Attestation work
Introspection on the topic
"Methodological support for the professional development of teachers of preschool educational institutions in the context of the introduction and implementation of the Federal State Educational Standard for Preschool Education"
Done by senior teacher
MBDOU No. 21 "Bell"
city of Iskitim, Novosibirsk region
Knyazheva L.V.
2017
Help only those who do not know how
clearly express their cherished thoughts.
Teach only those who are able,
having learned about one corner of the square,
imagine the other three
Confucius
INTRODUCTION
Relevance
For the first time in the state, the theory of political child-centrism is proclaimed, when the adoption of any state decisions is associated with childhood, which is reflected in the federal state educational standards (hereinafter - GEF). The educator should take the position of partnership, comprehend new things together with the child in the form of cognitive research activities, creative and other types of children's activity. Just like the standard itself, the educator must be child-centered, i.e. focused on the child, regardless of the characteristics of his development, health, worldview, etc. At the same time, by organizing interaction with children, an adult plays the role of an intermediary and deliberately muffles his subjectivity in favor of the child. It provides the child with initiative, independence of development, which are in the zone of his possibilities, supports and encourages the activity, curiosity of the child..
In 2013The professional standard of the teacher was adopted, the purpose of which is to determine the necessary qualifications of the teacher, to assist in the involvement of teachers in solving the problem of improving the quality of education.
The introduction of these conceptual ideas of renewal involves the restructuring of the management system in the preschool educational institution, including in the aspect of methodological support. Therefore, my first step in the appointment wasanalysis of the current state of the educational environment in terms of staffing and its compliance with the Federal State Educational Standard and the professional standard of the teacher, the analysis revealed a high potential:
Educational qualification, experience, certificationShare of teachers
23 teachers out of 31 have pedagogical education,
13 of them are higher education teachers.
76,6%
Experienced teachers (more than 10 years of experience) - 20 people.
Qualification categories were assigned to 20 teachers.
But at the same time, it turned outthat some of the teachers have an insufficient level of development of professional competencies within the framework of the requirements of the Federal State Educational Standard of DO and the professional standard of the teacher, the motivation to update methods, mastering best practices has decreased, teachers prefer to use the usual forms of work, methods, planning.
Problem areas identifiedShare of teachers
Inclusion of parents in the pedagogical process as equal participants
Application of ICT in educational activities (planning, monitoring, reporting)
The vision of each child in the group, support for his subjective position and initiative in the educational process
Selection of optimal means, methods and forms of education and upbringing, high-quality planning of the educational process, the use of new forms of interaction with children and advanced technologies.
Formal approach to planning.
Features of personal attitude to activity
Definition professional motivation teachers found the following:
*the dominant motive - the motive of material well-being - in 82% of teachers,
*in second place is the motive of professional recognition - in 69%,
*Motive to overcome professional difficulties - 31% of teachers.
Thus, the constructive motive necessary for professional development is in last place.
In addition, it turned out that the mainsubjective sources of success preschool teachers believe:
*opinion of the administration - 75%,
*opinion of colleagues and parents - 58%.
Inner satisfaction from a job well done, participation in professional competitions, dissemination of experience is also in last place - 25%.
Growth points
There are creatively working teachers in the preschool educational institution, who are active and initiative, putting into practice innovative ideas, engaged in self-education, regardless of the circumstances.
Hence follows generalized problem: discrepancy between the professional position that has developed among some teachers and the practical experience of pedagogical activity to new requirements. At the same time, with the adoption of the Federal State Educational Standard, teachers found themselves in approximately equal conditions: everyone needs to study regulations to jointly create, grow experience in the implementation of the Federal State Educational Standard (search, development and dissemination of new and effective means and forms of organizing the educational process; updating the content preschool education). Therefore, advanced training, retraining of specialists, the choice of innovative areas, the motivation of teachers to use innovations, the search for valuable pedagogical experience have become important components of the methodological service of MBDOU No. 21 "Bell" for 2014 - 2016.
Hypothesis
Considering the above, I assumed that,choosing best option methodological work in preschool educational institutions and modern forms of its implementation, it is possible to improve the mechanisms of motivation and effectively promote the professional development of teachers.
Goal and tasks
Defined goal methodological support for the professional development of teaching staff - the development of professional competencies among teachers of preschool educational institutions in the context of the Federal State Educational Standard, as well as intrinsic motivation and professional qualities.
The implementation of the chosen goal involves the solution of the followingtasks :
Organize the study of the legal framework for updating the content of preschool education.
Create motivational conditions for the development of professional competencies and professionally significant qualities of preschool teachers (activity, desire for self-improvement, corporatism).
Design methodological activities taking into account the real needs of its consumers: provide methodological assistance to the teacher in his practical activities, including through the organization of a system of methodological measures.
To create a continuous system of advanced training of teaching staff (self-education) through the use of new forms of network communications (remote system of advanced training and retraining, electronic methodical libraries, virtual methodological associations, professional websites, etc.).
To evaluate the results of the implementation of methodological support for the professional development of teachers.
The content of methodological work in a modern preschool institution should be formed on the basis of various sources, both common to all preschool institutions in the region, and specific, individually unique (P.N.Losev). It is necessary to study, as well as to work out and use in the future, the following set of sources for the content of methodological work:
State government documents that give a general target orientation for all methodological work;
New and improved curricula, teaching aids, technologies that help expand and update the traditional content of methodological work;
Instructive - methodological documents of the educational authorities, giving specific recommendations and instructions on the selection of the content of work with teachers;
Information about advanced, innovative and mass pedagogical experience, giving samples of work in a new way, as well as information aimed at further overcoming existing shortcomings;
Data from the analysis of the state of the educational process, which help to identify the priority problems of methodological work for this preschool educational institution, as well as the self-education of teachers.
2. Creating conditions for the professional development of teachers in the context of the introduction of the Federal State Educational Standards involves the implementation of a competency-based approach. The main categories from this point of view are the following:
Professional Competence - a body of knowledge that allows you to make a qualified judgment about issues related to the field of professional activity. Revealed through the following indicators:
– possession professional knowledge, skills and abilities;
– the ability to express an authoritative opinion on various problem situations;
– willingness and ability to act independently, responsibly, with a guarantee of results.
Professional culture - Possession of pedagogical heritage.
Qualification - the requirements of professional activity to the employee, compliance with which is expressed in the educational qualification and other professional merits.
professional conduct - compliance of the teacher's activity with the best examples of professionalism: creative activity, individual style of activity.
Four aspects of the implementation of the competency-based approach in education are distinguished (V. V. Davydov, E. V. Elkonin, E. V. Ilyenkov, Skatkin, V. V. Kraevsky, I. A. Zimnyaya, S. V. Kulnevich, A. V. Khutorskoy and others):
– key competencies;
– generalized subject skills;
– applied subject skills;
– life skills.
Competence as a specific ability consists of interrelated components (competencies), including both highly specialized knowledge, a special kind of subject skills, ways of professional thinking, value-semantic orientations in the profession, as well as responsibility for one's actions. This is the knowledge and experience of the teacher, which has a personal meaning for him, allowing him to productively reflect on professional topics and solve professional problems of various levels of complexity. These competencies are defined in the GEF DO and professional standard teacher.
The development of professional competencies of teachers of preschool educational institutions is facilitated by the activities of the methodological service, which purposefully trains teachers by improving the cognitive, activity and professional-personal components of professional competence, takes into account in the content of training the expectations of both a specific educational institution and the individual capabilities of teachers (L.N. Atmakhova ).
4. Methodical work in a preschool educational institution is a complex and creative process in which practical training of educators in the methods and techniques of working with children is carried out (A.I. Vasilyeva).Organized methodological support for professional growth should be based onmanagement principles :
* when starting a new business, make sure that it is based on a solid value foundation;
* before embarking on the development of a new one, spend enough time so that all its participants understand the meaning of the changes being made not at the level of individual actions, but at a deep level of values and goals;
* use active forms training, in order to interest teachers, motivate them to participate in methodological work;
* the principle of network interaction of teachers;
* principles of adult education (according to N.V. Nemova):
Teaching what is needed in practice, teaching through activity;
In order to master the content, it is necessary to follow the cycle: (theoretical training - practice - self-education - professional communication).
A few more important principles need to be added:
* the principle of the "zone of proximal professional development" - identifying the professional difficulties of the teacher through questioning and "points of professional growth" by analyzing the methodological activity of the teacher;
* the principle of stimulating the creative growth of teachers contributes to overcoming professional difficulties, obtaining professional recognition through participation in professional skill competitions at various levels and supporting the initiative of teachers involved in self-education;
* the principle of “do no harm” and “a drop wears away a stone” - involves a progressive movement towards the intended goals without haste, returning if necessary, making adjustments until the topic is worked out. For example: the goal is to form a position among teachers in relation to parents “not influence, but interaction and cooperation”. Implemented over several years. One of the annual tasks in 2014 - 2015: "To improve the professional competence of teachers in the field of organizationinteraction with parents through the use of active forms”; in 2015 - 2016: "To develop practiced and master new educational traditions, practices in working with the family"; in 2016 - 2017: "Continue to activate the pedagogical potential of the family, ensuring equal creative interaction with the parents of pupils.
