Activities of a senior teacher and methodologist of a preschool educational organization in the context of the implementation of the Federal State Educational Standard. The main activities of the senior preschool teacher
Who's who in kindergarten?
Each kindergarten has many employees, and each of them has their own responsibilities. But sometimes it’s quite difficult for parents to figure out who to turn to with their problems. So who is the best person to discuss parenting issues with? What can you ask a methodologist? What is the teacher responsible for? What does an educational psychologist do? Management The administration of a preschool institution includes the head of the kindergarten, the senior teacher and the deputy head for administrative and economic affairs.
Head of kindergarten
Since in real life Kindergartens are run mainly by women, so the name of this position is usually used in the feminine gender - head. The manager provides general management of the kindergarten. In its activities, it relies on the Law of the Russian Federation “On Education”, Model Regulations on Preschool educational institution, Charter of a preschool institution, and other legislative acts. She is responsible for recruiting groups of children in accordance with their age, their state of health, individual characteristics and the needs of parents, selecting personnel, supervising teachers and service personnel. In addition, the manager is responsible for rational use budgetary allocations, as well as funds coming from other sources. Parents can contact the head for advice and make their own proposals for improving work with children, in particular, proposals for organizing additional services. Parents also have the right to demand from her that the team led by her provide the child with appropriate care, education and training, protection and promotion of health - in accordance with the terms of the contract.
Senior teacher is engaged in methodological work and organizes the entire educational process in kindergarten, therefore in everyday communication he is also called a methodologist. Together with the manager, he manages the team kindergarten, participating in the selection of personnel, in the development and implementation of development programs and pedagogical plans. Provides groups with educational aids, games, toys, organizes cooperation with other preschool institutions, schools, children's centers, museums, etc. The senior teacher carries out extensive methodological work in the teaching staff: open classes for teachers, seminars, individual and group consultations. In addition, he participates in working with parents: preparing stands, moving folders dedicated to family education, etc.
Educator- a teacher directly responsible for the life and health of the children entrusted to him. However, the teacher does not just “look after” the kids, he plans and conducts activities, games, walks and entertainment in accordance with the age of the children. Creates conditions in the group for the successful implementation of the educational program and, in fact, implements it herself. Together with the music director and the physical education teacher, he prepares holidays, entertainment and sports activities. Supervises the work of the junior teacher. In addition, the teacher works with parents on issues of raising children in the family, and involves them in active cooperation with the kindergarten. Coordinates with parents the preventive vaccinations of children planned in a preschool institution. If the kindergarten is fully staffed with teaching staff, each group has two teachers who work in close cooperation with each other.
Musical director Responsible for musical education. Organizes and conducts music classes, literary and musical matinees, evenings. Identifies musically gifted children and works with them individually and in groups. Participates in morning exercises, physical education and entertainment, provides musical accompaniment for organized children's games in the 2nd half of the day, conducts musical-didactic, theatrical and rhythmic games.
Physical education instructor conducts physical education classes and is fully responsible for the safety of students during them. Monitors children's physical activity throughout the day. Together with the nurse, he monitors the hygienic conditions for conducting classes. Organizes explanatory work with parents on issues of physical education. Like other teachers, the physical education instructor is guided by approved programs that take into account the age characteristics of children, and during classes takes into account the individual capabilities of each child.
Teacher speech therapist
conducts individual and group lessons with children who need correct pronunciation of sounds. Provides consultations to parents (legal representatives) and teachers to successfully resolve the child’s difficulties.
Medical workers
Medical issues in the kindergarten are dealt with by a nurse and a doctor at the children's clinic. The nurse monitors the sanitary and epidemiological regime in the kindergarten, and also monitors compliance with the daily routine, children’s nutrition, and the correct conduct of morning exercises, physical education classes and walks. Organizes events to harden children and participates in the organization of health-improving events. Keeps daily records of children absent due to illness and isolates sick children. In addition, the nurse prepares children for medical examinations and participates in them herself, carries out weighing and anthropometric measurements of children, carries out preventive vaccinations and carries out doctor’s orders.
Junior service personnel
Junior service personnel include a junior teacher, cook, storekeeper, laundress, etc. All these employees provide uninterrupted operation preschool, but only the junior teacher works directly with children.
Junior teacher (in everyday communication - just a nanny) helps the teacher in organizing the educational process, and together with the teacher is responsible for the life and health of the students. The junior teacher brings food from the kitchen and helps in distributing it, then removes and washes the dishes, helps wash the children, prepares water for rinsing the mouth; in older groups, organizes table settings for children. Helps the teacher take the children out for a walk and bring them into a group, undress the kids before quiet time and dress them after it. Prepares everything necessary for carrying out hardening and hygiene procedures, takes part in organizing classes for teaching children to swim. The nanny is also responsible for the cleanliness of the premises; Twice a day she does wet cleaning in the group. In accordance with the requirements of the SES, the sanitary treatment of dishes is carried out. Monitors the cleanliness of towels, changes them when they become dirty, and helps the teacher in carrying out hygiene procedures with children.
Who to contact?
Parents can contact any kindergarten employee with questions and receive a qualified answer. Thus, a senior teacher can answer questions regarding the organization of children’s leisure time at home, talk about the programs and methods of work used in kindergarten, what a child should know and be able to do by a certain age, and advise what books and toys a child should buy. You can discuss some parenting issues with teachers: what can you do to get your child to put away his toys? What to do with your child while preparing for dinner? How to discuss a read work with your child? What questions should you ask your child while looking at the illustrations in the book? etc. A physical education instructor will tell you how to make sure your child enjoys going to gymnastics or how to teach your child how to perform exercises correctly.
The junior teacher will answer questions regarding cultural and hygienic skills, the child’s appetite, and explain when and how ventilation is carried out in the group.
All kindergarten employees work closely with each other, creating the best conditions for the physical and mental life of the child. Working hours Each specialist in the kindergarten has his own work schedule.
Documentation of the senior teacher
List of regulatory documents of the methodological office of the preschool educational institution:
Regulations on the methodological office;
Law of the Russian Federation on Education;
Labor Code of the Russian Federation;
Family Code of the Russian Federation;
Constitution of the Russian Federation;
Convention on the Rights of the Child (09/15/1990);
Convention on Early Childhood Education;
Declaration
Charter of the preschool educational institution; changes to the charter;
Copies of job descriptions of preschool teachers;
Letter of the Ministry of Education of Russia dated May 26, 1999 No. 109/23-16 “On the introduction of psychological and pedagogical examination and criteria for evaluating toys”;
Letter of the Ministry of Education of Russia dated 04/07/1999 No. 70/23-16 “On the practice of diagnosing child development in the preschool education system”;
SanPiN 2.4.1.2660-13, as amended;
Model regulations on a preschool educational institution;
Federal State Educational Standard of Preschool Education;
List of documents and materials of the senior kindergarten teacher:
OOP DOW;
Annual work plans of preschool educational institutions (for 3 years);
Materials and minutes of teachers' councils (for 3 years);
Certification materials;
Materials on pedagogical diagnostics;
Materials of operational, thematic and final control of the senior educator over the educational process;
Materials on self-education for preschool teachers;
Educational methodological manuals;
Book of accounting of the movement of methodological literature;
Various types of card files, video libraries, etc.;
Orders of the head of the preschool educational institution;
Information about the pedagogical skills of teachers; materials on best teaching practices;
Plan and forms of work with young specialists, mentoring;
Plan for conducting methodological associations of teachers and regional seminars;
materials and minutes of seminars, consultations, open classes;
plans for the methodological week;
work plans for creative groups (topic, problem, way out);
plans for innovation activities;
teacher training plan;
work with young specialists (plan, attending classes with mentors and mentors with them);
Materials on interaction with parents;
Instructions, protocols for conducting briefings with preschool teachers on protecting the life and health of children; initial briefings
GCD schedule;
Employment schedule for pre-school specialists;
Schedule of individual lessons;
Schedule of additional classes;
Cyclograms;
Analysis of work for the year; reports;
Work plan for the senior teacher for the year;
Design of the educational process (curriculum) of a preschool educational institution;
Information about teaching staff;
Reference and methodological literature; publications about the teaching profession, subscription publications on preschool education;
Lists of materials and equipment for all premises of the preschool educational institution (in paper and electronic (disc) versions)
*All documentation of the senior teacher must be stored in the methodological office or with the head of the preschool educational institution for at least 3 years.
