The system of methodical work of the preschool educational institution

In preschool educational institutions, qualified, experienced and creative teachers, specialists and employees create conditions for a favorable stay, development and rehabilitation of children. Preschool teachers build the integrity of the pedagogical process, which ensures the full development of the child: physical, social and communicative, artistic and aesthetic, cognitive and speech in interconnection.

Methodological work in the preschool educational institution is a system of activities that are aimed at improving the skills of each teacher, at summarizing and developing the creative potential of the team, at ensuring the achievement of optimal results in education, upbringing and development of children.

The purpose of methodological work in kindergarten is the creation of conditions for the continuous improvement of the level of general and pedagogical culture of the participants in the educational process. This is the creation of conditions for the professional development of teachers and the provision of pedagogical education of parents for the continuous development of children.

Tasks of methodological work:

Organizational support for the continuity of professional development of teachers. Educational and methodological support for the effective implementation of the educational program in accordance with modern requirements. Studying, summarizing and disseminating the best practices of preschool teachers in ensuring the quality of education. Information support of pedagogical education of parents of pupils of preschool educational institutions.

Analyzing the methodological work of the preschool educational institution according to the main criteria for effectiveness, the characteristics of the methodological process itself, it can be characterized as a system. The forms and content of the methodological work correspond to the goals and objectives set. Differentiation is implemented in individual and group forms of work with teachers, taking into account their level of professionalism, readiness for self-development, and other indicators. This takes into account three levels of pedagogical skill: low (intuitive); medium (search); high (masterful). The stages of methodical work are presented in the form of certain successive stages:

1st stage - theoretical - awareness of the idea, the study of advanced pedagogical experience;

2nd stage - methodical - showing the best of the samples; building an individual methodological system;

3rd stage - practical - implementation of the plan; independent approbation by teachers of new technologies of training and education;

Stage 4 - analytical - identifying the effectiveness of work, analyzing the most typical difficulties and ways to eliminate them.

This sequence is not always preserved, sometimes some of the steps are missing.

One of the main directions of the methodological work of the preschool educational institution is the functioning of the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing the best pedagogical experience, and increasing the competence of parents in the upbringing and education of children.

The organization of the activities of the methodological office is based on such principles as information content, accessibility, aesthetics, and content.

An information databank has been formed in the methodological office, where the sources, content, and direction of information are determined.

The information data bank contains:

legal documents of the Legislation of the Russian Federation; legal documents regulating PEI activities; documents and materials:

On planning the activities of the preschool educational institution;

On the organization of methodological work in a preschool institution;

On the organization and management of the educational activities of the preschool educational institution;

On the control and regulation of the educational activities of preschool educational institutions;

On the development of the child in the educational space of the preschool educational institution;

On the organization of interaction of the preschool educational institution with the family, school, society;

methodical, didactic, psychological literature; audio, video materials, media library; visual and didactic material; bank of methodical developments, periodicals of preschool education.

Timely informing teachers about new developments in psychological and pedagogical science and best practices, methodological support in the system of preschool education is an important condition for the high effectiveness of the educational process. Raising the awareness of teachers contributes to the adoption and implementation of a unified pedagogical strategy for the development of a kindergarten, which is discussed and approved by the pedagogical council and serves as the main resource for the development of the team in preschool educational institutions.

The teaching staff is characterized by:

Of Education

According to the qualification category

According to the age

By teaching experience

By the presence of certificates, awards, titles, etc.

To improve the professional level of teachers, such forms as training in educational institutions higher professional education, advanced training courses, professional retraining; participation in meetings of methodological associations and in the work creative groups municipal resource centers, etc.

Internal professional development of preschool teachers occurs through various forms of methodological work. When choosing forms and methods, we are guided by: the goals and objectives of the preschool educational institution; quantitative and qualitative composition of the team; features of the educational process; material and technical conditions of the preschool educational institution; real opportunities; best practices and scientific advice. Both group and individual forms of methodical work are used.

Table 1

Used forms of methodical work

Advice on topics:

Documentation requirements for teachers. Introducing children to a healthy lifestyle through the creation of a developing environment. A variety of types of tempering activities. We design and decorate winter areas. "Portfolio of the DOW Group". The main problems in working with a family in a difficult life situation. Planning summer health work with children. Compliance with health and safety, protection of life and health of children.

Auction of pedagogical projects

The goal is to identify and disseminate advanced pedagogical experience.

Create conditions for personal and professional self-realization;

To increase the creative activity of teachers;

To improve the practical skills of the teacher's professional activity.

Each of the teachers shared his ideas, ideas, his experience in implementing these ideas, his impressions of own activities and learned from the experience of other teachers.

Open views (mutual visits) of forms of joint activities with children as part of the use by teachers gaming technologies(TRIZ, socio-game technology, educational games, logical blocks by E. Gyenes, etc.). Thanks to this form of work, teachers see how colleagues work, realize their shortcomings. In addition, they can use the positive experience of colleagues in their pedagogical activity.

Work creative team. The teachers who were part of the creative group developed a plan for the preparation and conduct of holiday events, scenarios, provisions of competitions that are held in the preschool educational institution, a sketch of the design of the premises and territory of the preschool educational institution.

The activities of the working group on the development of the educational program of the preschool educational institution can be divided into the following stages:

Development of sections of the preschool educational program;

Discussion and adoption of the developed sections;

Registration of the document "Educational program of the preschool educational institution";

Presentation of the document to the DOW team.

In order to assist educators in their professional development in the preschool educational institution this academic year, such a form of work as mentoring has been organized. The trainee teacher conducts activities aimed at:

Contributing to the successful adaptation of newly accepted educators to the corporate culture, rules of conduct in an educational institution,

The development of the teacher's ability to independently and efficiently perform the duties assigned to him,

Formation of interest among newly accepted educators in pedagogical activity.

In the course of implementing the tasks set, the teacher-mentor, together with the newly accepted teacher, performs the following activities:

Studying the content of the main general educational program of the preschool educational institution,

The study pedagogical technologies and their application in working with children,

Familiarization of the educator with the organization of the subject-developing environment in the group in accordance with modern requirements,

Visiting sensitive moments, joint activities with children, with further suggestions on choosing the most effective methods of working with children,

Consultations on general issues of organizing work with parents,

Consultations on self-education of the educator, etc.

Based on the results of the activity, the teacher-mentor analyzes the work, the educator shows an open event.

Thanks to this activity, we plan to improve the quality of the educational process of the preschool educational institution, to accelerate the process of professional development of the newly accepted educator. At the same time, the educator, working together with the teacher-mentor, acquires the opportunity for personal and professional growth.

The work of teachers on self-education has been organized, which helps to choose a topic, priorities in forms and means, and predict the result.

Teachers independently acquire knowledge from various sources, taking into account their interests and inclinations. Self-education helps them quickly adapt to changes in the social environment, get acquainted with innovations in the field of education in a timely manner, regularly replenish the stock of theoretical knowledge of pedagogical science, and also improve their skills and abilities. The report of the work on the topics of self-education of teachers of the preschool educational institution was performances, exhibitions, projects, master classes.

The study, generalization and dissemination of advanced pedagogical experience is an integral part of the methodological work in the preschool educational institution, as it solves certain goals with the least amount of time, using optimal forms and methods of work, and contributes to the achievement of better results.

The generalization and dissemination of pedagogical experience takes place in the form of speeches at pedagogical councils, workshops, master classes, in the form of presentation of materials in the methodological office, in the form of publications, etc.

Separately, we note such a form as the participation of teaching staff in professional competitions. Despite numerous proposals to participate in professional competitions at the municipal and regional levels, not all of our teachers participate in them. This form in the system of methodological work of the preschool educational institution is represented by a limited circle of teachers and activities.

One of the core conditions for the life of a kindergarten is the methodological support of the educational process. The program and methodological complex in the preschool educational institution was selected taking into account the orientation towards state requirements, the legal status, the features and laws of the mental development of children, the specifics of the pedagogical and children's teams, which determine the possibility and expediency of each program and technology.

The preschool educational institution is working to create conditions for the implementation of an effective educational process in the following areas:

1. Organization of a subject-developing environment in a preschool educational institution, corresponding to the content of the program, the interests and needs of children of different ages:

development of guidelines for the organization of the subject-developing environment; ensuring the selection of toys, games, manuals for working with children according to the program, taking into account modern requirements; activation of teachers in the development of attributes and teaching aids.

2. Correlation of the content of the educational process with the chosen program and requirements for the content and methods of raising and teaching children preschool age:

formation of a data bank on the implementation of the program, its individual sections; analysis of the content and methods of education and training; analysis of the implementation of the decisions of the teachers' councils.

3. Updating the content of methodological support (technologies, methods) in accordance with modern requirements.

4. Development of a daily routine, class schedules, work schedules for circles for each age group, etc.

5. Tracking the conduct and effectiveness of motor and intellectual, organized and independent activities of pupils.

As you can see, a fairly wide list of traditional activities is used in the system of methodological work of the preschool educational institution. Teachers take part in the methodological activities of other preschool educational institutions of the district. The content of the methodological work of teachers meets modern requirements: modern educational technologies are being studied, the requirements of the Federal State Educational Standard, etc.

1. METHODOLOGICAL WORK IN THE PRESCHOOL ORGANIZATION

Methodical work in a preschool organization is part of the system of continuous education of teachers and educators. Objectives of methodological work: mastering the most rational methods and techniques for teaching and educating preschoolers; increasing the level of general didactic and methodological preparedness of the teacher for the organization and conduct of educational work; exchange of experience between members of the teaching staff, identification and promotion of relevant pedagogical experience. Methodological work is focused on achieving and maintaining the high quality of the educational process; promotes the development of teachers' skills in analysis, theoretical and experimental research.

In general terms, the task of methodological work formulates V. A. Slastenin in the following way:

Formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience, in the work on the implementation of the achievements of pedagogical science;

Raising the level of theoretical and psychological training of teachers;

Study of new educational programs, curricula, educational state standards;

Study of new regulatory documents, instructive and methodological materials;

Providing advice to teachers in self-education. The content of the methodological work is considered in more detail by the author in a special section.

2. SELF-EDUCATION OF TEACHERS

Self-education is a purposeful cognitive activity controlled by the individual himself: the acquisition of systematic knowledge in any field of science, technology, culture, political life, etc. Self-education is based on the direct personal interest of the student in an organic combination with the independence of studying the material. (K. Gromtseva).

The main form of self-education is the study of literature: scientific, popular science, educational, artistic, etc. The sources of self-education are also listening to lectures, reports, audio recordings, consultations of specialists, visiting museums, exhibitions; various types of practical activities - experiments, experiments, modeling, etc. Enriches the process of self-education and the development of the media.

Of particular importance to self-education is its focus on personal development, the disclosure of a person’s abilities, his creative potential, self-expression, and the realization of his spiritual interests.

Self-education - an integral part of the system of continuous education - acts as a link between basic education and periodic advanced training, retraining of specialists.

In self-education, a book is an indispensable assistant.A. A. Zhukovsky reduces the views of many authors to four basic methods of reading:

1. Reading-browsing, when the book is skimmed over, occasionally lingering on individual pages. The goal is the first acquaintance with the book, getting a general idea of ​​its content.

2. Reading is selective, or incomplete, when they read thoroughly and with concentration, but not the entire text, but only the places necessary for a specific purpose.

3. Reading is complete, or continuous, when they carefully read the entire text, but do not conduct any special work with it, do not make thorough notes, limiting themselves only to brief notes or conditional notes in the text itself.

4. Reading with elaboration of the material, that is, the study of the content of the book, which involves a serious deepening into the text and the compilation of various kinds of records of what has been read.