5. It is important to determine the real indicators of work to improve the professional competence of teachers, to formulate evaluation criteria (K.Yu. Belaya). To assess the level of development of professional competencies of preschool teachers, I chose the card "Behavioral signs of professional competencies" (author Asaeva I.N.), which is suitable for both self-analysis and observation of the teacher's activities. To assess the quality of methodological support, I determinedexpected results and performance indicators of teachers' professional development. Mastering by teachers of preschool educational institutions necessary competencies will undoubtedly affect the quality of the educational process as a whole, so I predicted the result for all its participants:
Predicted resultPerformance indicators
For teachers
The growth of creative activity of each teacher preschool, satisfaction with the results of their work, improving the psychological microclimate in the preschool educational institution.
Creation continuous system advanced training of teaching staff.
Creation of a unified educational space in which children and adults, in the process of cooperation, productively solve their urgent problems.
Active self-education.
Certification for a higher category, recognition of merits (awards, encouragement, positive feedback).
Effective participation in competitions of pedagogical skills.
Active generalization and dissemination of own experience.
For kids
Emotional well-being and the absence of negative dynamics in the state of health.
Positive dynamics in the quality of education and upbringing, a differentiated approach to each child, the effectiveness of children's development.
Reduction of absences from preschool educational institutions due to illness.
Positive dynamics in the development of BLO DO, readiness for schooling.
Active participation in exhibitions, competitions and olympiads, promotions and concerts.
For parents
Positive assessment of the activities of the preschool educational institution, teachers from the parents, satisfaction with the quality of the provided educational services and childcare services.
Willingness and desire of parents to cooperate with the kindergarten; high activity of parents in the events.
A high degree of awareness of the state of affairs in the preschool educational institution among parents.
Satisfaction of parents with the services provided by the preschool educational institution and high awareness of the state of affairs in the preschool educational institution.
High activity of parents in the events.
Also highlighted werepossible risks and ways to reduce them:
Possible risksWays to reduce risks
Resistance of individual teachers to innovations.
Personal example of a senior educator and support for the administration of the preschool educational institution.
Creationpsychological, pedagogical and material conditions for the effectiveness of the development of professional competencies of teachers.
ATinvolvement of educators in innovative work.
Some teachers formally accept the Standards.
Practical implementation key measuresthe initiatives laid down by the Program, the annual plan.
Studying the best practices of the municipality, region and country, international experience(use of Internet resources).
Control over the quality of the educational process.
Increased intellectual, emotional and energy costs
Creation of a favorable psychological climate for business cooperation.
The development of internal motivation among teachers, the desire to overcome professional difficulties.
Implementation of psychological support for teachers.
Rational distribution of responsibilities.
Preparation by the senior educator of planning templates for educators of preschool educational institutions (KTP, KP).
The educational needs of teachers may exceed the possibilities of methodological support.
Involvement of specialists from NIPKiPRO, other organizations that have the appropriate licenses and the necessary subjects of the courses (training courses, professional retraining, master classes, conferences, etc.).Use of Internet resources (networking, master classes, All-Russian webinars, conferences, Internet competitions).
DESCRIPTION OF THE EXPERIENCE
From the standpoint of the competency-based approach, the professional development of preschool teachers is carried out in three interrelated planes:
– professional self-development of the senior educator;
– development of the teaching staff as a professional community;
– professional development of a particular teacher.
Based on the study of the resources of pedagogical competence, I drew up a plan-program for course preparation and certification, then developed the Program for the Development of the Preschool Educational Institution, the Concept for the Development of the Methodological Service, and the Regulations on Methodological Support for Teachers.
Methodological support for the professional development of the teaching staff as a professional community is closely related to the annual plans, which reflect current tasks and specific measures for their implementation. The professional development of a particular teacher is associated with an individual educational route.
Accompanying the professional development of preschool teachers at this stage (2014 - 2016) is associated with the introduction of the Federal State Educational Standard for Preschool Education and included several interrelated and interpenetrating stages: motivational (why?), content (what?), activity (how?). This division is very conditional, the stages are not so much temporary, it is more a way of working out the task, the stages of the formation and development of scarce competencies.
I stage - this is the creation of appropriate motivation among teachers in relation to the Federal State Educational Standard, an increase in the value attitude to the profession, the formation of harmonious relations with colleagues.Practice shows that life and professional experience, previously formed stereotypes of thinking and behavior act as inhibitory factors in the process of reorientation of activity. Therefore, it is advisable to first change the positions and attitudes of teachers, and then present them with new knowledge that will be accepted by them and will not cause conflict with their views.
The main task of this stage is to prepare teachers to understand the need to take a different look at themselves as a professional, their relationships with children, colleagues, parents, and management. It was necessary to show the advantages of personality-oriented interaction over disciplinary interaction both for the development of children and for the development of the personality of the teacher himself. A variety of forms were used: theoretical seminars, workshops, business games, group discussions, joint reading and commenting on normative documents, working with psychological and pedagogical literature, etc. The active forms turned out to be the most productive - “Trial of the Federal State Educational Standard for Preschool Education”, “Educational model in a preschool education institution: good or bad for a teacher, for a student, for a parent”, analysis of pedagogical situations from the point of view of an “optimist” and “pessimist”. It was at this stage that the All-Russian webinars of the Prosveshchenie publishing house, FIRO, the authors of which were leading Asmolov A.G., Skorolupova O.A., Fedina N.V., Solovyova E.V., Doronova T.N., played a special role. Doronov S.G. Thanks to information and computer technologies, preschool teachers got the opportunity to learn firsthand about the Federal State Educational Standard, new requirements and forms of working with children, as they say.
At the same time, surveys, self-analysis, and observation of activities were carried out; the data obtained helped to identify professional difficulties, build individually differentiated work with teachers, and assist them in developing an individual program of action for professional growth.
In addition, together with a teacher-psychologist, we conducted psychological and pedagogical trainings: teachers learned to accept the point of view of their colleagues, showed their readiness to change their attitudes; learned to express their experiences, aspirations, goals and expectations; increased activity and initiative in the search for original solutions. Relax breaks and activating exercises were used at the methodological events. The final tasks were obligatory, providing reflection and feedback, for example, one of them: “Describe in a few words:"I" - how I felt during the work of the teachers' council. "We" - how comfortable it was to work in a team. "Business" - what I achieved, what difficulties or problems arose, how they were overcome".
To form internal motivation, methods of moral encouragement and rewards were used: thanks, diplomas, certificates, which were not only presented at teachers' councils and parent meetings, but also placed in the corners of the parents in the reception rooms, as information on the DOE website, each teacher keeps a "piggy bank of achievements" .
Such a form as delegation of authority was successfully used (the teacher was asked to study the material, prepare and conduct a consultation, a workshop), which not only intensified the efforts of the teacher himself, strengthened his position in the team, but also instilled confidence in others that they could do it too.
To reinforce the external motivation of teachers, criteria were introduced into the Regulation on remuneration, reflecting the active participation of the teacher in methodological work, the introduction of new approaches, self-education and participation in professional skill competitions.
The result of the work in the formation of the motivational-personal component was the desire of teachers to work in a new ideology, understanding the goals and objectives of this work. Question "why?" changed to “I want to do this”.
At stage II a content (cognitive) component was formed. It is a combination of psychological, pedagogical and methodological knowledge: specifics, goals and objectives, means of organizing work with children according to the Federal State Educational Standard, basic principles for building a personality-developing and humanistic nature of interaction and a developing object-spatial environment. To form the content component, such forms of work as pedagogical advice in the traditional form, as well as using ICT, gaming technologies, and situation modeling were used. Theoretical seminars, lectures, consultations, round tables were held. Work on self-education was organized. PEI teachers actively attended advanced training courses, scientific and practical conferences, seminars held both at the level of the municipality and the region. New forms of network communications were actively used: a cumulative remote system for advanced training (the teacher chose a topic of interest to him), retraining (obtaining a new necessary qualification), electronic methodological libraries, virtual methodological associations, professional websites, participation in all-Russian webinars, round tables, video conferences and the use of received materials in the work. Traditional forms of methodical workcombined with the use of active teaching methods, which are aimed at the formation of creative thinking, expanding the knowledge and skills of teachers by involving them in active cognitive activity. Good assimilation of the material comes from the analysis of specific situations. When participants in the development of a common opinion "discover" something new, it becomes their own position. Active Methods training is used in preschool educational institutions when conducting various forms of methodological work:
Consultations-dialogues on two points of view: "good-bad";
Consultations-paradoxes with planned mistakes;
Express polls for choosing the right sample from several;
Solution of situational problems using the modeling method;
Business games. These methods helped to organize pedagogical interaction on the basis of cooperation in the system "senior educator - educator", "educator - educator".
