Consultation as a form of methodological work with teachers; methodological development (group) on the topic

Consultations for educators

The section provides consultations for kindergarten teachers on various topics, author's recommendations and consultations for kindergarten teachers. By attending kindergarten, a child should gain a lot of knowledge, important skills and abilities should be formed, and he should receive harmonious development.

It is known that one of the characteristics of preschool children is that a child can solve these problems, learn, develop, only if he experiences positive emotions from being in kindergarten, i.e. psychological comfort. Very warm, affectionate communication between the teacher and the children during the reception (hug, caress, say something very pleasant).

In the section of the site, consultations for kindergarten teachers for different groups contain many interesting publications for teachers on teaching children on various topics:

• Cultivating tolerance in preschool children. Tips for a teacher
• Test for a young teacher
• Testoplasty as a means of enriching vocabulary in children of senior preschool age
• Child development at an early age
• The role of the teacher in the child’s adaptation to kindergarten
• Consultation for educators “Children need fairy tales”
• Development of fine motor skills in children in kindergarten with general speech underdevelopment
• Consultation for preschool teachers “Designing a pedagogical project”
• How to work on a project?
• Fine motor skills in preschool children
• Art therapy techniques that help relieve nervous tension and connect the internal reserves of the child’s body
• Methodology for conducting educational activities in the educational field “Social and communicative development”
• Implementation of a system-activity approach in the cognitive development of children of primary preschool age
• Developmental principles in working with preschoolers
• Work of a teacher with parents on the prevention of child abuse
• Interaction between an additional education teacher and a teacher in the process of teaching the native language
• Rules of conduct and communication for teachers in preschool educational institutions
• Work plan for a teacher during the inter-certification period for five years
• Consultation for kindergarten teachers “Nurturing a child’s personality through work”
• Consultation for preschool teachers “A new look at parent meetings”
• Development of elementary logical thinking in children of senior preschool age
• Consultation for educators “Organizing and conducting experiments with preschoolers. Contents of experimental activity corners"
• Consultation for a teacher: first aid for poisoning with poisonous mushrooms
• The role and task of a kindergarten teacher
• Main directions for developing social relationship skills in preschool children
• Memo for teachers of the Federal State Educational Standard
• Gender education of preschool children
• Problems of continuity between kindergarten and school. Ways to solve them
• Consultation for kindergarten teachers “From fine art activities to creativity”
• Consultation for educators “Teaching solving problems using ingenuity (puzzles)”

Section for kindergarten teachers. The pages of the section contain materials necessary in the daily work of teachers of preschool educational institutions.

A kindergarten teacher looks after children while their parents are at work, but the list of functions of this specialist does not end there: he conducts educational classes, teaches the basics of reading, mathematics, teaches modeling, appliqué, drawing, music and dance, and also does physical education. The teacher-educator gives the child the first ideas about the world around him, the principles of relationships between people, helps him adapt and socialize, teaches him to distinguish good from bad, and explains the rules of behavior in society.

The consultation section for educators is intended for managers, deputy heads, senior educators, educators, kindergarten specialists, parents and those simply interested in raising children.

Methodological consultation for a beginning teacher: structure and content

Methodological consultation for a novice teacher:

structure and content

Egorova Alla Vladimirovna,

primary school teacher,

Deputy Director for HR

MAOU gymnasium No. 29 in Tomsk

Each participant in the educational process must have a methodological culture.

The teacher's methodological culture consists of two components.

The first is the ability to develop a practically significant, specific lesson, activity, event, etc. The second is the ability to see patterns behind specific materials, actions. These patterns constitute the essence of the methodology, pedagogical technology. The absence of one or another component has a detrimental effect on the technique. So, if there are no specific materials that another teacher can take into account, empty reasoning and general words remain. They may be correct and beautiful, but there are no concrete actions behind them. If there is no second component (methodological generalization), then the material turns into a simple summary of a lesson or lesson. He may even be interesting, but another teacher will not be able to take him.

K. D. Ushinsky noted that it is not experience that is transmitted, but a thought derived from experience. This idea, summarizing the specifics, should form the essence of the methodology, methodological recommendations and methodological consultations.

Why “methodological consultation”?

The problem of professionalism and competence of employees of educational institutions is becoming increasingly important today. The improvement of pedagogical skills, the development of personality, and its creativity are facilitated by various forms of methodological work, which contribute to the improvement of the work of teachers with children, the development of the most rational methods and techniques of their training and education. The task of methodological work is not so much to correct errors in the activities of a novice teacher or young specialist, but, first of all, to provide timely and effective assistance to teachers.

Currently, many new interesting forms of methodological work are being used. But we cannot discount the old, proven ones. Traditional forms of methodological work remain relevant, which ensure a continuous process of improving the pedagogical skills of each teacher and have proven their effectiveness in practice. One of these common small forms of methodological work is consultation.

Consultation (Latin consultatio - meeting) - discussion of a special issue with a specialist; meeting of specialists; advice given by a specialist.

Of the various forms of methodological work in an educational institution, consulting teachers is distinguished by a special focus of influence.

These are individual and group consultations, consultations on the main areas of work of the entire team, on current problems of pedagogy, and at the request of individual teachers.

First of all, I would like to remind you that any consultation requires special training and professional competence from the person conducting it. The purpose of the consultation is to provide methodological and psychological assistance and practical assistance in solving the professional problems of a beginner/young teacher, assistance in improving their professional level and developing creative potential. In other words, consultation should teach how to apply theoretical knowledge in practice, improve, expand and deepen it, reveal existing shortcomings, help eliminate them and help overcome emerging difficulties.

In many educational institutions, consultations are carried out according to a plan drawn up for the academic year. Basic consultations are recorded in the annual work plan of the institution, the activity plan of the teacher-mentor and in the route plan for the individual program for the development of professional competencies of a beginning/young teacher, i.e. methodological consultations are pre-planned. It is important to note that time must be allocated for unscheduled (episodic and/or spontaneous) consultations, the need for which arises quite often. Unscheduled consultations arise on the initiative of both parties: both teachers and specialists responsible for methodological work. Undoubtedly, changes and additions are made to the plan as necessary.

When drawing up the annual plan of an educational institution, each task is solved through consultation, as the most famous, widespread and accessible form of methodological work, through active methods of teaching teachers, through thematic testing and pedagogical advice. This is exactly the sequence of events during its preparation or in preparation for the participation of novice/young teachers in educational or methodological events, professional skills competitions of various levels.

Planned consultations, as a rule, are group and long-term. At a group scheduled consultation, as a rule, one goal is to introduce some of the latest achievements. If the purpose of the consultation is to clarify and consolidate the knowledge of teachers, then several issues may be considered.