There are several types of records: extracts, plans, theses, abstracts.

To extracts resorted to in cases where it is almost impossible to convey the author's thought in your own words.

Plan - this is a list of the main issues outlined in an article or book. A typical example of a plan is the table of contents of a book.

Abstracts convey the contents of a book or article in a concise form.

Synopsis - it is a concise, coherent retelling of the content.

While working with a book, an article, unfamiliar words and phrases are often encountered. In these cases, it is necessary to use dictionaries, encyclopedias, reference books. The types of reference literature are very diverse. In the methodical office, it is necessary to have the most used dictionaries and reference books, for example: "Dictionary of the Russian Language", "Dictionary of Foreign Words", "Pedagogical Dictionary", "New Words and Meanings", etc.

It is important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes). In the methodical office, only the topic that the teacher is working on, the deadline and form of the report are fixed: a speech at the pedagogical council, a consultation, a seminar, a demonstration of working with children using the knowledge gained in the course of self-education.

V. A. Sukhomlinsky in the book The Birth of a Citizen, he wrote that the concept of self-education consists of completing a personal library and mental work at home, alone.

Summing up, we emphasize once again that the forms of self-education are diverse:

Work in libraries with books, periodicals;

Participation in the work of scientific and practical seminars, conferences;

Obtaining consultations at the departments of psychology and pedagogy of higher educational institutions;

Work with banks of diagnostic and correctional development programs in the relevant methodological centers;

Maintaining one's own card file on the problem under study, etc. The result of the teacher's efforts is to improve the work

with children, creating conditions for the birth of a new experience.

3. METHODOLOGICAL WORK IN THE PRESCHOOL ORGANIZATION.

Methodical support is the most important part of professional development of teachers. It is designed to support the normal course of the educational process, to promote its renewal.

The creative activity of the teacher has been and remains the basis of effective methodological work. The knowledge and skills necessary for this are laid down and developed already in the student years. The senior educator should be ready to communicate with educators, parents, children, be able to transfer their knowledge, experience, master research methods and widely use them in their work.

Forms of organization and activities of methodological services in the education system, where information, prognostic, meaningful, innovative and experimental activities, advanced training, certification of teachers stand out. The organization of methodological work is entrusted to special services - methodological rooms, methodological centers in the structure of educational authorities and institutes for advanced training of educators.

There are different approaches to the definition of methodological activity. So S. Zh. Goncharova considers it as an activity "aimed at the creation, implementation and application of methods."

Any educational institution exists in one of two modes: functioning or development.

Consequently, in a preschool institution that is in a stable functioning mode, the methodological service should ensure the correction of the pedagogical process in case it deviates from the technology, methodology for implementing the program of education and training of preschoolers.

If the team intends to work in an innovative mode (new content of education or the implementation of new pedagogical technologies), then this requires the creation new model of methodical work, ensuring the transition of a preschool educational institution from the mode of operation to the mode of development.

In all cases, the task of the methodological service is to create such an educational environment in which the creative potential of each teacher, the entire teaching staff will be fully realized.

Many teachers, especially beginners, need qualified assistance from more experienced colleagues, the head teacher, the senior teacher of the preschool educational institution, and specialists in various fields of knowledge. At present, this need has increased in connection with the transition to a variable education system, the need to take into account the diversity of interests and opportunities for children.

The senior educator is directly involved in the organization of methodological work in the preschool educational institution. Designs, determines its content for the entire composition of management functions: information-analytical, motivational-targeted, planning-prognostic, organizational-executive, control-diagnostic and regulatory-correctional.

We will try to fill these functions with the content of the activities of the senior educator. This content should be supplemented taking into account the specifics, features of the work of each particular kindergarten.

4. The content of the methodological work of the senior educator

(according to P. I. Tretyakov, K. Yu. Belaya)

Control functions

1. Information and analytical.

Forms a data bank on the professional qualities of teachers, the implementation of programs, teaching experience, new research in pedagogy, psychology.

2. Motivational-targeted.

Together with the leader and teachers, he determines the goals and objectives of the scientific and methodological work of the team, self-education of teachers, forms and methods of educational work in kindergarten. Helps teachers in the scientific organization of labor, creates conditions for this. Systematizes and promotes advanced pedagogical experience, modern scientific developments.

3. Planning and forecasting.

Predicts the development of the scientific and methodological work of the team, on the basis of diagnostics, determines the zones of proximal development of teachers. Together with the head, he draws up a program for the development of a preschool educational institution, an educational program, and an annual work plan.

4. Organizational and executive.

Ensures the implementation of the annual work plan of the kindergarten. Provides guidance to teachers. Prepares and conducts meetings of the pedagogical council. Organizes mutual visits, open classes, competitions, open days. Carries out diagnostics of children, questioning of teachers, parents, together with the head - certification of teachers. Liaise with schools and other institutions.

5. Control and diagnostic.

6. Regulatory-corrective (operational-functional regulation).

Carries out, together with the head, intra-garden control (operational, thematic, final); evaluates the quality of the educational process, the subject-developing environment. Provides prompt assistance to teachers in the organization of the educational process, advanced training, experimental and search work.

Methodological work should be of a proactive nature and ensure the development of the entire upbringing and educational process in accordance with new achievements in pedagogical and psychological science. However, today there is a problem of low efficiency of methodological work in many ECEs. The main reason is the formal implementation of the systemic approach, its replacement with an eclectic, random set of recommendations of an opportunistic nature, the imposition of far-fetched methods and ways of organizing upbringing and education.

V. P. Bespalko, Yu. A. Konarzhevsky, T. I. Shamova Integrity is indicated as an essential feature of any system. In the interpretation N. V. Kuzmina"Pedagogical system" is "a set of interconnected structural and functional components subordinated to the goals of education, upbringing and training of the younger generation and adults."

The totality of separate pedagogical systems forms a single integral system of education. Preschool education is the first stage of the general pedagogical system, and the preschool educational institution itself, like the school, can be considered as a socio-pedagogical system. Consequently, it meets certain properties: purposefulness, integrity, polystructurality, controllability, interconnection and interaction of components, openness, connection with the environment.

Methodological work in a preschool educational institution as a system can be designed, built in the following structure: forecasting - programming - planning - organization - regulation - control - stimulation - correction and analysis.

In order to solve various pedagogical problems and creatively organize methodological work, the senior educator must have rich information. Information and analytical activity is the main tool for managing a preschool institution.

In terms of content, management is the regulation of the educational process in order to improve its quality. In form, management is the process of analyzing information. Management technology is the collection of information about the state of the preschool educational institution, the entire system of upbringing and education, the analysis of the information received and the issuance of recommendations for improving work.

Information of the senior educator can conditionally be divided into the following blocks.

Work with personnel.

Scientific and methodological support of the educational process.

Readiness of children for schooling. Continuity in the work of kindergarten and school.

Interaction with family, sponsors and the public. Each of these information blocks must be supplemented

in accordance with the specifics of a particular preschool institution.

Work with personnel.

1. Information about frames.

2. Information about awards, incentives and financial incentives for employees.

3. Information about staff development.

4. Certification of teaching staff.

5. Information about the self-education of teachers.

6. Information about the participation of teachers in methodical work.

Scientific and methodological support of the educational process.

1. Educational program of preschool education.

2. Instructive and directive documents, literature, manuals, etc.

3. Plan of methodological measures for the year (block of the annual work plan of the preschool educational institution).

4. Abstracts open classes and regime moments.

5. Long-term plans, notes, developments to help educators in all sections of the program for the upbringing and education of preschoolers.

6. Advanced pedagogical experience in sections.

7. Information about events in the methodological center of the city (district).

It is built in accordance with the sections of the program according to which the preschool institution works. The pedagogical analysis of this information provides for the study of the state of work and an objective assessment of the results of the pedagogical process.

Readiness of children for schooling. Continuity in the work of kindergarten and school.

The organization of the work of teachers with children in the preparatory group for school, their parents occupies a special place in the plans of the kindergarten.

This block information support may include the following materials:

1. The results of the examination (diagnosis) of children entering school.

2. The system of methodical work with educators.

3. Practical materials to help educators.

4. Sliding folders for parents (“Getting Ready for School”, “Raising the Future Schoolchild”, “Doctors' Advice”, etc.).

5. Plan of joint activities of kindergarten and school.

6. Analysis of the progress of first-graders - kindergarten graduates.

In the book K. Yu. Belaya"From September to September" offers an approximate scheme of methodological work for a year on the problem of "Raising the Future Schoolchild".

Interaction with family, sponsors and the public.

1. Information about the composition of the family (full, incomplete, large families, etc.).

2. Materials for organizing parent-teacher meetings, lectures, conversations with parents, and other forms of work.

3. Plan for working with dysfunctional families.

4. The work plan of the parent committee.

5. Information about possible sponsors of the ECE.

5. PROFESSIONAL REQUIREMENTS FOR THE TEACHER

Here are some professional requirements for the organizer of educational work in a modern preschool institution.

Levels of professional growth of the senior educator of the preschool educational institution

(according to I. L. Parshukova)

First level - professional and methodological literacy. This is a period of methodological formation, during which the accumulation of knowledge, skills, and practical skills takes place; the period of formation of the methodological culture of the teacher, who manifests his individuality within the framework of the "functional", i.e., mastering the ABC of the profession.

Second level - professional and methodological readiness to organize others and oneself to perform specific tasks.

Third level - professional and methodological maturity, which is based on the ability of the senior educator to include the research method in their activities as the highest indicator of professional readiness. At this level, we can talk about the formed ™ in the senior educator of a logical conceptual culture that characterizes the scientific, methodological and scientific-pedagogical understanding of one's own activity. Mastering this culture allows the leader to combine research and methodical work.

Responsibilities of the senior teacher

(according to K.Yu. Belaya)

Together with the head of the preschool educational institution, he manages the preschool institution. Participates in:

Selection of candidates for the positions of educators, their assistants, specialists;

Creation of a favorable moral and psychological climate in the team, a system of moral and material incentives for employees;

Formulation of a social order for your preschool educational institution, development of a philosophy, determination of the purpose of the preschool educational institution;

Strategic planning, development and implementation of development programs and work plans for preschool educational institutions;

Creation of the image of the preschool educational institution among the population;

Selection (development) of educational programs for children;

Organization of educational, upbringing work with children;

Organization of experimental, research work in the DOO;

Development, effective use of the intellectual potential of educators, specialists;

Development of cooperation with other preschools, schools, children's centers, museums, etc.

Plans educational, methodical work, taking into account the professional skills, experience of educators, providing for:

Raising the qualifications of educators;

Assistance to educators in self-education;

Certification of educators;

Drawing up a grid of classes for age groups;

Methodological assistance to educators (primarily beginners) in preparing and conducting classes;

Exchange of experience of the staff of preschool educational institutions;

Familiarization of educators with the achievements of pedagogical theory and practice;

Development of continuity between preschool and school;

Improving work with parents;

Group recruitment teaching aids, games, toys;

Constant analysis of the state of educational, methodological and educational work and the adoption on its basis of specific measures to improve the effectiveness of methodological work.

Organizes educational and methodical work:

Prepares and regularly holds meetings of the Pedagogical Council;

Conducts open classes, seminars, individual and group consultations, exhibitions, competitions for educators;

Organizes the work of creative groups;

Timely acquires the equipment necessary for educational, methodical work;

Maintains a card file of published educational, methodological and pedagogical literature;

Completes, promotes among educators a library of educational and methodical and children's literature, manuals, etc.;

Organizes the work of educators in the production of manuals, didactic materials;

Conducts joint activities with the school;

Prepares stands for parents, folders-movers about the experience of family education;

Timely draws up pedagogical documentation;

Forms and summarizes the best experience of teachers in various problems and areas.

