Work experience to confirm the highest category of teacher. Experience in design activities in a dow. Podlesnova Olga Valerievna
“The sun, first of all, must be the sun.”
F. Dostoevsky
Kindergarten is the first link in education that children encounter, and the ability to establish contacts with peers and adults, be tolerant of others, and most importantly, the ability to work in a team, i.e., depends on what it is like. cooperate.
In 2006, MBDOU Emelyanovsky kindergarten No. 5 "Solnyshko" received a license to conduct educational activities.
Since 2002, the kindergarten has been assigned a priority direction for the artistic and aesthetic development of preschoolers. Therefore, the choice of the direction of innovative activity of the kindergarten was determined by the specifics of the organizational and pedagogical structure of the preschool education system, the educational environment, the socio-economic conditions of the area, the experience of the managerial and creative work of the teaching staff, and individual teachers. A feature of the innovative activity “Involving preschool children in artistic and aesthetic education” at the beginning of the development of developmental innovations in kindergarten was the reliance on past positive experience accumulated by teachers.
In the 2008-2009 academic year, having studied the opinions of parents, she petitioned the Founder to change the operating hours of the kindergarten. The result of the work was a change in the operating hours from 10.5 hour to 12 hour stays for children and the operating hours of the preschool educational institution from 01/01/2009 are as follows: 7.00 to 19.00.
To improve the quality of the educational process, the following positions were introduced into the staff: teacher - psychologist and head of physical education.
The requirements for modern education and the social order have confronted our preschool educational institution with the need to work not only in the operating mode, but also in the development mode, which implies qualitative, positive changes that are possible when both the managed and control systems experience the need to work in an innovative mode.
We consider the organization of innovative activities in preschool educational institutions to be one of the most important tasks of management activities. The involvement of preschool educational institutions in project activities related to the implementation of the priority area, health-saving technologies, required not only certain management actions, updating the content of education, but also a serious reorganization of work with personnel. We, as teacher organizers, created a creative group that developed the following projects: “Healthy Child”, “The Best Pedagogical Idea”, the teacher created an original program “Healthy Child in Kindergarten”. The project developed by our managers: “Creating conditions for a cultural and developmental environment through theatrical activities” made it possible to unite the team to organize a health-preserving regime and develop the creative personality of a preschooler in artistic and aesthetic education. The project was submitted to the regional competition "Best Healthy Environment in a Preschool Educational Institution" and to the all-Russian competition "Leader in Education". For providing work experience at different levels, they were awarded a Letter of Gratitude from the Legislative Assembly of the Krasnoyarsk Territory. In 2007, with this project, the kindergarten participated in the regional competition for the best preschool institutions as part of the regional “Children” program and won a grant in the amount of 500 thousand rubles. Victory in this competition is due to the coordinated and highly professional work of the entire team. The funds won in this competition are aimed at creating a developmental environment in the institution, creating conditions for the actual implementation of sanitary and hygienic rules, fire safety measures, and life safety requirements for students. Furniture was purchased according to the age characteristics of the children, equipment for the music room, sports equipment, and equipment for children’s health. Today, group rooms and reception areas are 90% equipped with stationary furniture. 70% of the gaming material for organizing independent activities of children, 80% of the equipment that ensures the physical activity of pupils have been updated; Children's and sports equipment were purchased.
The implementation of these projects has made it possible to reduce the incidence of illness in children over the past 3 years by 14%, the physical fitness of children has increased by 22%, pupils of preschool educational institutions became winners in the sports festival “Possible Olympians Among Us”, “Fun Starts”, “Starts of Hope”, “Call of the Jungle” ", 27% of children are involved in sports sections of the regional sports complex. The kindergarten was awarded certificates of honor.
We are building our activities in the direction of optimizing the management process, the main goal of which is to create conditions for the transition of a kindergarten from a stable functioning mode to a development mode.
We have developed a mechanism for managing preschool educational institutions, which is carried out through:
- delegation of part of their powers to deputies;
- processed feedback;
- the use of indirect, collegial methods and techniques of stimulation;
- expansion of the administrative staff: pedagogical council, creative group; parent committee, initiative group;
- improving the professional skills of teachers through advanced training courses, training at KSPU.
To study the effectiveness of management decisions made, the results of teaching activities, and identify positive and negative trends in the work of a preschool institution, an inspection control system is in place. During the inspection, planned and operational issues resolved by the heads of all services are monitored, and the development of all areas of the kindergarten’s activities is monitored. Inspection control helps to obtain objective information about the activities of the institution.
I have introduced information technology in the management of the kindergarten, which makes it possible to receive external and internal information in a timely manner. This in turn allows:
- improve management activities;
- optimize office work;
- collect and process the necessary information about the managed object.
In the kindergarten, a cozy home environment has been created based on an innovative approach: namely, the selection of colors for whitewashing walls, the choice of floor covering colors, and equipment in accordance with SanPiN standards.
During the renovation work, in 2009, reconstruction of individual premises was carried out, as a result, a speech therapy room was created and equipped, a pantry for storing linen, a methodological room, a music room, a laundry room, and a catering unit were renovated with a complete re-equipment of new equipment and ventilation in the catering unit, in 2011 equipped with a psychological office. The result of the planned economic activity is the following: all important life support systems of the preschool educational institution are functioning and are in satisfactory condition, as evidenced by the acts and technical reports of the relevant state supervision services.
Over the past two years, for organizing the preparation of preschool educational institutions for the new school year, for creating conditions to protect the life and health of kindergarten students, they were awarded Certificates of Honor from the head of the Emelyanovsky district and a cash prize.
At the heart of team management, we consider the main thing to be the creation of a favorable moral and psychological climate in preschool educational institutions, an environment of creative interaction and cooperation. Only a creative team of teachers is able to provide a high level of educational work with children and the formation of a creative personality.
In order for the personality of a teacher to become a factor in the formation of the personality of students, he must be a professionally competent, creative member of the teaching staff, preserving and enriching its traditions, sharing its views, ideas, and values.
The system of methodological work in our preschool educational institution is focused on revealing the creative potential of each teacher, the teaching staff as a whole, creating conditions for the growth of professional skills, and ultimately, improving the quality and effectiveness of education.
The level of education
The level of education has increased over 3 years: higher education of teachers by 19%, secondary vocational education by 19%.
Skill level
The level of qualifications has increased over 3 years: the first by 25%, the second decreased by 25% due to the certification of teachers for the first qualification category.
Under our leadership, a system of continuous professional development of teaching staff was developed, which made it possible to improve the quality of the teaching staff.
Kindergarten teachers actively participate in methodological work, in creating projects, developing teaching materials, and conduct open classes, seminars, and round tables for preschool teachers.