After consultations, it is important to monitor the quality of assimilation of its content by observing and analyzing the work of its participants, as well as relying on data from maps of teaching skills, questionnaires, etc. Control acts as a means of determining and planning further activities.

Group consultations require careful preparation, thought, and selection of the necessary material. They are organized by general theme for certain categories. Therefore, they are not recommended to be carried out frequently. Their number is determined by the composition of teaching staff and the state of teaching activity.

The content of methodological consultations depends on the annual tasks facing the educational institution, on the interests of teachers, and on the difficulties that beginning/young teachers experience in their work.

Issues regarding the content of consultations relate to teachers’ acquaintance with the latest achievements of science, with various innovative materials, literature, new methods and techniques of work, etc.

Individual consultations are not planned. They are carried out as needed, i.e. are unplanned (episodic and/or spontaneous). This form of methodological work is the most difficult; it is difficult to predict at what point and with what difficulties and questions a beginner/young teacher may turn. Therefore, it is important to know well the strengths and weaknesses, difficulties, personal qualities of a beginner/young teacher, as well as to be able to analyze the progress and results of his activities, and formulate specific recommendations and advice based on knowledge. This form of assistance may be short-term, but long-term is better.

Any consultation requires training and professional competence. Consultations are carried out by experienced and competent teachers who have a high level of psychological, pedagogical, scientific and subject knowledge and skills in combination with an appropriate cultural and moral character, who are able to share their experience with colleagues. In this regard, it would be useful to recall that, unlike “pure knowledge,” “competence” presupposes the appropriation and practical application of knowledge. A competent person not only knows the subject of consultation well, but also has his own opinion about it and knows how to apply it in practice in various situations. In addition, conducting consultations requires the teacher-mentor to have the ability to adhere to a personal and individual approach to each teacher. Only then will the consultation process be fruitful.

Each consultation is preceded by high-quality preparation.

Therefore, information consultation for teachers must meet the following requirements:

1. The content must be scientifically reliable, in accordance with the achievements of modern pedagogy, psychology and pedagogical practice.
2. The material must be logical and consistent, clearly presented. To do this, when preparing for a consultation, it is necessary to draw up a plan for presenting the material in advance. It is advisable to formulate the problems that will be considered during the consultation.
3. Ensuring a differentiated approach to the presentation of material, taking into account the experience of teachers, the class and/or age group of children, and their characteristics.
4. During the consultation process, it is necessary to specify advice and recommendations that should be realistically feasible, to ensure synchronicity in the study of the theoretical and practical aspects of each issue.
5. Using forms of active inclusion of teachers during consultation. Despite the fact that consultations are characterized by a monologue form of presentation of information, active forms and methods of work should motivate the teacher to study the topic and ensure the consolidation and reproduction of the content of the consultation.
6. Carrying out the selection of methodological literature on the problem, which, subsequently, teachers can get acquainted with and other sources.

Each method and form of consultation is not universal. They are purely individual for each topic and team (group).

Meeting the listed requirements, consulting allows beginning/young teachers to:

— receive scientific information clearly and intelligibly;

— is the most efficient form of interaction with a mentor;

— focuses on a differentiated approach to the teacher’s personality;

— addresses issues relevant to a particular person;

- in group forms allows the teacher to feel psychologically comfortable;

— activates and develops the teacher’s search activity;

- business games, briefings, discussions, playing and solving pedagogical situations, crosswords helps to master the technology of conducting lessons, activities and educational activities.

The end result of any methodological activity, including counseling, will be high and the impact will be effective if during preparation and implementation various methods of involving each teacher in active work were used. They create conditions for the student’s thinking, increase the degree of motivation, emotionality and creativity, contribute to the establishment of cooperation, and facilitate the acquisition of experience.

Methods of conducting consultations. A change in priorities in the field of education, an appeal to the personality of the teacher, to his creativity, and active principles, have made adjustments to the working conditions of the teacher, in particular, to the methodology for conducting consultations.

Today, various methods of consultation are used.

So, with a problematic presentation of material

a problem is formed and a way to solve it is shown.
When using the search method,
teachers actively take part in putting forward hypotheses, drawing up an action plan, and finding ways to solve the problem.
Most often, during consultations, the explanation method is used.
It 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 beginners/young teachers and encourage them to follow the logic of presentation, at the beginning of the consultation it is useful to formulate questions and address them. They help to comprehend your experience, express your thoughts, and formulate conclusions.

Depending on the level of qualification of teachers, the mentor determines to what extent they can be involved in participation or limit themselves to their own explanation.

When exchanging experience, the method of heuristic conversation

. During the conversation, individual provisions of the studied methodological literature are revealed in more detail, explanations are given on topics and issues that are of greater interest to teachers, errors in judgment are identified, the degree of understanding and assimilation of new information is revealed. However, the effectiveness of a heuristic conversation will be achieved if certain conditions are met:

— It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of conversation.

— It is necessary that beginning/young teachers have a sufficient supply of theoretical knowledge and professional experience.

— Those who prepare a consultation must draw up a reasonable plan for the conversation, allowing them to clearly imagine what knowledge they will receive and what conclusions they will come to.

— When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice teachers. A heuristic conversation conducted for the purpose of transferring knowledge requires serious preparation.

During consultations, the discussion method

. In form and content, the discussion is close to the conversation method. It also involves choosing an important topic that requires a comprehensive discussion, preparation of questions, introductory and concluding remarks. But unlike a conversation, a discussion requires a struggle of opinions and the raising of controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance.

Therefore, the use of discussion as a method requires high professional competence, pedagogical skill, great culture, and tact from the leading teacher-mentor. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thoughts and moods of the participants, and create an atmosphere of trust. Participants in the discussion must have knowledge of theory and a desire to improve their activities. The concluding remarks briefly analyze the participants' speeches and clarify fundamental issues.

Another option for consultation could be a business game

. It brings the audience closer to the real conditions of professional activity, clearly shows behavioral or tactical mistakes made in a given situation, and develops the best approaches to solving various pedagogical and organizational problems. To conduct a business game, serious preparation is required, it is necessary to provide certain conditions, reflection of educational material in the content of the game, identification of game goals and objectives, compliance with the established rules, activity and independence of the participants in the game. Given the pedagogical principles of consistency and accessibility, it is better to start with simple episodes, gradually increasing the complexity of the task.

Direct development of business game materials includes the following stages:

1. Creation of a business game project.
2. Description of the sequence of actions.
3. Description of the organization of the game.
4. Preparation of tasks for participants.
5. Preparation of equipment.