An important place in the methodological work was given to the participation of teachers in city methodological associations, seminars and scientific and practical conferences. The main activities of such events are the identification, study, generalization and dissemination of advanced pedagogical experience, the exchange of positive experience among city teachers.
at this stage, the formation of a subjective position regarding the introduction of the Federal State Educational Standard for Preschool Education among preschool teachers began. The question "what to do?" was replaced by the statement "I know what to do and why it is so."
At stage III an activity component was formed, which includes a set of skills (competencies) that ensure the effective implementation of the Federal State Educational Standard.
For the development of professional competencies, such forms of work as seminars and workshops were used. For example:workshop "Creative game of preschoolers", hSeminar summary:"Development of play activities of preschoolers", "Creation of subject-pspatial game environment”; cycle of seminars "Fundamentals of constructive communication", "Effective interaction with parents", "Effective interaction with "special" children".
interesting and play workshops prepared by educators: "Geocaching in preschool education", "Quest technology as a means of developing children's cognitive activity", "Case technology as a way to implement a competency-based approach". The educator independently studies information about the new technology, prepares and conducts an event, then, together with other teachers, analyzes, finds out what happened, what didn’t, and draws a conclusion about the prospects for using technology in a preschool educational institution.
Teachers were also interested in such a technique as getting to know a new technology with the help of the technology itself. So, the workshop "Game technologies as a means of implementing the Federal State Educational Standard for Education" began with a master class "The Magic Flower of AMO"; "The use of game environmental learning situations in the development of cognitive activity of preschool children».
The following forms are actively used in methodological work: training games, brainstorming, pedagogical runs and rings, pedagogical piggy banks, methodological fairs and auctions of pedagogical ideas, pedagogical gatherings and KVN, methodological festivals, kaleidoscopes. Demand in preschool educational institutions and forms such as development guidelines, didactic material for games and classes, presentations-reports that help teachers to show not only professional, but also personal qualities (independence, creativity, ambition).
The development of the creative activity of teachers of the preschool educational institution was facilitated by such a form as the pedagogical workshop "Lessons of open thoughts". The teacher prepared an educational event, conducted it, and then the teachers watched the video and discussed it. The position of the senior educator is the curator who determines of a particular topic, offers it to the teacher, actively cooperates, helping (if necessary) to implement his ideas and projects. Some of them:
*pedagogical workshop "Lessons of open thoughts" (2014 - 2015): "Motor Fairytale Therapy" (open display of GCD in physical education in st. gr. No. 7),"The use of modular origami in the mathematical development of children" (open display of GCD on mathematical development in Art. gr. No. 6);
*Pedagogical workshop "Lessons of open thoughts" (2015 - 2016) :
"Virtual Journey to the Museum of the History of the Dwelling" in Art. gr. No. 5;
"A gift for a lion cub" in cf. gr. No. 9;
"Journey to the Land of Mathematics" in prep. gr. No. 12.
Teachers are interested in this form open events. Before viewing, the teachers were divided into two groups or in pairs (depending on the tasks). Each group/pair chose a task to discuss, took notes while watching, and then participated in the discussion. First we listened the educator who conducted the lesson, his view of himself from the outside. Then the teachers spoke. The position of the senior educator is a moderator who organizes communication, summing up what has been said. This form makes it possible to work out the topic with high quality, and teachers can not only demonstrate professional skills in conducting educational activities, but also to improve the experience in public speaking and reflection of pedagogical experience. This contributed to the fact that educators appreciate the individuality of each teacher, enrich their experience, working on finding their own author's style. Open classes are prepared by both experienced and novice educators. I believe that every teacher has something to learn.
An important form of work with teachers is competitive movement. Every year, the preschool educational institution plans both methodological and creative competitions for teachers (“The best GCD abstract”, “The best speech corner”, “The best group design for the New Year”, “Competition of group newspapers “We are for a healthy lifestyle”, etc.) . Contests are held for children: "The best drawing about winter", "Fire - enemy or friend", "Clever and clever". Teachers prepare children for competitions of various levels, including online competitions, and also actively participate in them themselves.
The most effective were interactive forms and methods of work that stimulate self-development and self-realization of the personality of teachers, creating comfortable conditions professional development - those in which each teacher feels successful, feels his intellectual viability, which makes the entire learning process productive.
The result of methodological support at this third stage, there was an increase in the level of development of the competencies of preschool teachers. The question "how?" was replaced by the statement "I know how to do it, I can do it." The result of the methodological support for the professional development of teachers at the stage of the introduction of the Federal State Educational Standard for Distance Education was the position “I want to work in a new way - I know what to do and how - I can do it.”
It should be noted that along with the development of team interaction, I take into account professional features teachers based on work experience. This determines individual work with them, is taken into account when setting tasks, and, if necessary, allows you to combine teachers into professional groups.
Novice teachers show great interest in children and a strong desire to work with them, but teachers have low self-esteem of resources. Therefore, it is important to provide them with emotional support, strengthen self-confidence, help in preparing classes, planning, and conducting a joint analysis of problematic pedagogical situations.
Teachers - "average" know, understand and are able to use in practice the basic methods and techniques of didactics, they are able to understand the child, but they tend to have a contradiction between a stable motivation to update knowledge and the inability to critically evaluate educational material, learning tools and use them creatively. For these teachers, it is important to form their pedagogical position, handwriting; assistance in the creative development of advanced experience comes to the fore.
Finally, master teachers are teachers with a high level of knowledge of didactics, they are characterized by a stable motivation for active professional communication, an active creative professional position. In working with them, it is important to help realize creative pedagogical reserves, to prevent professional stagnation. From such teachers, working and creative groups are formed: work on the BEP, development of provisions, expert work (monitoring, certification). Assistance is provided in the generalization of experience, the creation of author's developments, programs.
Thus, the principle of "pedagogical influence", characteristic of authoritarian pedagogy, is being replaced by the principle of "pedagogical interaction", which means the coordinated activity of the participants in the educational process to achieve joint goals and results. When the teacher has felt, realized, accepted new ideas, it is easier for him to start using them in his work.
CONCLUSION
The system of methodological support that I have described does not divide educators into separate microgroups, which makes it possible to work in a single team on the general strategic and tactical tasks of the preschool educational institution.Summing up the work done, it must be said that the expected results have been achieved, and the risks have been minimized.
The motivation of teachers for professional and creative growth largely determines the success and effectiveness of methodological work, which includes the construction of a new interested interaction between teachers and the senior educator, based on the motivation of teachers and initiative in implementing them. creativity. Success depends on the consolidation of the administration and teachers, on the desire and willingness to work together. This approach helps to carry out methodological work in a larger volume and with the least expenditure of working time, through the active participation of all teachers, based on their interests and capabilities. In general, such interrelated and systematic work improves the general professional level of teachers, reveals their creative potential, which is an important condition for improving the quality of educational work with children.
The proposed system of methodological support for the professional development of preschool teachers in the context of the introduction and implementation of the Federal State Educational Standard contains a system of psychological and pedagogical activities aimed at increasing the level of development of professional competencies, developing personal qualities(purposefulness, independence, activity, desire for professional self-improvement), provides high-quality methodological support for teachers at the stage of innovation.
CONCLUSION
In general, the presented system of methodological support for the professional development of preschool teachers:
Creates conditions for the improvement and development of professional competencies of teachers;
Focuses on the improvement and development of motivational, cognitive, activity and personal characteristics of the professional activities of teachers;
Builds its work based on regulatory documents of the federal, regional and municipal levels;
It takes into account both collective and individual trajectories of the development of the professionalism of teachers, realized through various forms of interaction, the choice of methods and techniques.
List of used literature and sources of information
Atmakhova L. New approaches, qualifications, mastery. Methodical service as a condition for the development of professional competence of preschool teachers. // Preschool education. 2014. No. 4. S. 24 – 31.
Afonkina Yu.A. Monitoring of the professional activity of a teacher of a preschool educational institution: a diagnostic journal / Yu.A. Afonkin. - Volgograd: Teacher, 2013. - 115 p.
Belaya K.Yu. Preschool educational institution - department for
results / K.Yu. White. – M.: Enlightenment, 2008. – 125 p.
Belaya K.Yu. Methodical work in the preschool educational institution. Analysis, planning, forms and methods. Creative center. M., 2008.
Volobueva L. M., Mirko I. A. Active teaching methods in the methodological work of preschool educational institutions / / Management of a Preschool Educational Institution. - 2010. - No. 6(32). - S. 70-79.
Zherebyat'eva SV A model for improving the professional skills of teachers. // Reference book of the senior educator of a preschool institution. - 2010. - No. 10. - p. 5-15.