Human spiritual development, including aesthetic development, begins in early childhood. In preschool educational institutions, children in the classroom and in everyday life gain knowledge about art, get acquainted with its various types: literature, music, graphics, painting, sculpture, arts and crafts, theater art.
The aesthetic environment created in the preschool educational institution evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches the preschooler with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of children.
For conducting integrated classes with children using the methodology of E.E. Shuleshko (socio-game techniques) by teacher Ivanova L.M. and for the developed author’s program “Healthy Child in Kindergarten” by teacher O.A. Lysenko, these teachers became winners of the regional competition “Best Teacher of the Year” and were awarded a monetary incentive of 40 thousand rubles each.
Within the preschool institution, the best traditions (mentoring) are preserved, new forms of improving pedagogical skills are being introduced: master classes, business games, trainings, etc. In kindergarten, it has become a tradition for teachers to participate in the regional Miss Education competition.
Methodological work with personnel is strictly differentiated, because the team includes experienced teachers with extensive work experience and young specialists, for whom the “School of Young Specialists” operates, helping the “entry” of a novice teacher into the profession; creating an opportunity for a newly minted teacher to become a professional and remain in the field of preschool education. Since 2006, the mentoring institute has been resumed in kindergarten, the purpose of which is to assist young professionals in adapting to working conditions in kindergarten, in using effective methods and techniques in organizing children’s play activities, in summarizing work experience through such forms of organization as the pedagogical ring , creative reports.
One of the main directions of work of the teaching staff is to preserve and strengthen the health of children through the creation of optimal conditions for physical education and the formation of the need for a healthy lifestyle in a preschool institution.
The work carried out gave positive results: an analysis of the level of health over the past three years showed an increase in attendance by 5.2%, a decrease in morbidity by 14%, the level of physical fitness of children is 95% on average in the kindergarten, the parameter of successful adaptation to the conditions of the kindergarten is 12%.
In working with the families of pupils, the preschool educational institution team moved from pedagogical communication to the active involvement of parents in the educational process, using various forms of interaction.
In order for parents to become active assistants and like-minded teachers, we involve them in the life of the kindergarten and constantly keep them informed of all events.
Working with families is a difficult task, both organizationally and psychologically-pedagogically. First of all, we try to establish a form of communication with parents that can be called “confidential business contact.” Parents know that they will not hear reproaches and dissatisfaction from teachers. On the contrary, together we find answers to pressing questions, discuss pedagogical situations, clarify what to pay attention to and how to help the child. Teachers tell parents about the positive image of the child, thanks to this, from the very beginning, a friendly relationship with an attitude towards future cooperation develops between the teacher and the parent.
All this made it possible to make the parents of our pupils our supporters and partners in matters of education, upbringing, and development of children, to improve the psychological climate in the family and in the relationship between preschool employees and parents.
The kindergarten has become an “open system” in working with families. Thanks to building trusting relationships, parents take an active part in sports events, competitions, matinees, clean-up days, competitions, and exhibitions. Thus, “Open Door Weeks”, drawing competitions “My Little Motherland”, “Dear Mommy, My Mother”, etc. have become traditional.
A survey of parents in 2011 on the question “Parents’ satisfaction and interest in the life of children in kindergarten” showed that 94% of parents positively assessed the work of the preschool educational institution.
A favorable psychological climate has been created in the preschool educational institution, this is confirmed by indicators on staffing, group staffing, an increase in the level of labor and performance discipline, efficiency of management activities in the preschool educational institution, the work of all departments of the kindergarten on a specific task, transparency and strict reporting on the attraction and use of budgetary funds. and extra-budgetary funds, an effective system of monitoring the progress of the educational process.
The kindergarten is an open public institution. We share our most successful methods and techniques for working with children, teachers, parents and the public of the region and region.
To improve the well-being of the entire staff of the preschool educational institution and encourage employees, we consider the transition to a regional experiment on a new wage system to be our small victory. In order to preserve the team and its efficiency, for the benefit of the little citizens of the Emelyanovsky land, we consider it necessary to transfer the preschool educational institution from the status of a budgetary institution to the status of an autonomous institution.
No. 65 “Spikelet” by Marina Yurievna Astanina Formation of elementary mathematical concepts through didactic games.
Relevance Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age. Visibility, consciousness and activity, accessibility and measure, scientific character, taking into account the age and individual characteristics of children, systematicity and consistency, the strength of knowledge acquisition, the connection of theory with the practice of learning and life, education in the learning process, a variable approach - this is the content completeness that is relevant for the child .
The need to use didactic games as a means of teaching children in the preschool period is determined by a number of reasons: 1. Game activity, as a leading activity in preschool childhood, has not yet lost its importance 2. The development of educational activities and the inclusion of children in it is slow (many children do not know what is “learning”) 4. Cognitive motivation is insufficiently formed. 3. There are age-related characteristics of children associated with insufficient stability and voluntariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. The didactic game precisely contributes to the development of mental processes in children.
Hypothesis: if a didactic game is used in the direct educational activities of mathematics in a preschool educational institution, the cognitive activity of preschool children will be activated.
Novelty of the experience: The novelty of the experience lies in the use of various gaming methods and forms when conducting direct educational activities in mathematics. Didactic games have the opportunity to form new knowledge, introduce children to methods of action, each of the games solves a specific didactic problem of improving children’s ideas.
The goal of pedagogical work is to identify the possibilities of play as a means of forming acquired material in direct educational activities - the formation of elementary mathematical concepts in preschoolers. Objectives: - Study psychological and pedagogical literature on this topic; - To study and determine the theoretical prerequisites for studying the problem of games as a method of teaching in preschool educational institutions in modern pedagogical literature; - To study advanced pedagogical experience in using games as a means of organizing the cognitive activity of preschoolers in the process of teaching mathematics; - To study in practice the impact of didactic games on the mental processes of preschool children; - To intensify the joint activities of parents and educators in the direct educational activities of FEMP for preschool children.
Didactic games on FEMP for preschoolers Games with numbers and numbers Games time travel Games for orientation in space Games with geometric shapes Games for logical thinking
Two geese are flying above us, Two others are behind the clouds, Three have descended onto the stream, How many geese were there? Hedgehog's tasks You and I, and you and me. How many of us are there? How many nuts are there in an empty glass? If you eat one plum, what remains? Who has more legs: a duck or a duckling? How many tails do three cats have? How many ears do two mice have? Once upon a time, a neighbor friend galloped up to the bunny for lunch. The bunnies sat on a tree stump and ate two carrots each. Who's the smart one, guys? How many carrots did you eat?