Implements control over the work of educators:

Systematically checks the plans of educational work;

Scheduled to attend classes in groups;

Monitors the implementation of the annual work plan, decisions made at meetings of the teachers' council;

Organizes interaction in the work of educators, a psychologist, a speech therapist, a music director, and other specialists;

Regularly diagnoses the development of children, their knowledge, skills;

Studying the plans of educators for self-education. Implements the relationship in the work of preschool, family, school.

Professional functions and skills of the senior preschool teacher

(according to L.V. Pozdnyak, N.N. Lyashchenko)

Poi planning: predict the development of the processes of education, training and development of preschoolers, the teaching staff, develop a comprehensive target program for the development of a preschool institution, plan the activities of the team for a long time, methodical work for a year, a month, their own activities for a long time and during the day; to promote the interaction of educators in the course of the implementation of annual and monthly plans, individual tasks; create conditions for advanced training of teachers, educational and educational work with children, improve the organizational and educational impact on individual educators and the team as a whole; improve your own level of qualification, hone your actions and actions in specific situations.

When organizing: to carry out the activities of teachers in accordance with the annual and monthly plans, the exchange of experience and information, the effective impact of the team on individual educators, methodological assistance in drawing up plans and preparing for work with children, advanced training of educators, their own activities in accordance with the plan; distribute work among teachers in accordance with the current situation; instruct during the execution of work; teach the most effective methods and techniques of working with children; maintain a high level of labor activity in the team; timely and correctly draw up the necessary documentation, methodological materials, exhibitions for teachers and parents; maintain a clear order in the work of teachers, bring the work started to the end.

Poi control: develop a scheme for monitoring educational work with children, diagnostic materials, questions for the implementation of thematic and frontal control in different age groups; observe the activities of the educator in the process of working with children, the activities and relationships of children; record the results of observations; analyze the results of educational work, children's creativity, plans and documentation of educators; draw conclusions and conclusions about the state of educational work with children; to carry out diagnostics of professional competence of teachers, development of children; develop measures to eliminate identified shortcomings in the work of teachers; discuss control results with

educators, use these results when preparing decisions of the teachers' council, planning the work of the team.

When coordinating: to study the pedagogical skills of educators, the socio-psychological characteristics of team members, the process of implementing decisions; adjust the activities of educators based on an analysis of their work, their organizational activities; analyze the purposefulness and effectiveness of the impact on educators; regulate the course of the educational process in a preschool institution, the actions of team members; navigate the current situation; anticipate the difficulties that may arise in the performance of work.

When communicating: control yourself in critical situations; anticipate conflicts and prevent them; to study the relationship of educators in the performance of work; correctly perceive criticism and take it into account in their activities; understand and evaluate the capabilities of educators and other staff; navigate people's relationships; build your relationship with the team on the basis of mutual trust and cooperation; establish the right relationship with the head and employees of the education department; choose and use the most effective measures of organizational and educational influence in relation to individual educators; take into account the peculiarities of the psychological climate in the team.

6. PEDAGOGICAL ANALYSIS IN THE WORK OF THE SENIOR EDUCATOR. CONTENT OF PEDAGOGICAL ANALYSIS

The basis of the effective work of the preschool educational institution is the constant improvement of the educational process. The senior educator analyzes the activities of teachers, highlights the main problems. We have already noted that every problem reveals itself as a discrepancy between "what is" and "what is required." The leader must not only identify the discrepancy between practice and the requirements that are set in preschool education programs, but also find ways to eliminate it.

For the manager, senior educator, pedagogical analysis is the most important function of management. Therefore, we pay special attention to it in the book.

A. N. Troyan identifies the following concepts of the system of pedagogical analysis: observation of the pedagogical process, control over the progress of educational work and pedagogical analysis. “By observation, we understand the purposeful perception of the main elements of the pedagogical process in order to obtain information about the state, the course of individual parameters of educational work. Control is a management function that ascertains and measures the level of individual parameters of the pedagogical process in accordance with regulatory requirements. Control is aimed at collecting, systematizing and storing information about the state of educational work.

Pedagogical analysis is a management function aimed at studying the pedagogical process, its objective assessment, identifying the reasons that determine the level of educational work, and the subsequent development of recommendations on this basis for improving the pedagogical process of a preschool institution. Pedagogical analysis is carried out on the basis of observation and control data.

The senior educator must remember that pedagogical analysis is a special kind of criticism, therefore it is important to take into account the opinion of the educator, not to impose one's point of view. Today, more than ever, the method of persuasion is important. It is necessary to prove the greater rationality of using other methods of work, to convince the teacher to reconsider his point of view on a particular pedagogical technique in order to achieve high results in the upbringing and development of children.

Pedagogical analysis is not limited to identifying shortcomings, but helps to find the positive in the work. This means that it contributes to the creation of advanced pedagogical experience.

How to organize pedagogical analysis? First of all - to involve the educator in the analysis of their activities, namely in the analysis, and not accounting! But self-analysis of the educator must be taught. This is the task of the leader. Self-assessment and self-analysis are based on a comprehensive analysis of one's own activities, they are a factor in the growth of professional maturity and the skill of an educator. At the same time, the role of control is not reduced. It is necessary to improve its quality, skillfully correlate the teacher's self-assessment with the opinion of colleagues, the administration, and determine plans for further self-improvement on this basis.

The difficulty lies in the fact that not every teacher is ready for an objective assessment of their activities. Many give low self-esteem, and most - overestimated.

In the course of the pedagogical analysis of information about the activities of the educator, the leader examines the validity of the methods and means chosen to achieve the goals, gives an objective assessment of the results, and proposes a system of measures aimed at improving them.

System analysis involves:

Isolation in the object under study of its characteristic parts;

Evaluation of each part, its role and place;

Establishing relationships and interdependencies between parts, connecting them into a single whole;

Evaluation of the real result of the observed object;

Conclusions and suggestions for improving the work of the teacher. For example, we will build a scheme for conducting a pedagogical analysis of a lesson in a kindergarten.

Pedagogical analysis requires intellectual tension of the individual, formed analytical thinking. The style of conversation with the teacher is friendly, respectful and tactful, based on positive results in work. Important to consider individual characteristics teacher: character, type of nervous activity, experience, level of pedagogical skills.

7. FORMS OF ANALYSIS AND SELF-ANALYSIS OF THE LESSON

Brief (evaluative) analysis - is a general assessment of the lesson, characterizing the decision of the educational | educational and developmental tasks, their implementation.

Structural (step by step) analysis - this is the identification and evaluation of the dominant structures (elements) of the lesson, their expediency, which ensures the development of the cognitive abilities of children;

System analysis - this is the consideration of the lesson as a single system from the point of view of solving the main didactic task and simultaneously solving the developing tasks of the lesson, ensuring the formation of knowledge, skills and abilities of children, their assimilation of teaching methods.

Complete Analysis - this is a system of aspect analyzes, including an assessment of the implementation of the objectives of the lesson, the content and types of activities of children according to such characteristics as the levels of assimilation of knowledge and methods of mental activity by children, the development of children, the implementation of didactic principles.

Structural-temporal analysis - This is an assessment of the use of class time for each of its stages.

Combined analysis - it is an assessment (simultaneous) of the main didactic purpose and structural elements.

Psychological analysis - this is the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of children of a developing type).

Didactic analysis - this is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching preschoolers, didactic processing educational material classes, pedagogical guidance of independent cognitive activity of children, etc.).

Complex analysis - this is a simultaneous analysis of the didactic, psychological and other foundations of the lesson (most often the system of classes).

8. ANALYSIS OF THE LESSON BY THE SENIOR EDUCATOR

Oil analysis. Assessment of the correctness and validity of setting the educational and educational goals of the lesson, taking into account the characteristics of the educational material, the level of preparation of children. The degree of achievement of the objectives of the lesson.

Analysis of the structure and organization of the lesson. Compliance of the structure with the goals. The validity of the choice of the type of lesson, its structure; logical sequence and interrelation of stages. The appropriateness of class time allocation. Rationality of the choice of forms of education. The presence of a plan and the organization of its implementation by the teacher. Lesson equipment. Rational organization of work of the educator and children.

Content analysis. Compliance of the content with the requirements of the program. Completeness, reliability, accessibility of presentation. The scientific level of the material presented. The degree of moral influence, the educational orientation of the lesson. Implementation of the developmental opportunities of the lesson in terms of the formation of active children's activities, independent thinking, and cognitive interests. Leading children to the perception of new knowledge. Identification of the main idea of ​​the new material. Formation of new concepts, vocabulary.

Organization of independent work of children. The nature of training exercises, types of independent work, degree of complexity, variability, taking into account the level of preparedness of children. Teacher guidance and assistance. The degree of assimilation of new material (efficiency). Connecting the new with the previously learned. Repetition (organization, forms, techniques, volume).

Analysis of the methodology of the lesson. Determining the validity and correctness of the selection of methods, techniques and teaching aids, their compliance with the content of the educational material, the goals set, and the educational opportunities of the children's age. A variety of techniques and methods used by the educator. The emotionality of the presentation of the material. The effectiveness of the use of visual aids, didactic handouts and technical teaching aids. Evaluation of the methodological armament and pedagogical equipment of the educator.

Analysis of the work and behavior of children in the classroom. General assessment of the work of children: interest, activity, performance at different stages of the lesson. Organization of independent activities of children. Assessment of the feasibility and effectiveness of the applied forms of work. Techniques for maintaining children's interest in the lesson and discipline.

The culture of communication between the teacher and children, compliance with the norms of pedagogical ethics and tact, assessment of the created moral and psychological climate in the children's team.

Evaluation of the sanitary and hygienic conditions of the lesson.

General conclusions and suggestions. Recommendations to the educator on self-education based on conclusions and suggestions.

It is necessary to choose the most significant proposals for improving the educational process. They may relate to improving the methods and techniques of working with children, improving the subject-developing environment, etc.

* * *

In their practice, managers use a variety of memos, charts, questionnaires that help to competently build diagnostic and analytical activities.

When drawing up such diagnostic schemes, goals and objectives are clearly thought out, questions and performance indicators or evaluation criteria are precisely formulated.

Evaluation criteria should have a certain degree of expression: verbal, point, color or percentage. Symbols may be used. The leader independently determines and uses an evaluation scale depending on the object of study. For example, when evaluating the professional skills and qualities of an educator, the signs "+", "V", "-" (p. 154) are used.

The senior educator sets various goals when attending classes. These can be: quality control of the teacher's work, the quality of knowledge, skills, and abilities of children; teacher counseling; assistance in mastering higher pedagogical skills; identifying the reasons for the successes and failures of the educator; study of the system of its work, etc.

verbal assessment

Score

Color Rating

Sign

Percentage score

High

3 points

Red

from 76% and above

Permissible

2 points

Yellow

from 75% to 66%

Critical

1 point

Green

from 65% to 51%

Invalid (low)

0 points

Blue

from 50% and below

Each leader has developed his own technique for recording observations of the work of teachers. Some keep notebooks of group visits, others - observation maps of the pedagogical process.

More often, observation schemes are used, compiled independently or taken from methodological and management literature. They make it possible to rationally organize work, ensure a clear, consistent recording of the progress of observation and its subsequent analysis.

Preparation for the analysis of the lesson involves viewing records of previously attended classes, regime moments with the educator. If these records are clearly filled, then the conversation-analysis is successful, provides the necessary assistance to the educator. In the literature you will find schemes and questionnaires for the analysis and recording of observations on the organization of the educational process.