Kolodyazhnaya T.P. Management of modern preschool educational
institution / T.P. Kolodyazhnaya. - M.: Enlightenment, 2010. - 124 p.
Lukyanova M.I. Professional competence of a teacher: theoretical analysis of the concept. // Management of a preschool educational institution. 2015. No. 1. P. 15 – 21.
Mayer A.A. Model of professional competence of a teacher of preschool education. // Management of a preschool educational institution. 2007. No. 1. S. 8 - 14.
Miklyaeva N.V. Diagnostics and development of professional skills
preschool teachers: Toolkit/ N.V. Miklyaeva, Yu.V. Miklyaev. - M.: Iris-Press, 2008. - 144 p.
Internet resources:
Professional competence of the educator
http: kuzminaalena. bloqspot. com
http: pedgazeta. en
http:// dob.1 September. en/2005/21/9. htm
Life does not stand still and constantly makes new demands on the level of training and work suitability of workers. Any specialist should periodically be ready to test their own professional skills. Teachers, educators and other workers in the education system are no exception. From 01/01/2011, the procedure for certification of kindergarten and school teachers has changed. What happened? As you know, there is certification mandatory and voluntary. The first task is to confirm the teacher's compliance with the position he occupies. The second takes place when it comes to raising the qualification category. According to the rules in force before, if a teacher wanted to increase his salary, he, on his own initiative, filed an application with a request to assign one of the categories - the highest, first or second. This was done by the leadership of the children's institution or the educational authority.
Later, the second category as such was canceled. Certification began to be managed by educational authorities at the level of a subject of the Russian Federation. Most importantly, this procedure is now mandatory. Once every five years, absolutely all teachers with any length of service, regardless of own desire, must pass it to confirm their suitability for the position they occupy. Who needs a category Certification of a kindergarten teacher for the first category (or higher) is optional. Those who wish to receive it have the right to apply accordingly. Its purpose is to be certified. That is, they established the correspondence of the professional level to the requirements of the qualification categories. Any of them is assigned for a period of 5 years, then requires an extension in the same manner.
If the qualification of the teacher is not confirmed in a timely manner, it is automatically reduced. What then? A former employee of the first category will have to re-apply for certification (in order to restore it). What if he doesn't? In this case, among others, to be certified for confirmation of conformity. The one who has lost the highest will have to "pass" all over again. First, certification of the educator for category 1 will be required. And not earlier than after two years he will have the right to pass on the highest. Categories received before the specified date (01/01/2011) are valid until the end of the assignment period. But the old position - after 20 years of teaching experience the second category remains forever - is now canceled. These educators will also have to confirm their aptitude every five years. What is certification Let's consider both of its types - mandatory and voluntary. The first, as already mentioned, must take place once every five years. Its purpose is to confirm that the teacher corresponds to his position. All employees who do not have categories and have no desire to receive them are required to pass it. Those who hold positions for no more than 2 years, mothers on maternity leave and pregnant women are exempted from certification. The due date for them will come no earlier than two years after the end of the leave granted to care for the child. Presentation of the educator for certification is made by the employer. If a teacher occupies several positions at once in one institution, and is not certified for any of them, then it is possible for all at once.
If he works part-time in different places, then each employer is authorized to send him for certification. How are documents submitted? The submission to the teacher is drawn up by the employer according to the established model. The document contains all the necessary information for certification of the educator, a detailed comprehensive assessment of the employee's professional skills and the quality of his work in the position. In addition, there is information about all advanced training courses taken and the results of past certifications. The teacher is introduced to the performance a month before the test against signature. The documents are submitted by the employer to the attestation commission of the relevant subject of the Russian Federation, where the date, time and place of the certification are set. The term of its passage should not be more than two months. How does it go? Certification of the senior educator, educator, teacher-psychologist and other employees is carried out in the prescribed manner. In the course of it, to confirm the qualifications, the subjects are subjected to written examinations or computer testing. Their purpose is to identify the level of proficiency in professional methods of modern education, to confirm valuable work experience preschool teacher and the level of their own competence. The decision taken by the commission is drawn up in the form of a protocol and entered into the employee's certification sheet. The latter is kept in the personal file of the teacher. If the certification is passed successfully, the verdict of the commission is “corresponds to the position held”. Otherwise, "does not match". If you're unlucky In the latter case, the employer has the legal right to terminate the contract with the employee, but is not required to do so. He may suggest that he go to advanced training courses and then re-certify.
Instead of dismissal, the employee can and should be transferred, with his consent, to another position (lower position), if there is a vacancy. They also do not have the right to deprive a temporarily disabled person of work, a pregnant woman and a woman with children under 3 years old, or a single mother with a child under 14 years old or a disabled child. Voluntary certification It is organized to assign the first (or highest) category at the initiative of the employee and on the basis of his application. Its purpose is to establish the compliance of the teacher's qualification with the requirements of the declared category. Employees who do not yet have any are entitled to apply for the first one. Or those whose validity period of the previously received 1 category is coming to an end. For the highest - those who received the first two or more years ago, as well as those who wish to extend the existing one. An application for attestation of a teacher is submitted by the teacher independently at any time. To ensure that the previous one does not expire during the period of its consideration, it is recommended to submit it in advance - 3 months in advance. How to draw up documents correctly Their complete package should include an application for certification according to the model, the last certification sheet (photocopy) - if available, filled out new leaf, portfolio of achievements. For the compilation of the latter, there are methodological recommendations.
Documents submitted to the commission for attestation of a local subject of the Russian Federation are usually considered for about a month, then a place and date are set. It should only take place within a certain period of time. Certification of preschool teachers is carried out in strict accordance with existing rules and regulations. What are the requirements for each of the qualification categories? Certification of a kindergarten teacher for the first category The teacher must be proficient modern technologies education and be able to use them effectively in practice. Demonstrate the accumulated experience of the teacher of the preschool educational institution. Prove your own personal contribution to improving the quality of preschool education by improving the methods used. Show the results of mastering the programs by pupils and the dynamics of achievements. Certification for the highest category of educator: requirements are growing Requires the presence of the first qualification category, the successful application in practice of new educational methods and technologies, a demonstration of the development of practiced programs by pupils. The results should be stable, and the indicators of the dynamics of success should be above the average level of the subject of the Russian Federation. The educator will have to demonstrate his personal contribution to the improvement of educational and educational methods, improving the quality of education. And also - the possession of new technologies and the dissemination of personal professional experience.
The procedure for passing Certification of a kindergarten teacher for the first category, as well as for the highest, is carried out in a certain way. His professional achievements, designed in the form of a portfolio, are presented for examination. Qualification testing takes place at a meeting of the attestation commission, which is conducted both with the teacher and without his participation. A record of the intention to attend the discussion must be included in the assessment application in advance. If after that, for some reason, he does not appear at the meeting, the commission has the right to consider his documents in absentia. The decision taken is recorded in the protocol, as well as in the employee's certification sheet. After that, it is approved by a higher authority - at the level of the subject of the Russian Federation. The results (an extract from the act of this body and an attestation sheet) are transferred to the employer. And then what? If the certification of a kindergarten teacher for the first category (or the highest) was successful, and a decision was made on compliance with the necessary requirements, the date of assignment of the corresponding category is considered the day the decision was made by the commission. From the same moment, the remuneration of the teacher will be made at the new rate. A record that a certain category has been assigned must be made in work book. In case of “failure” of certification, a decision “does not meet the requirements” is made. Then those who applied for the first category remain without it and are required to be certified for compliance with the position they occupy. Those who have not passed the highest qualification have the first category until the end of the current period. Then the teacher has the right to try again to “earn” the highest category, or he will have to confirm the first one. Appealing the results of attestation The right to such an appeal is documented. This is done by filing an application with the labor disputes or even to the court, and in the latter case, it is important to do this within three months from the date of certification. But in practice, such situations rarely happen. As a rule, teachers submit documents for certification, being thoroughly prepared - having thoroughly studied all necessary requirements, having prepared a competent and worthy portfolio and being completely self-confident.
Certification of a kindergarten teacher for the first category. Qualifications to teaching staff
I, Yaroshenko Lyudmila Yuryevna, born on 12/08/1974, I work as a senior educator at MBDOU d / s No. 55.
1996 - graduated from the Rostov - on - Don Higher Pedagogical School (college) No. 1 as a teacher of drawing and drawing; qualification: teacher primary school.
1999 - graduated from the Moscow State Open Pedagogical University with a degree in speech therapy; qualification: speech therapist of preschool school and medical institutions.
My teaching experience is 16 years.
Teaching experience in this institution: 10 years.
Passed courses RO IPK and PRO in May-June 2011 on the problem: The effectiveness of the use of modern educational programs and technologies in the context of variable preschool education.
Awarded with Honorary Diplomas:
- MU of the District Department of Education of the Veselovsky District.
- Veselovsky District Administration.