Useful sites for children
Dear friends! We invite you to get acquainted with the most interesting Internet sites in our opinion, which can be useful for children and adults in choosing a nursery fiction. Many of them contain both bibliographic and full-text information.
Most websites for children have well-designed search engines and wayfinding signs. The websites are designed using a variety of colorful illustrations, sound and multimedia fragments.
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Fairy tales, riddles, curiosities, unusual stories, poems, stories, facts from the lives of great storytellers. Headings: “Necklace of Fairy Tales”, “Sweet Tale”, “We have a poet visiting us”, “Greats and storytellers”, etc.
Artists, animators, psychologists, programmers got together and developed the Bibigosh website. There's a lot here 
The children's portal "Sun" was awarded the Internet awards "Nagrada.ru" in the category "Site for children and youth." Literature for reading is presented in the headings "Book of Fairy Tales" and "Author's Fairy Tales."
Project 'Good Tales and Poems': children's educational literature. A unique methodology - education and upbringing through fairy tales. Tales about family, letters, words, art, native language, music, nature, science, vegetables and fruits and much more. Healthy eating. Educational games - more than 600. Children's books for all ages. Indispensable as teaching aids. Fairytale therapy, holding presentations, seminars and trainings for teachers, working with children.
The mission of the site is formulated on the first page: “Our theme is books and children.” More precisely - 
Collected are the texts of fairy tales from different nations and storytellers, as well as poems and stories for children.
Online games, fairy tales, songs and other entertainment for kids. Articles about the health and education of children. Forum for parents.
Electronic library of fiction for children from 7 years old and adults. Over 1,800 authors and more than 10,000 texts are represented. This is the most complete collection of Russian-language fiction on the Internet to date.
A site for children and their parents who will find not only useful but also exciting information for children. Such as children's developmental programs for both the youngest and older children. Various audio tales from famous storytellers, children's songs from our favorite cartoons, frames and templates for Photoshop, various coloring books and much more..png)
Welcome to the pages of the website for children Klepa.ru! Here you will find all the most interesting things for yourself. Starting from games and cartoons, ending with communication and competitions with prizes. And of course the children's magazine "Klepa".
The website "Training and development" DetkiUch.ru is dedicated to children, their development, education and training, as well as creativity. Here you will find articles about children, educational and developmental programs for children and schoolchildren, which can be downloaded for free, and the child will certainly want to watch children's educational videos, the best cartoons, fairy tales and books, karaoke, all online flash games for development; there is a broadcast of entertainment and development channels; for kids - the alphabet, coloring pages, pictures and much more. The site's materials will help children learn English, help with school subjects (mathematics, geometry, Russian, literature).Often, novice educators have a very difficult time in terms of maintaining documentation in a preschool educational institution, since an incredible amount of paperwork needs to be filled out and maintained. And no one cares that the main task of a teacher is to love and educate the children of his group; in our country, paperwork becomes more and more voluminous every year for both preschool teachers and teachers. What documentation should be kept and how? Let's figure it out.
Due to the fact that the educational process has introduced state standards, for kindergartens this is the Federal State Educational Standard for Preschool Education, then maintaining documentation of the preschool teacher in accordance with the Federal State Educational Standard for Preschool Education is a necessary stage of work. But record keeping can be a stumbling block for young, inexperienced educators. But properly designed plans are not designed to make the teacher’s work more difficult, but to make it easier. This is where the paradox arises. Why doesn’t the Ministry of Education themselves develop at least approximate plans, to which it remains to make its own adjustments in accordance with the specifics of the group. It’s unlikely that they need it; it’s always easier to push the work onto those lower on the career ladder. But that's not what we're talking about now. In the end, documentation still needs to be maintained, the system requires it.
According to the Federal State Educational Standard for Preschool Education, the teacher must maintain and document:
1. Local acts– this is a folder with instructions: job description, occupational safety, health and life protection of children, modeled on your preschool institution. It is done once and updated periodically. Shelf life is permanent.
The list of basic documentation for the educator includes local acts to ensure the activities of the educator:
1.1. Job description of a teacher.
1. 2. Instructions for protecting the life and health of children.
1.3. Labor protection instructions.
2. Documentation on the organization of the teacher’s work:
2.1. The work program, which was drawn up as part of the implementation of the Federal State Educational Standard for Education by age group for 1 academic year. It reflects the main directions of educational work with children of a certain age. Take, for example, the work program “From birth to school” as a basis and, based on the general program, you need to create such a document for your group.
Comprehensive thematic planning.
It is built on a thematic principle and allows the teacher not only to systematically solve assigned tasks and easily introduce regional and ethnocultural components, but also, depending on the characteristics of his preschool institution, at his own discretion, partially or completely change topics or topic names.
Complex thematic plans are plans for working with children by season and week of each month, where general areas of work are recorded. That is, what do you want to achieve each month.
Calendar plan for educational work.
To specify and adjust the educational work provided for by the comprehensive thematic plan, the teacher uses a calendar plan in his work. For ease of use of the plan, the teacher divides it into two parts: the first and second half of the day.
To write a plan, it is recommended, in addition to a comprehensive thematic plan, to use a cyclogram educational activities groups (it is not mandatory, but it is very convenient and helps the teacher to properly plan his work with children during the day.)
In the first half of the day, the teacher plans conversations, individual and joint activities, reading fiction, morning, finger, articulation gymnastics, didactic games, instilling cultural and hygienic skills, and a walk.
In the afternoon - invigorating gymnastics, conversations, individual work, experimentation, role-playing and didactic games, a walk, work with parents.
The calendar plan for educational activities is a specific, detailed plan for every day. It must be consistent with the work program and comprehensive thematic plan. Here we write down everything that we will do with the children during the day: exercise, activities, games, walks, routine moments, work with parents, etc.
2.3. Model of organizing educational activities (grid of classes).
The activity grid simplifies the planning of educational activities and is a table by day of the week, in which we enter all activities, including music, physical education
It helps the teacher systematize work with children during the current month. According to the requirement of SanPin 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations” on the maximum permissible volume of educational activities, the load in the first half of the day in the junior and middle groups should not exceed 30-40 minutes, in senior and preparatory - 45 minutes and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activities, a physical education session is held. Breaks between periods of continuous and educational activities are at least 10 minutes.
2.4. Evaluation of the results of mastering the program
Pedagogical diagnostics.
Each teacher constantly studies his students while working. Such work is carried out during observations of the activity of children in spontaneous and specially organized activities. For this purpose, the documentation of the kindergarten teacher includes observation cards of child development, which allow recording the individual dynamics and development prospects of each child in the course of various types of activities (speech, cognitive, artistic, play, project and physical development)
During educational activities, teachers must create diagnostic situations in order to assess the individual dynamics of children and adjust their actions.
Example - ready-made observation cards of child development with recommendations for building an individual development trajectory for each child for all age groups for an approximate basic general education program "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Pedagogical diagnostics folder - here are cards of observations of children, diagnostics and recommendations.
