and system in working with parents.

This differentiation helps to find the right contact and provide an individual approach to each family.

Individual work with parents in preschool educational institutions

Successful work with families of pupils necessarily involves personal contacts between parents and educators, and extensive individual work by the teacher with families. Not everything can and should be widely discussed at parent meeting, but a lot can be discussed in a face-to-face conversation. A good, trusting relationship should be established between the teacher and parents.

It's good when each parents feels in the teacher a person who, just like him, is interested in the child growing up kind, smart, knowledgeable, so that all his possibilities are revealed.

Individual teacher's conversations with parents , consultations, recommendations help to establish direct contact with each family member, to achieve greater mutual understanding in the search for a joint influence on the child.

Individual Conversations make it possible to eliminate negative and strengthen positive factors in the family education of a preschooler. It’s good if one of the family members regularly keeps in touch with the preschool educational institution, and not only for simple information, but for production plan of joint educational actions. This is especially necessary when parents for some reason they do not always successfully cope with their parenting . It also happens that there is no reason for special concern, but parents after all, they come to kindergarten just to talk about their worries. These meetings between the teacher and parents occur on the initiative parents , because parents know that the teacher will greet them with respect, kindness, and will try to help. But in the life of a kindergarten there are often cases when the teacher initiates conversations. And for such conversations to achieve their goal, and for his word to be perceived as guidance in raising children, it is necessary not only to give necessary advice parents and advise How to carry it out, not only find the correct form of communication during the conversation, but also think through its conduct in advance, provide a time and place for the conversation.

Practice shows that talking with parents need to take their time . It's better to start a conversation (if it is not entirely pleasant) from the positive points. Telling parents about the situation , which served for individual conversation , ask advise parents what, in their opinion, the teacher should do, how best to proceed, and then give advice parents . In such a conversation, the question will naturally arise about meeting again in order to find out how the measures taken together help to once again outline the paths for further work . So, gradually, acting all the time together with parents , negative aspects in the child’s behavior should be removed.

One of necessary conditions proper relationship between the teacher and parents is pedagogical tact, i.e. the ability to find the right path to feeling and consciousness parents , choose the most effective methods impact on the individual, taking into account his individual characteristics . The teacher is obliged to help parents reveal the capabilities of their child, his positive traits, and convince him of the need to rely on them. At the same time, the teacher tries not to abuse numerous instructions, but to speak simply, accessiblely, convincingly and reasonably, always with a feeling of caring for the child. Remarks that hurt pride, constant complaints about the child, focusing on his shortcomings - these can only push him away from himself. parents , and therefore delay the achievement of the desired goal.

Thus, individual work with parents , has a positive effect on parents , promotes the establishment of frank, trust relationships with them. After all, only by helping each other and supporting each other in everything, the teacher and parents will be able to fulfill the main task - to raise a comprehensively developed person, spiritually rich, a creator of our future

THEORETICAL AND APPLIED ASPECTS OF METHODOLOGICAL WORK OF PRESCHOOL CHILDREN TEACHERS.

1. CONCEPTS, PURPOSE, OBJECTIVES AND ESSENCE OF METHODOLOGICAL WORK IN A PRESIDENTIAL INDUSTRY.

Methodological work is a holistic system of measures, based on the achievements of science, best practices and analysis of teachers’ difficulties, aimed at improving the skills of each teacher, at generalizing and developing the creative potential of the team, at achieving optimal results in the education, upbringing and development of children.

The goal of methodological work in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process.

Creation effective conditions for the comprehensive continuous development of children, the quality of professional development of preschool teachers, interaction with the family determines the main tasks of the methodological works:

1. Training and development of teaching staff, management of their professional development.

2. Identification, study, synthesis and dissemination of advanced teaching experience preschool teachers

3. Preparation of methodological support for the implementation of the educational process.

4. Coordination of the activities of the preschool educational institution and the family in ensuring the comprehensive continuous development of pupils.