Composing geometric figures from counting sticks Purpose: to practice composing geometric figures on the plane of the table, analyzing and examining them in a visually tangible way. Material: counting sticks (15-20 pieces), 2 thick threads (length 25-30 cm) Progress of the game: Make a small square and triangle Make a small and large square Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right - 2. Make sequential figures from threads: circle and oval, triangles. Rectangles and quadrangles. Make 2 equal triangles from 5 sticks Make 2 equal squares from 7 sticks Make 3 equal triangles from 7 sticks Make 4 equal triangles from 9 sticks Make 3 equal squares from 10 sticks Make a square and 2 equal triangles from 5 sticks Make a square and 4 from 9 sticks triangle From 9 sticks make 2 squares and 4 equal triangles (from 7 sticks make 2 squares and divide into triangles)
Diagnostics of the formation of elementary mathematical concepts through didactic games in children of middle and senior preschool age. Evaluation criteria: 1 Strengthening children's understanding of quantity, size, geometric shapes, orientation in space and time. 2. Ability to play in a group of 3–4 people. 3. Development of thinking skills, memory, creativity. 4. Activation of cognitive interests in mathematics as a science.
I am a teacher. Am I raising? I give love. And I thank fate for what it gives me, a child’s warmth. And it makes me feel so bright. I teach to count, to create, to speak beautifully, to love nature, to respect old age, and in friendship - to understand a friend. To appreciate goodness, not to remember evil, I teach them to be human and to simply live! Thank you for attention!
As part of the environmental campaign “Green Sprout”, an “Ecological Literacy Week” was held at the preschool educational institution for children and parents in April 2016. A series of events has been organized aimed at developing intolerance towards littering in the city: thematic classes, quizzes, environmental leisure activities, exhibitions of children's works, presentations, design of newspapers and posters. Preschoolers of different age groups prepared environmental performances about the need to comply with the rules of behavior in the natural environment, in which parents were direct participants. The children got acquainted with the Environmental Charter. The teachers clearly explained to the children that in nature there are neither harmful nor beneficial organisms - each performs its function, maintaining natural balance. We were reminded of the rules in nature, the importance of maintaining cleanliness in the streets and courtyards of the city. The teachers appealed to all parents: “Help make and keep the city clean!”
Many parents responded, showed creativity in making “Second Life of Packaging” crafts together with their children, and designed newspapers and posters. Trees and shrubs were planted on the DO site.
The origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, the relationships of living organisms with the environment. Man is entirely dependent on natural resources, weather conditions, and the elements. The importance of environmental culture for every resident of our city was conveyed to their parents and children by preschool teachers.
The difficult environmental situation in many cities has recently been caused by numerous vehicles, emissions of waste products from factories into the atmosphere, landfills of household and industrial waste, as well as insufficient landscaping. Due to modern environmental problems, teachers are faced with a task of great environmental and social significance: educating the younger generation in the spirit of caring, responsible attitude towards nature, capable of solving issues of rational use, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every citizen, it is necessary to purposefully cultivate a sense of responsibility for the state of the environment from childhood.
Action plan for the environmental campaign “Green Sprout”
Target: the formation of nature-conforming behavior of preschoolers, an emotionally positive, responsible attitude towards the world around them, education and training of a citizen who knows how to think ecologically.
Tasks:
- To promote in preschoolers the formation of a consciously correct, caring attitude towards nature in all its diversity, towards the people who protect it, and an attitude towards themselves as part of nature.
- To promote an understanding of the value of life and health and their dependence on the environment.
- To instill in preschoolers and parents a sense of responsibility for the state of the environment and ecological culture.
|
Event name |
Deadlines |
Responsible |
|
| 1 | Creation of a creative group at the preschool educational institution to carry out an environmental campaign | March | Senior teacher |
| 2 | Creation of a selection of methodological and children's literature on environmental education of preschool children, as well as: Files of observations during a walk Card files of didactic games and outdoor games of environmental content Card files of experiences and experiments Card indexes of OD notes and poems about caring for nature |
March | Senior teacher, teachers Grechishnikova Telyatnikova N.V. Blinova G.M. |
| 3 | Carrying out the campaign “For every bird a feeder” and “Feed the birds!” | 22.03 | Sergeeva G.M. |
| 3 | Thematic week “Birds are our friends” Educational conversations about birds March 22 – Magpies (Larks) | 21-26.03 | Senior teacher, teachers |
| 4 | Conducting a series of conversations, watching films, presentations aimed at fostering a natural attitude towards nature and a healthy lifestyle | March, April | Teachers of all age groups |
| 5 | Thematic week of environmental knowledge:
|
11.04 – 15.04 | Teachers of all age groups Degtyareva E.V. All teachers Maklakova L.P. |
| 6 | Musical and literary leisure dedicated to World Earth Day. | 22.03 | Kolesnikova I.S. Degtyareva E.V. |
| 7 | “To love nature means to protect it”; “Ecological problems through the eyes of children”; |
22.03 | Educators are senior and will prepare. groups |
| 8 | Experimental laboratory “Illusion of water” Conducting a series of experiments with water for older preschoolers |
April | Telyatnikova N.V. |
| 9 | Ecological performance for children of senior preschool age “Spring Awakening of the Forest” | 20.04 | Gorokhova L.N. Sheiko E.V. Krasilnikova Yu.E. |
| 10 | Leisure “Journey into space” | 12.04 | Panina I.B. Mezinova E.Yu |
| 11 | Theatrical performance “The Adventure of a Kolobok in the Forest” | 21.04 | Makarova O.O. |
| 11 | Carrying out environmental cleanups:
|
April | Deputy Head of VMR Art. teacher educators |
| 12 | Consultation for educators “Environmental education through play” | 04.04 | Degtyareva E.V. |
| 13 | Summing up the results of the action Creation of a card index of educational materials with environmental content | May | Art. teacher |
Senior teacher Blinova G.M.
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April 12 – Aviation and Cosmonautics Day
2016 marked the 55th anniversary of the flight of the first cosmonaut Yu.A. Gagarin into space.
A large series of events in our educational organization was dedicated to this significant event. This includes watching films and presentations about space, reading children's fiction, a children's drawing competition, making space compositions together with parents, designing mini-museums about space and astronauts, and participating in a regional competition.
Teachers Panina I.B., Mezinova E.Yu., music director Krasilnikova Yu.E. organized an interesting educational leisure activity “Space Journey”, where children, traveling to various planets, read poetry, danced and played. This spectacular, costumed event evoked a lot of positive emotions and impressions among everyone.
Parents provided great help and support in preparing thematic events. Thank you all very much!
Experience as a teacher at MBDOU TsRR kindergarten No. 462 Samara Litovchenko G.P.
Experience as a teacher at MBDOU TsRR kindergarten No. 462 Samara Litovchenko G.P. on the topic: “Education of a healthy lifestyle in preschool children” was published in the scientific and methodological journal for preschool education workers “Theory and Practice of Preschool Education” No. 2 (9) for 2015.