2.5. Teacher's portfolio
In a modern preschool institution, teachers have to work in conditions of constant competition. In most cases, a kindergarten teacher’s portfolio is a folder that is created and updated by a preschool teacher in order to improve their qualifications, for which proof of work activity is required. We can also say that a teacher’s portfolio is a kind of form for teacher certification, with which you can present materials from your work, courses attended, achieved successes. The teacher’s portfolio is located in the group or in the methodological office of the preschool educational institution. Shelf life is permanent.
2.6. Creative folder for self-education (Shelf life - permanent).
Any profession requires self-improvement, and even more so work related to children. One of the ways to improve the professional skills of teachers is self-education. This is the teacher’s purposeful work to expand and deepen his theoretical knowledge, improving existing and acquiring new professional skills and abilities in the light of modern requirements of pedagogical and psychological sciences. During the academic year or other period of time, the teacher must study in depth a problem, the solution of which causes him certain difficulties or which is the subject of his special interest. Timely completion of this document also helps in collecting materials for teacher certification. Select a topic and gradually fill the folder with materials
3. Documentation on organizing work with preschool children.
3.1. Attendance sheet.
It is necessary in order, firstly, to record the number of children in the group daily. This helps ensure that children are fed and parental fees are paid.
Secondly, it is easier for the teacher to focus on conducting classes and distributing material for each child.
Thirdly, it helps to track the incidence of children in certain periods, outline the nurse’s work aimed at improving their health, and during the adaptation period, identify unreasonable omissions that complicate the child’s successful adaptation to the conditions of the preschool educational institution.
3.2. Individual information about parents and pupils.
Documentation of a preschool teacher in accordance with the Federal State Educational Standard for Preschool Education necessarily involves identifying information not only about children, but also about parents.
In officially accepted practice, a special journal usually contains the following information about children attending the group:
- surname, first name of the child;
- Date of Birth;
- residential address and telephone numbers;
- Full names of parents, grandparents;
- parents’ place of work and telephone numbers;
- social status families (number of children in the family, living conditions, complete - not complete family).
The teacher should, in a tactful conversation, find out information from the parents and reflect it in the journal. Moreover, the received data cannot be disclosed; this information must be confidential. Now parents are also required to provide written consent to the processing of personal data.
The information obtained helps the teacher neutralize the possible negative impact of the family environment on the child, if any. And you can understand the child better if you know more about his living conditions and the status of his parents.
3.3. Age list of children.
The composition of children in the same group is heterogeneous in age, and sometimes the difference can reach up to a year. The teacher must take into account the age of each child in the group, since the difference in age affects the characteristics of the individual approach to each of the children. A simple age list can help prevent some very serious problems in the group.
3.4. Health sheet for group pupils.
In practice, it is important to develop a differentiated approach to children, taking into account their health status. For this purpose, groups have so-called "Health sheets", which are filled out by medical personnel. After all, as a rule, children do not attend preschool educational institutions due to illness. Medical staff and educators must work closely with each other. Without this relationship, competent health work is impossible.
The doctor distributes children into health groups. Based on the results of medical examinations (conducted 2 times a year in kindergarten groups and 4 times a year in early age groups), depending on the nature and severity of deviations in the children’s health, the doctor gives recommendations, documenting them.
In the practical work of a teacher, it is the recommendations that are important, not the clinical diagnosis. (it is a medical secret). All of the above is reflected in "Health sheet" for each child.
3.5. Journal of hardening events
The journal of hardening activities helps to carry out targeted recreational activities with children in compliance individual characteristics child.
3.6. Seating scheme for children at tables.
As you know, for the formation of correct posture and the prevention of visual impairment, the correct seating of children at the table is of no small importance, for which a set of furniture is selected for each child (height of table and chair). The height and weight of children are determined 2 times a year, respectively, a set of furniture should be determined 2 times a year. For this, we need a scheme for seating children at tables, which is adjusted as necessary depending on changes in the physical condition of the children in the group.
3.7. Group daily routine.
A daily routine for warm and cold periods of time is necessary for a rational duration and reasonable alternation of various types of activities and rest for children during the day.
3.8. Children's stool map and morning filter (only for children under 3 years old).
A children's stool map and morning filter allows you to identify a child's illness at an early stage and take measures to preserve the health of the children's group. The morning filter in other age groups is carried out and filled only during the epidemiological period.
3.9. Adaptation sheet.
For the period of adaptation of children, another type of document is introduced - an adaptation sheet. It notes the date of admission of the child, his time spent in the preschool educational institution, and behavioral characteristics in a symbolic manner. Timely analysis of this document helps teachers identify and eliminate or smooth out the child’s adaptation problem. Based on the analysis, it is coordinated collaboration “teacher – physician – psychologist – parents”.
3.10. Register of reception and care of children signed by parents.
The daily morning reception of children should be carried out by educators who interview parents about the state of health of the children, examine the pharynx, skin, if indicated, measure body temperature. In nursery groups, admission takes place with daily measurement of body temperature. During an influenza epidemic, body temperature is measured daily in all age groups. Children identified during examination with suspected illness are not admitted to kindergarten, and those who are ill during the day are isolated from healthy children in an isolation ward until their parents arrive.
4. Documentation on organizing interaction with families of pupils.
4.1. Interaction with parents of group students.
The content of work with parents is planned for a month or a week. It should be indicated on what days and what will be done by each teacher of the group, and what general garden events will be held. Moreover, it is necessary to write not only those events that are carried out by the teacher, but also by the specialists working in this group. Regardless of who conducts the classes, the organizer will in any case be the teacher.
Work can be scheduled in various forms ah carrying out:
Parent meetings,
- consultations (individual, group,
- workshops,
- thematic exhibitions,
- occasional conversations with parents,
- interest clubs,
- joint holidays,
- entertainment and leisure,
- survey,
- parent gatherings,
- trainings
- excursions,
- hiking trips,
- parental participation in public life groups and more.
How many events to plan is up to everyone to decide for themselves. Work in kindergarten with parents should be planned in accordance with the annual goals of the institution. You can find out about the joint activities of raising adults, which can be organized in a variety of traditional and innovative forms, in the program "From birth to school".
Stock,
- master classes
- trainings
- assemblies,
- evenings of music and poetry,
- visits by families to family subscription program events organized by cultural and art institutions, at the request of the kindergarten;
- family living rooms,
- festivals,
- family clubs,
- question and answer evenings,
- salons, studios,
- holidays (including family,
- walks, excursions,
- project activities,
- family theater.
4.2. Minutes of parent group meetings.
The minutes of parent meetings in kindergarten are an important document. Its preparation must be approached responsibly and competently. Any decision becomes valid only if there is a protocol. It must always be carried out, regardless of the degree of importance of the issues being discussed. The protocol notebook is started during the formation of the group and is maintained until graduation from kindergarten. It is numbered page by page, filed, sealed with the seal of the kindergarten and the signature of the head.
Protocol drawing up plan:
Full name of the institution
- Date of the meeting at the preschool educational institution
- List of those present (teachers, administration, parents)
- Topic of the meeting (agenda)
- List of speakers (educators, medical worker, speech therapist, educational psychologist, heads of clubs, studios, parents, etc.)
- Solutions
- Signature of the secretary, teacher, and chairman of the parent committee
All protocols are kept by the teacher.
All this documentation can be divided into mandatory and recommended. But what is mandatory and what is not is decided not by the teacher, but by the authorities.
For competent planning and documentation, you need to firmly know the subject of the documentation: the work program of your kindergarten, on the basis of which almost all other documents are based.
The following documentation is required:
Calendar plan of educational activities for the group;
- Teacher’s work program for his group;
- Children's attendance sheet.