9. ORGANIZATION OF METHODOLOGICAL WORK EFFECTIVENESS CRITERIA

It is very important to determine the real indicators of the final result of methodological work, to formulate evaluation criteria. Their number may be different and depend on a particular kindergarten, but the most common ones must always be taken into account.

The second criterion when the growth of the skills of educators occurs with a reasonable expenditure of time and effort on methodical work.

Third criterion The stimulating role of methodical work lies in the fact that the psychological climate in the team improves, the creative activity of teachers grows, their satisfaction with the results of their work.

It is important to remember that the true evaluation of the effectiveness of methodological work is given by the final result, and not by the number of activities carried out.

The main task today is to improve the methods of individual work with educators. Each teacher has their own level of teaching skills. It is important that the leader not only knows this level, but also knows how to bring the teacher to an objective self-assessment.

This is precisely what the method of work on a diagnostic basis, developed by Ya. S. Turbovsky and widely included in the practice of the ECE. This technique involves questioning teachers in order to identify real difficulties. You can submit a questionnaire with three questions.

What are you good at working with children?

What are you having trouble with?

In a conversation that precedes filling out the questionnaires, it is necessary to tactfully and without much pressure go into a conversation about what is relevant for a preschool institution, to note a number of common shortcomings in the work. Educators are advised to leave blank those columns in which they do not know what to write down. Forced answers only distort the results of the survey. Administrative pressure should not be exerted on a teacher who does not want to fill out a questionnaire. Experience shows that voluntary participation in the self-assessment of one's work is a necessary condition for success.

Based on the completed and updated questionnaires, the leader draws up a map of pedagogical excellence. This card should be introduced to the team at the final teachers' meeting.

When planning work with teachers, it is determined:

What kind of methodological assistance will be provided, to whom and by whom, in what form (mutual visits, cross visits, mentoring, pair work, consultation, etc.);

Who and what experience will be studied and summarized during the year by the senior educator or head in order to present it to colleagues;

On what problem will the creative group (under the guidance or independently) develop material, etc.

The methodological work plan, subject to an informal attitude to it, must necessarily provide for the possibility of prompt adjustment.

10. METHODOLOGICAL WORK IN KINDERGARTEN

What is methodical work in kindergarten?

Methodological work in a modern preschool educational institution should be understood as a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at improving the professional skills of each teacher, at developing the creative potential of the entire teaching staff, improving the quality and efficiency of the educational process.

All forms of methodological work in kindergarten are aimed at fulfilling the specific tasks of each preschool institution, formulated in the Charter, development program and annual plan.

The main thing in methodical work is the provision of concrete practical assistance to educators in improving the forms and methods of working with preschoolers. Therefore, its effectiveness should be judged not by the number of events, but by the indicators of the pedagogical process itself in kindergarten. The criteria for evaluating methodological work can be the following indicators:

Fulfillment or excess of state standards in the education and upbringing of preschoolers without overloading children with classes;

A noticeable increase in the skill of teachers;

Improving the psychological climate in the team, increasing the creative potential of educators, developing advanced pedagogical experience.

Methodological work is aimed at forming a teaching team of like-minded people, united by common goals, striving to create an author's model of a preschool institution, a team where modern scientific research and the best pedagogical experience in raising and educating children are being introduced.

What requirements should the methodical office of the kindergarten meet?

The answer to this question can be found in the methodological literature. But I would like to draw the attention of the manager to the functional purpose of the methodical office, to talk about some, perhaps, controversial issues in the equipment.

Based on the multifunctional purpose of the methodical office, it should be considered primarily as a creative pedagogical workshop, where the educator can receive specific practical assistance in organizing work with children. The methodical office is a center for collecting pedagogical information(normative documents, pedagogical and methodical literature, advanced pedagogical experience). It is called "the piggy bank of kindergarten traditions", "the brain of the preschool". The main thing is not to turn it into a "storage room", which is difficult for teachers to navigate. If your kindergarten has just opened or has been operating for many years, I suggest that the leader hold a round table with the teachers and listen to their opinion. Questions for discussion could be:

1. Why do we need a methodical office? 2. What should be changed in it and why? 3. What materials should be replenished in the methodical office in the first place?

Each institution will have its own, special approaches to the creation of a methodological office, which will be dictated by the specific proposals of educators.

The existing methodological literature does not take into account that a modern preschool institution is equipped with: a room for a practical psychologist, rooms for musical education, fine arts, a speech therapist's office, a room for audiovisual aids, and others. This allows some of the materials used by educators to be concentrated in the appropriate classrooms.

In order for the methodological office to meet modern requirements and the needs of educators, I would like to give some tips.

1. An important condition for the high effectiveness of the educational process is the constant, timely informing of teachers about new developments in psychological and pedagogical science and best practices, about the legal and methodological support of the preschool education system. At the same time, information about your institution, author's developments should be concentrated in the methodological office. Here is the plan for the development of the institution, the annual plan, the materials of the teachers' councils. Thematic exhibitions are regularly arranged, which should not be static, should change more often under different headings that attract the attention of educators.

2. The method cabinet should be available to every educator, have a convenient, flexible work schedule, meetings, seminars, consultations.

3. All design should be done in a single style, with taste, to be conducive to conversation, creative work.

4. There are guests, colleagues in the kindergarten, parents come every day. And for them, the cabinet should have comprehensive information.

5. The experience presented in the classroom should "provoke" teachers to creativity, encourage them to improve their professional skills.

In practice, there is an opinion that the work of the team can be judged by the materials accumulated in the methodological office. Sometimes a list of materials that should be available is compiled, and in accordance with this, points are given when reviewing the readiness of a preschool institution for the new academic year. Perhaps, for newly opened preschool institutions, this approximate list should be available, but it seems that when evaluating methodological work, the main thing to pay attention to is the methods and forms of work that pedagogical excellence was achieved.

What methodological documentation should be in a preschool institution?

Many have a stereotype: the word "documentation" is associated with the maintenance of a large number of papers, sometimes causing internal protest. However, let's think about it. In methodical work with personnel, is it possible to do without documentation at all? Is it possible to keep everything in memory? Experienced senior educators always, in addition to the mandatory reporting documentation, keep additional documentation that helps them organize their work. Without dwelling on the mandatory documentation, we will simply list it.

1. The annual plan of the garden, which includes the block "methodological work with personnel." Notebook of the minutes of the meetings of the Council of Teachers.

2. Personal plan for working with personnel for a month. It is conducted in any convenient form. It can be a cyclogram of activities, a weekly journal or a case file.

3. Journal of receipts and accounting of literature, manuals.

4. Documentation on the state of educational work. A notebook (or separate schemes) for visiting groups, where observations are recorded, the results of thematic control, the results of diagnosing knowledge, skills and abilities of children.

5. Journal of accounting for the use of manuals, literature, methodological developments by educators. With the help of this documentation, you can find out what material educators use the most.

6. Notebook "Forms of methodical work with personnel in kindergarten." It very briefly fixes the topic, date, month, year and plan for holding this or that event, the name of the person responsible. The entire notebook is divided into sections that correspond to the forms of methodical work. Keeping this notebook will save you from the accumulation, storage, and most importantly, from the special writing "for inspectors", those consultations and seminars that you conducted for teachers. Common sense dictates that consultation materials are not used twice. It is more rational - after writing down the topic, make a list of references, indicating the authors, the title of the book, publisher and pages, that is,

What is Methodological Development?

This is a methodical publication containing specific materials to help the educator. Helps to better understand and apply theoretical ideas.

Methodological recommendations - a methodological publication containing a set of concise and clearly formulated proposals and instructions that contribute to the introduction into practice of the most effective methods and forms of education and training.

How to plan methodological work with educators for the academic year?

In modern conditions, it is possible to build an effective system of methodological assistance to educators only taking into account the specific characteristics of each teacher: work experience, shortcomings in the organization of the pedagogical process. At the end of the year, many methodologists conduct oral or written surveys of educators according to the scheme:

Based on the results of the survey, a diagnostic map is compiled to improve the pedagogical skills of kindergarten teachers for the academic year.

Based on the diagnostic card, methodological work with educators is planned, including the following:- what kind of methodological assistance will be provided, to whom and by what forces, in what form (mutual visits, cross visits, mentorship, pair work, consultations, etc.);

Which of the educators and what experience will be studied and summarized by the methodologist, head;

To develop what problem a creative group of educators will be created;

Open viewing on the topic "Conducting outdoor physical education for different age groups." Final conversation or consultation "Physical training in the air at different times of the year";

Workshop on the topic "Organization and conduct of outdoor games with children by the teacher Khramtsova V. N.";

Round table on the problem "Planning work with children for the afternoon". According to the results of the round table, scenarios for working with children after lunch are accumulated in the method room;

Consultation "Carrying out hardening activities in the daily routine." A doctor, a psychologist, a physical education instructor, a methodologist, and educators are involved in the preparation and conduct of the consultation;

Open viewing of classes in mathematics. A series of classes, different in organization, in structure, taking into account the possible characteristics of children;

Seminar "New technologies in work with children".

Thus, methodological work in kindergarten will be determined not by the number of events, but by taking into account all the requests of educators, the provision of targeted assistance through its various forms, with the obligatory use of the achievements of pedagogical science and practice.

Diagnostic card

No. p / p

Full name of educators

Work experience

Claimed problems

List of problems

Tishchenko M.I.

Boldyreva O.I.

Khramtsova V.N.

Rudenko Z.M.

Organization and holding of outdoor games

Carrying out physical education in the air

Planning the afternoon

Carrying out hardening activities

Organization of classes in mathematics

What is the importance of seminars and workshops in methodological work?

Seminars and workshops remain the most effective form of methodological work in kindergarten. If the seminar is well prepared (the topic is selected in accordance with the requests of educators, detailed plan, the time of work is rationally determined, the tasks for teachers are thought out), then the final results will be high.

Seminars and workshops help to improve the professional skills of teachers, as they involve the active participation of everyone. That is why we recommend actively using them. The theme of the workshop is determined in the annual plan of the preschool institution, and at the beginning of the school year, the leader draws up a detailed plan, which is located in the methodological room. At the very first lesson, you can suggest supplementing this plan with specific questions that educators would like to receive an answer to. The seminar may consist of 2-3 or more sessions, which combine discussion of the problem, acquaintance with the latest literature and best practices on this issue, implementation of a practical task, mastering the elements of pedagogical work technique, observing the work of one's colleagues.

In practice, another form of work with teachers has appeared - trainings or psychological and pedagogical seminars. Their main goal is to get acquainted with the latest achievements of psychology. These seminars require highly qualified organizers of methodological work. Usually they are prepared and conducted by the head, senior educator and psychologist of the institution.

training - this is a system of specially selected exercises for self-regulation of the psychophysiological state, training various mental qualities of a person (attention, memory, will, etc.), working out methods for receiving and processing information, mastering various methods of organizing work, etc. The great value of this kind of exercise is - - in the opportunity to get an assessment of one's behavior from the outside, to make a self-assessment of oneself and one's actions. Training more than other methods creates a situation of mandatory "immersion" in oneself and one's activity.

In the appendix you will find a recording of pedagogical trainings and a seminar from the experience of the nursery-kindergarten No. 1016 of the South-Eastern District.

How to make sure that each educator is an active, interested participant in the work at teachers' councils, consultations, seminars? How to get rid of the passivity of individual teachers?

These issues are of particular concern today to leaders of preschool institutions.

There are methods of activating teachers in carrying out methodological activities that help the manager in working with personnel.

Practice has shown that the final result of any methodological event will be high and the return is effective if a variety of methods of inclusion in active work were used in the preparation and implementation. The choice of methods for each event should be determined by its goals and objectives, content features, the contingent of teachers, the specific state of the educational process.