Galina Porfiryevna became a participant in the International Scientific and Practical Conference “Federal State Educational Standard of Preschool Education: Implementation of Basic Principles in the Activities of Organizations.”
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Experience of preschool teachers in introducing preschoolers to the history and events of the Second World War
The problem of moral and patriotic education in modern socio-political conditions is very acute.
This year marks the 70th anniversary of Victory in the Second World War. This significant date in the history of our country could not leave anyone indifferent.
And although the Federal State Educational Standard for Preschool Education does not directly indicate the formation of patriotic feelings in children, the basic principles of preschool education imply “introducing children to sociocultural norms, traditions of the family, society, and state.” And this is the foundation for the subsequent formation of patriotism and citizenship.
We pay special attention to instilling the most important sense of patriotism in preschoolers, using a variety of forms of work:
- Excursions
- Reading fiction, educational conversations
- Watching videos about WWII
- Meetings with veterans
- Creation of mini museums (corners)
- Collecting material about relatives who participated in the Second World War
- Design of an exhibition of drawings and crafts
- Reading competition
- Flash mob.
Not many children can talk with eyewitnesses of the Second World War, so we joined the international campaign “Reading to Children about the War,” introduced preschoolers to works of fiction, and read letters from the front. We talked with the pupils on the topics: “Orders and medals”, “History of the St. George’s Ribbon”, “Children of War”.
In joint activities with the children, they looked at photographs, postcards, orders and medals of the war years, and made crafts and compositions.
The children had many impressions from watching films and presentations about the Second World War. We use presentations compiled by teachers of our preschool educational institution and teachers of the Kirov region, such as “What is the Kirov region famous for,” “Military Samara,” which help enrich children’s ideas about the history of their hometown and foster a sense of pride.
Every year we organize meetings with veterans. Meeting with veterans, preschoolers learn interesting facts from their lives, about the difficulties of our people during the Second World War.
In order to develop in preschoolers a sense of emotional involvement in their small Motherland and respect for its defenders, a series of events was organized at the preschool educational institution: collecting material about relatives of children and employees participating in the Second World War, designing a “Happy Victory Day” stand with a short biography and specific facts from their lives.
The children reflected their impressions in drawings, which we displayed in the hall and in groups.
Every year, children delight the veterans of the microdistrict by performing at concerts for veterans of the Kirov district at the site of school No. 38, and this year - on May 7, the children took an active part in the ceremonial event dedicated to the 70th anniversary of the Victory, congratulating the veterans of the Kirov district.
Such events help foster respect for people who survived the terrible, difficult years of the Second World War and defended peace.
"So that again
On the terrestrial planet
That war did not happen again
We need our children
They remembered this
Like us!"
Experience of the teacher of MBDOU TsRR kindergarten No. 462 Telyatnikova N.V.
“The importance of kinesiological exercises in the speech development of preschool children”
The work experience was presented at the regional seminar “Modern educational technologies in working with preschoolers on the development of cognitive activity.”
“Successful” people are those who know how to reason, communicate with people, conduct dialogues, argue, defend their opinions, i.e. people who know how to think logically.
However, according to scientists, over the past 10 years the level and pace of speech development have decreased significantly. It has become poorer, children live the life of cartoon characters, parents pay little attention to their children and communicate little with them.
That is why I chose finger kinesiological exercises to develop fine motor skills of the hands and speech development in children.
Kinesiology- the science of developing mental abilities through certain motor exercises.
These exercises are aimed at:
- development of interhemispheric connections;
- synchronization of the hemispheres;
- development of fine motor skills and speech;
- development of thinking, memory, attention and abilities
Work experience of the teacher of MBDOU TsRR kindergarten No. 462 Galochkina E.Yu.
Interactive interaction by preschoolers in cognitive activity
In April 2015, work experience was presented at the regional seminar “Modern educational technologies in working with preschoolers on the development of cognitive activity.”
Today's society and economy are undergoing rapid changes. They require a person to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity. Be able to communicate effectively with people.
The task of the kindergarten is to enrich the preschooler’s understanding of the world around him, to teach him to freely and competently construct his statements, to support them with arguments and facts from various fields of knowledge, and to awaken cognitive interest.
One of the urgent tasks of the teacher was and remains the problem of intensifying the cognitive activity of children, developing communication skills, developing the independence and creativity of preschoolers, their motivational readiness for personal interaction.
Competent, creative teachers should be near preschoolers, since the teacher bears responsibility for the quality of interaction. Because it is the process of interaction between the teacher and children that occupies a central place in the preschool education system.
Traditional training cannot solve such a problem. This requires new pedagogical technologies, effective forms of organizing the educational process, and active teaching methods.
Today, a new approach to teaching preschoolers is emerging - interactive learning.
Practice shows that interactive learning affects the structure of children's educational activities and requires special organization and a special choice of interactive teaching methods and techniques.
Therefore, it can be argued that interactive learning is a didactic system that has its own special technology. Interactive learning technology makes it possible to simultaneously implement cognitive, communicative-developmental and social-orientation aspects of the educational process. This allows the teacher to solve a complex of teaching problems in a shorter time and with a high quality of learning the material.
Interactive learning technologies are used both in educational activities and in joint activities.
Interactive learning is dialogue communication, during which the teacher interacts with children.
The point is that all participants are involved in cognitive activity. They have the opportunity to understand and reflect on what they know and think.
The joint activity of children in the process of learning and mastering the material means that everyone makes their own individual contribution. Children exchange knowledge and ideas. This happens in an atmosphere of goodwill and mutual support, which allows you to gain new knowledge.
The goal of interactive learning is to ensure the emotional and personal growth of each child, creating comfortable conditions in which children actively interact with each other, while everyone feels successful, which makes the learning process itself productive.
Organization of cognitive activity in the form of interactive learning will allow solving the following problems:
- Development of the thinking process
- Develop the ability to solve intellectual and personal problems
- Develop speech activity
- Develop communication skills
- To form motivational readiness for personal interaction in preschoolers
- Develop the ability to accept moral norms and rules when working in a team
The teacher acts as a consultant, draws on the children’s experience, helps to find solutions to existing problems and set new ones.
Interactive learning requires the teacher to have the necessary methodological and psychological knowledge and skills.
Working in kindergarten No. 462 in Samara, I put into practice interactive learning technologies developed by a team of teachers and specialists at kindergarten No. 187 in Tolyatti ANO DO “Planet of Childhood “Lada”, where I worked for a long time, I was part of the creative team. I would like to introduce one of the interactive learning technologies - “Basket of Ideas”
- At the motivational stage, children receive a direct question, are presented with a problem, or are introduced to a problem situation.
- Then the children are divided into small groups and remember the rules and norms of cooperation:
- Everyone speaks in turn.
- We listen to everyone.
- We put our ideas in the idea basket.
- Choose one from the group who will speak.