5. Coordination of the activities of the preschool educational institution with institutions of the surrounding society to implement the tasks of the development of pupils and the preschool educational institution as a whole.

6. Analysis of the quality of work in order to create conditions for ensuring positive changes in the development of the personality of students through increasing the professional competence of teachers.

Approaches to organizing methodological work in preschool educational institutions are based on:

system-active approach: understanding the goals and objectives of the preschool educational institution, its status and conditions, as well as ensuring the integrity of the educational process in the context of the use of variable programs and technologies, taking into account the influence of external and internal relations on it;

personality-oriented approach: ensuring a more complete disclosure of the capabilities and abilities of each teacher and child, the team as a whole, focus on development

professional and personal qualities of teachers using the example of deputy. head by BMP and senior teacher;

differentiated approach: taking into account the level of professional competence and individual educational needs in building a system of methodological work in preschool educational institutions;

the approach of free self-determination: the free choice of educational programs and paths of self-realization by each teacher;

motivational-stimulating approach: using various incentives that arouse interest and motives for activity;

correctional approach: timely elimination of deficiencies identified during pedagogical monitoring and the causes that cause them.

Methodological office as a center for methodological work.

The center of all methodological preschool work is a methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing best pedagogical experience, and increasing the competence of parents in matters of raising and educating children. The teaching room is a collection of the best traditions of a preschool institution, so the task of the deputy. head according to VMR - to make the accumulated experience alive, accessible, to teach teachers to creatively transfer it to work with children, to organize the work of this methodological center so that educators feel in it as in their own office.

2.Principles and participants of methodological work in preschool educational institutions

The optimization of any activity is based on three principles:

1. Systematic principle. Only the application of a system of measures will make it possible to achieve maximum use of all available reserves.

2. The principle of specificity. Each teaching team can achieve optimal results only with the help of its own, taking into account the characteristics of specific teachers and leaders, i.e. a different version of the system from others.

3. Principle of measure. Each element of the content of methodological work, each form must be presented in a specific system in its own way, to its “own extent.”

When thinking through the optimal option for the methodological work system of a particular preschool educational institution, it is necessary to start by studying the process and results of the activities of teachers and setting tasks. It is necessary to see the near, medium and long-term prospects of methodological activity, set real tasks, formulate them comprehensively, so that the solution of some helps to solve others. A mandatory requirement is the ability to identify the dominant tasks at a particular moment.

When designing the optimal version of the methodological work system, it is necessary to take into account:

The tasks set in government documents on preschool educational institutions and the requirements of ministries and local education authorities.

Quantitative and qualitative composition of the teaching staff.

Results of a diagnostic study of the personality and activities of teachers, the final results of the work of preschool educational institutions.

Features of the content of methodological work.

Accumulated traditions.

Comparative effectiveness various forms methodological work.

Measure in the use of different areas of content, forms and methods of methodological work.

Features of the specific situation in the preschool educational institution.

Availability of time to carry out methodological work.

Material, moral, psychological and other conditions.

Managers, heads of the Ministry of Defense and other persons have real opportunities to participate in the organization of methodological work.

When assessing the prepared draft of the optimal version of the methodological work system, it is necessary to analyze it not only from the point of view of covering all teachers and ensuring high-quality professional development of each teacher, but also from the point of view of optimal expenditure of time and effort, so that increasing the skills of teachers is achieved with the help of a minimum number of specially selected funds and in the required time. The optimality of the methodological work system will be evidenced by outcome indicators.