Studying the problems of educational work through a business game helps both beginners and experienced teachers to master the technology of conducting lessons, activities and educational activities.

Within the framework of this form of work, you can entrust the conduct of a certain practical lesson to one of the students. The next form of counseling is psychological counseling -

a specially organized communication process through which the person seeking help can be updated with additional psychological strengths and abilities to overcome the problems and difficulties that have arisen.

Psychological counseling involves discussing the problems that a beginning/young teacher faces in the process of raising and teaching a child. A search is underway for solutions to the identified issues based on theoretical knowledge and practical experience. The correct organization of consultations requires the teacher-mentor not only to have knowledge and skills, but, above all, to be a good psychologist, to win over people, to inspire their trust.

The difficulty of a consultant’s work lies in the fact that he must successfully combine scientific and everyday knowledge of concepts, patterns, and mechanisms in his activities. At the same time, there is a danger of simplifying the language and reducing all psychological concepts to the level of everyday knowledge, which does not correspond to the theoretical and experimental achievements of science. In educational and advisory work, the consultant must accurately differentiate the addressee with whom he is communicating.

This takes into account age, education, and professional specialty. The most important principle of interaction between a consultant and a consultee is mandatory accessibility and intelligibility. Scientific and everyday concepts must either be brought together as closely as possible, or their correspondence must be clearly explained. During consultation, the teacher-mentor explains the meaning of various special terms and clarifies their understanding.

The most important condition is the consultant’s confidence in the truth, finality of the results and facts reported to him. All doubts must be removed and suppressed during the conversation or consultation. This is dictated by the specifics of the tasks being solved - research, educational, consulting.

The agreement or disagreement of the person being consulted with the consultant is influenced by interpersonal distance; its measure is established in the process of communication. In a more distant, cold interaction, the counselee's hidden weaknesses may be more concealed than in a close, warm interaction. But distant interaction can help to understand external observable problems: conflict behavior, tension in relationships, etc. The main condition for interaction is mutual understanding, on the basis of which there arises the readiness of subjects for cooperation, for personal contact, for progressive movement towards resolving a common issue that is relevant for subjects Problems.

Thus, the interaction between a mentor and a beginning/young teacher can be characterized as a form of their joint activity based on mutual understanding and personal communication. The professionally necessary qualities of contact when organizing methodological consulting are:

sociability;

contact;

dynamism;

flexibility of behavior;

the ability to avoid neurotic and subjective deviations in one’s own assessments and behavior;

tolerance towards others;

the ability to understand the general culture of behavior;

professional tact;

delicacy;

the ability to fully construct and maintain one’s own line of behavior;

the ability to analyze the situation of difficulties with the counselee.

If all conditions are met, the basis for effective pedagogical activity will be the continuous process of education and development of a beginner/young teacher.

Consultation for teachers “Building a developing subject-spatial environment in preschool educational institutions”

“Subject-specific developmental environment in a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education” (consultation for educators)

.

Okha, 2016

Features of the organization of a developing subject-spatial environment

In preschool pedagogy, the term “developmental environment” is understood as “a complex of material, technical, sanitary, hygienic, aesthetic, psychological and pedagogical conditions that ensure the organization of the lives of children and adults.” The developmental environment acts as a stimulator, a driving force in the holistic process of developing a child’s personality; it enriches personal development. The function of the teacher is to, using a subject-specific developmental environment and its means, help the child discover in himself and develop what is inherent in the child. Therefore, special attention in kindergarten is paid to designing an environment in which learning and self-development of the creative activity of a preschooler takes place. The teacher's goal

: to construct a multi-level, multi-functional subject-development environment for the implementation of the process of development of the pupil’s creative personality at each stage of his development in a preschool institution.

When creating a subject-development environment, it is necessary to take into account the following regulatory documents:

• Letter of the Ministry of Education of the Russian Federation dated May 17, 1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” (Text of the document as of July 2011)
• Letter of the Ministry of Education of the Russian Federation dated March 15, 2004 No. 03-51-46in/14-03 “Approximate requirements for the maintenance of the developmental environment for preschool children raised in a family”
• Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development” (as amended by Federal Law of July 28, 2012 No. 139-FZ)
• Decree of the President of the Russian Federation dated June 1, 2012 No. 761 “On the National Strategy of Action in the Interests of Children for 2012-2017”
• Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.” Registered with the Ministry of Justice of the Russian Federation dated November 14, 2013 No. 30384
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”

Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard for preschool education

3.3.1. A developing subject-spatial environment ensures maximum realization of the educational potential of the Organization...

3.3.2. The developing subject-spatial environment of the Organization (group, site) should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. A developing subject-spatial environment...should provide:

implementation of various educational programs;

taking into account the national, cultural and climatic conditions in which educational activities are carried out;

taking into account the age characteristics of children.

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

SATURATION OF THE ENVIRONMENT

• The richness of the environment must correspond to the age capabilities of the children and the content of the Program.
• The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumables, gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

• playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the subject-spatial environment;
• opportunity for children to express themselves.

TRANSFORMABILITY

The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

MULTI-FUNCTIONALITY

• Multifunctionality of materials implies:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for various types of children's activities (including as substitute objects in children's play).

VARIATION

Environmental variability suggests:

• the presence in the Organization of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
• periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

AVAILABILITY

Availability of the environment assumes:

• accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
• serviceability and safety of materials and equipment.

SAFETY

The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

Functions of a subject-development environment

• Informational - each object carries certain information about the world around us and becomes a means of transmitting social experience.
• Stimulating – must be mobile and dynamic. In its organization, the teacher must take into account the “zone of proximal development”, the age, individual characteristics of the child, his needs, aspirations and abilities.
• Developmental – a combination of traditional and new, unusual components, which ensures the continuity of the development of activities from its simple forms to more complex ones.

The subject-development environment in kindergarten should:

• Have an attractive appearance;
• Act as a natural background to the child’s life;
• Relieve fatigue;
• Positively influence the emotional state;
• Help the child individually explore the world around him;
• Give the child the opportunity to engage in independent activities.

The subject-development environment should focus on the “zone of proximal development”:

• Contain objects and materials known to children for independent activities, as well as for activities with peers;
• Subjects and materials that children will master in joint activities with the teacher;
• Completely unfamiliar objects and materials.

When organizing a subject-development environment in a preschool institution, the most important condition is to take into account the age characteristics and needs of children, who have their own distinctive features.

• For children of the third year of life there is a free and large space where they can be in active movement - climbing, rolling.

• In the fourth year of life, a child needs a developed center of role-playing games with bright features of attributes; children strive to be like adults, to be just as important and big.