Forms and methods of activation methods and forms of activation that will help managers in preparing and conducting the next methodological event in a preschool.

It is better to offer educators a specific situation from the practice of working with children. The teacher must be able to make a pedagogically correct decision in any situation. This method helps to choose a reasonable solution to the problem from the many proposed. And this is possible if you deeply and comprehensively analyze the proposed situation, compare, justify the decision. Four types of concrete situations are known. By selecting them taking into account the gradual complication, it is possible to achieve the greatest interest and activity of educators.

ATillustrative situations simple cases from practice are described, and the solution is also given here.

Exercise situations you need to decide by doing some exercises (draw up a plan for a summary, fill out a table for the children to master this or that section of the Program for education and training in kindergarten, etc.).

In evaluation situations the problem has already been solved, but teachers are required to analyze it and justify the decision, evaluate it.

The most complex activation method is problem situations, where a specific example from practice is presented as an existing problem that needs to be solved. Here are some questions to help teachers.

Dialogue, discussion, have become a true sign of our time, but not everyone owns the art of collective discussion of issues in the form of a dialogue or dispute.

Dialog - it is a conversation of two or more people, their conversation, a free exchange of opinions, often supplementing the characterization of the various sides of the problem about which in question. In this case, a dispute usually does not arise, since each participant in the conversation expresses his point of view.

Discussion - consideration, research, public discussion of any controversial issue, problem. This is a softer version of the dispute, it is a method of discussion in which it is necessary to come to common positions by choosing the golden mean among different points vision. The discussion needs not only criticism, but also a statement of position, ways to solve the problem.

Discussion of two opposing points of view. The leader offers two points of view on the same problem for discussion. The teacher must express his opinion and justify it.

Training in practical skills. This method is very effective, but it must be thought out in advance, it must be decided which of the teachers can entrust it. In terms of duration, it should not take much time (up to 5 minutes). It is better to give a learning element from work experience.

The method of imitation of the working day of the educator. Teachers are given a description of the age group of children, the goal and tasks that need to be solved are formulated, and they are invited to simulate their working day for a certain time. In conclusion, the leader organizes a discussion of all the proposed models, analyzes the positive and names the shortcomings.

Solving pedagogical crosswords and punch cards helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. They can be used both in group and individual methodological events.

Work with instructive and directive documents. Educators are invited in advance to get acquainted with this or that document, apply it to their work and, having singled out one of the areas, think over a work plan to eliminate their shortcomings. Everyone does this work independently, and the teachers' council discusses different approaches to solving the same problem.

Analysis of children's statements, children's behavior, creativity. The leader prepares the material. These can be tape recordings, a selection of drawings or crafts of children, recordings of their behavior. Educators get acquainted with the material, analyze it, evaluate the skills, development, upbringing of children, formulate several specific proposals to help the teacher working with these children.

The method of game modeling increases interest, causes high activity, improves skills in solving real pedagogical problems.

Open display. A lesson followed by a discussion of what has been viewed, a form of training for teachers and dissemination of best practices.

Workshop. It is carried out for a deeper and systematic study of the problems of pedagogy, psychology, methodology; theoretical material is supported by examples from practice, showing individual techniques and methods of work. During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.

Discussion. Consideration, research, discussion of a controversial issue; everyone should express their own opinion, learn to defend it, prove their point of view.

Creative microgroups. They arose as a result of the search for new, more effective forms of methodological work. They are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea. Several teachers are united, taking into account psychological compatibility, creative interests. There may be one or two leaders in the group who take on organizational issues.

Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. The main attention is paid to search, research activities, the whole team gets acquainted with its results.

Work on a single methodological theme. With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool institution, taking into account the level of activity achieved, the interests and needs of teachers, close connection with specific scientific and pedagogical research and recommendations, with the pedagogical experience of other institutions. These requirements rule out the "invention" of the bicycle, allow the introduction of truly advanced experience. It is also possible that such an approach

the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

Round table. When discussing any issues of upbringing and education of preschoolers, the “circular” placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.

Literary newspaper. An interesting form of work that unites employees. Purpose: to show the creative possibilities of teachers, as well as children and parents. All participants write articles, stories, compose poems, make drawings.

Briefing. A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic. Allows you to maximize the activation of educators. Two teams: one asks questions - the other answers; the organizer asks questions - teachers answer.

Relay race of pedagogical skill. A competition between several groups of educators, where one educator starts to cover the problem, and the next ones continue and reveal it together. The last participant sums up, draws conclusions.

Artistic piggy bank. The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.

Creative living room. The form of organization of interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.

KVN. A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.

Review competition. A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.

Music salon. One of the forms of aesthetic development, spiritual communication between teachers, children and parents, preservation of the best folk traditions and customs. Reception of the formation of a favorable microclimate in the team.

Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

How to work on a single methodological theme?

This type of methodical work in preschool institutions has appeared recently. A preschool educational institution, in accordance with the direction of activity, determines the type of work and identifies one or more priority areas of development (intellectual, artistic and aesthetic, physical, etc.). In such institutions, work has appeared on a single methodological theme that contributes to the priority direction of development. If a single theme is really capable of captivating, capturing all teachers, then it also acts as a factor in team building. There are a number of requirements to consider when choosing a single theme. It should be relevant and really important for a preschool institution, taking into account the level of activity it has achieved, the interests and needs of teachers. There should be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with advanced pedagogical experience accumulated by the practice of other institutions. These requirements will exclude the invention of what has already been created and will allow you to introduce and develop everything advanced in your team. The foregoing does not exclude such an approach, when the team itself conducts experimental work and creates the necessary methodological developments or author's programs. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

The result of the team's work on a single methodological topic can be the development of an author's model of a preschool institution or a technology for working with preschoolers, the creation of a system of developments from experience in working with methods, and much more.

What is a business game?

It has been repeatedly noted that the use of business games has both positive and negative sides. It is positive that the business game is one of the tools for shaping the personality of a professional; it helps to activate the participants to achieve the goal.

But more and more often the business game is used in methodical work as an outwardly effective form. In other words, the one who conducts it does not rely on psychological and pedagogical or scientific and methodological foundations, and the game "does not work." Consequently, the very idea of ​​its application is discredited. So what is a business game?

business game - this is a method of imitation (imitation, image, reflection) of making managerial decisions in various situations according to the rules set or developed by the participants themselves. Quite often business games are called imitation management games. The very term "game" in various languages ​​corresponds to the concept of a joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work. A business game increases interest, causes high activity, improves skills in solving real pedagogical problems. In general, games with their multilateral analysis of specific situations make it possible to connect theory with practical experience.

Preparing and conducting a business game is a creative process. Taking the model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.

Experts note the following stages of preparation of business games.

Methodical work- in a preschool institution, it is a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at comprehensively improving the skills and professional skills of each educator and the team as a whole.

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Municipal budgetary preschool educational institution

Kindergarten combined type No. 8 "Teremok"

MO Starominskiy district

METHODOLOGICAL WORK

IN PRESCHOOL

senior educator MBDOU d / well No. 8 "Teremok"

MO Starominskiy district, Krasnodar Territory

The relevance of the problem of training a highly qualified, free-thinking, active educator at the present stage in connection with the resurgent approach to a person as a value in itself is obvious to everyone. Specially organized methodological work is called upon to help the educator master a new pedagogical thinking, readiness to solve complex problems in the education system, to improve their pedagogical skills.

Methodical work- in a preschool institution, it is a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at comprehensively improving the skills and professional skills of each educator and the team as a whole.

In kindergartens, certain forms of advanced training of educators have developed, however, there is often no proper connection between different types of methodological work, taking into account the specific interests and needs of educators.

The task of the head and methodologist of a preschool institution is to develop a system, to find accessible and at the same time effective methods for improving pedagogical skills.

Main criteriathe effectiveness of methodological work, in addition to performance indicators(the level of pedagogical skills, the activity of educators, etc.),are the characteristics of the methodological process itself:

1. SYSTEMICITY - correspondence of goals and objectives to the content and forms of methodical work.

Target:

1. improving the pedagogical skills of each educator and the teaching staff as a whole;
2. formation of individual methodological systems of individual educators;
3. mastering new pedagogical technologies, etc.

Tasks are sub-goals that contribute to the achievement of goals. So, to improve the pedagogical skills of educators, it is necessary to solve the following tasks:

a) to identify the initial level of pedagogical skill of each educator, i.e. the level of his knowledge, pedagogical abilities and skills;

b) to develop in educators the need for self-development, self-education, self-education;

c) develop the humanistic orientation of the personality of each educator;

d) develop pedagogical technique, i.e. organizational, communication and other skills.

• educational,
• didactic,
• psychological,
• physiological,
• technical,
• self-educational,
• private-methodical, etc.

So, educational directionprovides for the advanced training of educators on the theory and methodology of educating preschoolers in the context of a personal approach and humanization of the educational process.

Didactic directionmethodological work includes updating the knowledge of educators on the most pressing problems of improving the effectiveness of teaching children in preschool educational institutions.

Psychological directionprovides advanced training of educators in the field of general, developmental and pedagogical psychology.

Physiological directionprovides classes in general and age physiology and hygiene.

The complexity and diversity of the goals and objectives of methodological work in a modern preschool institution, the versatile nature of its content, the specific features of each preschool educational institution require a variety of methodological forms of work with personnel and their optimal combination with each other.

In recent years, there has been an active search for new, non-traditional forms of methodological work. However, it should be noted that no forms of work by themselves, regardless of the content of teacher training, can guarantee a creative approach. There is not and cannot be a division of forms into new and old, modern and non-modern, since each of them corresponds to a certain content. Any traditional form can be active if it is built correctly in terms of content and methods and implements such important functions as informational, orienting and developing.

On the basis of work experience, special situations of methodological development of educators are identified.

Situations of methodical work

Methodical forms advanced training of educators

Individual	Group	Frontal
Individual patronage Mentoring Advising the head teacher, senior educator. self-education(self-education) Modeling individual options for methodological work for each educator	Problem consultations Creative microgroups Thematic seminars Psychological training School of Teaching Excellence Organizational - activity, role-playing games Colloquia Psychological and pedagogical workshop Young teacher school AKC (case study) Mutual attendance of classes Methodical gatherings Creative workshops	teachers' council method council Psychological - pedagogical seminars Auctions of knowledge, methodological findings, ideas Pedagogical and methodical rings - "Round table" - "Hour of position defense" Theoretical, methodological and practical conferences KMN (competition of methodological findings) Methodological Ideas Festival

SELF-EDUCATION

The system of continuous professional development of each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject itself. That is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge gained in the previous course preparation; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.

In kindergarten, the head teacher must create conditions for self-education of teachers.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher.

As a process of mastering knowledge, it is closely related to self-education and is considered its integral part.

In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge.

Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. The volume of scientific knowledge is increasing every year. Scientists say that the knowledge that humanity has is doubling every ten years.

This obliges each specialist, regardless of the education received, to engage in self-education.

Korney Chukovsky wrote: “Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”

The head of a preschool educational institution organizes the work in such a way that the self-education of each teacher becomes his need. Self-education is the first step to the improvement of professional skills. The necessary conditions for this are created in the methodological office: the library fund is constantly updated and replenished with reference and methodological literature, and the experience of teachers.

Methodical journals are not just studied and systematized by years, but are used to compile thematic catalogs, help the teacher who has chosen the topic of self-education to get acquainted with different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located on a particular system.

A special card is created for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side, you can make a brief annotation or list the main issues disclosed in the book. Thematic file cabinets include books, journal articles, individual chapters of books. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the impact of self-education on changes in the educational process.

However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, abstracts).