3. job responsibilities and requirements for the activities of the deputy head of the preschool educational institution for educational work

Job responsibilities

The deputy head (educational work) performs the following job responsibilities:

1. participates:

In the process of developing and implementing a project for modernizing the educational system of the main educational program in accordance with the FGT;

Participates in the design and implementation of the organizational mechanism for managing the implementation of the main educational program;

2. Analyzes:

Problems, progress and development of the educational process;

Results of educational work;

Availability and promising opportunities in the field of educational work;

3. predicts:

Trends in changes in the situation in society and in education to adjust the strategy for the development of educational work in kindergarten;

Consequences of planned educational work;

4. plans and organizes:

Current and forward planning activities of the kindergarten teaching staff;

The process of developing and implementing the main program;

Development of the necessary methodological documentation for educational work;

Systematic quality control of the educational process in kindergarten;

Work on preparing and holding holidays and other cultural educational activities;

Educational work for parents (legal representatives) of pupils on the organization of the educational process;

Control of individual educational work with children from pedagogically disadvantaged families;

Correct maintenance of established reporting documentation by directly subordinate employees;

The work of the teaching staff.;

Improving the qualifications and professional skills of the teaching staff;

Joint educational work representatives of the public, law enforcement agencies and preschool educational institutions;

5. coordinates:

Development of the necessary documentation for the organization of educational work;

The work of the teaching staff to implement the main educational program of the preschool educational institution;

6. directs:

Educational work in preschool educational institutions;

Activities to create and maintain a favorable microclimate in the preschool educational institution team;

Implementation of a system of incentives for participants in educational work;

· 7. controls:

The quality of the educational process, the objectivity of assessing the results of students;

The work of directly subordinate employees;

Correct and timely maintenance of established reporting documentation by participants in the educational process;

Safety of equipment, instruments, technical and visual aids used in the educational process;

Compliance by pupils with safety regulations;

The quality of the educational process and the objectivity of assessing the level of culture and education of children;

Optimal timing of educational activities;

8. corrects:

Educational preschool educational program;

Progress in the implementation of plans by preschool teachers;

9. develops:

Methodological documents providing educational process;

Regulatory documents for participants in the educational process;

The main program of the preschool educational institution and fragments of strategic documents of the educational institution on educational work;

Rules for maintaining the necessary reporting documentation by participants in the educational process;

Methodology and procedure for conducting educational activities;

10. advises participants in the educational process on various issues;

11. evaluates and carries out examination:

Strategic documents of preschool educational institutions;

Proposals for organizing educational work and establishing connections with external partners;

12. edits methodological materials on educational work prepared for publication;

13. informs the pedagogical council and the management of the educational institution on the results of the introduction of FGT.

4. ORGANIZATION OF THE WORK OF THE METHODOLOGICAL OFFICE OF THE DOW

The methodological office organizes constant methodological work with preschool teachers. Based on the multifunctional purpose of the teaching room, it should be considered, first of all, as a creative pedagogical workshop, where the teacher can receive practical help in organizing work with children.

The main functions of the methodological office are:

Organization of methodological work;

Improving the qualifications of educators;

Study, generalization and dissemination of pedagogical experience;

Selection and systematization of information;

Organization of prompt familiarization of teachers, parents, and the public with scientific and methodological information, regulatory and other documents;

Creation of a data bank;

Organization of timely receipt of necessary information, notification of new arrivals of methodological literature, periodicals, teaching aids etc.;

Improving professional skills and developing creativity of teachers.

Main functions of the methodological room

Construction of the educational process based on the priority of universal human values, human life and health, free development of the individual; education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, Motherland, family;

Effective and prompt informing of teachers about new methods, technology, organization and diagnostics of the educational process;

Interaction with the structures of the methodological service, parents (legal representatives of pupils), socio-cultural and educational institutions of Sterlitamak.

Work organization

The methodological office works under the guidance of a senior educator, who organizes and coordinates its work; and also carries out its professional activity.

The methodological room has the necessary premises, equipped with appropriate visual aids for conducting classes, organizing methodological activities, exhibitions, etc.

All the design of the office is done in the same style, conducive to conversation and creative work. The materials in the teaching room are carefully organized.

5.QUALITY INDICATORS AND FACTORS AFFECTING THE NATURE OF METHODOLOGICAL WORK IN A PRESENTER.