Section "Documents"
2.1. Education documents
2.2. Training:
2.3. Certification:
|
Pass date |
Validity |
|
Section "Methodological activity of the teacher"
Self-education work:
Participation in the methodological work of the preschool educational institution
|
Academic year |
Theme of the event |
Participation form |
|
| 6.12.10.24.01.11.25.01. 11.26.01.11 | 1. "Healthy educational environment - a healthy child" (consultation for educators)
4. "Games for the formation of natural science ideas in children"
"The role-playing game in the system of labor education of preschool children" (Seminar) "Vitamins for healthy food"; "Music in the classroom for the development of speech" (consultations for educators)
Competition of stories about the family: "From the experience of family education";
"Principles of the formation of the grammatical structure of speech"
"Diagnosis again": problems and solutions (consultation for educators)
"Planning work for the summer-health period" Working with Parents: Family Story Contest Advice for educators: 1. "Formation of civic-pasriotic feelings in preschoolers" 2. Principles of formation of the grammatical structure of speech Seminar - workshop: "Non-traditional equipment in the recovery of the child" Consultations for educators "Again diagnostics - problems and solutions" Consultations for educators "Planning work for the summer-health period" General parent meeting "Results of the school year" |
Organizer and leader |
Participation in methodological work at the municipal level:
Since 2010, I have been appointed to the position of senior educator. Coming to your official duties I analyzed the activities of the senior educator and determined that the problems associated with the activities of teachers who directly carry out the educational process with children come to the fore.
Any business can be organized with best result, if you know well the capabilities of people, their creative orientation, the professional maturity of each employee.
Organizing the work of the methodical office, I remembered the main thing: the content and design of it must meet the needs of the teachers of this preschool institution. Therefore, I have concentrated information about the institution, author's developments, the annual plan, materials of teachers' councils, etc. The methodological office has a convenient flexible work schedule, all the design is made in the same style, conducive to conversation and creative work.
Based on the multifunctional purpose of the methodical office, I consider it as a creative workshop where the teacher can receive practical assistance in organizing work with children.
In order to successfully solve the problems associated with providing methodological assistance to educators, improving their qualifications and general educational level, material is selected for the classroom that meets the most modern methodological requirements, and its systematization is carefully thought out.
I sorted the material of the methodical office into several sections:
- normative guidance materials,
- teaching materials,
- methodical and reference literature,
- didactic and visual material,
I regularly organize exhibitions in the methodical office. For example, these:
- "Preparing your child for school"
- "We work with children in the spring",
- "To help the educator (self-education)",
- “Getting ready for the review-competition” (final classes), etc.
The office has accumulated enough material on working with parents.
Thus, the methodical office is a “piggy bank of kindergarten traditions”, so that each visit of educators here brings them new knowledge, new thoughts and ideas, enriches their experience.
The methodological office in our preschool educational institution is of great benefit in improving the skills of employees, and in team building in solving specific problems formed in the Charter, the educational program and the annual plan of MBDOU d / s No. 55
I have been the head of the district methodological association of educators since 2010. In this work, she outlined the most important topics for educational activities:
- "Preschool and family - a single space for child development";
- "Pre-school education";
- "Adaptation of children to the conditions of the preschool educational institution."
The disclosure of these topics of the meetings of the RMO of educators allowed:
- To improve the professional level and competence of teachers in the field of organizing interaction with the parents of pupils;
- To develop coordinated views of teachers in the preschool educational institution, school teachers and parents to ensure the gradual entry of the child into school life,
- Determine joint work with the parents of newly arrived children to adapt to the conditions of the preschool educational institution.
In working with educators, it was important for me to determine and improve the level of pedagogical qualifications of these personnel, therefore, in the annual plan for 2010-2011. years, a number of methodological measures were included aimed at improving the qualifications of teachers: consultations, seminars, workshops, pedagogical workshops, master classes.
In May 2011, RO IPK and PRO courses were held on the topic: "The effectiveness of the use of modern educational programs and technologies in the context of variable preschool education" 6 teachers of MBDOU d / s No. 55 improved their skills in these courses.
As a result of the work carried out, the teaching staff of the kindergarten corresponds to the following level:
Analysis of teaching staff
Educational qualification of pedagogical education:
- Staffing of MBDOU in accordance with species diversity - 100%
Undergoing training courses:
- Specialists and teachers who have been trained on the PDA in the system of continuous learning.
Yaroshenko Ludmila Yurievna,
teacher speech therapist,
MBDOU No. 55,
Rostov-on-Don
Work experience of a preschool teacher
The material may be useful for preschool teachers when writing work experience for participation in competitions.
1. GENERAL INFORMATION
Surname, name, patronymic Gorkovskaya Anna Alekseevna
Position Educator
Date of birth 03/15/1977
Full address of residence Rostov region, Volgodonsk, ***********
Contact phone numbers, address Email hundred **********
Education, academic degree (level, educational institution)
State educational institution of secondary vocational education Volgodonsk Pedagogical College,
qualified teacher of preschool children
majoring in preschool education
Professional career(general length of service, dates, places of work, positions)
14 years in MBDOU DS "Spring" in Volgodonsk - educator of the highest qualification category
The presence of awards, titles(if available)
City competition "Teacher of the Year-2006" - Diploma of the participant in 2006.
Final of the regional competition "Best preparatory group on the study of traffic rules and the organization of work to prevent accidents among preschool educational institutions of the region (2009) - 2nd place in the city stage of the regional competition and 1st place in the final of the regional competition.
Certificate of honor Department of Education of Volgodonsk for the successful formation of the intellectual, cultural and moral foundations of the personality of preschool children 2010.
Certificate of honor of the city organization of the Trade Union of Educational Workers for active work in the primary trade union organization, many years of conscientious work, loyalty to the trade union movement in 2013.
Diploma of the winner (1st place) of the All-Russian competition "Umnata" in the blitz Olympiad: "FSES of preschool education" 2015.
Diploma (2nd place) of the All-Russian network publication "Pedagogue's Portal" in the All-Russian competition
"ICT competencies teaching staff in the context of the implementation of the Federal State Educational Standard "2015
Diploma (3rd place) of the All-Russian educational portal "Prodlenka.org" in the All-Russian pedagogical competition dedicated to Mother's Day "Native Heart", "Script for Mother's Day" 2016.
Name of the preschool educational institution (in full):
____________________________________________________________________
Full address of the institution:
The subject of the Russian Federation: ____________________________________________________________
index: ________________________________________________________________
locality: _______________________________________________________
the outside: _________________________________________________________________
house: __________________________________________________________________
federal telephone code of the city: ________ telephone: ________________
fax: ____________________ e-mail: __________________
Head of a preschool educational institution (full name, contact phone number):
__________________________________________________________________________
I think that Kindergarten future should be a second home for children, where they can find happiness. BUT happy man- primarily healthy man. Therefore, in the kindergarten of the future, conditions must be created for the full development of the physical, creative, cognitive abilities of each child in accordance with his individual abilities. The kindergarten of the future is a house of positive emotions, smiles and joy, where every child realizes himself as a person and knows how to rejoice, not only in his own, but also in other people's achievements.
ANALYTICAL INFORMATION
Municipal budgetary preschool educational institution
Kindergarten "Spring" Volgodonsk
(MBDOU DS "Spring", Volgodonsk)
I, Gorkovskaya Anna Alekseevna, have been working in the MBDOU DS "Spring" in Volgodonsk for 15 years. Teaching experience 14 years. In 2005, she graduated from the State Educational Institution of Secondary Vocational Education, the Volgodonsk Pedagogical College, and was qualified as a teacher of preschool children, specializing in preschool education. In 2015 passed the final certification under the advanced training program at the ANO "St. Petersburg Center for Additional Professional Education" on the topic: "Organization of the educational process in kindergarten in the context of the implementation of the Federal State Educational Standard". I have a higher qualification category.
At the moment I am working as an educator in a compensatory group preparatory to school with severe speech disorders.
1. Characteristics of the teacher's contribution to the implementation of the main educational program MDOU
MBDOU DS "Spring" of Volgodonsk carries out educational activities according to the exemplary basic general educational program of preschool education "Childhood" edited by T.I. Babaeva, A.G. Gogobidze, Z.A. Mikhailova. For the first time, it implemented an approach to organizing the holistic development and upbringing of a preschool child. I consider as my contribution to the implementation of this program the creation of the "Educational working program educator" (Appendix No. 1).
The content of the Program, in accordance with the requirements of the Standard, includes three main sections - target, content and organizational.
The purpose of the implementation of the main educational program of preschool education in accordance with the Federal State Educational Standard of preschool education: the development of the personality of preschool children in various types communication and activities, taking into account their age, individual psychological and physiological characteristics.
Achieving this goal involves solving the following tasks:
1. Protection and strengthening of the physical and mental health of children, including their emotional well-being;
2. Ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities).
3. Ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education).
4. Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creativity of each child as a subject of relationships with himself, other children, adults and the world.