• In older preschool age, the need to play with peers and create your own world of play appears. In addition, in the subject-development environment, the formation of psychological new formations in different years of life should be taken into account

The entire organization of the pedagogical process of a kindergarten presupposes the child’s freedom of movement throughout the building, and not just within his group room. Children should have access to all functional spaces of the kindergarten, including those intended for adults. Of course, access to premises for adults, for example, to a teaching room, kitchen or laundry room, should be limited, but not closed, since the work of adults is always interesting to children. The ability of graduating children to freely navigate space and time helps them easily adapt to the peculiarities of school life.

If the conditions of the institution allow, it is possible to arrange places for independent activities of children not only in group rooms, but also in bedrooms and locker rooms. All this contributes to emotional liberation, strengthens the feeling of self-confidence and security.

Art plays a significant role in the development of a preschooler, therefore, in the design of a kindergarten, a large place is given to fine and decorative arts. Paintings, sculptures, graphics, paintings, stained glass, decorative masonry, folk arts and crafts, etc., enter the consciousness and feelings of a child from childhood. They develop thinking, moral and volitional qualities, and create the prerequisites for the formation of love and respect for people’s work.

The subject-spatial environment is organized on the principle of small semi-enclosed microspaces in order to avoid crowding of children and promote games in subgroups of 3-5 people. All materials and toys are arranged so as not to interfere with the free movement of children and to create conditions for communication with peers. It is also necessary to provide “solitude corners” where the child can step away from communication, think, and dream. Such corners can be created by partitioning the space with a screen, shelving, and placing several soft toys, books, and games there for a solitary child. Various centers of activity are created in the group:

• "Cognition Center"

  provides solutions to the problems of children's cognitive research activities (educational and logical games, speech games, games with letters, sounds and syllables; experiments and experiments);

• "Creativity Center"

  provides solutions to the problems of activating children's creativity (directing and theatrical performances, musical games and improvisations, artistic, speech and visual activities);

• "Game Center"

  , ensuring the organization of independent role-playing games;

• "Literary Center"

  , providing literary development for preschoolers;

• "Sports Complex"

  , providing physical activity and organizing health-saving activities for children.

There are a number of indicators by which a teacher can assess the quality of the educational subject-play environment created in a group and the degree of its influence on children:

• Involvement of all children in active independent activities. Each child chooses an activity of interest in the activity centers, which is ensured by the variety of subject content, the availability of materials, and the convenience of their placement.
• Low noise level in the group (the so-called “working noise”), while the teacher’s voice does not dominate the children’s voices, but is nevertheless clearly audible to everyone.
• Low conflict between children: they rarely quarrel over games, play space or materials, as they are passionate about interesting activities.
• Expressed productivity of children’s independent activities: many drawings, crafts, stories, experiments, play improvisations and other products are created by children throughout the day.
• Positive emotional attitude of children, their cheerfulness, openness, desire to attend kindergarten.

Junior group

The environment in the younger group is primarily created as comfortable and safe for the child. Young children do not respond well to spatial changes in their environment; they prefer stability in this regard. In this regard, it is necessary to plan the arrangement of equipment even before the children arrive in kindergarten.

Young children are first and foremost “doers.” The experience of active, varied activities is the most important condition for their development. A child’s stay in kindergarten is organized so that everyone has the opportunity to participate in a variety of activities: games, motor exercises, activities to examine the properties and qualities of objects, drawing, modeling, basic labor, and creative activities. In joint activities with the child, the teacher helps to master new ways and techniques of action, provides a model of behavior and attitude. Taking this into account, the spatial environment is organized for the simultaneous activities of 2-3 children and an adult.

Younger children actively develop movements, including walking, running, and climbing. At the same time, the movements are still poorly coordinated, there is no dexterity, speed of reaction, or evasiveness. Therefore, when organizing the spatial environment, it is advisable to place the equipment around the perimeter of the group, highlighting the play area and a place for household needs, and provide sufficiently wide, clearly visible paths of movement for the child. It is not recommended to include a lot of equipment in the setting; approximately two-thirds of the space should be free.

The subject environment of the group is organized in such a way as to stimulate children’s perception, promote the development of analyzers, and “suggest” methods of examination and action. Items are selected in pure colors, clear, simple shapes, different sizes, made from a variety of materials (but safe for the child’s health). It’s good if you can extract sounds from objects, feel aroma, smell, know the nature of the surface (smoothness, roughness), transparency, hardness-softness and other various properties.

To develop fine motor skills, in addition to special didactic toys: inserts, pyramids, lacing, you need to include plastic containers with lids of different shapes and sizes, boxes, and other household items that have gone out of use. By trying on lids to boxes, the child gains experience in comparing sizes, shapes, and colors.

In the group for four-year-old children, we use toys that reflect real life (for example, an ambulance, a truck, a car, a doctor doll, etc.). A number of game attributes need to be replaced with substitute objects to develop the child’s imagination and expand the creative possibilities of play.

Young children prefer large play equipment. It is necessary to place materials on open shelves, and the materials themselves are selected to be visually attractive, bright, and they need to be changed quite often (at least once a week). All toys and aids in the group must be accessible to the child, this contributes to the development of his activity and independence.

Many opportunities for children's development lie in play-experimentation. Games with sand, water, clay, paints require special equipment; this equipment can be purchased or made with your own hands; today our teachers will tell you about this in detail and show you during master classes. Among didactic games, games like lotto and paired pictures are preferred. There should also be a mosaic (large plastic, magnetic and large nail), a puzzle of 3-15 pieces, sets of cubes of 4-12 pieces, educational games (for example, “Fold the pattern”, “Fold the square”), as well as games with elements modeling and substitution. A variety of “soft constructors” on a carpet base allow you to organize the game in different ways: sitting at the table, standing against the wall, lying on the floor.

A young child begins to show an increasingly active interest in drawing. To gain experience in visual arts, it is best to have special self-erasing or wax boards with a drawing stick or a roll of simple white wallpaper and wax crayons (they do not stain your hands and do not crumble). The wallpaper is fixed on a wall covered with film or on a table and rewound as it is used. Kids love to draw with their palms; for such drawing it is better to use gouache with the addition of liquid soap or special paints.

It is very useful in a group to have many mirrors in different places, since the baby will be able to see himself among other children, observe his movements, facial expressions, and appearance. And the mummers corner will allow him to change his appearance and observe these changes, getting to know himself, so familiar and unfamiliar at the same time.

Middle group

In middle preschool age, it is important for children to accumulate experience in joint activities with peers, as well as to develop cognitive activity and support attempts to creatively reflect impressions in productive activities.