Quality of preschool education- this is such an organization pedagogical process in kindergarten, in which the level of education and development of each child increases in accordance with his personal age and physical features in the process of education and training.

What does the quality of a preschool educational institution depend on?

1. On the quality of the teacher’s work

2. From the relationships that have developed in the team

3. From the conditions that the leader creates for the creative search for new methods and forms of working with children

4. From an objective assessment of the performance of each employee.

Factors influencing the quality of preschool education can be divided into two groups - internal and external.

1) Internal factors – those that are included in the very definition of the quality of preschool education. That is, to what extent does the actual educational program, the conditions for its implementation and the results of its development.

These factors are largely controllable and adjustable.

2) External factors – those that are associated with external circumstances or an environment external to preschool education. They influence to one degree or another the quality of preschool education, but are poorly controlled and regulated. Among them are:

Family influence;

Socio-economic factors (for example, significant differentiation of regions of the Russian Federation according to socio-economic conditions);

Competitive factors (presence or absence of competition);

Individual characteristics of children (both physical and psychological);

Level of development of children at the “entrance” to preschool education (so-called initial data)

It is necessary to take into account the influence of these factors when analyzing the results of assessing the quality of preschool education.

Quality is a complex concept that characterizes the effectiveness of all aspects of activity: strategy development, organization of the educational process, marketing and others.

The following principles of education quality management are distinguished::

Social conformity;

Diagnostic focus;

Structural and functional integrity;

Natural conformity;

Intensity;

Completeness (V.I. Bespalko).

In this regard, improving the quality of preschool education is possible through the integrated use of basic methodological approaches to assessing the quality of preschool educational institutions (T. I. Alieva, M. V. Krulekht, L. A. Paramonova).

1. Axiological The assessment approach involves an analysis of the values that are the basis for determining the structure and content of the system for assessing the quality of preschool education.

2. Sociocultural the approach to assessing the quality of education in preschool educational institutions is determined by the nature of the interaction of children with adults, with other children, with the subject-spatial world. The level of independent behavior and its ability to solve everyday life situations is assessed; social competence in communicating with other children and adults.

In this regard, the sociocultural approach involves the organization of such an educational process in a preschool educational institution and the creation there of such an educational environment that:

The formation of a child’s personality took place in the context of universal human culture, taking into account the specific cultural conditions of human life.

The definition of the content of preschool education was carried out at the level of the content of modern world culture;

The organization of the child’s interaction with the world of Culture was carried out at all levels (micro-, meso-, macro), as well as within all age subcultures (peers, older, younger).

Since the elements of culture accumulated by humanity cannot be transferred to the child in a ready-made form through developed norms and rules, then from the standpoint of this approach, the assessment considers the quality of the activity specially organized by the teacher for the child’s mastery of culture as a system of values, the organization of the child’s life at the cultural level. In this regard Special attention When assessing such an educational process in a preschool educational institution, one should pay attention to the degree of familiarity of children with the traditions of national culture (folk calendar, customs, rituals).

3. Competent The approach is promising, since in the context of modern ideas about the purpose of education, key competencies are relevant for preschoolers and record the degree of their readiness to be included in a new – school life.

When assessing the quality of education within the framework of this approach, the degree of mastery of competencies is identified through direct observation of children’s behavior, which is supplemented by judgments about the circumstances in which the observations were made. In this case, it is necessary to take into account the structural characteristics of the child’s personality, including different types competence (intellectual, linguistic, social and physical), as well as modes of behavior (arbitrariness, independence, initiative, creativity, ability to choose) and his attitude towards himself (self-image, level of self-esteem, presence or absence of self-esteem).