Recommended documentation that may or may not be kept:
Information and regulatory folder: local acts, job descriptions, safety, health, etc.;
- Planning and analysis folder: information about the children, about the parents, a plan for hardening and other routine moments, a schedule of classes, a scheme for seating the children at the table, adaptation sheets, a register for the reception of children, etc.;
- Methodological support for the educational process: a comprehensive thematic plan of work, a list of programs, technologies, author’s developments, materials for pedagogical diagnostics, a teacher’s portfolio, materials for self-education, work with parents and everything you have.
If you are not a fan of long texts, you can switch to cards. This is not prohibited and very convenient. A file of work with parents, a grid of activities, work plans can be drawn up in the form of separate sheets of cardboard with written activities.
An example of comprehensive thematic planning according to the Federal State Educational Standard for Education
An example of how to create a comprehensive thematic plan for October for the middle group. We use the same principle to prepare for other months, but take on other tasks.
So, October:
Week 1-2 theme “Autumn”. Contents of the work: expand children’s understanding of autumn as a season, give an understanding of the various signs and characteristics of autumn weather phenomena, teach them to establish basic connections between living and inanimate nature. Conduct seasonal observations of nature, note its changes and beauty. Give an idea of the professions of agriculture and forestry. Expand knowledge about seasonal vegetables and fruits, including exotic ones. Introduce autumn flowers. Foster a caring attitude towards nature and its gifts. Generate basic information about ecology.
Events: “Autumn” matinee, exhibition of crafts made from natural materials, “Harvest” project, targeted walks.
Week 3 theme: “The ABCs of Politeness.” Contents of the work: developing an idea of moral and ethical standards, developing friendly relations between all students. Strengthen positive habits: saying hello, thanking, expressing requests correctly, etc. Filling out a development card for each child.
Activity: role-playing games“Polite Bear”, puppet show “Hello!” Development of an individual development sheet for each child.
Week 4 theme: “My favorite toys.” Contents of the work: improvement and development of play activities of preschool children. Formation of knowledge and practical communication skills between peers and with adults through play. Expand gaming techniques and enrich children's experience in gaming activities. Develop Creative skills preschoolers towards the independent development of new game plots. Reinforce educational material through didactic games.
Events: holiday folk games and festivities, folk competitions outdoor games, a complex of didactic and role-playing games.
What does a calendar plan look like for each day?
Calendar-thematic plans for each day are designed in different ways; there are ready-made magazines for sale, lined up. Typically the columns are as follows: month, day of week, day. The theme of the week is in accordance with the long-term plan, for example, as I wrote above “Autumn”, “The ABC of Politeness”, “My Favorite Toys” for October.
Then the columns are as follows: vertically – joint activities of the teacher and children, organization of a subject-development environment, support for the child’s individuality. There may be other columns at your discretion. For example, by goals: social-communicative, cognitive-speech, physical and aesthetic development.
If we choose the second option for recording the plan, then what can we write in the column “Joint activity” on the topic “Autumn” in the line cognitive and speech development: Observation “Autumn trees”, looking at the leaves, bark of trees that are on the site, learning to identify the difference between a tree and a bush, characterize the shape of leaves of different plants, color. Encouraging children to actively communicate. We listen to the rustling of leaves, the sound of the wind, and develop sensory sensations.
Research activity: “What do trees like?” We find out what conditions are suitable for tree growth. We develop cognitive abilities, the ability to observe, analyze, and express our thoughts.
Problem situation: autumn is a controversial time of year. We learn to analyze the cause-and-effect relationships between natural phenomena and people’s attitudes towards them, we try to analyze the pros and cons of autumn, and we develop the ability to prove our point of view.
Conversations on the theme of autumn. There can be many topics, I won’t list them.
FEMP: learning to count, compare quantities, in general, according to the lesson plan. Didactic games. Also a great variety, define as you wish.
This is just one column filled in. You also need to fill out the rest, based on the program and long-term plan, as well as the schedule of classes. Difficult for a beginner, right?
On our 7guru website you can find a ready-made plan and simply rewrite it, changing the dates and modifying it to suit your group.
interactions, determining the degree and causes of discrepancies in interaction and its quality. Determining the compliance of the developing subject spatial environment in groups with the approximate general education program, the age of the children, and the requirements of the Federal State Educational Standard for Education.
Content of methodological support, responsibility and activity of the senior educator Quantitative and qualitative analysis of the achievements of educating adults in interaction, self-analysis, determination of milestone achievements in interaction, development of an adjustment system, preparation of reporting documentation. Conducts analysis and self-analysis of joint activities in the context of the questions: “What needs to be taught to teachers and parents? What regulatory and methodological documents need to be developed? What methods and forms are more acceptable for interaction between teachers and parents. What has changed in the interaction between teacher and parent, parent and child, teacher and child?”
Methods of methodological support Analysis of video recordings of the event, analysis and self-analysis
Conducts analysis and self-analysis on the questions: How is the level of quality of interaction changing? Which internal and external connections are superfluous and which ones are missing? Which forms or data are superfluous and which are essential? What is not taken into account when constructing a developing subject-specific spatial educational environment. Prepares reporting materials for submission to the methodological service.
Organization: MBDOU "Kindergarten No. 103"
Locality: Nizhny Novgorod region, Nizhny Novgorod
Main feature modern world- rapid changes. Preschool education has been actively involved in modernization processes.
SLIDE 1
Management activity of a senior teacher in the conditions of modernization - this is the search and implementation of effective methods and forms of consistent influence on the teaching staff to achieve high quality preschool education
SLIDE 2
The concept of Modernization was included in our preschool educational institution along with:
- adoption of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 - Federal Law;
- publication of the order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard preschool education”, which came into force on January 1, 2014.
- the appearance of the project “Professional Standard for Teachers” on February 12, 2015.
- by government order Russian Federation dated December 29, 2014 No. 2765-r on the approval of the “Concept of the Federal Target Program for the Development of Education for 2016 - 2020.”
SLIDE 3
Main objectives of modernization:
- improving the quality of preschool education
- increasing the professionalism of educators
- distribution of responsibility and increasing the role of all participants in the educational process - student, teacher, parent, educational institution
SLIDE 4
Solving problems of state educational policy aimed at increasing efficiency activities of preschool educational institutions provides for the possibility of their reorganization
In September 2015, our preschool educational institution underwent a reorganization procedure, which became a certain stage that ensured the creation of the necessary conditions for the modernization of the preschool educational institution (improving the material and technical base made it possible to update the developmental environment in groups; an increase in staffing, expanded opportunities for the exchange of innovative experience among teaching staff)
The reorganization procedure took place by joining three four-group kindergartens (36,99,42) to kindergarten No. 103. As a result of the reorganization, one legal entity was formed with different actual addresses.
Today there are 16 groups in the kindergarten, 420 pupils receive educational services. The staff of the preschool educational institution consists of 90 people; 30 teachers, 3 senior teachers, 4 music directors.
Solving modernization problems Russian education aimed at improving the quality of preschool education depends on the educational level, qualifications and professionalism of teachers. Therefore, the role of the senior educator, as the organizer of the pedagogical process and the initiator of the professional growth of educators, is of particular importance at the present stage.
In our preschool educational institution, the senior educator carries out not only methodological work with teaching staff, but also coordinates the activities of all employees, because is an administrator in his building. In this regard, an integral part of management activities is monitoring the quality of employee work. If we consider the operational control plan developed before the reorganization, we can see that the object of control was the educational work of teachers. After the reorganization, in connection with the expansion of responsibilities, the need arose to develop a new cyclogram of the activities of the senior educator, which reflected new areas of control and evaluation activities. From the cyclogram it is clear that they are subject to control.... (See APPENDIX 1)
After the reorganization in our preschool educational institution, it became possible to organize additional educational services.....