5. Combining education and upbringing into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society.
6. Formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities.
7. Ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children.
8. Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children.
9. Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
10. Ensuring the continuity of the goals, objectives and content of preschool general and primary general education.
2. Characteristics of the effectiveness of the use of modern educational technologies by the teacher
Realizing this Program, in accordance with the Federal State Educational Standard, I use modern educational technologies in my work:
1.health-saving technologies;
2.technologies of project activity;
3. information and communication technologies;
4. personality-oriented technologies;
5.game technology
1. Health-saving technologies.
The purpose of health-saving technologies is to provide the child with the opportunity to maintain health, to form necessary knowledge, skills, skills healthy lifestyle life.
I carry out a complex of sports and recreational activities aimed at the physical development and strengthening of the child's health - technologies for the development of physical qualities, hardening by walking barefoot on massage mats using sports equipment (gymnastic sticks, balls, dumbbells, etc.), breathing exercises according to the method A.N. Strelnikova, psycho-gymnastics
M. Chistyakova, gymnastics for the eyes, finger and articulation gymnastics, self-massage of the face, the use of outdoor and sports games, rhythmoplasty, dynamic pauses, relaxation, etc.
The use of health-saving technologies in my work has led to the following results:
- increasing the level of development of physical abilities of children;
- the stability of the emotional well-being of each child;
- increasing the level of speech development;
- Decreased morbidity.
2. Technologies of project activity
Purpose: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
For the second year, the priority direction of my work is "The development of the speech of preschool children through moral and patriotic education." In this regard, I have developed and successfully implemented creatively - educational project"Springs of Russia" (Appendix No. 2).
Purpose: the formation of children's knowledge about Russia, the characteristics of the population, the history and culture of the Russian people, public holidays in Russia; expanding knowledge about the Don region; education of love and respect for their small Motherland.
As a result, the children developed a feeling of love for their small Motherland with its distant past, got acquainted with the Cossack folklore and dialect, with the customs and traditions of the Don Cossacks, with the games of the Cossacks, learned how Cossack household items looked and learned their names; know the State symbols, the capital of our Motherland with its sights, the traditions and customs of the Russian people, the State holidays of the Russian Federation.
3. Information and communication technologies.
The world in which the modern child develops is fundamentally different from the world in which his parents grew up. This makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies(a computer, interactive board, tablet, etc.).
Informatization of society poses the following tasks for preschool teachers:
- to keep up with the times,
- to become a guide for the child to the world of new technologies,
- mentor in the selection of computer programs,
- to form the foundations of the information culture of his personality,
- improve the professional level of teachers and the competence of parents.
I use ICT in my work to carry out:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.
3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
4. Registration of group documentation, reports.
5. Creation of presentations and films in Power Point, Windows Movie Maker programs to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.
4. Person-oriented technologies.
The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child".
Together with children I create conditions for a developing environment, we make manuals, toys, gifts for the holidays. Together we define a variety of creative activities (games, work, concerts, holidays, entertainment).
Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic management and a bright humanistic orientation of the content. This approach has a new basic general educational program of preschool education "Childhood" edited by T.I. Babaeva,
A.G. Gogobidze, Z.A. Mikhailova.
5. Game technology.
It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes in sequence:
games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
groups of games for the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
I believe that the compilation of gaming technologies from individual games and elements is the concern of each educator.
In activities with the help of gaming technologies, children develop mental processes.
Game technologies are closely connected with all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Implementing the project "Springs of Russia" I use in my work the folk game as a means of pedagogical correction of children's behavior.
Application in their activities of all these pedagogical technologies helps me to make the process of solving problems orderly, consistent, thoughtful and conscious, allows me to achieve the planned result, helps me to dress the content of my professional activity in the form that is optimal for its implementation, build professional actions in a consistent logical chain.
3. The system of activities of a teacher in the education of preschoolers based on patriotic values and cultural and historical traditions of the Don region
The implementation of the national-regional component is carried out according to the program of N.V. Yelzhova "Introducing preschool children to the history of the Don region", as well as through the circle work "Cossack gatherings", which is carried out within the framework of the "Springs of Russia" project.
Purpose: Development of cognitive interest in the history of the Don region and the development of a sense of love for their small homeland.
Tasks:
- To form in children the beginning of moral consciousness and the beginning of self-consciousness of the individual on the basis of the cultural and ethnic norms of the given region, the content of the child's consciousness;
- Continue to expand the content of the child's consciousness through information and events, phenomena that are inaccessible to his direct observation;
- Contribute to the enrichment of ideas about the past small homeland;
- Maintain a cognitive and creative attitude to the surrounding world of the Don nature;
- Maintain a constant interest in the world of adults;
- Contribute to the desire in children to convey their feelings and thoughts in communication with peers;
- To create conditions for the formation in children of a sense of love for the Motherland;
- To promote the development of productive imagination in children of senior preschool age.
Topic 1: "History of the Don region"
1. Acquaintance with cards.
2. Map of the Rostov region.
3.Our city.
4. Don steppe - "Wild field"
5. Invasion of the Mongol-Tatars.
6. Model of the Don steppe.
Topic 2: "Cossacks are free people"
1. The origin of the Cossacks.
3. Cossack towns.
4. Clothes of the Cossacks.
5. Cossack songs.
6. Traditions and customs of the Cossacks.
7. Creation of a mini-museum.
Topic 3: "Cities of the Rostov region"
1.Rostov.
2.Azov.
3.Taganrog.
4.Novocherkassk.
6. Compilation of a guidebook of Cossack cities.
Topic 4: " Animal world Don region"
1. Animals.
2. Birds.
3. Fish.
4. Donskoy pearls.
5. The Red Book of Animals.
Topic 5: "Plants of the Don region"
1. Trees and shrubs.
2. Flowers.
3. Medicinal herbs.
4. Plants as a means of cosmetics.
5. Red Book of Don Plants.
Topic 6: "How they rested on the Don"
1.Children's games.
2.Orthodox holidays (Easter, Trinity)
3. Sitting on the mound.
4. Hike to the reservoir.
5. Population of the model of the reservoir with animals, plants.
Expected result.
1. The consciousness of children will expand due to information and events, phenomena that are inaccessible to its direct observation.
2. A cognitive and creative attitude to the surrounding world of the Don nature will be formed.
3. A feeling of love for the Motherland will form
4. The desire to learn the folklore of the region.
5. The productive activity of children in the knowledge of their region will be formed.
4. The system for the implementation by the teacher of the principle of individualization in educational activities on the basis of the system of pedagogical assessment approved in the preschool educational institution.
In accordance with the educational program of the preschool institution, according to the annual plan of work in the group, at the beginning and at the end of the school year, the children's achievement of positive dynamics in the results of mastering the educational program is monitored, during which the individual development of children is assessed. The assessment is carried out within the framework of pedagogical diagnostics (assessment of the individual development of children associated with the assessment of the effectiveness of pedagogical actions, which underlies their further planning).
The results of pedagogical diagnostics are further used to solve the following educational tasks:
1. individualization of education (support for the child, building his educational trajectory or professional correction of the features of his development);
2. optimization of work with a group of children.
Pedagogical diagnostics is carried out within the framework of observing children in everyday situations, in order to conclude that the educational process as a whole achieves its result, namely the main goals set by the educational program: health protection, creating conditions for the timely and full mental development of children and joyful during their preschool childhood.
An analysis of the results of pedagogical diagnostics over the past 3 years showed a positive trend in the development of the educational program by my pupils. At the end of the 2013, 2014, 2015 academic year, the number of children with an acceptable level of mastering the educational program was 100%, which confirms the effectiveness of the use of modern educational technologies and methods.
5. Characteristics of the interaction of the teacher with specialists: participation in the development and implementation of individual programs for the development of the child
The implementation of the "Educational Work Program of the Educator" takes place in close cooperation with specialists:
Teacher-speech therapist (development of articulatory motor skills, phonemic perception, finger motor skills, consolidation of set sounds in speech, development of coherent speech on lexical topics, consolidation of lexical and grammatical categories);
- a teacher-psychologist (games for the development of communication skills, games for the development of cognitive processes; games that contribute to the development of communication skills, establishing mutual understanding, partnership; development of self-regulation, emotional development, psycho-gymnastics);
- music director (logo-rhythmic classes; singing nursery rhymes, chants; imitation games, dramatizations; automation of staged sounds based on folklore material);
- instructor for physical culture and a swimming instructor (development of general and fine motor skills; chants, counting rhymes, outdoor games with speech accompaniment, recitatives, games for coordination of speech with movement)
I take an active part in the development and implementation of individual programs for the development of the child. After the monitoring, data about the child are entered into the card of psychological, pedagogical and medical and social development (Appendix No. 3) according to the following parameters:
- Knowledge, skills and abilities of the program,
- Orientation activity,
- cognitive activity,
- Self-control,
- Orientation activity in new conditions,
- Receptiveness to help,
- Transfer to new conditions.