The division into groups is carried out on the basis of goodwill. Then it is appropriate to use the principle of random selection.
First, each child searches for the answer independently, selects cards, draws diagrams, and fills the model with content.
Then information is exchanged in pairs or small groups. Children discuss, find out how their existing ideas coincide, what contradictions have arisen, and find a common solution. Next, all ideas are collected in a common basket, even if they are wrong. Each group nominates its own speaker. Children discuss their results together.
The teacher, as a subject of interactive communication, contributes his ideas. Usually this is new knowledge. The adult indirectly leads the work of small groups. During the general discussion, ideas are clarified, errors are corrected, and a conclusion is formulated.
At the final stage, the teacher organizes reflection.
Work experience of teacher Roganova I.G.
“The system of work on the spiritual and moral education of preschool children through familiarization with fairy tales”
In April 2015, Roganova I.G. made a presentation of her experience of working with students at the regional pedagogical lounge “Spiritual and moral education of preschool children through folklore.”
Irina Gennadievna received not only the TIMO Certificate of the Kirov District Central Regional Educational Institution of the Samara City District, but also a Letter of Gratitude from the Samara Regional Pushkin Society and A.S. Museum. Pushkin for active promotion of the legacy of A.S. Pushkin and impeccable activity in terms of spiritual and moral education of the younger generation.
Currently, fairy tales, like other values of traditional culture, have noticeably lost their purpose. This was facilitated by modern books and cartoons with a simplified Disney style of retelling famous fairy tales, often distorting the original meaning of the fairy tale, turning the fairy-tale action from morally instructive into purely entertaining. This interpretation imposes on children certain images that deprive them of a deep and creative perception of the fairy tale.
A fairy tale enters a child’s life from a very early age, accompanies him throughout preschool childhood and remains with him for life. His acquaintance with the world of literature, with the world of human relations and with the entire surrounding world in general begins with a fairy tale.
Fairy tales present children with a poetic and multifaceted image of their heroes, while leaving room for imagination. Spiritual and moral concepts, vividly represented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child.
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Ecological culture of a city dweller - 2015
As part of the All-Russian campaign “Days of Protection from Environmental Hazards,” a “Week of Environmental Literacy” was held at preschool educational institutions for children and parents in March 2015. A series of events has been organized aimed at developing intolerance towards littering in the city: thematic classes, quizzes, environmental leisure activities, exhibitions of children's works, presentations, design of newspapers and posters.
The teachers clearly explained to the children that in nature there are neither harmful nor beneficial organisms - each performs its function, maintaining natural balance. We were reminded of the rules in nature, the importance of maintaining cleanliness in the streets and courtyards of the city. The teachers appealed to all parents: “Help make and keep the city clean!”
Many parents responded, showed creativity in making “Second Life of Packaging” crafts together with their children, and designed newspapers and posters.
The origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, the relationships of living organisms with the environment. Man is entirely dependent on natural resources, weather conditions, and the elements. Preschool teachers conveyed the importance of environmental culture to every resident of our city to their parents and children.
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Work experience of teachers - 2015
Formation of a healthy lifestyle among pupils
Over the past two decades, there has been an alarming trend in the deterioration of children's health. Undoubtedly, the problem of early formation of a health culture is relevant, timely and quite complex. One of the ways to solve it is to follow the principles and rules of a healthy lifestyle.
The teachers of our preschool educational institution pay great attention to the formation of a healthy lifestyle among their students.
A child’s motor activity in kindergarten, morning exercises, a swimming pool, walks in the fresh air, physical education classes, sports festivals... Teachers constantly try to emphasize the health benefits of movement.
Teachers work closely with physical education instructor T.A. Astanina. - this is not just an experienced specialist, but a master of his craft.
In February, in our preschool educational institution, a competition “Sport and I - we are friends” was held.
Goal: formation of individual and collective experience of a healthy lifestyle in preschoolers.
Teachers of all age groups took part in the competition, creatively preparing various game relay races for preschoolers.
The children had special impressions from the sports festivals, where they competed with their parents, not inferior to them in anything.
Preparatory group teachers: Ivanova L.P., Grechishnikova S.S., Sinitsyna A.P., Shokhova T.A. We did a lot of organizational work with parents.
As a result, the sports festival “Mom, Dad, Me - a Sports Family” was held at a very high level. Parents, together with teachers, acted as full partners, teaming up with children to participate in various relay races. All 100% of parents supported their children.
Both students and parents received great pleasure and a charge of positive emotions, demonstrating their agility, endurance, speed, and ability to act according to the rules in competition games.
Parents tested their capabilities and remembered the need for sports as a family.
Parents of middle group pupils, under the guidance of teacher L.P. Maklakov, also took an active part in the sports festival “Dad, Mom, Me - a Sports Family”. These were their first family relay races, useful for everyone!
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In October 2013, the first qualification category was awarded to educational psychologist A.M. Blinova.
In 2012, educational psychologist A.M. Blinova received reviews for the author’s programs “Magic Journey” and “Land of Emotions.” , according to the “Healthy Baby” program, teacher Kolesnikova I.S.
In 2012, the methodological guide “Cognitive development of children 5-7 years old, author G.M. Blinova, was recommended as the main one in the methodological guides “Kindergarten educational program designer” and the methodological guide “Recommendations for drawing up the basic general education program of a preschool educational institution”, for working with preschoolers in accordance with FGT. Sphere shopping center Moscow 2011, 2012.
In 2013, she received a review from T.N. Klyueva. according to the author’s program “Intellectual development of preschool children with special needs”, teacher-speech therapist Ulrich N.F.
The electronic journal SIPKRO contains articles on the experience of working with children and teachers by speech therapist Ulrikh N.F., educational psychologist Blinova A.M., senior teacher Blinova G.M.
In the electronic journal of TIMO TsRO g.o. Samara posted experience of working with children by teachers Kolesnikova I.S., Grechishnikova S.S., Panina I.B., Anuchkina O.A., senior teacher Blinova G.M., physical education instructor N.V. Grishchenko, teacher -speech therapist Ulrich N.F., educational psychologist Blinova A.M.
Materials of the Maslenitsa sports festival, authored by physical education instructor N.V. Grishchenko, are posted on the Planet of Childhood website (certificate No. 4071)
Teachers of MBDOU TsRR kindergarten No. 462 took an active part in events at the district, city and Russian levels to disseminate their teaching experience
On September 19-20, 2012, a pedagogical forum of teaching workers of the Kirov region was held. Teacher-psychologist of our preschool educational institution Blinova A.M. presented a presentation on her experience of working with children on the topic “Psychological aspects of solving problems of social and personal development of a child.”