In order to ensure the implementation of the decision of the August conference of teaching staff of the Leninsky district in 2016 on creating favorable conditions and additional opportunities for developing the abilities of students and attracting extrabudgetary funds to educational organizations, we have planned conducting marketing research, aimed at identifying the needs of parents and interests of students in the framework of the organization of additional educational services.
One of the most important areas of activity of a senior educator, in the context of modernization of preschool educational institutions, is the development of human resources. The priority of this direction of educational development is fixed in the Strategy for the Development of Russian Education until 2020, in the National Educational Initiative “Our New School” and in the Federal State Educational Standard for Preschool Education (P.3.2.5.)
The social order for the training of specialists of the new generation is formulated in the report of the State Council of the Russian Federation “On the educational policy of Russia at the present stage”: “A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are distinguished by mobility, dynamism, constructive, ready for intercultural interaction, with a sense of responsibility for the fate of the country, for its socio-economic prosperity.”
The process of modernization in preschool education is characterized by the rapid pace of introduction of innovative technologies into the practice of kindergartens. The Federal State Educational Standard for Education requires changes in the interaction of adults with children, which implies the presence of a number of competencies in the teacher: the ability to arouse the child’s interest in various types of activities, the ability to support the child’s own activity, develop curiosity, the desire to comprehend this world, raise “why” children, and not just convey any knowledge. The teacher must be able to choose adequate forms of pedagogical support for each individual child. This means that the teacher must be able to provide individualization and, at the same time, equal opportunities for full development. This problem entails a rethinking of the activities of the senior teacher, which, in the context of the implementation of the Federal State Educational Standard for Educational Education, should be focused on the development of pedagogical skills, which are reflected in Professional Standard teacher The development of these skills in the light of modern requirements for educators should be facilitated by well-organized methodological work.
The work of our preschool educational institution in the conditions of modernization required new approaches to the organization of methodological work, the search for such forms, the optimal combination of which guarantees an increase in the competence of teachers, a comfortable stay for pupils in the preschool educational institution and the establishment of partnerships with the families of pupils.
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Questionnaire “Analysis of professional activities” “Drawing up an annual work plan for preschool educational institutions” |
Methodological work in preschool educational institutions is based on an analysis of the achieved results of the educational process, the level of pedagogical skills and the qualifications of teachers. Every year at the end of the school year, an analysis of professional activities is carried out using a questionnaire, which is based on the self-assessment and self-analysis of teachers. This approach to work makes it easier to analyze the implementation of annual tasks, plan the work of preschool educational institutions for the next academic year, find new effective forms of work with children, and make the necessary corrections. |
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Development (adjustment) of criteria for incentive payments |
The developed criteria make it possible to evaluate the effectiveness and efficiency of work, to increase the degree of interest among teachers in achieving high performance results through incentive payments |
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Individual and group consultations upon request of individual teachers. |
This form of work provides an individual approach to teaching staff training and creates the necessary pedagogical conditions continuing education of educators. |
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Seminars - workshops |
One of the most effective forms of providing methodological assistance and advanced training for teachers. This is a special form of organizing the independent cognitive activity of students. The main purpose of their implementation is to update theoretical knowledge, improve skills and develop practical skills in connection with the need to master new ways of solving professional problems. Determining the content of the seminars is preceded by a study of teachers’ difficulties in practical activities. “Project and research activities in preschool educational institutions” “Health-saving technologies in preschool educational institutions” |
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Celebrations of professional success |
"Star Hour" (Preschool Worker's Day) “Property of the Year” (Final teaching council) |
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Intellectual cafe “For a Cup of Tea”(invitation to the methodological office for an informal conversation) |
This form of work is aimed at increasing teachers’ self-confidence and developing an understanding of the importance of personal contribution to the common cause. |
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Trainings to unite the teaching staff |
This form of work is aimed at building effective team interaction and is especially relevant for our preschool educational institution due to the increase in the number of teaching staff after the reorganization |
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Venues, fairs, galleries, competitions, festivals of pedagogical achievements |
Presentation of the results of one’s work for colleagues in preschool educational institutions, society and the teaching community at various levels has become an important incentive in increasing the professional and personal status of teachers |
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Interactive Forms Creative groups Round tables Briefings, discussions, brainstorming, business game |
Interactive forms of work involve the organization and development of dialogue communication, which leads to interaction, mutual understanding, joint decision and acceptance of the most common, but significant tasks for each participant. In the course of dialogue, teachers develop the ability to think critically, reason, and solve controversial problems based on an analysis of the information they hear and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues. |
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“Club of beginning teachers”: includes such forms as Mentoring (mentors are teachers of the first and highest categories). Business trips to other institutions to familiarize themselves with the methods and work experience of other teachers Young Specialist Day |
These forms of work are aimed at providing psychological and pedagogical assistance to beginning teachers in modern conditions work, the formation of an individual creative “handwriting” of young teachers. The material of this form of work is presented at the exhibition |
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Generalization and dissemination of advanced pedagogical experience is presented in the following forms: - “Bank of innovative ideas” in the methodological office, which contains the generalized experience of the work of teachers of our preschool educational institution, teachers of the preschool educational institution of the region. Participation in pedagogical councils, problem seminars, conferences. Publications in professional publications, including electronic ones Posting materials on the institution’s website or your own website |
All forms of work are aimed at dissemination and implementation effective means and methods that contribute to obtaining high results in work. Teachers present their experience in the form of notes on educational activities and routine moments; long-term and comprehensive thematic work plans; scripts for matinees, entertainment, proms; samples didactic materials, products of children's creativity (photo materials); author's programs and projects; samples of information materials on working with parents and pupils. |
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Information hour |
This is practical training in the use of information and communication technology in the educational process. |
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Studio for partnership with parents |
The goal of the studio is to teach teachers to build partnerships with parents (legal representatives) to solve educational problems, using adequate methods and means for their psychological and pedagogical education. |
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Healthy Teacher School |
Currently, meeting modern requirements for the organization of the pedagogical process is very often accompanied by increased emotional and physical stress for teachers. The school's activities are aimed at preventing occupational diseases, overcoming stressful situations, combating professional burnout syndrome, as well as teaching teachers mastering relaxation techniques and relieving muscle tension. |
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Open screenings, mutual visits to educational activities, master classes |
They promote the best experience of preschool teachers and new effective forms of working with preschoolers. Its distribution is a strong incentive for further creative growth of teachers |
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Salon “Wise Teacher” |
The work of the salon is aimed at creating conditions for personal and professional self-improvement of teachers. Its activities involve the teacher defending the accumulated creative material on the topic of self-education, conducting self-analysis and identifying prospects for further work. Materials from this form of work are also presented at the exhibition |
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Formation of a methodological office |
The methodological office is one of the most common forms of methodological work, ensuring the creation of a unified information and methodological space in preschool educational institutions. Its content is aimed at helping educators improve their teaching skills, organize the educational process and interact with parents. The preschool educational institution has a passport for the methodological office. |
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Organization of monitoring activities Operational, thematic control Monitoring children’s achievement of the planned results of mastering the program Mutual control Parental control |
Control is an important function in methodological work. The information obtained during control with its subsequent analysis is the basis for making management decisions. In our opinion, the most effective form of control is mutual control. By assessing the activities of their colleagues, teachers begin to see shortcomings in their work, which is a powerful incentive for self-improvement. And the main thing is that these shortcomings were revealed by them themselves, and not by the administration. |
These forms of methodological work are applied differentially, taking into account the length of service, the age of teachers, their individual characteristics and interests. It is this approach that allows teachers to reveal their creative abilities, demonstrate business and organizational skills, and overcome self-doubt.
One of the most important areas of activity of a senior educator is improving the qualifications of teaching staff.
Our preschool educational institution has drawn up long-term plans for certification and advanced training of teachers through training courses.