An individual program of psychological, pedagogical and medical and social assistance to a child (Appendix No. 4) is implemented through the following areas: medical (doctor, nurse, exercise therapy instructor), pedagogical (educators, music director), speech (teacher-speech therapist), psychological (teacher-psychologist ). First, teachers identify the problem of the child's development, then describe his rehabilitation potential, choose areas of correctional work, select the necessary technological tools, indicate the predicted result. Actual
The result is written at the end of the year.
6. The creative position of the educator in the transformation of the environment for the development of the child.
Developing subject-spatial environment of preschool educational organization- one of the main means that form the personality of the child, a source of knowledge and social experience. The object-spatial environment created in the kindergarten influences the development of the child, contributes to his comprehensive development, and ensures his mental and emotional well-being. Therefore, this question is especially relevant for me today.
Zones, centers and microcenters of the group.
Zone of choice and self-determination.
Designed to store materials and equipment that provide the ability to organize all types of children's activities in accordance with the age of the children. These are wall storage cabinets that represent one or another center of children's activity: intellectual, constructive, center of experimentation; socio-emotional; artistic and productive; game; motor; speech, library; duty corner; corner of nature.
Work zone.
It carries out directly the educational activities of the teacher with children and the independent activities of children according to their interests.
The working area contains furniture structures that reflect the specifics of any activity or content, and light furniture structures: transformer tables on wheels.
active zone. Designed to implement the motor activity of children and activities that require movement in space.
Calm zone. Designed for relaxation and solitude. It contains: a small carpet, light banquettes, soft puffs, a light table.
When organizing the teaching staff, they took into account the fact that the boundaries of the zones should be mobile. When building a PPS, I use the so-called mobile modular constructs, screens that are well combined with each other, move, move apart. Such modular furniture is multifunctional and mobile, easily transformed and folded.
I always try to be creative in creating a subject-spatial environment in a group. In my work I use the author's manuals developed by me, author's didactic and educational games, original means of training and education.
The game "Field of Miracles" and "Field of Miracles-2" helps me in my speech development classes:
in the automation of the set sounds (“Name the picture (s) with such a sound”, “Where is the sound hidden?”);
in the development of coherent speech (“Think of a riddle about ...”, “Think of a sentence”, “Make a story about ...”);
in the development of vocabulary and grammar (“Tell me which (what, what)?”, “Pick up a word”, etc.
The manual contains two playing fields of one hundred pictures.
More than 50 game situations in various educational areas: speech development, social and communicative development, cognitive development, artistic and aesthetic development.
In the speech therapy corner of our group, I use a number of games and manuals developed by me: kits for modeling fairy tales: "Gingerbread Man", "Turnip", "Zayushkina's hut", d / and "Visiting Tap-Tapych", d / and "Nitkobukovka"
"A chest with fairy tales", sets for the development of an air jet ("Snowflakes", "Flowers", "Leaves"), for the development of fine motor skills "Bunny", "Nimble fingers", "Mom's beads", "Nitkobukovka."
In the security corner: d / and "Put the pictures in order", d / and "Road signs", d / and "Causes of fire in the house", d / and "Find a soul mate", d / and "Dangerous objects in the house" , capes for the role-playing "DPS", "Ministry of Emergencies", "Policeman", cards "Dangerous situations", a card index of security games, consultations "For you, parents", memos "How to make safe life child."
In the corner of the "Theatre Lounge": the theater on spoons "The Lozhkarev Family", "Kinder-theatre", the theater on the fingers "Legs-stomp", the theater on scarves "Masha and the Bear", "Shadow Theatre".
In the center "Sport and Health" the following games were made: "Traps", "Throw-Catch", "Massage Tracks", a file of outdoor games and exercises.
The center of local history made a visual aid "Don Cossacks", d / and "Say Cossacks", d / and "Cook a dinner for a Cossack", d / and "Dress up a Cossack", a model "Cossack Compound", a visual aid "State symbols of the Russian Federation ", card index of Cossack games.
The object-spatial environment created in the kindergarten and the use of author's manuals, didactic and educational games developed by me, original teaching and upbringing tools have a beneficial effect on the development of children in the compensatory group, contribute to their comprehensive development, and ensure their mental and emotional well-being.
7.Characteristic joint activities educator with parents and the public on the development of the educational environment.
In joint activities with parents, I use various forms and methods of work. The implementation of activities (including the work of the parent club "Holidays of Russia") is carried out according to the plan:
September
Forms
Parent meeting Topic "Features of the development of a child in the 7th year of life"
Questionnaire: "Social passport of the family", "Health of the child is above all"
Conversation "Child and parent"
Briefing "Basics of safe behavior of children in kindergarten and at home"
Theme: Knowledge Day.
Information corner 1.Schedule of work of specialists,
daily routine, class schedule
2. "What awaits us in September"
3. Reminders "Dangerous objects in the house"
4.Consultation on the benefits of vegetables and fruits "Vitamin Calendar"
Festive events Theme: Knowledge Day "Visiting a fairy tale"
Summer birthday.
Campaign: "Don't be invisible, glow in the dark"
Exhibition of children's art "Volgodonsk - the city where I live"
Teacher's Day. "Portrait of a Beloved Teacher"
October
Forms
work with parents
Individual work with parents Conversation "Child and parent"
Parent club: "Holidays of Russia"
Theme: Day of the elderly.
Information corner 1. "What awaits us in October?"
2. Memos "How to save yourself from the flu?"
3.Consultation "You have an anxious child"
Festive events Exhibition of crafts from autumn leaves "Tales of autumn leaves"
Photo exhibition "Grandma and I, best friends" (on the day of the elderly)
autumn fun"Autumn Ball"
Exhibition of joint creativity of children and parents "Bird of happiness, bird of friendship and kindness"
Exhibition of crafts "Madame Potato"
Autumn entertainment "Autumn gifts"
November
Forms
work with parents
Parent meeting Theme "New Year's holidays"
Individual work with parents
Conversation "Sensory education of children with speech disorders"
Parent club: "Holidays of Russia"
Theme: Mother's Day.
Information corner 1. "What awaits us in November?"
2. Reminders "Play with the children"
3Consultation "Teaching a child to communicate"
Festive events Photo contest "My hobby" - among employees, parents and children
Mother's Day Photo Exhibition "Look into Mom's Eyes"
Promotion "Bird Dining"
Exhibition "My mother has golden hands" (for Mother's Day)
December
Forms
work with parents
Individual work with parents Conversation "How to build relationships with conflict children"
Parent club: "Holidays of Russia"
Subject: New Year.
Information corner 1. "What awaits us in December"
2. Memos "Advice to parents of closed children"
3.Consultation "Children with Attention Deficit Hyperactivity Disorder."
Festive events Exhibition of drawings "In Search of the Snow Maiden 2016"
Promotion "Christmas Tree of Desires"
Competition of crafts "New Year's toy"
January
Forms
work with parents
Individual work with parents Conversation "Happiness is when you are understood"
Parent club: "Holidays of Russia"
Subject: Christmas.
Information corner 1. "What awaits us in January?"
2. Memos "How to overcome absent-mindedness in a child?"
Festive events Farewell to the Christmas tree - Vasiliev Day
Manufacturing family photo albums"Family traditions"
Exhibition of drawings: "So that there is no fire, so that there is no trouble."
Entertainment "The adventure of a match"
February
Forms
work with parents
Individual work with parents Conversation "Children are taught by what surrounds them."
Parent club: "Holidays of Russia"
Theme: Defender of the Fatherland Day.
Information corner 1. "What awaits us in February?"
2. Stand “Cooperation with the family.
Forms of work.
3.Consultation "Hyperactive child"
Festive events Leisure "Strong, brave"
Exhibition of drawings "Our Army"
Musical and sports entertainment "We are military"
creative competition"Vesnyanka Doll"
March
Forms
work with parents
Parent Meeting Theme " Spring mood"
Individual work with parents
Conversation "Whims and stubbornness of children - preschoolers, their causes manifestation"
Parent club: "Holidays of Russia"
Subject: Day 8 March.
Information corner 1. "What awaits us in March?"
2. Memos “You can’t punish and scold when ...”
3. Consultation "A healthy mind in a healthy body"
Festive events Holiday "Mom - my sun"
Exhibition of works "Spring motives"
Sports entertainment "Girls forward!"
Theatrical Spring Festival
- review of theatrical productions.
April
Forms
work with parents
Theme: Easter.
Conversation "Rules of behavior of children in public places"
Information corner 1. "What awaits us in April?"
2 Memo "On the roads of the city"
3. Consultation “Poisonous plants. Walks in the forest»
Festive events Entertainment for April Fool's Day "Yeralash"
Presentation of the project "Springs of Russia", holiday "We sing about you, my Russia"
Leisure "Protect nature"
Exhibition of drawings "Space travel"
Exhibition of children's works "Bright Easter"
Review competition " The best vegetable garden on the window"
Exhibition of drawings "Flower fantasy"
All-Russian action "Attention, children!" - Safe way to school.