This is a voluntary desire of the teacher. In the methodical office, only the topic on which the teacher is working, and the form and deadline of the report are fixed. In this case, the form of the report may be as follows: a speech at the pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This may be a show of work with children, in which the educator uses the acquired knowledge in the course of self-education.

Summing up what has been said, we emphasize that the forms of self-education are diverse:

• work in libraries with periodicals, monographs, catalogs;
• participation in the work of scientific and practical seminars, conferences, trainings;
• obtaining advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
• work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.

The result of these and other types of work of the teacher is the process of reflection of the experience gained and, on its basis, the construction of a new experience.

MENTORING

MENTORING - a necessary component of the program of adaptation and professional education of young specialists. Mentoring - individual directed assistance to young professionals in getting acquainted with collective traditions, general rules, professional features of work in a preschool educational institution and in a more complete mastery of the necessary skills for the fruitful performance of work;

MENTORING - a kind of individual educational work with young professionals who do not have work experience in teaching in educational institutions or with specialists appointed to a position in which they do not have work experience.

1. Mentorship applies to:novice young specialists for a period of not more than 2 years after graduation from a secondary specialized educational institution, for a period of not more than 1 year after graduating from a higher educational institution; contracted students

2. Mentors are selected from the most trained teaching staff with high professional qualities, with stable performance in work, with communication skills and flexibility in communication; having a higher or secondary specialized education, teaching experience of at least 5 years; first or highest qualification category.

Purpose of mentoring:

The purpose of mentoring is to assist young professionals in their professional development, close involvement of a young specialist in the labor process and social life.

Tasks:

3.1. Accelerating the process of learning the basic skills of the profession, developing the ability to independently and efficiently perform the tasks assigned to him in his position;

3.2. Adaptation to the corporate culture, mastering the traditions and rules of conduct in this institution, a conscious and creative attitude to the duties of an educator.

3.3. Development of the young specialist's necessary skills and abilities to conduct pedagogical activities.

3.4. Instilling in young professionals an interest in teaching and securing teachers in MDOU.

CONSULTING

Of the various forms of methodological work in kindergarten, such a form as counseling teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on topical problems of pedagogy, at the request of educators, etc.

Any consultation requires training and professional competence from the head educator.

The main consultations are planned in the annual work plan of the institution, but separate ones are held as needed.

Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also seeks to form a creative attitude towards their activities.

So, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.

1. Partial search method- educators take an active part in putting forward hypotheses, drawing up action plans, independently solving the problem.

2. explanation method.- this method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc. In order to stimulate the attention of educators and encourage them to follow the logic of presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific findings, express their thoughts, guesses, and formulate a conclusion.

Depending on the level of qualifications of teachers, the senior educator determines to what extent knowledge can be drawn from their experience or limited to their own explanation.

3. Heuristic conversation method. During the conversation, certain provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are more of interest to teachers, the fallacy of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.

4. Method of discussion - in form and content, the discussion is close to the method of conversation. It also involves the choice of an important topic that requires a comprehensive discussion, the preparation of questions for educators, an introductory and closing speech. However, unlike a conversation, a discussion requires a struggle of opinions, staging contentious issues. During the discussion, you have to ask many other additional questions, the number and content of which "cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skills, great culture, and tact from the senior educator. The leader of the discussion must have the ability to quickly navigate the environment, capture the train of thought and mood of the participants, create an atmosphere of trust.

II. DIFFERENTIATION- the second criterion for the effectiveness of methodological work - just assumes a greater share in the system of methodical work of individual and group lessons with educators, based on their level of professionalism, readiness for self-development, and other indicators. There are three levels of teaching excellence:

• low (intuitive);
• medium (search);
• high (masterful).

In a kindergarten there are no two educators who are equally trained in theoretical and methodological terms, even among those who have worked for many years.

In accordance with the level of pedagogical skill for each educator, the methodologist needs to develop individual options for methodological work.

Thus, methodological work with low-level educators is focused on developing a positive attitude towards pedagogical activity, mastering theoretical knowledge.

The goals of methodological work with middle-level educators are the formation of an orientation towards communication, dialogue, mastery of pedagogical techniques(skill system)awareness of one's own individuality.

Methodological work with high-level educators involves stimulating a value orientation towards creativity in their pedagogical activities, towards the creation of an individual methodological system. At the same time, the emphasis is on self-education and self-analysis of one's own achievements, the initiative in testing new options for teaching and educating preschoolers.

III. STAGES - performance indicators of methodical work.

The process of methodical work in kindergarten includes certain successive stages:

1st stage - theoretical - awareness of the idea, understanding of advanced systems;

2nd stage - methodical - showing the best examples: best practices; building the concept of an individual methodological system;

3rd stage - practical - independent development and approbation by educators of new technologies of training and education;

Stage 4 - analytical - identifying the effectiveness of the work, as well as analyzing the most typical difficulties and ways to eliminate them.

SEMINAR-WORKSHOP FOR EDUCATORS

« environmental education- ecological path in kindergarten "

Target: creation of motivation for teachers of MDOU to work in the direction of creating an ecological path on the territory of a preschool institution.
Tasks:

1. Analyze the theoretical foundations for creating an ecological trail on the territory and inside the kindergarten;
2. Develop a work plan for teachers in this direction;
3. Development of a map-scheme of an ecological trail on the territory of MDOU.

Seminar participants:MDOU teachers, parents.

The course of the seminar - workshop:

Take care of these waters, these lands.

Loving even a small blade of grass,

Take care of all the animals inside nature,

Kill only the beasts within you...

1. "Creative workshop"

Presenter: The environmental education of the younger generation has come to the fore in recent years, due to
environmental degradation in general. Preschool age is considered the most favorable in terms of the formation
ecological culture. In a preschool institution, the child spends most of his time, which allows him to soak
every moment of his stay in kindergarten with love and respect for nature. To date, the most active
forms of inclusion of the child in the process of familiarization with the environment. At the beginning of our event, I suggest that you divide into four
commands using images of the four elements (water, fire, earth, air).

(Teachers choose leaflets with images and are divided into four teams).

Presenter: First and creative taskeach team: it is necessary to choose an element of the developing environment of an ecological orientation and prepare a presentation according to the plan:

1. The name of the element of the developing environment (laboratory, corner of nature in the group, etc.).

2. Purpose and objectives (how it will contribute to the development of preschoolers; how it will increase the efficiency of work on environmental education; in the implementation of what programs it can help, etc.). The goal is understood as the final expected result, under the tasks - ways to implement and achieve the result.

3. The age of the children for whom it is intended.

4. Where is it located and how is it designed.

5. Design features, materials, equipment (for corners of nature, vegetable gardens - indicate the names of animals, plants).

6. Zoning of the premises (if required).

7. What forms and methods of work with children are expected to be used (for example, experimentation, observation, holding ecological holidays, etc.)

The time to complete the task is 20 minutes. After that, a presentation of each product of the activity of teachers is presented.

Presenter:

Summing up the speeches, the "leader" among the elements of the ecological and developing environment was clearly identified. The most important and effective form of work turned out to be the ecological trail, both on the territory of the MDOU and within it.

2. "Pedagogical snake":

Presenter: to determine your understanding of the essence of the ecological trail, I offer you a sheet of paper, which I fly like a kite in a circle. Each of you should write an associative word on the sheet with the expression "ecological path", fold the sheet with an accordion and pass it on to the next participant in the seminar.

(Teachers write down the words on a piece of paper. As soon as he returns to the presenter, she reads out the words written down by the teachers).

Presenter: Now, I would like to tell you the scientific and pedagogical facts about the ecological path in a preschool institution.

The first ecological trails were created for visitors to national parks in foreign countries. In recent years, many preschool institutions have created their own ecological trails. Given the short length of the routes, the specifics of the included points (natural and artificial objects), the age of children, forms of work with them, most often in preschool education the term “ecological path” is used. Real ecological paths used for teaching the adult population and schoolchildren, as a rule, are laid in natural landscapes, are characterized by a significant duration and carry a large content load. In preschool institutions, ecological paths perform cognitive, developmental, aesthetic, and health-improving functions. Three main types of ecological paths can be distinguished:

a) on the territory of a preschool institution;

b) in natural or close to them conditions (suburban forest, park, square, etc.);

c) in the kindergarten building.

The main criteria for choosing the route and objects of the ecological trail are the inclusion of as many diverse objects as possible and attracting the attention of the child, their accessibility for preschoolers. As objects (viewpoints) ecological path various types of both wild and cultivated plants (trees, shrubs, grasses), mosses, mushrooms on living and dead trees, old stumps, anthills, bird nests on trees, microlandscapes of various natural communities (meadows, forests), flower beds, individual beautifully flowering plants, places of regular accumulation of insects (for example, soldier beetles), small ponds, vegetable gardens, individual stones, an alpine hill, fountains, springs, etc. Human interaction with nature (both positive and negative) can be shown on the example of trampled areas, bird feeders, littered reservoirs outside the territory of the kindergarten. In our generally northern country, preschoolers in many regions spend a significant part of their time in kindergarten premises. That is why it is recommended to create ecological paths in the building of a preschool institution. In addition, such paths allow both adults and children to take a fresh look at their immediate surroundings. The composition of such paths includes objects of living and inanimate nature: a corner of nature, an ecological room, a winter garden (networks of various routes for different purposes can be additionally created inside), a fountain, a pool, a phytobar, sandboxes in the corridors, water and sand centers, a laboratory, individual compositions indoor plants and dried flowers, corners of nature or individual objects of nature in group rooms, mini-gardens on the windows, greenhouses in the building, art gallery, exhibitions of crafts made from natural materials, museums of nature, mini-museums in groups, folklore rooms, rooms of fairy tales, exhibitions from junk material and others (the variety of points of such a path depends on the developing environment of the kindergarten).

3. "Constructors".

Presenter: Each team receives two general tasks:

Develop a scheme of an ecological path on the territory of the MDOU;

Develop a scheme of ecological path in the institution.

You are given 20 minutes to complete the task, after the time has elapsed, each team will offer the developed schemes to the attention of colleagues.

Based on the results of the map-schemes of ecological trails proposed by teachers, as well as the rationale for the need to create a similar form of environmental education in MDOU, a decision was made on the need to create an ecological trail on the territory of MDOU.

4. Stages of creating and designing a path

The sequence of actions for creating a path can be as follows:

• detailed survey of the territory and selection of the most interesting objects;
• drawing up a general map of the path with the drawing of the route and all its objects (in the form of circles with numbers or drawings-symbols;

• maps for various purposes can be drawn up: to help educators and for children of different ages).

Maps for children should contain a small amount of information in the form of child-friendly drawings of objects, arrows indicating the route. For kids, you can make bright, large drawings of the objects that are most attractive to them. For example, draw a butterfly, a bright flower, a tree in circles and connect all these drawings with a line - a path along which they go from one object to another;

• the choice, together with the children, of the "owner" of the path - a fairy-tale character who will give the children tasks and invite them to visit;
• photographing objects and describing all points according to the scheme, designed in the form of an album (passport);
• production of plates with drawings, signatures for specific points, environmental signs;
• drawing up recommendations on the use of path objects for working with children.

Based on theoretical facts about the importance and organization of ecological trails in kindergarten, together with teachers, he develops a long-term work plan towards the creation of an ecological trail in MDOU (on the territory and inside the kindergarten).