Currently, all teachers of preschool educational institutions have completed course training under the program “Current problems of preschool education in the context of the introduction of the Federal State Educational Standard for Preschool Education”
The senior teacher carries out network interaction between the preschool educational institution and other social institutions of education and culture. Introducing to the values of culture, the socialization of the child in society is a key line in the Federal State Educational Standard for Education. In this regard, the preschool educational institution has developed a plan for network interaction with subjects external environment. Our partners are:
- Paustovsky Library: exhibitions of new children's fiction, sightseeing tours, quizzes, themed leisure activities
- School No. 72: excursions and targeted walks for children to school, mutual visits to classes, teacher consultations with presentations of educational programs, days open doors for graduates of preschool educational institutions, joint holidays “Day of Knowledge”, “Children’s Day”.
- music school No. 14: concerts, educational entertainment, musical evenings
- children's club "Fantasy": excursions, participation in joint exhibitions, shows and competitions
- Department of Education of the Leninsky District: participation of teachers in regional seminars, methodological associations, meetings, competitions, holidays, exhibitions of children's creativity
- GBOU DOV NIRO: advanced training of teaching staff through course training
- children's and adult clinics: preventive examinations, anti-epidemic measures, medical recommendations
- trade union organization
- traveling children's theaters
The priority direction in the activities of a senior educator in the conditions of modernization is the establishment of interaction with the families of pupils. Cooperation between teachers and parents helps to get to know the child better, look at him from different positions, see him in different situations, and, therefore, help in understanding his individual abilities and forming valuable life orientations. Therefore, together with teachers, we are trying to find the most effective forms of establishing partnerships with parents.
Along with the traditional ones, such as parent meetings, consultations, pedagogical conversations, questionnaires, moving folders, joint holidays, health days, creative exhibitions, we strive to introduce innovative forms of cooperation with the family. Education of parents in the field of pedagogy and child psychology is carried out using such forms as: a pedagogical library for parents, pedagogical living rooms, round tables, question and answer evenings, discussion meetings. Active forms of improving the pedagogical culture of parents include seminars - workshops and master classes, where the acquisition or improvement of knowledge is carried out through an activity-based approach. Trainings that help parents build relationships in the family in a new way help parents develop conflict resolution skills.
Our parents are active helpers in landscaping the territory and aesthetically designing the kindergarten premises. Such forms of work as “Labor landings” and “Days of good deeds” cause positive emotions from parents, because all participants receive prizes, gifts, letters of gratitude or certificates of honor.
This form of joint activity as charity events is also gaining popularity in our preschool educational institution. It has great educational value for children who learn not only to accept gifts, but also to give. Parents also do not remain indifferent, seeing how their child enthusiastically plays with friends in kindergarten in a game long abandoned at home, and the favorite book has become even more interesting and sounds new in the circle of friends. For example, the “Give a book to a friend” campaign. Thanks to this form of work with parents, the group’s library can be updated and expanded.
Relationships between parents and teachers in modern conditions are impossible within a closed educational space. Informing parents about the progress and results of the pedagogical process is carried out by posting information on the official website of the preschool educational institution, holding open days, creating information stands, albums, and booklets. The families of our students have become real participants in the educational process thanks to their involvement in organizing competitions, concerts, and participating in children's research and project activities.
The use of one or another form of work using multimedia equipment, showing presentations, photo slides, designing photo stands, and exhibitions of family portfolios attract parental interest in the work of the kindergarten. Family experiences are exchanged and friendly relationships are established between the parents of the group.
Analyzing modern pedagogical literature and publications in various publications, I have identified the most interesting innovative forms of interaction with the families of pupils and plan to offer them for use in the work of teachers of our preschool educational institution. I have also prepared instructions for you describing these forms. (See APPENDIX 2) These include:
- Oral pedagogical journal
- Parent conferences
- Pedagogical councils
- Parents' clubs
- Individual notepads
- "Parent University".
Changes in the technology of management activities of the senior teacher in our preschool educational institution allowed us to achieve the following results:
- the level of professional knowledge and skills of teachers in the use of innovative methods and technologies in the educational process, such as project-based, research-based, student-oriented, and health-saving, has increased;
- The activity of teachers in professional activities has increased;
- the number of interested and creative teachers has increased (teachers in our building are regular participants and winners of pedagogical excellence competitions within the preschool educational institution);
- thanks to the expansion of the powers of the senior educator, it became possible to involve each employee in the pedagogical process. (For example, junior educators participate in holidays, leisure activities, the production of teaching aids and demonstration materials. If necessary, a doctor and a nurse are invited to parent meetings)
- The degree of parental involvement in the pedagogical process has increased.
However, life does not stand still and as part of the modernization of preschool education, the following are planned: promising directions development of our preschool educational institution:
- improving forms of continuous education of teaching staff;
- motivating teachers to improve their qualifications through course preparation and the use of distance learning;
- creating conditions for teachers to undergo the certification procedure;
- increasing computer literacy of teachers;
- increasing the efficiency of using electronic resources in educational activities;
- meeting the needs of parents and students for additional educational services.
Any management activity, which includes the activity of a senior teacher at a preschool institution, is built on the basis of certain patterns developed by management science. Managing a preschool institution means purposefully influencing the teaching staff (and through them the educational process) to achieve maximum results in the upbringing, development, and education of preschool children.
Today the main job of a senior teacher is– this is work with teaching staff. That is, it influences the quality and results of the activities of the entire kindergarten indirectly, through the teacher. Educators are people who have developed their own creative pedagogical style. And not everyone will do what they are advised to do, because they have their own views on this or that methodology, pedagogical technique, etc. Therefore, the most difficult thing for a senior educator is to find an approach to each of them. The ability to work with people is the main indicator in the activities of a senior educator. After all, it is very important to create a team of like-minded people who have a common pedagogical credo, position, traditions, or, as it is now fashionable to say, to create your own team. Only in this case will the senior teacher be able to achieve the goals that he sets.
ANNEX 1
Activity cyclogram
senior teacher
MBDOU "Kindergarten No. 103" building 4
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Month |
Events |
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1st week |
2nd week |
3rd week |
4th week |
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August |
Control |
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Monitoring the attendance and morbidity of preschool children. |
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Monitoring compliance with internal labor regulations. |
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Monitoring the sanitary condition of preschool premises. |
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Control over catering. |
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Operational and preventive control of the pedagogical process (according to plan) |
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Work with documents |
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Completing nutrition documentation. Preparation of documentation for recording employee working hours. |
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Formation of payment files for preschool students |
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Registration of control results |
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Filling out the register for compensation of part of parental fees, working with receipts |
Study of regulatory documents |
Compilation of a card index of teaching staff |
Submission of children's attendance sheets and employee meals, documentation for employee working time recording |
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Drawing up schedules for certification and course training of teaching staff. Development of a plan for methodological support of the pedagogical process for the next academic year. |
Design of exhibitions and stands in the teaching room |
Preparation of a petition to the working commission for the distribution of incentive payments |
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Development diagnostic cards for monitoring activities |
Analysis of summer health work |
Drawing up a work plan for the next month |
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Work with personnel |
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Solving administrative issues |
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Consultations, individual conversations |
Interaction with the deputy manager according to the VOR for planning the pedagogical process for the next academic year |
Interaction with the deputy head on AHR to strengthen the material and technical base |
Work on the commission for the distribution of incentive payments |
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Conducting pedagogical council No. 1 |
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Interaction with society |
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Consulting parents on issues related to payment of compensation for part of parental fees |
Cooperation with visiting theaters, libraries, schools |
Leisure activities with the participation of parents and representatives of society |
Posting information on the preschool educational institution website |
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Consultations for parents in accordance with the annual work plan and upon individual request |
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Marketing research |
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APPENDIX 2
INNOVATIVE FORMS OF INTERACTION WITH FAMILIES OF PUPILS
Clubs for parents. This form of communication presupposes the establishment of a trusting relationship between teachers and parents, awareness by teachers of the importance of family in raising a child, and by parents that teachers have the opportunity to assist them in solving emerging difficulties in upbringing. Meetings of clubs for parents are held regularly. The choice of topic for discussion is determined by the interests and requests of the parents. Teachers strive not only to prepare useful and interesting information on a problem that worries parents, but also invite various specialists.