May
Forms
work with parents
Individual work with parents Parents' club: "Holidays of Russia"
Theme: Victory Day.
Information corner 1. What awaits us in May
2.Consultation "The sun, air and water are our best friends"
3. Memo "Safety Lessons"
Festive events Exhibition of drawings and crafts "This Victory Day"
Creative contest - greeting card
"Happy Anniversary, My Favorite Kindergarten"
Journey to the school country "Ship of knowledge" Graduation party.
In my work, I also use such a form of activity as “Mail of Trust”, where parents are happy to share their experiences with me, ask questions, and solve problems.
Parents provided charitable assistance in purchasing furniture, educational games, toys and didactic aids.
Within the framework of the project "Springs of Russia" a parent club "Holidays of Russia" was organized
Purpose: the formation of children's knowledge about Russia, the characteristics of the population, the history of the emergence and holding of holidays in Russia;
education of love and respect for their homeland;
Tasks:
- Stimulate the desire of children (with the help of an adult) to gain knowledge about holding traditional holidays in Russia.
- To educate in children the features of a citizen of their Fatherland.
- To form the ability of sympathetic perception and understanding of the historical experience of the older generation.
- Raising interest and respect for the cultural diversity of Russia, for the history of the people.
Parent performances are held monthly. According to the indicated topics, each speaker selects information: the history of the holiday, how it has long been celebrated in Russia, what traditions and customs this day carried in itself, games with children on the topic. We collect all the accumulated material in the album "Holidays of Russia".
As a result, the children learned a lot about holding traditional holidays in Russia, began to treat the cultural diversity of Russia with interest and respect, they know many traditions and customs, folk games, they have developed the ability to sympathetically perceive and understand the historical experience of the older generation.
7. Characteristics of the current innovative experience of the teacher.
For the second year, the priority direction of my work is "The development of the speech of preschool children through moral and patriotic education." In this regard, I have developed and successfully implemented the creative and educational project "Springs of Russia" (Appendix No. 2). I believe that project activities in a preschool educational organization are currently relevant and effective modern educational technology.
The project "Springs of Russia" is carried out through the implementation of the national-regional component, the work of the circle "Cossack gatherings", as well as the vigorous activity of the parent club "Holidays of Russia".
Purpose: the formation of children's knowledge about Russia, the characteristics of the population, the history and culture of the Russian people;
expanding knowledge about the Don region;
education of love and respect for their small homeland;
contributing to the formation of grammatically correct coherent speech, expanding the vocabulary.
Tasks:
1. Raise interest in and respect for the cultural diversity of Russia, for the history of the peoples inhabiting our country and the Don region.
2. To form the ability of sympathetic perception and understanding of the historical experience of the older generation.
3. To educate in children the features of a citizen of their Fatherland.
4. Form ideas about the history of the Don region and its inhabitants; to acquaint with the life and work of the Don Cossacks;
5. Improve knowledge about your hometown of Volgodonsk;
6. Activate and enrich their vocabulary with new words.
7. Develop coherent, monologue and dialogic speech.
8. Develop the correct speech exhalation when singing and reading poems.
8. Develop fine motor skills of the fingers.
The project is implemented during the year in three stages.
№ Action Goals Responsible Dates
Stage 1
Preparatory
1.
Questioning.
Find out the interest of parents in the topic of the project.
Educators:
Gorbenko A.P.
Gorkovskaya A.A.
2nd week of September
2.
Selection and study of literature. Implementation of the project Educators:
Gorbenko A.P.
Gorkovskaya A.A. September
3.
Creation of a developing environment: production of didactic aids, games, attributes, selection of consultations for parents, selection of illustrations, creation of albums, presentations on the topic. Implementation of the project Educators:
Gorbenko A.P.
Gorky
A.A.
Parents of the children in the group.
September-April.
4.
Selection of proverbs and sayings on the topic of the project, songs and poems about Russia Implementation of the project Educators:
Gorbenko A.P.
Gorkovskaya A.A.
Musical director:
Mezheritskaya V.V.
September-April
Stage 2 - main
1.
Showing the presentation "Russia is my Motherland."
Get to know the features natural areas and climatic conditions of our country,
cities of Russia, the main attractions of these cities.
2. Show presentation
"Moscow is the capital of our Motherland"
To acquaint with the main sights of the capital of Russia: buildings, museums, theaters, cathedrals, architectural monuments.
3. Conversation
Topic: State symbols of the Russian Federation: coat of arms, flag, anthem.
Introduce children to the symbols of our country; discuss the content of the text of the anthem of the Russian Federation, introduce new words
("Power", "Sacred", "Property"),
develop patriotic feelings, love for the motherland, develop the speech of Gorbenko A.P.
3.11.
2015
4. Drawing
Theme: Emblem of Russia
Continue to acquaint children with state symbols, develop patriotic feelings, love for their native country, consolidate the ability to hold a brush correctly, and combine colors.
Gorkovskaya A.A. 11.11.
2015
5. Conversation
Theme: Holidays in Russia. Mother's Day To acquaint children with the features and traditions of Mother's Day. To cultivate feelings of love, tenderness and respect for the dearest and closest person - mother. Parents:
Commissioner O.A.
27.11.
2015
6. Quiz with a presentation
Subject: My favorite city.
Continue to acquaint children with the sights of our city, cultivate love for their native land, teach them to guess riddles using rhyming words.
Gorbenko A.P.
7. Drawing
Subject: Favorite corner of Volgodonsk. To learn on your own (from memory) to depict the places of your native city that are beloved to your heart; cultivate love for the native land, develop creative imagination.
Gorkovskaya A.A.
9.12.2015
8. Chat with slideshow
Theme: Holidays in Russia. Nativity. To acquaint children with the peculiarities of the celebration and traditions of the holiday of Christmas. Learn to preserve and respect the traditions of the Russian people.
Parents:
Ivanova L.V.
11.01.
2016
9. Drawing
Theme: Flag of the Don Cossacks.
To continue to acquaint children with the coat of arms and the flag of the Don Cossacks, to know the meaning of each color on the flag, to consolidate the ability to hold the brush correctly, to develop patriotic feelings, love for the native land.
Gorkovskaya A.A.
3.02.
2016
10. Conversation
Theme: Holidays in Russia. Defender of the Fatherland Day. To acquaint children with the features of the celebration and traditions of the holiday -
Defender of the Fatherland Day. Learn to preserve and respect the traditions of the Russian people.
Parents:
Tsipun Yu. A.
19.02.
2016
11. Participation in the contest "Childhood is a wonderful year, childhood is a holiday forever!" with the song "There beyond the Don, beyond the river." To acquaint children with the forms of Cossack folklore - songs, learn a song, develop a smooth speech exhalation when singing, develop memory, attention, musical perception, develop patriotic feelings, love for their native land. Gorkovskaya A.A.
Parents' committee of the group Listening and learning the anthem of the Russian Federation.
Topic: Russia is our sacred power.
To acquaint children with the text of the anthem, explain the meaning of unfamiliar words,
learn it by heart
develop a smooth speech exhalation when singing, develop memory.
Gorbenko A.P.
13. Drawing
Topic: "The steppe is wide"
Introduce the concept of "perspective", learn to get new colors by mixing paints, distribute proportionally the details of the drawing on the sheet, learn to admire the beauty of the steppe, develop patriotic feelings, love for the native land.
Stage 3 - final
Presentation of the project "Springs of Russia"
Holiday "Sing about you, my Russia!" To develop creative activity, the ability to expressively read poems, to convey the character of the characters in the scene; develop speech, attention, memory of children. Educators:
Gorbenko A.P.
Gorkovskaya A.A.
Musical director:
Mezheritskaya V.V.
Parents of the children in the group. 05/06/2015
As a result of the project, together with the parents, a mini-museum “My beloved Donskoy region” was created and replenished with items of Cossack life, Cossack costumes were sewn for each child, albums with illustrations “There beyond the Don, beyond the river” were created, a selection of presentations on this topic, regularly the card file of Cossack words, games, songs, proverbs and sayings is replenished. Children annually take part in the city competition "Childhood - wonderful years, childhood - a holiday forever" in the nomination "Folk Song".
The consciousness of children is expanding due to information and events, phenomena that are inaccessible to its direct observation. A cognitive and creative attitude to the surrounding world of the Don nature is being formed. A feeling of love for the Motherland, a desire to learn the folklore of this region is formed. The productive activity of children on the knowledge of their region is being formed.
9. The contribution of the educator to the formation of actual pedagogical practice in the process of working in creative groups, methodological associations, research and experimental activities, etc.
I consider participation in the following events as my contribution to the formation of actual pedagogical practice in the process of work:
Participation in the city methodological association
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