5. The main activities aimed at creating an ecological trail in MDOU

1. Senior and preparatory group the passport of the future ecological tropic is filled in, which includes a map-scheme of the future path. Photographs or drawings of objects are attached on separate sheets (preferably several photographs in different time years) and provides the information necessary for the educator. So, when describing a tree, its biological, ecological characteristics, distribution features, origin of the name, folk names, reflection of its image in folklore (fairy tales, riddles, proverbs), songs, poems are given, its connection with other plants and animals, its role in life are noted. people (health, aesthetic, etc.) and recommendations on the use of the object in the work on environmental education of preschoolers and parent education (experience shows that parents
always interested in information about the use of plants, which can serve as a starting point for conservation discussions; that is why such information is included in the description of viewpoints). Below is a number of examples of such descriptions, compiled by us for some trees of the ecological path.

2. Teacher-psychologist, deputy. head the design of the stops of the future ecological trail is being developed for the WRM.

3. Teachers of middle groups develop the design of the ecological sphere inside the preschool institution.

4. Caregivers junior groups information is collected on the plant fund on the territory of the kindergarten.

Bibliography

1. The system of methodological work with personnel in a preschool educational institution Golitsina N.S. ed. Scriptorium 2003

2. Preschool educational institutionSolution: results-based management

3. Material from the sitehttp://www.moi-detsad.ru/konsultac54.ht

4. Pozdnyak L.V., Lyashchenko N.N. management of preschool education M.: academy 2001

5. L.M. Volobuev. The work of the senior educator of the preschool educational institution with teachers. - M.: TC "Sphere", 2003

Deputy Head for MVR Aksenyuk V.R.

first category

The success of the work of a preschool institution largely depends on the quality of methodological work with personnel. Methodological work occupies a special place in the management system of a preschool institution, since, first of all, it contributes to the activation of the personality of the teacher, the development of his creative activity. All its forms are aimed at improving the qualifications and skills of the educator.

Methodological work in kindergarten is carried out in the following areas:

Directions of methodological work are interconnected with each other and allow to improve the theoretical level and skills of teachers, thereby enriching the content of the pedagogical process.

Information and analytical direction.

In order to solve various pedagogical problems and creatively organize methodological work, it is necessary to have information about the state of work of preschool educational institutions, new directions in pedagogy and psychology of preschool education and upbringing. , about new programs and technologies, as well as about the level of professional competence of teachers. The preschool educational institution has created a database of teachers, their educational level, experience, etc.

An important area of ​​work with teaching staff is the organization of their professional development. The preschool educational institution draws up a long-term plan for the next academic year, in which terms and forms of advanced training of teachers and course preparation are envisaged. The purpose of certification is to determine the compliance of the level of professional competence of teaching staff with the requirements of qualification and qualification category.

Teachers of preschool educational institutions systematically undergo retraining at refresher courses at the IDPOPR in Chelyabinsk and at the educational institution of Kopeysk.

To improve self-education and the level of professional competence of teachers on the issues of education and training of children of preschool and primary school age, a library of special psychological and pedagogical literature has been created and is constantly updated.

The following periodicals are subscribed annually:

"Preschool education",

"Preschool Pedagogy",

"Hoop",

"The upbringing and education of children with developmental disabilities" and many others).

Acquaintance with interesting and new information also passes through the Internet. The study of new literature is carried out in the form of pedagogical readings, informational consultations, oral journals, at which each teacher speaks during the academic year, introducing interesting articles to colleagues.

In the preschool educational institution there is not only a data bank of teachers, but also a bank of information about the families of kindergarten students - a family social passport. When organizing work with parents, the teacher needs knowledge about where and with whom the child lives, is responsible for his upbringing and education. This bank includes the following information:

middle name of parents

• nationality,

  social status,

  place of work,

  living conditions, etc.

Over the years of the existence of a preschool institution, a certain system of interaction with organizations has developed:

children's library,

city ​​central library,

physical education dispensary,

local history museum,

MOU secondary school No. 1,

art school.

At the beginning of the academic year, cooperation agreements are signed with the administration of these institutions.

Motivational-target direction.

High-quality support of the pedagogical process in a preschool educational institution is impossible without the high efficiency of the organization of methodological work. The leading criterion for the beneficialness of the pedagogical process of our team is the creative orientation of preschool teachers, which creates a favorable atmosphere for improving professional competence.

At the beginning of the school year, together with the head of the preschool educational institution, the Creative Council of Teachers, the goals and objectives of the work of the teaching staff, forms and methods of educational work in kindergarten are determined.

At the Pedagogical Council No. 1, the draft work plan of the teaching staff for the next academic year is approved, the projects of the areas of pedagogical activity of narrow specialists, the schedule of classes, which is being developed in accordance with the Law of the Russian Federation "On Education" and the order of the Ministry of Education of Russia dated 22.08.96 No. 448, are approved.

The integrity of the pedagogical process in the preschool educational institution is ensured by the following programs:

S (K) OU 4 types, ed. L.I. Plaksina;

"Rainbow" ed. T.N. Doronova.

Analyzing the results of the work done in the past academic year, the main directions and annual tasks of pedagogical activity and the educational process in preschool educational institutions are determined. At the beginning of the academic year, the Creative Council of Teachers develops a plan of methodological activities. Working on the draft annual plan, teachers and parents are surveyed, where they indicate the issues of interest to them in raising and educating children.

Over the years of the existence of the preschool educational institution, teachers have accumulated quite a lot of experience in educational and educational work with children, which they willingly share among colleagues of the institution and the city. Open events scheduled by months are reflected in the annual plan.

Each teacher during one academic year or several years (if necessary) is engaged in the detailed development of one issue of the upbringing and education of preschool children and the accumulation of material on the chosen topic. The result of the work is to increase the level of self-education of the teacher and the accumulation guidelines on the issues under study. At the end of the academic year, the “Festival of Pedagogical Ideas” is held, where the experience gained during the academic year is exchanged and the prospects for its implementation in next year in DOW.

The most interesting developments of teachers are formed into advanced pedagogical experience. This is an incentive for teachers.

Planning and prognostic direction.

In order to improve the efficiency of the institution as a whole, it is necessary to determine a coordinated system of tasks and activities to solve them for the coming year.

When determining annual targets for the current academic year, analyzing the state of pedagogical work, in order to increase its effectiveness, it became necessary to develop targeted programs. So, in 2005, a team of kindergarten teachers introduced the target program "Pedagogy of Health" for five years of a comprehensive strategy for improving children's health. The program is aimed at preserving and strengthening the physical and mental health of pupils of preschool and primary school age, creating a health-saving system of educational and correctional work.

In 2006, the target program for preparing children for school “Soon to School” was approved, where directions for methodological work were determined to improve the professional competence of preschool teachers, effective methods and techniques were developed for working with preschool children, the conditions necessary for the successful preparation of children for school, and issues of continuity between preschool and school levels.

In accordance with the annual plan, current plans are created: monthly, weekly, which concretize, in some cases correct, supplement the activities scheduled for the year, bring them into line with the conditions prevailing for a particular period of time.

All preschool teachers work according to a single thematic plan. This is reflected in the fact that one topic is considered for a month in all classes, which contributes to the expansion and consolidation of children's knowledge about the world around them, the development of an active and passive vocabulary, and the practical mastery of skills in different types activities.

When drawing up the annual plan, all the specialists of the preschool educational institution develop a plan of joint events for the current academic year, including holidays, entertainment, quizzes, in the organization and conduct of which all teachers and employees of the preschool educational institution participate (teachers teach games and poems with children, specialists learn roles, the housekeeper thinks of new costumes, the artist draws the design, the chefs prepare a delicious treat).

At the beginning of the school year, a plan of integrated classes is also approved, which are conducted by narrow specialists together with group educators. This form of work is well received by parents at open events and is very popular with children.

Regular meetings are held with medical workers, where issues of medical and health-improving work are discussed. At the end of the academic year, health workers and the teaching staff develop a plan for summer recreational work, which reflects:

General physical culture holidays on the street for the entire preschool educational institution;

Musical holidays and entertainment;

Classes and conversations with children on social orientation and life safety in the summer;

A plan of recreational activities for children and consultations for educators and parents.

Organizational and executive direction.

The forms of methodical work are interrelated with each other and allow to improve the theoretical level and pedagogical skills of employees, and thereby enrich the content of the pedagogical process and ensure the implementation of the annual work plan of the kindergarten.

Methodological work in the preschool educational institution is built taking into account the difficulties of teachers in working through various forms using new achievements in pedagogical science and practice. Not only traditional methodological events are held (pedagogical advice, consultations, seminars), but also various pedagogical rings, KVN, collective viewings of classes, etc. In the process of applying active learning methods, teachers do not receive ready-made knowledge, but “extract” it in the process of independent study literature, comparison and analysis of different points of view on the problem, consolidation of knowledge in business games, solving problem situations, crossword puzzles, etc. This provides a more conscious approach to the material being studied, contributes to its memorization, maintains interest, and stimulates the creative activity of teachers.

Every year in the fall, the kindergarten holds an open day. On this day, a tour of the kindergarten is held, during which the parents of the pupils get acquainted with the conditions created for raising and educating children, open classes, holidays (Birthday of the group, Housewarming group), where teachers show effective methods of interaction with children.

Under the guidance of music directors, teachers of rhythm, art and a physical instructor, our pupils take an active part and are laureates of the city competition "Spring drops", winners of sports competitions "Gnomiki", laureates of zonal amateur art competitions for children with disabilities "Sparks of Hope".

Due to the requirements modern society there was a need to systematize the work on the protection of the life safety of children. In this regard, the teachers developed a cycle of classes on this topic, the main provisions of drawing and craft competitions, photo newspapers were designed and the content of road safety holidays with the participation of traffic police officers was developed.

The health of children depends not only on their physical characteristics, but also on the living conditions in the family. In the preschool educational institution, a lot of work is being done with the family to provide psychological, medical and pedagogical assistance. An advisory center for parents on the upbringing of children has been created, briefings are organized in a question-answer form with the participation of a psychologist, doctors, speech pathologists and other kindergarten specialists.

Control-diagnostic direction.

The effectiveness of the work of the preschool educational institution is based on the constant improvement of the educational process, and therefore, it is necessary to identify the discrepancy between practice and the requirements that are presented in the programs of preschool education, as well as to determine ways to improve pedagogical activity. An important link in the methodological work is the organization and implementation of control in the preschool educational institution.

The following types of control have developed in the DOE:

operational,

thematic,

final,

warning,

comparative.

For example, thematic control to create conditions for educational and educational work with children is carried out by preschool specialists who are competent in this matter. So, a speech therapist checks "Creating conditions in groups for the development of children's speech"; physical instructor "Creating conditions for the development of motor activity of preschoolers", etc. Specialists have developed the main provisions of the test (compliance with modern requirements, the availability of didactic and methodological material, compliance with age and program requirements, compliance with sanitary and hygienic conditions, etc.).

The study of the pedagogical process, its objective assessment, the identification of the reasons that determine the level of educational work, and the subsequent development on this basis of recommendations for improving the pedagogical activity of a preschool institution is possible with the organization of pedagogical analysis. Pedagogical analysis is carried out on the basis of observation and control data. An analysis of the results of the work of the PEI is carried out annually.

The state of health of pupils; morbidity in children; results of the organization of physical culture and health-improving work; general conclusions for the block (trend in terms of health and healthy lifestyle); reserves for planning activities for the new academic year.

Results of the program implementation in all directions; analysis of the level of cognitive development of children, intellectual, artistic and aesthetic development, etc.; general conclusions and reserves for improving the quality of program implementation.

The level of readiness for schooling of children of the preparatory group (the results of diagnostics of development); analysis of the progress of students in grades 1-2, former pupils of kindergarten; general conclusions.

Results of advanced training and certification of teachers; applications of teachers for methodological assistance in the next academic year; the quality of the methodological support of the educational process; general conclusions, identified trends and reserves for planning work with personnel.