Oral pedagogical journal. The magazine consists of 3-6 pages, each lasting from 5 to 10 minutes. The total duration is no more than 40 minutes. The short duration of time is of no small importance, since parents are often limited in time due to various objective and subjective reasons. Therefore, it is important that a sufficiently large amount of information placed in a relatively short period of time is of significant interest to parents. Each page of the magazine is an oral message that can be illustrated with teaching aids, listening to tape recordings, exhibitions of drawings, crafts, and books. Parents are offered literature in advance to familiarize themselves with the problem, practical assignments, and questions for discussion. Sample topics for Oral Journals suggested by teachers: “At the threshold of the school”, “Ethics” family relations", "The influence of nature on the spiritual development of a child" and others. It is important that the topics are relevant to parents, meet their needs and help solve the most important questions raising children.
Pedagogical council. According to some modern authors (E.P. Arnautova, V. Lapitskaya, etc.), this form can and should be used when working with parents . It helps to better and more deeply understand the state of relationships in a particular family, and provide effective practical assistance in a timely manner (if, of course, the parents have a desire to change something in the current situation).
The council can include a teacher, head, deputy head for main activities, educational psychologist, speech therapist teacher, head nurse, and members of the parent committee. At the consultation, the educational potential of the family, its financial situation and the status of the child in the family are discussed. The outcome of the consultation could be:
- availability of information about the characteristics of a particular family;
- determination of measures to assist parents in raising a child;
- development of a program for individual correction of parental behavior.
Parent conference - one of the forms of improving pedagogical culture. The value of this type of work is that it involves not only parents, but also the public. Teachers, employees of the district education department, representatives of medical services, teachers, educational psychologists, etc. speak at the conferences. In addition, this form allows teachers, specialists and parents to simulate life situations by playing them out. This enables parents not only to accumulate professional knowledge in the field of raising children, but also to establish trusting relationships with teachers and specialists.
Individual notepads, where the teacher records the children's successes in various types of activities, parents can mark what interests them in raising their children.
"Parent University". It can operate different departments according to the needs of parents:
- “Department of Competent Motherhood” (Being a mother is my new profession).
- “Department of Effective Parenting” (Mom and Dad are the first and main teachers).
- "Department family traditions"(Grandparents are the keepers of family traditions)
In order for the work of the “Parent University” to be more productive, the preschool institution’s activities with parents can be organized at different levels: school-wide, intra-group, individual-family.
In addition, there are techniques for creating roles for parents. They can play different formal and informal roles in the development and education program of their children in the kindergarten group. Below are some of them:
Guest of the group. Parents should be encouraged to come to the group to observe and play with their children.
Volunteer. Parents and children may have common interests or skills. Adults can help teachers, take part in performances, help organize events, provide transportation, help clean, arrange and decorate group rooms, etc.
Paid position. Some parents may take up a paid position as a member of the educational team.
Organizational basis for effective methodological activities in a preschool educational institution
Plan
1. Methodological activity and its importance in the preschool education system.2. Types of methodological work: research, experimental, correctional.
When introducing the method into the work of teachers the senior educator informs, teaches, disseminates, organizes experimental work and reproduction of this method, etc.
When applying a technique, method The main emphasis is on monitoring the implementation of the main provisions and correcting this methodology.
3. Contents of methodological work in preschool educational institutions
The activities of the senior educator are aimed at solving priority and urgent tasks. Therefore, it is necessary to design and determine its content for the entire composition of management functions: information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic and regulatory-correctional (P.I. Tretyakov).Let's try to fill these functions with the content of the senior educator's activities. It should be supplemented taking into account the specifics and characteristics of the work of each particular kindergarten (see table).
In each kindergarten, methodological work with personnel is planned annually. It is important to recall that at present we need to talk about the system of methodological work, the modernization of its tasks, and content. And here there is both general and specific.
As a general matter, we consider building a system of methodological work in three planes.
1. In relation to a specific teacher, where the main task is the formation of an individual, original, highly effective system of pedagogical activity of the teacher. Therefore, methodological work in kindergarten should be aimed at enriching the teacher’s knowledge, developing his motives for creative activity, and developing pedagogical techniques of performing arts.
2. In relation to the teaching staff of the kindergarten, methodological work solves the problem of forming a team of like-minded people. It is aimed at developing a pedagogical credo, traditions of the team, organizing diagnostics and self-diagnosis, monitoring and analyzing the educational process, identifying, generalizing and disseminating advanced pedagogical experience. At present, it is important to involve the team in scientific and experimental work.
3. Methodological work in kindergarten is built in relation to common system continuous education, which involves a creative understanding of regulatory documents, the introduction of scientific achievements and best practices. In each kindergarten, a system of advanced training for teachers is built in a differentiated manner through self-education and all forms of methodological work.
It is possible to build a system of methodological work based on an analysis of the achieved results of the preschool educational institution: the results of the educational process, the level of pedagogical skills and qualifications of teachers, the maturity and cohesion of the teaching staff, the specific interests, needs and requests of educators. The search and selection of the optimal methodological work option is always relevant for the manager. At the same time, it is necessary to take into account the versatile nature of its content and the variety of forms and methods of working with personnel.
To evaluate the system of methodological work in a preschool institution, it is necessary to identify evaluation criteria. Their number may vary and depend on the specific kindergarten, but the most common ones should always be taken into account.
The first criterion for the effectiveness of methodological work can be considered achieved if the results of children’s development grow, reaching an optimal level for each child or getting close to it in the allotted time without overloading the children.
The second criterion for rational expenditure of time. The economy of methodological work is achieved where the growth of teachers' skills occurs with a reasonable investment of time and effort on methodological work and self-education, in any case, without overloading teachers with these types of activities.
The third criterion for the stimulating role of methodological work is that there is an improvement in the psychological microclimate in the team, an increase in the creative activity of teachers in their satisfaction with the results of their work.
It is important to remember that the true assessment of the effectiveness of methodological work is given by the final result, and not by the number of various events held.
4. Forms of organizing methodological work with the teaching staff
All forms can be presented in the form of two interconnected groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative micro-groups, open screenings, work on common methodological topics, business games, etc.); customized forms methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.). Let's consider the main forms of methodological work.Within the framework of various forms, a variety of methods and techniques for working with personnel, which were discussed above, are used.
When combining forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational, pedagogical, and moral and psychological conditions in the team that are specific to this institution.
Pedagogical Council is one of the forms of methodological work in preschool educational institutions.
The pedagogical council in kindergarten, as the highest governing body of the entire educational process, poses and solves specific problems of the preschool institution. We will talk in detail in lecture No. 6 about how to prepare and conduct a meeting of the teachers’ council, so I suggest you once again recall the contents of this lecture.
Consulting
Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on current problems of pedagogy, on requests from educators, etc.Any consultation requires training and professional competence from the senior educator.
The meaning of the word “competence” is revealed in dictionaries “as an area of issues in which he is well informed” or is interpreted as “the personal capabilities of an official, his qualifications (knowledge, experience) that allow him to take part in the development of a certain range of decisions or resolve the issue himself due to the presence of certain knowledge, skills."