Legal relations between the family and the state are regulated by normative documents, decrees and resolutions. The family is under the protection of the state, which takes care of it by creating and developing a network of educational institutions, paying benefits on the occasion of the birth of a child, for child care, providing benefits and benefits to large families, providing assistance in education and medical care, as well as by providing other types of benefits and family assistance. The legal foundations of family education are based on the relevant articles of the Constitution of the Republic of Kazakhstan and the Law of the Republic of Kazakhstan “On Education”. One of the basic principles of raising children in a family, enshrined in law, is granting father and mother equal rights and responsibilities in relation to their children. Parents are obliged to support their minor children, as well as children who are disabled and in need of help. Financial support for children is a necessary prerequisite for ensuring all other parental rights and responsibilities. Material support for children is the moral duty of parents. Mothers and fathers who do not fulfill their duty to their children in terms of their maintenance and upbringing may be subject to a strict moral measure - deprivation of parental rights. The basis for such a decision may be cruel treatment of children, the exerting of harmful, immoral influence on them, antisocial behavior of parents: alcoholism, drug addiction, prostitution, hooliganism, severe mental disorders. Unfair fulfillment of parental responsibilities in raising children does not leave its mark; it will certainly affect the child’s personality. In these cases, the guardianship and trusteeship authorities exercise supervision and regulate the relationships of parents, grandparents, brothers, sisters and other relatives if a complex, difficult situation arises in raising children. To legally resolve such situations that arise in the new conditions of society, the Family Code of the Republic of Kazakhstan was adopted, which outlined measures to strengthen the family, determined the rights and responsibilities of parents in raising children, streamlined the amount of alimony payments for the maintenance of children, etc.

Consultation for parents
Social teacher, MDOU "Combined Kindergarten No. 227"Efimova Z.A.
05/29/2015

Legal foundations of family education.