Middle preschool age is the heyday of role-playing games. Children of the 5th year of life, like younger preschoolers, love to repeat their favorite play actions and plots many times. Therefore, if the plot of the game is played with enthusiasm and passion, there is no need to encourage children to play a new game and add attributes to it. A signal about the need for significant changes in the gaming environment will be a decrease in the emotional background, speech activity and a rapid winding down of the game. In this case, it is necessary to add attributes for the development of new plots. Plots at this age are simple and related to the child’s experience: family, store (grocery, toys, clothes), kindergarten, holidays, sailors, circus, trip to the country...

A five-year-old child attaches great importance to a toy; it prompts him to new play ideas. Play sets for the middle group should contain dolls of different genders and “professions” and soft toys (kittens, foxes, dogs, hares, bears, etc.), preferably not very large in size - a little larger than the palm of an adult; sets of furniture (large and for games on the table), dishes, clothes, various types of transport. The group needs a supply of additional playing material: boxes of different sizes and shapes, strings, spools, scraps of fabric, sticks, tubes, etc.; all this will find application in the game and will contribute to the development of gaming ideas and creativity.

The cognitive activity of preschool children increases. This is manifested in numerous questions from children to the teacher: “Why?”, “Why?”, “For what?”. The child's developing thinking, the ability to establish simple connections and relationships between objects awaken interest in the world around him. For this purpose, a “sensory center” is organized in the group.

• a place where objects and materials are selected that can be perceived using various senses. For example: musical instruments, noise objects can be heard; books, pictures, kaleidoscopes can be seen; jars with flavored substances.

In middle preschool age, children actively master the means and methods of cognition. Among the didactic games, first of all, there should be games for comparing objects according to various properties (color, shape, size, material, function), for grouping by properties, for recreating a whole from parts (such as “Tangram”, a puzzle of 12 - 24 parts ), counting games. Approximately 15% of games are intended for children in the older age group to enable children who are ahead of their peers in their development to not stop, but to move forward.

Games with sand, water, clay, paints, light, mirrors, foam are organized in a special place for children's experimentation. The requirements for it are approximately the same as for younger children, but the range of materials is wider, and they are constantly presented. It is also necessary to show children ways to record the process and result of experiments, and provide paper and pen for independent sketches. This will contribute to the development of research skills, planning, and goal setting.

In middle preschool age, a high interest in language and speech is manifested. If possible, it is necessary to purchase technical equipment for the group (projector, filmoscope, voice recorder, tape recorder). Also, a lot of attention is paid to books: not only fiction books should be presented, but also educational and reference literature for children, educational books and workbooks. Teachers record children's creative stories in albums, and children can illustrate them with drawings.

Senior preschool age

When a child moves to the senior group and, especially, to the preparatory group, his psychological position begins to change: for the first time he begins to feel like the eldest among the kindergarten children. It is important to support this feeling by organizing the environment in which the child will actively demonstrate cognitive activity, independence, responsibility, and initiative. The teacher should more often involve older preschoolers in creating the environment, asking for their opinion on upcoming actions to change the environment, and involve them in the process of change itself.

A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond personal experience. Through books and objects, the child gets acquainted with animals and plants of distant countries, with the customs and appearance of different peoples and eras, with diverse genres of painting and other types of art.

It is advisable to “break up” the group space into small semi-enclosed micro spaces (in which 3-6 people can be present at the same time), placing the shelves facing the walls and securing them well. It is necessary that children, together with the teacher, can, according to their own plans, change the spatial organization of the environment several times a year. Small screens, wooden or metal frames and pieces of fabric, large modular material or regular large cardboard boxes, painted or covered with film, are also suitable for this purpose.

The object-based play environment is built so that children can participate in a wide variety of games: role-playing games, construction games, stage plays, theater games, folk games, round dances, educational games, games with ready-made content and rules, outdoor games and sports entertainment.

In role-playing games, children reflect various subjects: everyday (shop, family), work (building a house, doctor, school), public (holidays, travel), the content of their favorite literary works and films. The attributes of games for older preschoolers are more detailed. The size of equipment and toys is better small - for games on the table. Large floor equipment is also acceptable if children play actively and for a long time. Most of the equipment is stored in boxes that have a picture and an inscription to recognize the game; children independently determine which games they will play. Only those games that children play are “expanded”; games can last several days or even weeks. The group should have a box with waste material, plastic and cardboard packaging, waste paper, fabric, fur, leather, cardboard and other materials for making the missing attributes during the game. It is advisable to include albums, homemade books describing the sequence of making various toys to expand the content of games, scissors, glue, tape, felt-tip pens and other materials.

In the group, a special place and equipment are allocated for the game library. These are didactic, educational and logical-mathematical games aimed at developing the logical action of comparison. Printed notebooks and educational books for preschoolers are required. Games for developing counting and computational skills are also presented.

It has been noticed that older preschoolers who know how to play different games with rules successfully master educational activities at school. There is a huge variety of games with rules, including lotto, dominoes, and route games (“walkers”). The main principle of selection is that games should be interesting for children, be competitive in nature, and evoke a desire to play without the participation of an adult.

An important task is the development of phonemic hearing. For this purpose, the teacher can invite children throughout the day to select objects and toys whose names begin with a certain sound, or this sound is in the middle or end of a word. To develop coherent speech, stimulate imagination and creativity, 5-6 frames (cardboard or wooden) and many pictures cut out from old magazines are placed in the literacy center. Let the child rummage through the pile, select several different pictures and put them in frames in a certain sequence, come up with and tell a story based on these pictures.

Visual arts are one of the most favorite activities for older preschoolers. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), it is necessary to include diagrams of ways to create images using a variety of techniques. It is advisable to have step-by-step maps that reflect the sequence of actions to create any image from clay, paper, or other materials. Books and albums of homemade products will also help preschoolers in making any designs and crafts. A place should be set aside nearby or in other places in the group to display the works created by the children. You can mount children's works not only on the walls, but also hang them from the ceiling using threads, filling the air space of the group with works.

The organization of independent daily work activity dictates the need to create creative workshops that allow children to work with fabric, wood, paper, fur and other materials.

When organizing children's experimentation, there is a new task: to show children the various possibilities of tools that help them understand the world, for example, a microscope. If conditions in the kindergarten allow, it is advisable for older preschoolers to allocate a separate room for experiments using technical means. And in the group, leave only a small part of the equipment for experimenting with materials, balls, suspensions, water, and natural materials.