From October 9 to October 11, 2012 at the Education Development Center of the city. Samara passed the city pedagogical marathon. At the section “The experience of preschool teachers in the social and personal development of preschool children”, the teacher-psychologist of our preschool educational institution A.M. Blinova spoke with the message “Social and personal development of preschool children through the means of fairy tale therapy.”
From October 29 to December 10, 2012 on the basis of our preschool educational institution TsRO g.o. Samara courses were organized for educators “Organization of the educational process in preschool educational institutions within the framework of the implementation of federal state requirements for the basic general education program of preschool education, at which senior educator G.M. Blinova. shared her experience of working with children in cognitive-speech areas in accordance with FGT.
On December 7, 2012, at a methodological association for educators in the Kirov region, Mezinova E.Yu. shared her experience of organizing direct educational activities with children in accordance with FGT.
From March 19-22, 2013, in the Central Educational Institution of the Samara City District, at the city conference “Polytechnological nature of the modern educational environment as a condition for the implementation of the Federal State Educational Standard,” senior educator G.M. Blinova shared her experience on the topic: “Social partnership - a condition for the development of a modern preschool educational institution.”
On March 27, 2013, teachers Mokrousova Z.P. and Sheiko E.V. spoke at the regional seminar “Content of psychological and pedagogical work with children in mastering the educational field “Safety” with a presentation of experience working with children.
On April 9, 2013, at the regional seminar “Implementing FGT,” physical education instructors T.A. Astanina presented their experience of working with children. and Grishchenko N.V.
In April 2013, the results of the regional competition of pedagogical projects “Implementing FGT” were summed up, teacher I.S. Kolesnikova. was among the winners, receiving 3rd place in the “Methodological project for children” category.
On April 22, 2013, speech therapist of our preschool educational institution Ulrich N.F. presented their work experience at the regional seminar “Organization of speech therapy work within the framework of FGT”
On May 15, 2013, at the city seminar “Organization and conduct of monitoring in preschool educational institutions,” organized for senior educators, the teacher-speech therapist of our preschool educational institution Ulrich N.F. made a presentation on the topic: “Features of monitoring the speech development of preschool children.”
On May 21, 2013, physical education instructor N.V. Grishchenko gave a presentation of her work experience at the city pedagogical marathon. She told teachers how she teaches preschoolers swimming with elements of water aerobics.
On May 23, 2013, on the basis of our preschool educational institution, a city pedagogical marathon was held on the topic: “Preschool education: new requirements and ways to solve them,” section “Implementation of correctional work within the framework of FGT.” A master class on correctional work with children was conducted by the teacher-psychologist of our preschool educational institution Blinova A.M., she shared her experience in developing the emotional and personal sphere of children.
In addition to all of the above, teachers prepared children to participate in many competitions.
In November 2013, teacher Anuchkina O.A. presented her experience in developing a pedagogical culture for parents at an international conference held at CIPCRO.
For its significant contribution to the implementation of the spiritual and moral program within the framework of the exhibition-forum “Orthodox Samara,” our preschool institution was awarded a Letter of Gratitude and a Certificate of Honor.
The administration and teaching staff of our preschool educational institution, in September 2013, were awarded a Letter of Appreciation from the Education Development Center of the city. Samara, for effective methodological work to improve the creative skills of teachers in the region, the introduction of new technologies, forms and methods of teaching into the educational process.
The team and event organizers received letters of gratitude in October 2013 from the Children's Diocesan Educational Center “Resurrection” for their cooperation in the spiritual, moral and aesthetic education of children.
Pedagogical living room - 2013
On December 11, 2013, a pedagogical lounge for teachers of the Kirov region was held at the preschool educational institution, where the experience of working with our students on moral and patriotic education was presented.
Teachers spoke about innovative forms of working with preschoolers in accordance with the Federal State Educational Standard.
Senior teacher Blinova G.M. presented the presentations “Social and moral education in the light of modern requirements of Russian education” and “Education of socially active and creative citizens of their country through social partnership with educational institutions”, teacher Grechishnikova S.S. shared her experience of creating a presentation for children on the topic “About the Big and Small Motherland.”
A multimedia presentation on introducing children's rights through fairy tales was presented by teacher I.B. Panina.
Teachers Anuchkina O.A., Panina I.B. shared their experience of working with their students in introducing Russian folk culture and cooperation with the families of students. and musical director Krasilnikova Yu.E.
Teacher-psychologist Blinova A.M. presented a presentation on “The Psychological Aspect of Moral Education of Preschool Children” and spoke about working with preschoolers using the author’s “Magic Journey” program.
Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian language.
Experience working with pupils has shown that works of children's fiction and theatrical activities have a beneficial effect on emotional development, enrich them with new impressions, promote cognitive development, moral and aesthetic education, give children joy and pleasure, contributing to a joyful childhood, which is provided for by the Federal State Educational Standard for Education.
Description of teacher's work experience
MBDOU "Kindergarten No. 3" in Biysk
Mezentseva Natalya Anatolyevna
In its activities to implement the basic general education program in all areas of children’s development in each age period, it has achieved stable positive indicators of students’ mastery of the basic educational program in accordance with the federal state standard of preschool education. The results of pedagogical monitoring of children’s achievement of the planned and final results of mastering the Educational program over two academic years confirm the positive dynamics of the development of children’s physical, intellectual and personal qualities. In the 2012-2013 academic year, these qualities were formed at a high (sufficient) level in 35% of children in the middle group; in the 2013-2014 academic year, 65% of children in the senior group, which indicates that children have successfully mastered the requirements of the basic general education program of preschool education.
I organize the subject-spatial environment in accordance with the federal state standard and the requirements for the creation of a subject-based developmental environment, ensuring the implementation of the basic general education program of preschool education, taking into account the principle of integration of educational areas. Materials and equipment for one educational area are used by children in the implementation of other areas. The group created a play and study area. She enriched and expanded the cognitive-speech, health-preserving, gaming environment through the creation of centers: speech, mathematics, art activity center, theater and music, physical education, fiction center, equipped a mini-laboratory for experimental activities, etc. I filled them with materials and equipment that create an optimally rich, holistic, multifunctional transforming environment and ensure the implementation of the basic general education program in the joint activities of adults and children and independent activities of children, not only within the framework of direct educational activities, but also during routine moments. I provide children with such materials and equipment, the use of which does not pose a threat to their physical and mental health.
The areas of my activity are implemented through the use of pedagogical technologies, the main ones being:
Personality-oriented technology is implemented through psychological support, organization of the educational process based on deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full participant in the educational process.
Personally-oriented interaction is the basis for all subsequent technologies and contributes to the formation of all the integrative qualities of the portrait of a kindergarten graduate;
Health-saving technology is implemented through the organization of dynamic breaks, outdoor and sports games, relaxation, gymnastics: finger, eye, breathing, invigorating; physical education classes, healthy lifestyle classes, etc.
