2. The principle of different people: according to different family situations, setting different communication contents and methods can not only achieve the educational purpose of family education, but also avoid educational misunderstandings.
3. Long-term principle: The development of young children is a long-term process step by step. Therefore, family communication is a long-term and continuous activity. Kindergartens should establish a long-term communication mechanism, establish long-term contact with parents, and normalize family communication, so that both sides can take timely measures to promote the development of each child on the original basis and realize the synchronous education between family and kindergarten.
4. Interaction principle: First of all, kindergartens should encourage parents to actively participate in their children's education, pay close attention to their healthy growth and provide an open communication environment. Secondly, in the process of communication, teachers should guide parents to participate in discussing children's educational methods and measures to solve problems, so as to make communication interactive.
Measures: According to the educational needs, carry out various forms of family contact. For example, at the parent-teacher meeting, kindergartens publicize the scientific knowledge of early childhood education to parents, so that parents can understand the effective forms of kindergarten education and conservation.
According to the characteristics of each age class, introduce the educational tasks and contents of this semester to parents respectively, and discuss the universal problems in conservation and education with parents. Through communication, the kindergarten education program has been recognized and understood by parents, and parents' awareness of participation has been enhanced.
Use the time after school every day to receive parents' visits and communicate directly with parents. During this time, parents take the initiative to reflect their children's performance at home, understand their children's situation in the park, and discuss educational methods with teachers. Many teachers can't get off work on time because of this.
In order to inform parents about their children's situation in the garden and understand their performance at home, we have prepared a family contact book for our children and have written contact with parents once a month. In the family contact book, there are teachers' praises and hopes for children and specific requirements for parents; There are parents' comments on children, as well as suggestions and feelings about kindergarten work. A small connection is like a bridge, which closely links kindergarten education with family education.