Constructive activities play an important role in the development of a child. To do this, constructors and building sets made of different materials (plastic, wood, metal), floor and tabletop, with various methods of attaching parts, of different thematic orientation are placed in the group environment. In addition to the sets themselves, it is necessary to include in the group environment a variety of sample diagrams of buildings, photo albums (with photographs of architectural structures and children's buildings), and notebooks for sketching diagrams of structures created by children.

Along with fiction, the book corner should contain reference, educational literature, general and thematic encyclopedias for preschoolers. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural history literature, folk and original fairy tales, literature about the city, country, etc.).

Older preschoolers begin to intensify their interest in future schooling. It is advisable to allocate a study area so that the group environment is close to the classroom learning environment: place tables in rows, hang a blackboard. In the future, this will help to adapt to the classroom learning environment to a certain extent.

An important task is the development of reflection and the formation of adequate self-esteem. It is necessary to show children the growth of their achievements, to instill in them a feeling of joy and pride from successful independent actions. To do this, it is important to record the child’s progress with drawings or pictograms.

The ability to plan will be very useful for a child both at school and in life. The plan is recorded in different ways, written down by the teacher, indicated by signs, pictures). To do this, you need to have a list of children’s names in the group, placing a card with a plan next to each name. This can be easily done with tape, or by fixing a piece of white wallpaper on the wall (on which to write), and scroll the wallpaper to a clean spot as necessary.

Older preschoolers are attracted to the possibilities of changing their image and appearance. To do this, you can add mirrors, makeup paints, thread wigs, old tights, and parts of adult clothing to the group. For example, such as a hat, tie, long fluffy skirt, sunglasses, shawl, flight attendant's cap, captain's cap.

For older preschoolers, opportunities to learn about their native land and country are expanding. The group includes the coat of arms of the city, the region in which the children live, the coat of arms and the flag of the country. Newspapers are being produced about how preschoolers travel to their native places with their parents, what impressions they had during these travels, and what they remember most. The map of the country marks the location of the kindergarten, as well as those places (in the country, in the world) that the children of the group have visited. And next to it you can attach children’s stories about these places, about the people and their customs, and photographs. Together with your children, you can make layouts that reflect the content that preschoolers are learning about (village, ancient settlement, Peter's Assembly).

In older preschool age, the teacher continues to expand the area of ​​children’s social and moral orientations and feelings. The group has a place in which pictures with various situations are constantly posted, reflecting people’s actions and options for reacting to it (“+” is correct, perhaps “-” is undesirable to do this). Games are offered in which children construct emotional manifestations of people, for example, “Emotion Constructor”. It requires a base (lining) and a set of parts that make up a person’s face: the oval of the face, eyebrows, eyes, nose, mouth. Details are presented in 4-5 options. The child “picks up” a person’s face and determines his emotional state, age, gender, character, and composes a creative story about the resulting image.

Thus, when creating a subject-developmental environment for any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of constructive interaction between participants in the educational process, the design and ergonomics of the modern preschool environment and the psychological characteristics of the age group at which this environment is aimed.

Such development centers can be:

1. Corner for role-playing games.

Costumes for mummers, hats, jewelry, masks and equipment for acting out fairy tales. A large screen, a small screen, a flannelgraph stand - a hanger for suits. Dolls and toys for various types of theater (plane, rod, puppet, glove, tabletop) for playing out fairy tales. Audio cassettes with recorded music to accompany theatrical games.

1. Book corner.

In each group, in a convenient place in the room with sufficient natural and artificial lighting, a book corner - table and bookshelf - showcase are organized. The content of the book corner is determined by the program that is implemented in kindergarten. Usually in the corner there are presented both new and already familiar works to children, previously read works. In addition to books, various illustrated materials on topics can be placed in the corner: seasons, family, animals, birds, etc.

1. Area for board and printed games.
2. Exhibition (children's drawings, children's creativity, products of folk craftsmen, etc.)

1. Nature corner (observation of nature).

A place for a corner of nature is chosen with sufficient daylight and artificial lighting, most often near a window. Indoor plants are placed on window sills, shelves, and stands. For corners of nature, indoor plants are selected that are fast-growing, with beautiful flowers, leaves of different shapes, sizes and colors, not demanding in terms of care and maintenance and in accordance with age.

Approximate selection of equipment

• Plants that require different methods of care, taking into account the age of children (selection according to the principle: less is better, but better).
• Plant care equipment: aprons, watering cans, loosening sticks, rags, spray bottles, etc.
• Calendar of observations of weather conditions and plants.
• Literature of natural history content (on the topics studied and studied).
• Card indexes: a) plants found in a corner of nature (information of an educational, entertaining nature, poems, postcards from literary works for each plant); b) plants in the immediate environment (on the site); c) birds, animals (our region, hot countries, northern latitudes.)
• Board-printed, didactic games with natural history content
• Natural material.
• Information on valeology.

Recommended plants for different age groups

Preparatory group

plants of the older group without the middle group + new ones:

1. Uzumbara violet or simpolia.
2. Chlorophytum of two types.
3. Epiphylium.
4. Zygocactus.

Senior group

1. Ivy.
2. Three types of Tradescantia.
3. Amaralis.
4. Zephyranthes.
5. Crinum.
6. Cyclamen.
7. Clivia.
8. 1 – 2 types of cacti without thorns.

Middle group

1. Geranium is fragrant.
2. Begonia spotted.
3. Begonia metallic.
4. Begonia Rex.
5. Aloe.
6. Coleus.
7. Asparagus pinnate.
8. Marante.

Junior group

1. Ficus.
2. Aucuba (golden tree) – 2
3. Begonia ever-blooming – 2
4. Balsam (light) – 2
5. Geranium is zonal.
6. Chinese rose.
7. Aralia.

Goal: To increase the professional competence of young specialists in organizing routine moments with preschoolers.

Education of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - fostering a culture of behavior. Caring for the health of children and their physical development begins with instilling in them a love of cleanliness, neatness, and order. “One of the most important tasks of a kindergarten,” wrote N.K. Krupskaya, is to instill in children skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out their clothes, not drink raw water, eat on time, sleep on time, be more in the fresh air, and so on.”

All measures that preschool hygiene develops contribute to the normal physical and hygienic development of children and the strengthening of their health.

The main conditions for the successful formation of cultural and hygienic skills include :

• rationally organized environment,
• clear daily routine,
• adult guidance.

To develop cultural and hygienic skills, it is also necessary to develop general criteria for assessing individual actions, to clearly define the location of things, toys, and the order of their cleaning and storage. For children, constancy of conditions, knowledge of the purpose and place of every thing he needs during the day are of particular importance. For example, the washroom should have a sufficient number of sinks of the required size, each with soap on it; sinks and towels are placed taking into account the height of children; There is a picture on the hanger above each towel. This increases children's interest in washing.