The family is connected with society, state and public organizations and institutions by thousands of threads. She is sensitive to all changes that occur in the state and public life of the country. Intrafamily processes, in turn, have an impact on society. Therefore, constant care of the state and society about the family is necessary. At the same time, the family must be guided not only by narrow family interests, but also by public interests.
Family education is based on family law, which is enshrined in the Constitution of the country, legislative and regulatory documents on marriage, family, child rights and child protection. An important place among the documents guaranteeing the life and health of children is occupied by UN International Convention on the rights of the child, adopted in 1989 This is a high-class world document. In accordance with it, parents guarantee the freedom and dignity of their children, creating conditions in the family under which they can flourish as individuals and citizens, providing the prerequisites for their free creative life.
Convention is a document addressed not only to the future, but also to the present, because children, first of all, are our today's world, and only then our future. This document is very timely for our country. In the era of destruction of politicized stereotypes, revision of many life guidelines, they repeat out of habit: “All the best goes to children,” “Children are the only privileged class.” In practice, these principles are being destroyed everywhere and quite actively. Therefore, children especially need social and parental care and care. The Convention provides a new opportunity to show concrete love for children. Modern civilization and its humanistic prerequisites are acquiring a universal human character these days. At the same time, a fairly significant number of factors of deprivation and abuse of which children become victims are known. That is why parents in every family need to understand such provisions of the Convention as the child’s right to life and the child’s right to parents. They also need to understand the three principles of implementing the Convention, the first of which is knowledge of its main provisions; the second is an understanding of the rights proclaimed in it; the third is support and specific measures and actions to turn them into reality.
Two more documents signed in the interests of children in 1990 at the UN at the World Summit are dedicated to the program of real action for children:
World Declaration on the Survival, Protection and Development of Children and the Plan of Action for the implementation of this declaration in the 90s. These two documents developed community measures to protect the rights of the child, protect his health, provide food and nutrition, and protect guarantees of family opportunities. These international documents should become fundamental for parents, so that in the bustle of everyday life, when the harsh life is overwhelming, they do not lose the height of parental feelings and responsibility, so that today
parents could focus not only on the child’s present, but also on his future. The Convention on the Rights of the Child emphasizes that children have the right to special care and assistance, why in the family as the basic unit of society and the natural environment for the growth and well-being of all its members and especially children, the necessary protection must be provided
. It is recognized that for the full and harmonious development of personality, a child needs to grow up in a family environment, in an atmosphere of happiness, love and understanding.
Only such conditions can prepare children for independent life in society and educate them in the spirit of universal human ideals, in the spirit of peace and self-dignity.
If parents abuse a child or do not care for him, if, voluntarily or unwittingly, they harm the physical or moral health of children, the relevant competent authorities, on the basis of a court decision, deprive them of parental rights, and the children are assigned to be raised in state institutions. The role of the family is especially emphasized in the Action Plan for the Implementation of the Declaration on the Survival, Protection and Development of Children in the 1990s: “The family begins to introduce children to culture, values and norms of society. The family has the primary responsibility for providing nutrition and protecting children from infancy to adolescence” (section “The role of the family”). The Convention warns parents against authoritarianism in family education, equal subjects of law, and not on the basis of the demands of elders, not on the blind subordination of some to others. Parents should strive to ensure that the core in the formation of a growing personality becomes the cultivation of a respectful attitude towards the law, towards the rights of other people, of every person.
Thus, the Convention on the Rights of the Child of 1989, the Declaration on Ensuring the Survival, Protection and Development of Children of 1990 incorporated the main provisions on protecting the life and health of children, on the role, rights and responsibilities of parents to create conditions for such protection, on raising children in a family. In full agreement with these global documents are the normative and legislative acts regulating the situation of children in Russia, the educational functions of parents, and the role of the family in shaping the child’s personality.
Legal relations between the family and the state are regulated by normative documents, decrees and resolutions. The family is under the protection of the state, which takes care of it by creating and developing a network of educational institutions, paying benefits on the occasion of the birth of a child, for child care, providing benefits and benefits to large families, providing assistance in education and medical care, as well as by providing other types of benefits and family assistance.
The legal foundations of family education are based on the relevant articles of the Constitution of the Russian Federation, adopted in 1993, and the Law of the Russian Federation “On Education”. The public education system provides general educational and professional training for citizens, their spiritual and physical development. The Constitution obliges parents to take care of the upbringing of their children, involve them in work and instill in them a work ethic (Article 38). Public consumption funds guarantee free general education for every child. Significant assistance to the family is provided by government measures to protect the rights of motherhood and childhood. One of the basic principles of raising children in a family, enshrined in law, is providing father and mother with equal rights and responsibilities in relation to their children. It covers all aspects of the life of children in the family and means that all issues relating to children parents decide together
Parents are obliged to support their minor children, as well as children who are disabled and in need of help. Financial support for children is a necessary prerequisite for ensuring all other parental rights and responsibilities. Financial support for children is the moral duty of parents. Strict moral measures may be applied to mothers and fathers who do not fulfill their duty to their children in terms of their maintenance and upbringing - deprivation of parental rights. The basis for such a decision may be cruel treatment of children, the exerting of harmful, immoral influence on them, antisocial behavior of parents: alcoholism, drug addiction, prostitution, hooliganism, severe mental disorders. Unfair fulfillment of parental responsibilities in raising children does not leave its mark; it will certainly affect the child’s personality. In these cases, the guardianship and trusteeship authorities exercise supervision and regulate the relationships of parents, grandparents, brothers, sisters and other relatives if a complex, difficult situation arises in raising children. To legally resolve such situations arising in the new conditions of society, the State Duma adopted in 1995 Family Code of the Russian Federation

, who outlined measures to strengthen the family, determined the rights and responsibilities of parents in raising children, streamlined the amount of alimony payments for child support, etc.

Municipal budgetary educational institution "Secondary school No. 49 with in-depth study of individual subjects" in Belgorod Regulatory support

family education

Classroom teacher

Bogomazova E.M.