So, the competence that is so necessary for a senior educator to work with teachers is not only the presence of knowledge, which he constantly updates and expands, but also experience and skills that he can use if necessary. Useful advice or timely consultation corrects the teacher’s work.
The main consultations are planned in the institution's annual work plan, but individual consultations are held as needed.
Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also strives to form in them a creative attitude to activity.
Thus, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.
When using the partial search method, educators actively take part in putting forward hypotheses, drawing up activity plans, and independently solving the problem. Most often, during consultations, the explanation method is used. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.
To stimulate the attention of educators and encourage them to follow the logic of presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific conclusions, express their thoughts, guesses, and formulate a conclusion.
Depending on the level of qualification of teachers, the senior educator determines to what extent it is possible to draw on knowledge from their experience or limit oneself to one’s own explanation.
When exchanging experiences between educators, identifying knowledge, and analyzing specific situations, the method of heuristic conversation can be used. During the conversation, individual provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are of greater interest to teachers, the erroneousness of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.
However, the effectiveness of heuristic conversation will be achieved if certain conditions are met. It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of conversation. It is necessary that educators have a sufficient supply of theoretical knowledge and professional experience. The one who prepares the consultation must draw up a reasonable plan for the conversation, allowing him to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. A heuristic conversation conducted with the aim of transferring new knowledge requires serious preparation and thinking through the entire course of the lesson.
During the consultation, the discussion method is used.
In form and content, the discussion is close to the conversation method. It also involves choosing an important topic that requires a comprehensive discussion, preparing questions for educators, and introductory and concluding remarks. However, unlike a conversation, a discussion requires a struggle of opinions and the raising of controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skill, great culture, and tact from the senior educator. The leader of the discussion must have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. Participants in the discussion must have knowledge of theory and a desire to improve their activities.
Each member of the group first independently studies the experience and development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is implemented in everyone’s work practice. Group members attend each other’s classes, discuss them, highlight best methods and techniques. If any gap is discovered in the understanding of the teacher’s knowledge or skills, then a joint study of additional literature takes place. Joint creative development of new things goes 3-4 times faster. As soon as the goal is achieved, the group disbands. In a creative microgroup there is informal communication, the main attention here is paid to search and research activities, the results of which are subsequently shared with the entire staff of the institution.
Work on a single methodological topic
At making the right choice a single methodological theme for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements that must be taken into account when choosing a single theme. This topic should be relevant and truly important for a preschool institution, taking into account the level of activity it has achieved, the interests and requests of teachers. There must be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the work of other institutions. These requirements exclude the invention of what has already been created and allow you to introduce and develop everything advanced in your team. The above does not exclude such an approach when the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, breaking down a major topic by year.A single methodological theme should run like a red thread through all forms of methodological work and be combined with the themes of self-education for educators.
Self-education
The system of continuous professional development for each preschool teacher involves different shapes: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge acquired in previous course training; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.In kindergarten, the senior teacher must create conditions for self-education of teachers.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each specific teacher.
As a process of acquiring knowledge, it is closely related to self-education and is considered its integral part.
In the process of self-education, a person develops the ability to independently organize his activities to acquire new knowledge.
Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. The volume of scientific knowledge increases every year. Scientists say that the knowledge that humanity has doubles every ten years.
This obliges every specialist, regardless of the education received, to engage in self-education.
Korney Chukovsky wrote: “Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”
The head of a preschool educational institution organizes work in such a way that self-education of each teacher becomes his need. Self-education is the first step to improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, and teachers’ work experiences.
Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs and help the teacher who has chosen the topic of self-education to get acquainted with the different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located in a specific system.
For every book there is a special card, in which the author’s surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side you can write a short summary or list the main issues covered in the book. Thematic card indexes include books, journal articles, and individual book chapters. The senior educator compiles catalogs and recommendations to help those engaged in self-education, studies the impact of self-education on changes in the educational process.
However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes).
This is a voluntary desire of the teacher. In the methodological office, only the topic on which the teacher is working, and the form and deadline of the report are recorded. In this case, the form of the report may be as follows: speech at pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This could be a demonstration of working with children, in which the teacher uses the acquired knowledge in the course of self-education.
To summarize what has been said, we emphasize that the forms of self-education are diverse:
Work in libraries with periodicals, monographs, catalogues;
- participation in scientific and practical seminars, conferences, trainings;
- obtaining consultations from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.
The result of these and other types of teacher work is the process of reflection on the experience gained and, on its basis, the construction of new experience.
5. Contents of the senior teacher’s activities
The organizer of methodological work in a preschool educational institution is the senior teacher.Together with the head of the preschool educational institution, he manages the preschool institution.
Senior teacher participates V:
Selection of candidates for the positions of educators, their assistants, and specialists;
- creating a favorable moral and psychological climate in the team, a system of moral and material incentives for employees;
- formulating a social order for your preschool educational institution, developing a philosophy, determining the purpose of your preschool educational institution;
- strategic planning, development and implementation of development programs and work plans of preschool educational institutions;
- creating the image of the preschool educational institution among the population;
- selection (development) of educational programs for children;
- organizing educational and educational work with children;
- organization of experimental and research work in preschool educational institutions;
- development, effective use of the intellectual potential of preschool educational institutions;
- developing cooperation with other preschool educational institutions, schools, children's centers, museums, etc.
In addition, the senior teacher plans educational, methodological work, taking into account the professional skills, experience of educators and with the aim of creating an optimal model of the educational process in preschool educational institutions, providing:
Proposals for the work plan of the preschool educational institution;
- advanced training of teachers;
- assistance to teachers in self-education;
- certification of teachers;
- drawing up a schedule of classes by age group;
- methodological assistance to educators (primarily beginners) in preparing and conducting classes;
- exchange of work experience of preschool educational institutions employees;
- familiarizing educators with the achievements of pedagogical theory and practice;
- development of continuity between preschool educational institutions and schools;
- improving work with parents;
- equipping groups with teaching aids, games, toys;
- constant analysis of the state of educational, methodological and educational work and the adoption on its basis of specific measures to increase the effectiveness of methodological work.
Organizes educational, methodological work:
Prepares and regularly conducts meetings of the pedagogical council;
- conducts open classes, seminars, individual and group consultations, exhibitions, competitions for teachers;
- organizes the work of creative groups;
- promptly acquires equipment necessary for educational, methodological work;
- maintains a card index of published educational, pedagogical and methodological literature;
- compiles and promotes among educators a library of educational, methodological and children's literature, manuals, etc.;
- organizes the work of educators in the production of manuals and teaching materials;
- holds joint events with the school;
- prepares stands and folders for parents about the experience of family education;
- prepares pedagogical documentation in a timely manner;
- forms and generalizes the best experience of teachers on various problems and areas.
Exercises control at the work of teachers:
Systematically checks plans for educational work;
- attends group classes according to schedule;
- monitors the implementation of the annual work plan and decisions made at meetings of the teachers' council.
Senior teacher organizes interaction in the work of a teacher, psychologist, speech therapist, music director, and other specialists.
Regularly conducts diagnostics of children's development, their knowledge, abilities, skills.
Studying teachers' plans for self-education.
Provides interconnection in the work of preschool educational institutions, families, schools.
The professional competence of a senior educator consists of several components, including:
The presence of a methodological culture, conceptual thinking, the ability to model the pedagogical process and predict the results of one’s own activities;
- presence of a high level of general communicative culture, experience in organizing communication with educators, carried out in dialogue mode;
- readiness for joint mastery of social experience with all participants in the pedagogical process;
- desire for the formation and development of personal creative qualities, which make it possible to generate unique pedagogical ideas;
- mastering the culture of receiving, selecting, reproducing, and processing information in conditions of an avalanche-like increase in information flows;
- having experience in systematically studying and researching the pedagogical activities of educators and their own professional pedagogical activities.