The daily routine ensures daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior.

The formation of cultural and hygienic skills is carried out under the guidance of adults - parents, educators. Therefore, complete consistency in the requirements of the preschool institution and the family must be ensured.

Washing: roll up sleeves; soap your hands until foam forms; collect the required amount of water in your palms; wash your face with both hands; wash your hands up to the elbows with soap; wash your neck and ears; wash your hands; wipe your hands dry; use a personal towel; do not shake water from your hands.

Brushing your teeth: put tooth powder on your brush; brush your teeth correctly; rinse your mouth.

Combing: comb hair if it is disheveled; comb your hair and braid it; keep your head neat.

Dressing: be neat; hang clothes on the back of a chair and fold tights on the seat; tie shoe laces with bows; tie and untie the ribbons of a winter hat; fasten and unfasten buttons on lower and outer clothing; lace and unlace shoes; putting on and taking off clothes; put on shoes; independently or with the help of adults, troubleshoot clothing problems; fold clothes right side out; observe a rational sequence when dressing and undressing.

Cleaning and washing shoes: clean shoes from dirt upon returning from the street to the room; wipe dirty shoes with a damp cloth; wash shoes without pouring water inside; coat shoes with shoe polish; Brush your shoes until they shine.

Care of outerwear: remove dust from outerwear with a clothes brush; Keep your clothes clean and attractive.

Making the bed: make the bed before going to bed; fold the blanket; straighten the sheets after sleep; shake off the sheets; fold the blanket in half; tidy up the bed after sleep.

Eating: wash hands before eating; eat carefully; take bread and put food on a plate as much as you eat; eat in silence; chew with your mouth closed; use a napkin; sit correctly at the table; be able to handle a spoon, fork, table knife; Chew food thoroughly.

Drinking: Rinse glass before use; pour water into a glass as much as you drink; drink without getting wet.

In the toilet: use toilet paper; wash your hands after using the toilet.

Keeping your nose clean: use a handkerchief in a timely manner.

Change clothes depending on the weather: dress warmer when it gets cold; cover your head in the sun; raise the collar in the wind; take off excess clothing in the heat.

Keeping personal belongings in order: always clean up after yourself; handle every item with care; putting things in their place; placing them is convenient for use and pleasing to the eye.

The transition of a skill into a habit is achieved by systematic repetition under the same or similar conditions. If, for example, a child has been taught to carefully put cubes in a box or drawer and is asked to do this every time after playing, then gradually the habit will become established and he will begin to put the cubes without being reminded by adults.

Until the habit is established, the child needs control and guidance from adults, as well as encouragement, praise, and approval.

Politeness, goodwill, measured, calm speech of the teacher, neat appearance, order in the group - all this is of great importance in the formation of cultural and hygienic skills in preschoolers.

METHODS AND TECHNIQUES FOR FORMING CULTURAL AND HYGIENIC SKILLS IN PRESCHOOL CHILDREN

• personal example from adults
• direct educational activities
• show
• explanation
• explanation
• encouragement
• conversations
• action exercises
• didactic games
• nursery rhymes
• poems
• proverbs, sayings
• gaming techniques
• quizzes, entertainment

method of repeating actions (for example, before washing they asked: “Show me how you rolled up your sleeves,” or after washing they looked at how clean and dry your hands were.)

CRITERIA FOR CLEAN EATING INCLUDE THE ABILITY TO:

• Proper use of tablespoons, teaspoons, forks, and napkins;
• Do not crumble the bread;
• Chew food with your mouth closed;
• Do not talk with your mouth full;
• Quietly leave the table after finishing a meal;
• Thank;
• Use only your own device.
• HAND WASHING AND PERSONAL HYGIENE INCLUDES THE ABILITY TO:
• Wash your face, ears, hands
• Roll up your sleeves;
• Wet your hands;
• Take soap and lather until foam appears;
• Rinse off the soap;
• Dry your hands, carefully fold the towel and hang it in your locker;
• Use a comb.

REMOVING AND PUTTING ON CLOTHES IN A CERTAIN ORDER INCLUDE THE ABILITY TO:

• Unfasten the buttons;
• Take off your dress (pants);
• Hang carefully;
• Take off your shirt and hang it carefully on your trousers or shorts;
• Take off your shoes;
• Take off the tights and hang them on your shirt (dress);
• Put on in reverse order.

FOR THE SUCCESSFUL FORMATION OF CULTURAL AND HYGIENIC SKILLS, THE FOLLOWING CONDITIONS ARE NECESSARY:

• organizing an attractive and convenient environment for carrying out activities and tasks in kindergarten and at home (furniture, equipment appropriate for the growth of children, assigned storage areas available for use, etc.);
• division of mastered actions, following in a strictly established order, into a number of operations, which contributes to the faster creation of strong dynamic stereotypes;
• repeated exercises of children in actions, highlighting the method and order of their implementation (especially at the initial stage of training). At the same time, the nature of the actions must be unchanged, the forms must be different;
• individual work with each child, taking into account the level of his development and the pace of mastering cultural and hygienic skills;
• organizing situations that provide control over the implementation of actions that children are mastering in an unusual environment;
• impeccable fulfillment by adults of all hygienic and cultural requirements.

REMEMBER!

• When teaching children, their experience must be taken into account. For example, you cannot start teaching a child to use a fork if he has not yet learned how to eat with a spoon correctly.
• Consistency in training is very important. Thus, actions associated with undressing are mastered by children faster than actions with dressing; It is easier for a child to learn to wash his hands first and then his face.
• Gradually increasing the complexity of the requirements takes the child to a new level of independence, maintains his interest in self-care, and allows him to improve his skills.

Feedback from colleaguesmaterial on the topic

I have known Zinaida Valentinovna for a long time and can describe her as literate

specialist A very sociable person, he easily finds contact with both children and

with parents. Quickly sorts out problematic situations and finds more effective ones

ways to solve the problem. The highest professionalism, boundless love for

to his work, friendly, and respectful attitude towards students, always

makes her stand out in the team.

Teacher Martynova Raisa Stepanovna

This is my first year working as a teacher and my mentor is Zinaida Valentinovna. She

always in search of new means and forms of teaching and educating preschoolers. Full of strength

energy and creative ideas. Zinaida Valentinovna skillfully uses in educational

creative and design activities. She is highly respected by her colleagues

and parents.