2015-2016 academic year year

Belgorod

Nowadays, the tasks of family education differ significantly from the period of Soviet times. If previously the main and common task of the family and school was to cultivate collectivism, patriotism, activity, and hard work of the child for the benefit of society, today the family and school educate the individual, discover individual talents and abilities, no one educates anyone according to one line and in a stereotyped way. Today, children know their rights and often quote the UN Convention on the Rights of the Child.

Family education is, first of all, a system of relations between parents and children. Family education is based on family law, which is enshrined in the Constitution of the country, legislative and regulatory documents on marriage, family, child rights and child protection.

Legal support for the rights and responsibilities of parents:

Constitution of the Russian Federation

Convention on the Rights of the Child

Family Code of the Russian Federation

Law of the Russian Federation “On Education”

Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation”

Constitution of the Russian Federation, Article 38

Every child from the moment of birth has a state-guaranteed right to education and care. This right is ensured primarily by granting parents parental rights, which at the same time are educational responsibilities, which is enshrined in Constitution.
Equality of rights and responsibilities of parents is ensured by family law. Its norms establish that father and mother have equal rights and bear equal responsibilities in relation to their children. Each of them (until the children reach adulthood, i.e. up to 18 years) has the right and obligation to raise their children, take care of their health, physical, mental and moral development. Parents are obliged to ensure that their children receive basic general education. They are the legal representatives of their children and have the right to advocate for their rights and interests in relations with any persons...

From the Constitution and Family Code of the Russian Federation:

Raising children is the constitutional responsibility of parents. They are called upon:

Raise children in the spirit of respect and love for work,

Prepare them for socially useful activities,

Teach discipline

Take care of the development and strengthening of physical and mental health,

Encourage a conscious choice of profession.

An important place among the documents guaranteeing the life and health of children is occupied by the UN International Convention on the Rights of the Child, adopted by the UN General Assembly on November 20, 1989, and entered into force for Russia on September 15, 1990.

UN Convention on the Rights of the Child - an international legal document defining the rights of children in member states. The Convention on the Rights of the Child is the first and main international legal document of a binding nature, dedicated to a wide range of rights of the child. The document consists of 54 articles detailing the individual rights of persons from birth to 18 years of age (unless the age of majority is reached under applicable laws) to the full development of their capabilities in an environment free from hunger and want, cruelty, exploitation and other forms of abuse.

This is a high-class world document. In accordance with it, parents guarantee the freedom and dignity of their children, creating conditions in the family under which they can flourish as individuals and citizens, providing the prerequisites for their free creative life. The Convention provides a new opportunity to show concrete love for children. Modern civilization and its humanistic prerequisites are acquiring a universal human character these days. At the same time, a fairly significant number of factors of deprivation and abuse of which children become victims are known. That is why parents in every family need to understand such provisions of the Convention as the child’s right to life and the child’s right to parents. They also need to understand the three principles of implementing the Convention, the first of which is knowledge of its main provisions; the second is an understanding of the rights proclaimed in it; the third is support and specific measures and actions to turn them into reality.

The Convention on the Rights of the Child emphasizes that children have the right to special care and assistance, for which the necessary protection must be provided in the family as the basic unit of society and the natural environment for the growth and well-being of all its members and especially children. It is recognized that for the full and harmonious development of personality, a child needs to grow up in a family environment, in an atmosphere of happiness, love and understanding. Only such conditions can prepare children for independent life in society and educate them in the spirit of universal human ideals, in the spirit of peace and self-dignity.

If parents abuse a child or do not care for him, if, voluntarily or unwittingly, they harm the physical or moral health of children, the relevant competent authorities, on the basis of a court decision, deprive them of parental rights, and the children are assigned to be raised in state institutions.

The Convention warns parents against authoritarianism in family education. She encourages them to build relationships with children on a high moral and legal basis. Respect for the opinions, views, and personality of the child as a whole should become in the family not only a manifestation of the norm of universal human culture, but also a norm of law. Family pedagogy should be built by parents on the basis of relations between equal individuals, equal subjects of law, and not on the basis of the demands of elders, not on the blind submission of one to another. Parents should strive to ensure that the core in the formation of a growing personality becomes the cultivation of a respectful attitude towards the law, towards the rights of other people, of every person.