Health-saving technology contributes to the formation of a positive socio-psychological climate in a group of children; it can be used in the course of direct educational activities and independently as a joint activity of the teacher and children;
Gaming technology is implemented through such methods as: games with rules, outdoor games, dramatization games, role-playing games, director's games, fairy tale therapy, creating problematic situations with elements of self-esteem.
Game technology requires proper organization of space, preliminary work with children at the initial stage of implementation, a set of psychological and pedagogical methods and techniques;
4. Project activities in the educational process of preschool educational institutions are in the nature of cooperation, in which children and teachers of preschool educational institutions take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, and experience a sense of satisfaction from their successes and the successes of the child;
5. I use information and communication technologies (ICT) to increase the efficiency of the educational process.
Methodological topic: “Development of cognitive activity of preschool children in the process of children's experimentation.”
In light of recent changes in education, I revised the content of the work on this issue.
Currently, the country is actively undergoing a process of qualitative renewal of education, its cultural, developmental, and personal potential is strengthening. Modern society needs an active personality, capable of cognitive and active self-realization, of demonstrating research activity and creativity in solving vital problems. The fundamental foundations of such a personality must be laid in preschool childhood.
Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler. The scientific search for effective means of developing the research activity of preschool children is a pressing problem that requires theoretical and practical solutions. Research activity contributes to the development of a preschooler’s subjective position in understanding the world around him, thereby ensuring readiness for school. It should be emphasized that it is in senior preschool age that important prerequisites are created for the targeted development of children’s research activity: developing thinking capabilities, the formation of cognitive interests, the development of productive and creative activity, the expansion of interaction of older preschool children with the outside world, the formation of elementary planning and forecasting, and hypotheticalness. All this creates a real basis for developing the research skills of an older preschooler and improving his research activity. Among the possible means of developing the research activity of preschoolers, children's experimentation deserves special attention. Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation helps to broaden their horizons, enrich the experience of independent activity, and self-development of the child.
At the same time, until now, there has not been a holistic concept for the development of research activity of older preschoolers in experimentation, revealing the essence of research activity, its structure and pedagogical foundations that ensure the dynamics of its formation in the educational process of a modern preschool institution. This fact significantly complicates the realization of the age-related potential of a preschooler’s research activity. This is confirmed by an analysis of practice, which shows that in children’s experimentation there is not always an increase in research activity and the child’s desire to move on to solving more complex, interesting problems. Often, despite the presence of “experimentation zones” in preschool institutions, children’s experimentation is formal, situational in nature, and preschoolers have a low level of research activity.
As a result, the developmental possibilities of children's experimentation remain unrealized in the practice of a preschool educational institution. In fact, the significant problem of interaction between kindergarten and family in the development of experimentation and research activity at the stage of senior preschool age has not received sufficient reflection. All this indicates that the issues of effective use of experimentation as a pedagogical means of developing the research activity of older preschoolers have not yet been fully resolved.
There is a contradiction between the need to develop the research activity of older preschoolers in the actual practice of preschool education and the insufficient development of the content and methodological foundations for the process of developing the research activity of preschoolers in conditions of various experimentation.
The insufficient development of the problem of developing the research activity of older preschoolers in experimentation and its undoubted relevance for the theory and practice of modern preschool education served as the basis for choosing a methodological topic.
The effectiveness of work on the methodological topic:
Organized by:
an enriched subject-development environment aimed at developing independent experimentation, corresponding to the principles of comfort, variability, functionality, taking into account the interests and preferences of preschoolers.
For this problem, I have developed an educational and methodological kit, which includes:
perspective - thematic planning for the development of cognitive activity of preschool children in the process of children's experimentation; practical instructions for organizing search and cognitive activities; a series of experiments with inanimate objects.
Made by:
“research apron” and cards. These simple devices allow you to guide your child’s research work; tables with research algorithms; a journal of research, observation diaries for recording the results of experiments and experiments.
Designed by:
Card index of scientific games for preschoolers; Card file of experiences and experiments.
I promote this work among parents:
Visual information in the parent corner. Consultation on the topic: “The role of the family in the development of cognitive activity of preschool children.” Memo “What not to do and what to do to maintain children’s interest in cognitive experimentation.” Recommendations: “Spend time at home with children.”
Joint leisure activity “Discovery Club”: parents, teachers and children demonstrate experiments and solve problematic problems.
Guided by the principle of consistency in the educational process, she determined the stages of complication of search and cognitive activity of preschoolers.
The following topics became the object of children's experimentation:
“What is under our feet?”; "Water Sorceress"; "Invisible Air" "Magic Electricity"; "Wonderful Attraction" "The magic of light and color."
During joint experimentation with children, we set a goal, together with them we determined the stages of work, and drew conclusions. During the activity, children were taught to identify a sequence of actions and reflect them in speech when answering questions like: What did we do? What did we get? Why? We recorded the children's assumptions and helped them schematically reflect the course and results of the experiment. The assumptions and results of the experiment were compared, and conclusions were drawn based on guiding questions: What were you thinking? What happened? Why? They taught the children to find similarities and differences between objects. At the end of the series of experiments, we discussed with the children which of them had learned something new, and sketched out a diagram of the general experiment. In the process of experimentation, children were convinced of the need to accept and set a goal, analyze an object or phenomenon, highlight significant features and aspects, compare various facts, make assumptions and come to a conclusion, record stages of actions and results graphically.
Children actively participated in the proposed experiments and willingly acted independently with objects, identifying their features. They showed a desire to experiment at home: to study various household items and their effects, which was clarified in conversations with parents and children. Some children, together with their parents, sketched the progress and results of experiments conducted at home in their notebooks. Then, together with all the children, they discussed their work.
She has repeatedly shared her experience of work on this topic with teachers of MBDOU d/s No. 3, city, region, country:
At the methodological exhibition “Formation of readiness of educational subjects for the transition to the Federal State Educational Standard” in the educational district “Biysky”, at the All-Russian Scientific and Production Complex she made a report. She published scientific and methodological works in the collection of materials of the II International Correspondence Scientific and Practical Conference. Methodological developments on the educational portal of teachers “Network Portal of Education Workers” -/http://nsportal.ru/lopatina-natalya-anatolevna/.
My students and I take part in various competitions and exhibitions held at the level of MBDOU d\s No. 3, as well as at the municipal, regional, and federal levels:
urban "Smart Men and Women". “Drawing competition dedicated to healthy lifestyle.” “Conference of preschool children “Nature Experts”. All-Russian competition of research projects and creative works “We are the heirs of the science city.” “I am a researcher” in the “Natural Science” category. All-Russian competition of children's research works and creative projects "Children of War". All-Russian competition of decorative and applied arts "Talantokha". I am a laureate of the All-Russian competition “Pedagogical Innovations” in the category “Child in a High-Tech Society.” Laureate of the VII All-Russian creative competition in the category “Pedagogical projects”. Winner of the city competition “Spring of Victory” in the nomination “Best methodological development of GCD notes” Participant of the city competition among teachers “Sorceress Game!” Winner in the category “I give my heart to children” of the city competition “Teacher of the Year”.