Teacher Vasilyeva Maria Vladimirovna

Zinaida Valentinovna is smart, talented, energetic, and artistic. The most important thing is that

she loves children. This is a person who exudes kindness, sincerity, and fresh ideas.

Zinaida Valentinovna is a kind, sympathetic, positive person. Always share yours

experience, looking for new methods and techniques in working with children. She is active, executive,

hardworking.

Teacher Nadezhda Afanasyevna Fedotova

Zinaida Valentinovna is always friendly and polite with children and parents, they are active

participants and assistants in organizing educational work in the group. While creating

development environment in the group, it takes into account the preferences and interests of children. Accepts

active participation in the methodological work of preschool educational institutions. Kindergarten teachers highly appreciate

professional knowledge and skills of Zinaida Valentinovna. In interaction with them

polite and tactful, respected and brings a positive emotional

mood in the team. Acts independently, has his own opinion, knows how to make decisions quickly

decision in difficult circumstances. He carries out his work with children in a playful way,

using the integration of educational areas of the program in accordance with the Federal State Educational Standard. Want

I wish my colleague, friend and just a wonderful person further creative

rise. Just go forward and never stop there! After all, for

she has everything she needs. Prosperity and new victories!

Senior teacher Ekaterina Prokopyevna Gerasimova

Zinaida Valentinovna and I work together in the same group. She works closely with

parents of pupils. Her parents always respond to her requests and discuss together

problems of raising children. Children willingly come to kindergarten and tell them at home that they

did it together in kindergarten. A favorable microclimate in the group promotes productivity

new and creative process of activity. Communication with children in the form of cooperation

– calm, emotional, supporting cognitive interest in activities. For

For me personally, Zinaida Valentinovna has become a close person with whom I can share

worries, ask for advice you can trust.

Teacher Kondratyeva Aitalina Filippovna

Zinaida Valentinovna enjoys the respect of the parents of her students. They always

consult with her about the problems of raising and educating a child, share difficulties,

arising in communication with the child and are ready to follow her recommendations. In each of the children

she sees an intelligent, worthy and strong person, and treats every child with love.

Teacher Danilova Marina Ruslanovna

MAGAZINE Preschooler.RF

MBDOU TsRR ds "Zvezdochka"

Chernogorsk, Khakassia

Performed:

teacher Akhankova Elena Aleksandrovna

To you, novice teacher!

The tasks set by the Federal State Requirements on September 17, 2013 oblige teaching staff to improve developmental work with children and optimize means and methods of work.

A special role is called upon to be played by teachers of preschool institutions, which are experimental sites for the implementation of Federal State Standards in the work of the pedagogical system, where specific tasks for the upbringing and development of preschool children are indicated.

The leading role in raising children belongs to the teacher. He designs the child's future. Awareness of high professional responsibility, a constant desire to develop, a constant desire to master the art of education are the characteristic features of a modern teacher.

Deeply understanding the tasks of education, the teacher forms in preschoolers the foundations of moral qualities, hard work, love for the Motherland, and tolerance. The teacher instills in children useful skills and habits, comprehensively develops, shapes behavior, humane feelings, and a friendly attitude towards peers.

In the pedagogical process, both planned tasks and those that are difficult to foresee in advance are simultaneously solved. Education is carried out both when the teacher deliberately sets the task of developing the integrative qualities of the child, and when the child himself chooses one or another activity. The process of education is continuous. For teachers, this provision acquires special significance, since education is carried out not from case to case, not when this or that situation requires it, but purposefully, constantly. A successful pedagogical technique is not an accident, not a suddenly found way out of a current situation, but professional training and daily practice, an analysis of the reasons for the occurrence of similar circumstances and the motives of the child’s behavior. That is why the teacher constantly thinks about his every step in working with children and studies the best teaching practices of his colleagues.

The teacher organizes the life of children in kindergarten so that every day and hour he discovers something new for them, develops all their best qualities, and forms the foundations of their personality.

Education is a painstaking process that requires the teacher to be able to understand children, their characteristics and use the ability to develop the child according to new requirements. This obliges him to delve into the motives of children’s actions, to study his pupils throughout their entire stay in kindergarten, every day, in all types of activities.

Every next day, the child is no longer the same as the day before: new impressions, knowledge, explanations, communication with peers - everything enriches the preschooler’s experience and leads to his comprehensive development. And only then will the work of the teacher contribute to the constant improvement of the developed qualities of the pupils, when the growing experience of the child is taken into account.

The success of education largely depends on the teacher’s contact with children. It is important that from the first days the children feel affection for him, the confidence that at any moment they will find support from him and will certainly be understood.

As you know, the upbringing and development of a child is carried out through play activities. Children can be busy with various things, but the task facing the teacher is common: he is the organizer of children’s activities, monitors its direction, promotes its development, and the realization of children’s interests. Accompanying the activities of children, the teacher uses it as a means of moral education: develops independence and perseverance in preschoolers, shapes behavior in the children's team, and a positive attitude towards peers.

Life among peers in kindergarten creates conditions for the development of children's skills in a culture of behavior and activity. The teacher’s task is to ensure that external forms of behavior become an expression of the child’s internal education.

A child's life is built on the basis of a routine, and any activity unfolds in accordance with it. When managing routine processes (washing, dressing for a walk, eating, etc.)

The teacher, along with the formation of cultural and hygienic skills in children, solves the problems of instilling politeness, attention to peers, and the basics of behavior in society.

A child's day is filled with a variety of activities. Every minute of useful employment educates him and fills his leisure time with creative joy. What impressions of the kindergarten and the teacher remain in the child’s memory? Perhaps one of them will remember more than once how, with the help of their teacher, they overcame difficulties and learned to create. Or, perhaps, he will retain within himself that feeling of joy that took possession of him when, in the teacher’s explanations, he found answers to his “whys”

, when conversations with him helped to reveal new and surprising things. Or maybe he will have for a long time that feeling of warmth and comfort that he experienced in his second home, where he grew up with his peers, learned the joy of friendship, common affairs and communication.

Education is a complex, labor-intensive and painstaking process. A teacher must always be in search of ways and means of education. This is a search for an approach to a child, and a search for a solution in a difficult case, this is a search for positive, strong traits in a child, this is a search within oneself for patience and love, without which contact with children is impossible. Without creativity, inspiration, and love for children, there is no teacher.

The profession of a teacher is the most humane, and this obliges him to respect children, to show reasonable demands and fairness, affection and sensitivity towards them. He carries out a noble mission - to realize the right of children to a happy present and future. It is to those who are entrusted with the upbringing of the future generation that the words of V.A. Sukhomlinsky are addressed: “... to become a real educator of children, you must give them your heart.”

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