"Kindergarten Guidance Outline" points out: pay attention to the special needs of children, including various development potentials and different obstacles, and work closely with families to jointly promote the healthy growth of children. Since I studied the current situation of children's "Monday syndrome" in kindergarten, I deeply realized that kindergarten education is not isolated, and it is extremely important to actively cooperate with parents to realize home education. Let me talk about some experiences of parents' work during the research: 1. "Home-based co-education" is put forward from the perspective of kindergarten, but it should represent the common wishes of parents. As "co-education", both sides must reach a consensus, which is the basis of family co-education. Every Monday, there are always some children who don't want to come to kindergarten on the pretext of physical discomfort. Parents reluctantly send them to kindergarten, often "where are you going", which really annoys parents; Since the implementation of the double-weekend system, many parents have had a headache. They often complain to their teachers that "after two days at home, their heads are bored to death by him", "Oh, the holidays have made a mess at home" and "how can they have a rest when they can only stay with their children for two days?" At the same time, we found that the illness rate of children on Monday was higher than usual, and parents were surprised. After our preliminary research, we found that this is the popular "Monday syndrome". Therefore, we have established a study on the present situation of children's Monday syndrome in Northeast Tang Central Kindergarten and guiding parents' parent-child activities on weekends. We communicated it to parents in the form of "tutor tabloid", and many parents were very interested and expressed their support. From the perspective of parents, the research direction has been established, and it is easier to get the resonance and support of parents, which can be said to be a good start. Children come from different families, and each child has different family education background. Children's family education is often influenced by parents' educational concepts, cultural literacy, parenting attitudes and educational methods. In other words, family and family education are diverse, and there are as many kinds of education as there are families. Through the questionnaire we sent to parents, we found that due to the fierce competition in modern society, parents are busy with their own work and often neglect the education of their children. Parents in rural areas mostly give their children to their elders, grandparents are more concerned about their children's food and clothing, and the burden of education is all pushed to teachers. Some parents know the importance of family education, but they can't start. On sundays, children play with their children, and parents play with their children. They don't know how to guide their activities. Therefore, how to help parents guide their children's weekend activities is also the focus of our research. 3. Family education contains many specific tasks and measures, which need to be reflected in a certain way with the joint efforts of both sides. Studying "Monday syndrome" requires parents and teachers to do a lot of meticulous work, even to a certain link in life. The middle class teacher informs parents to go back and teach their children a simple news every weekend. In the conversation on Monday morning, invite the children to the podium, tell the whole class the news, and put forward different requirements according to the children's language level. When telling news, teachers encourage children to speak differently and give them different praise and rewards. Children have a keen interest in telling news. They will take the initiative to ask their parents to teach more news on weekends and happily show the news to their peers and teachers on Monday. Such activities not only promote children's oral expression and memory development, broaden their horizons and gain new knowledge, but also give parents an opportunity to communicate with their children and help them spend a weekend. 4. Family education is a process, a process from less synchronous education and less communication to gradually synchronous education and more communication. This can't be done overnight. Although our teachers have done a lot of work since the research, there are still many shortcomings. Many of our teachers, taking into account the different understanding of parents, have an all-round interference or adverse impact on the teaching effect of kindergartens, so they still don't know enough about the role of parents. How to give full play to the role of parents, families and family education, and make them "synchronize" and "co-educate" with kindergarten education in the education and development of young children is a direction of family work in our future research.