Awarded a Certificate of Honor for many years of conscientious work, achievement of high results, dedication to the profession, and professionalism.
I take an active part in the life of MBDOU d/s No. 3 and am the chairman of the trade union organization of the preschool educational institution.
Thank you for your attention!
We all come from childhood. And the future of a person depends on what it will be like. Will he be able to become an individual, realize himself in life, receive joy and give it to other people... It is important that in these short but defining years there are wise, loving adults nearby. One of them is kindergarten teachers.
In my professional development and formation, a large role was played by the teaching staff of MBDOU BGO Kindergarten No. 1 of a combined type under the leadership of T. P. Pervushina, where in an atmosphere of creativity and professional duty the growth of my pedagogical skills continues.
Today, society needs a teacher - competent, comprehensively prepared, who is an example of philanthropy and decency; a teacher with pedagogical skills. At the present stage of social development, the formation of a physically healthy, socially active, harmoniously developed personality is of paramount importance.
The kindergarten where I work is stably functioning, developing, working in search mode. I have identified for myself the current problem of the social maturity of preschoolers: a preschool institution should become a school of social action, in which curiosity, imagination, and communication skills develop through the daily joint work of children and adults. In my opinion, the main task of raising and educating children is the physical and intellectual development of children, and the content of education should maximally provide for the physical, moral, aesthetic, emotional and labor education of preschoolers. But all this can only be achieved when the children are healthy.
My every working day begins with morning exercises with the children. At every lesson I regularly conduct physical education, breathing exercises, eye exercises, games of different mobility, and pay attention to the children’s correct posture. Various sports competitions, relay races, outdoor games, daily walks, excursions - these are areas for improving health and developing physical qualities. It is not for nothing that people say: “A healthy mind in a healthy body,” and a child with a “healthy mind” will have high cognitive abilities, knowledge, and skills.
I consider the main goal in my pedagogical activity to be the creation of favorable conditions for a child to fully enjoy preschool childhood, the formation of the foundations of basic personal culture, the comprehensive development of physical and mental qualities, preparation for life in modern society, for studying at school, and ensuring the safety of a preschooler’s life. These goals are realized in the process of various types of activities: gaming, communicative, labor, cognitive-research, productive, musical and artistic, reading. I give preference to the game, since the game is the leading activity in the preschool period. I solve this problem on the basis of innovative pedagogical programs and technologies introduced into practice: “By playing we learn to speak” by R. K. Shaehovay, “Manual for teachers of preschool educational institutions by G. S. Shvaiko. In my classes, I help children fully demonstrate their abilities, develop initiative, and independence through play. The spirit of “discovery” predominates in every lesson I teach (I don’t tell children anything ready-made); when preparing and conducting classes, I provide for variability in children’s answers; I do not accept children’s answers without justification. At the same time, I do not leave a single answer unattended; I teach children to correct their mistakes and establish their cause. When organizing the stay of children in kindergarten, direct educational activity is not the predominant form of organizing training. During the day, I provide a balanced alternation of specially organized classes, unregulated activities, free time and rest for children. I use non-standard forms of organizing classes and innovative technologies in my work: classes - travel, theatrical, plot, integrated classes, which are built taking into account a differentiated and individual approach to children. I pay a lot of attention to moral problems and to instilling in children such universal human values as kindness, decency, responsiveness, and mercy.
I am sure that every person, even the smallest, is a creator. The development of children's creativity plays an important role in the development of a full-fledged personality, in identifying the child's abilities, and satisfying his needs for self-expression. And therefore, in my multifaceted work with children, I pay great attention to productive activities. My students love to draw, make appliqués, and design. I try to teach children not to mechanically copy objects, but I try to let them feel the joy of creativity, the opportunity to express their impressions, their attitude towards this or that object or phenomenon in drawings and crafts. To keep children interested, I use different stories and musical images, colorful drawings, diagrams, cards with figures of game characters, and ICT.
In my opinion, our goal is not only to provide knowledge and skills, but to teach children to better understand the process of life, be able to navigate it and be able to find their individual place. I see my main human task in helping a child become a free, intellectual, creative and responsible person who can find his place in the modern world, because we, the educators, lay the first inclinations for this. The more a child develops through creativity, the more he absorbs and begins to feel all the richness and diversity of our culture, the more questions of a spiritual nature arise in him, the more he thinks about the meaning of life.
My pedagogical credo is that most children are talented, everyone is endowed with creative abilities. Creativity in everything, like any activity, can be learned and developed. To do this, you need to study each child, determine his talent and level of development in one or another area of the educational process. Diagnostic work helps me with this, which is prognostic in nature, that is, it helps to identify promising lines of development of a preschooler, as well as preventive in nature since it allows us to notice risk factors in the child’s development. The obtained monitoring data creates an information base for individualizing the educational process, based on the individual educational needs of each student in the group.
In my group, we work closely with parents, relationships with whom are built on the principles of trusting partnership, moral support and mutual assistance. Such forms of work as “Open Days”, web consultations, joint research creative projects, sports, environmental and folklore holidays with the participation of parents have been positively recommended. Parents take part in excursions and hiking trips. Together with the children they visit exhibitions in the local history museum. They provide assistance in decorating corners of nature, the interior of groups, sewing costumes for festivals, and landscaping and landscaping the territory of the kindergarten.
I pay a special role to the visual and information area, which includes: parent corners, moving folders, a library, exhibitions: “From the life of the group”, “Bouquet for my mom”, “Mom’s skillful hands”, “My dad is the most, the most . ", "Types of transport", "Pets", "Autumn bouquet competition", "New Year's toys competition". The active participation of parents suggests that these forms of work are in demand and provide an opportunity to convey any information to parents in an accessible form.
I constantly improve my level of knowledge by studying literature, through advanced training courses, seminars, and self-education. I work productively as part of creative groups in the development of didactic and methodological materials. Developed my own work program. I have certificates for publishing articles in the international electronic journal Predmetnik", "Pedagogical Mastery", "Academy of Preschool Education". Certificate of creation of your own personal blog on a social network of educators, certificate of creation of your electronic portfolio on the website of educators. She was awarded a diploma of honor for significant success in improving the educational process, fruitful work in the education system of the Borisoglebsk urban district.
When organizing interactions with children, I strive to demonstrate methodological mastery in my activities. My students take prizes in various competitions.
In conclusion, I want to say that one of the most important professions is that of a teacher who loves children, knows his job very well and clearly understands that any losses in the development of a preschool child are irreparable.
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