System of work with parents (based on the results of the survey); implementation of plans for joint work of the preschool educational institution and the school; results of work with other organizations; general conclusions.

The results of administrative and economic work and an assessment of the material, technical and medical and social conditions for the stay of children in a preschool educational institution.

Final control is carried out at the end of the academic year. At the final pedagogical council, the results of the medical and pedagogical activities of the institution are summed up, the fulfillment of annual tasks, the state of the educational process (specialists acquaint the team with the results of comparative control) and health work (medical workers analyze the health status of children) are analyzed.

In the course of pedagogical analysis and control, the activities of both an individual teacher (individually) and the pedagogical team as a whole are discussed, and the main areas of work to eliminate shortcomings are determined.

corrective direction.

The model of correctional and developmental work of the preschool educational institution is an integral system. Its goal is to organize upbringing and educational activities, including diagnostic, preventive and correctional and developmental aspects that ensure a high level of intellectual and mental development of the child.

A psychological-medical-pedagogical council has been functioning in the preschool educational institution since 2002. Over the years, the legal framework for corrective support of a child with developmental problems has been worked out: the order to establish the PMPK and the regulation on the PMPK have been approved, and a package of documents has been developed.

When determining the tasks and directions of educational work in order to increase the efficiency of pedagogical activity, it became necessary to select and systematize diagnostic tools for studying the level of development of pupils. A creative group of teachers of the preschool educational institution determined the diagnosis of the development of a child of preschool and primary school age (in the norm, with visual impairment, speech impairment), the criteria for development levels were drawn up - all this helps teachers to identify the characteristics of each child and his difficulties, predict the tasks of education and training, taking into account the zone nearest development. Diagnostics reflected the analysis of all aspects of the development of the child.

Diagnostic maps include the study of the level of development of various activities:

cognitive,

communicative,

emotional

game activity,

social skills.

The main provisions of the ideas of each specialist working with the child for the PMPc have been developed. The results of the diagnostic examination are discussed at mini-pedagogical councils and meetings of the PMPK. During a joint discussion by teachers at the PMPK in correctional groups and mini-pedagogical councils in general educational groups, uniform requirements and recommendations are developed for teachers for propaedeutic and correctional educational work. In the course of the PMPK, a correctional educational route is also drawn up, the dynamics of the development of the pupil is traced.

Mini-pedagogical councils and PMPK are held 3 times a year (September, January, May), at the end of the year a final teachers' council is held, where the effectiveness of the educational work done is discussed. Thus, an important role in solving the problems of the quality of preschool education is given to the system of methodological work with personnel. Working with children requires a lot of stress, strength and energy from teachers, so goodwill, tact, exactingness based on respect among all participants in the pedagogical process are especially important in the team. The mechanism of interaction of all teachers of the preschool educational institution has been debugged for years, a group of like-minded people is actively and creatively working in the institution. All this, along with the organization of methodological work in the areas described above, contributes to the growth of pedagogical skills of teachers, their professional competence, and, as a result, to an increase in the effectiveness of the pedagogical process in a preschool institution.

Organization of methodological work in the preschool educational institution

Prepared by the head

MBDOU "Kindergarten No. 3" Nightingale "

Ekaterina Vladimirovna Bobrovskaya

The main goal of methodological work in our preschool educational institution at the present stage is:

creation of conditions for the formation of the readiness of teaching staff to work in the context of the implementation of the Federal State Educational Standard of preschool education.

• involve each teacher in a creative search;
• improve practical skills professional activity;
• to promote the creation and preservation in the team of teachers of an atmosphere of psychological comfort and creativity, the desire to share pedagogical experience;
• promote the development of pedagogical thinking, create a favorable atmosphere for the creative work of all participants in professional skills.

The main directions of the integrated approach in working with the teaching staff are:

• improving the professional skills of teachers;
• self-education;
• self-development through various forms of methodical work;
• updating the pedagogical process within the framework of the innovative regime;

• interaction and integration of all participants in the educational process;
• methodological support of an integrated approach to the organization of the pedagogical process;
• search and implementation of methods of pedagogical cooperation with the families of pupils.

In the preschool educational institution, the forms and methods of organizing methodological work are updated.

The most appropriate forms of methodological work are interactive forms.

An interactive form is a way of interacting and influencing each other.

The most effective forms of organizing methodological work are:

• teachers' council;
• seminars, workshops;
• open views;
• medical and pedagogical meetings;
• consultations;
• pedagogical workshop;
• master classes;
• "round tables";
• project activity;
• methodological associations.

One of the most effective forms of providing methodological assistance and advanced training for teachers in preschool educational institutions is a workshop.

The main purpose of its implementation is to update theoretical knowledge, improve skills and develop practical skills in connection with the need to master new ways of solving professional problems.

Conducted workshops at the level of preschool educational institutions:

• "Modern technologies for the effective socialization of preschoolers in a preschool educational institution in accordance with the Federal State Educational Standard",
• "Project method of activity in the preschool educational institution",
• "Formation of psychological microclimate in kindergarten groups".

At the municipal level, workshops were held for all categories of preschool workers:

Speech therapists - "Creation of special educational conditions for children with disabilities";

Educators - "The development of speech of preschool children in the process of cognitive research activities":,

Instructors physical education « Innovative Approaches to physical culture and health-improving work in preschool educational institutions.

Musical leaders - "Formation of musical and rhythmic movements of preschool children"

Game modeling on various problems is actively used in the methodological work of the preschool educational institution:

• "Cognitive and speech development of preschoolers";
• "Education of a child as a subject of physical culture and health-improving activities";

• "The complex-thematic principle of organizing the pedagogical process - as a condition for the implementation of the Federal State Educational Standard to the structure of the main educational program preschool education”;
• "Teaching preschoolers to storytelling in a picture as one of the areas of work on the formation of coherent speech."

Master Class.

Its main goal is to get acquainted with the pedagogical experience, the system of work, the author's findings and everything that helped the teacher to achieve the best results.

The master class can be held both inside the preschool educational institution and for teachers of other preschool educational institutions.

At the level of the preschool educational institution, master classes were held:

• “The development of the speech of preschoolers in the process of working with paper using the Quilling technique”;
• "Development of integrative qualities of preschoolers in theatrical activities";

• "Artistic and aesthetic development of preschoolers in the "Carving" technique;
• "The development of the child's personality in cognitive research activities."

Pedagogical workshop

Purpose: the teacher-master acquaints the members of the teaching staff with the main ideas of his educational system and practical recommendations for its implementation. There is also the implementation of individual practical tasks with an eye to further use in working with children.

Pedagogical workshops were presented:

• "Development of logical thinking through educational games",
• "The development of creative abilities of preschoolers in working with the test."

The direction of methodical work is the methodical office, as the center of methodical work.

The center of all the methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing the best pedagogical experience, and increasing the competence of parents in the upbringing and education of children.

In the methodical office of the preschool educational institution there are constantly exhibitions:

• Certification in progress!
• For holidays.
• Preparing for the teacher's council.

The methodological room also contains materials reflecting the skills of teachers:

• workshop material;
• plan - schedule for advanced training of teachers;
• plan for attestation of teaching staff;
• advanced teaching experience.

Thus, within the framework of fulfilling the main tasks of methodological work, the methodological office is a center for collecting pedagogical information, as well as a creative laboratory for teachers and parents.

The most effective are the following forms of professional development:

Course preparation;

Participation in the work of creative groups, clubs;

Participation in methodical associations.

The senior educator organizes and controls the work of teachers in self-education, related to active forms of advanced training, and helps to choose a topic, priorities in forms and means, and predict the result.

Topics on self-education of preschool teachers

1 . Karpenko A.A. educator "The role of a fairy tale in the education of a preschooler"

2. Presnyakova E.N. - educator "Entertaining mathematics"

3. Zharkikh O.G. speech therapist « Finger gymnastics in speech groups"

4. Tolstykh L.G. teacher-speech therapist "Studying the modeling" of coherent speech in children with general speech underdevelopment using mnemonics techniques"

5. Nekrasova L.V. - educator "Education of moral feelings in preschoolers through theatrical activities."

6.Kazakova A.V. - educator "Studying games as a means of environmental education of preschool children"

7. Tikhonova L.P. educator "Toys in the moral education of the baby"

8. Kolomytseva A.V. educator "Spiritual and moral education of preschoolers"

9. Karaeva M.V. - educator "Patriotic education of preschoolers."

10. Nazarenko N.V. "Development of the emotional-volitional sphere in the process of fairy tale therapy"

11. Shuleshova N.M. teacher "Moral - aesthetic, education in the classroom for art activities"

12. Dmitrakova V.N. - FIZO instructor "New approaches in raising a physically healthy child"

13. Davydova M.A. - educator "The development of children's speech and their familiarization with fiction

14. Ferenc S.S. educator "Environmental education of preschoolers"

15. Lazareva E. V. - educator "Working with parents."

16. Yakubovskaya I.A. - educator "Entertaining mathematics"

17. Romanova L.N. - educator "Moral education of children at the present stage"

18. Vdovchenko L.A. - educator "Formation of elementary mathematical representations in preschoolers"

19. Bessonova R. N. - musical director "Folk art in the life of a preschooler"

20. Petrova O.A. music director of Folk Art. Dances of the peoples of the world.

21. Kartashova O.A. "The development of coherent speech in preschoolers"

Identification, study, generalization and dissemination of advanced pedagogical experience.

Best practice represents the high skill of the teacher and is the driving force behind the improvement of the educational process in preschool educational institutions, solves certain goals with the least amount of time, using optimal forms and methods of work, contributes to the achievement of better results.

Best practices are the result of the creative search of teachers, where a creative, innovative and at the same time traditional beginning merges into one.

At the first stage, a preliminary detailed and comprehensive study of the teacher's experience is carried out. Only the totality of the use of various methods for studying experience (observation and analysis of the educational process, conversations with the teacher and children, analysis of pedagogical documentation, conducting experimental work) will make it possible to objectively evaluate and recommend it as an advanced one.

At the second stage, advanced pedagogical experience is generalized, i.e. described. There is an algorithm for describing advanced pedagogical experience with a complex of information and pedagogical module: message, recording of pedagogical information.

The third stage is the dissemination and implementation of advanced pedagogical experience.

Within the framework of the preschool educational institution, this is facilitated by such forms of work as pedagogical readings, exhibitions, mutual visits, open viewings, etc.

Group forms include:

Participation of teachers in the methodological associations of the district, MDOU;

Organization of theoretical and scientific-practical conferences;

Teachers' councils.

Individuals include:

mentoring,

mutual visits,

self-education,

Individual consultations.

In order to make the right choice for our team of forms and methods, we are guided by:

The goals and objectives of the preschool educational institution;

Quantitative and qualitative composition of the team;

Comparative efficiency of forms and methods of work;

Features of the educational process;

Material, moral and psychological conditions in the team;

real opportunities;

Planning methodological work

Planning is carried out on an analytical basis:

Analysis of the external environment of the preschool educational institution (taking into account the requirements of the social order, regulatory documents);

Analysis of the state of preschool education (the level of health, development of children, the degree of mastery of the educational program);

The level of professional competence of the team, the characteristics and needs of parents, the school;

In accordance with the goals and objectives of the methodological work, its effectiveness is monitored. Monitoring data contribute to the modernity and effectiveness of making adjustments to the organization of methodological work.

In methodological work, we are looking for new innovative forms of work with teachers,

but most importantly - love for children.

Understand and fulfill the desire of another -

A pleasure, honestly!

Each of you can become such a wizard. The main thing is to want. It is important to teach your heart to be sensitive and kind, to surround your pupils with care and attention.