Unfair fulfillment of parental responsibilities in raising children does not leave its mark; it will certainly affect the child’s personality. In these cases, the guardianship and trusteeship authorities exercise supervision and regulate the relationships of parents, grandparents, brothers, sisters and other relatives if a complex, difficult situation arises in raising children. To legally resolve such situations that arise in the new conditions of society, the State Duma adopted the Family Code of the Russian Federation in 1995, which outlined measures to strengthen the family, defined the rights and responsibilities of parents in raising children, streamlined the amount of alimony payments for child support, etc.

The rights and responsibilities of parents are determined by Chapter 12 of the Family Code of the Russian Federation

Article 63. Rights and obligations of parents regarding the upbringing and education of children

1. Parents have the right and obligation to raise their children.

Parents are responsible for the upbringing and development of their children. They are obliged to take care of the health, physical, mental, spiritual and moral development of their children.

Parents have a priority right to raise their children over all other persons.

2. Parents are obliged to ensure that their children receive basic general education and create conditions for them to receive secondary (complete) general education.

Parents, taking into account the opinions of their children, have the right to choose an educational institution and the form of education for their children.

Article 44. Rights, duties and responsibilities in the field of education of parents (legal representatives) of minor students

1. Parents minor students have a priority right to education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.

2. State authorities and local governments, educational organizations provide assistance to parents (legal representatives) of minor students in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.

3. Parents (legal representatives) of minor students have the right:

1) choose, before the child completes basic general education, taking into account the child’s opinion, as well as taking into account the recommendations of the psychological, medical and pedagogical commission (if any), forms of education and forms of training, organizations that provide educational activities, language, languages of education, optional and elective subjects, courses, disciplines (modules) from the list offered by the organization carrying out educational activities;

2) provide the child with preschool, primary general, basic general, and secondary general education in the family. A child receiving education in a family, by decision of his parents (legal representatives), taking into account his opinion at any stage of education, has the right to continue his education in an educational organization;

3) get acquainted with the charter of the organization carrying out educational activities, the license to carry out educational activities, the certificate of state accreditation, educational program documentation and other documents regulating the organization and implementation of educational activities;

4) get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as assessments of the progress of their children;

5) protect the rights and legitimate interests of students;

6) receive information about all types of planned examinations (psychological, psychological and pedagogical) of students, give consent to conduct such examinations or participate in such examinations, refuse to conduct them or participate in them, receive information about the results of examinations of students;

7) take part in the management of an organization carrying out educational activities in the form determined by the charter of this organization;

8) be present during the examination of children by a psychological, medical and pedagogical commission, discuss the results of the examination and recommendations received based on the results of the examination, express their opinion regarding the proposed conditions for organizing the education and upbringing of children.

4. Parents (legal representatives) of minor students are obliged to:

1) ensure that children receive general education;

2) comply with the internal rules of the organization carrying out educational activities, the rules of residence of students in boarding schools, the requirements of local regulations that establish the schedule of students’ classes, the procedure for regulating educational relations between the educational organization and students and (or) their parents (legal representatives) and registration the emergence, suspension and termination of these relations;

3) respect the honor and dignity of students and employees of the organization carrying out educational activities.

5. Other rights and obligations of parents (legal representatives) of minor students are established by this Federal Law, other federal laws, and the education agreement (if any).

6. For failure to fulfill or improper fulfillment of duties established by this Federal Law and other federal laws, parents (legal representatives) of minor students bear responsibility under the legislation of the Russian Federation.

Article 45. Protection of the rights of students, parents (legal representatives) of minor students

Thus, the regulatory documents incorporate the basic provisions on the protection of the life and health of children, on the role, rights and responsibilities of parents to create conditions for such protection, on the upbringing of children in the family.