Sections of pedagogical work with children in preschool. Educational work in kindergarten. Methods of working with children according to the federal state educational institution in preschool, used in the classroom

The organization of a productive educational process provides for the implementation of various methods and forms of work with children in preschool educational institutions according to the Federal State Educational Standard. Recommendations for organizing an effective pedagogical work, traditional and new methods of education and training are presented in the article.

In order to use the maximum number of educational resources and provide conditions that fully correspond to the psychophysical characteristics of preschool development, teachers use various methods and methods of teaching according to the Federal State Educational Standard in preschool educational institutions. These popular and innovative pedagogies share a number of characteristics:

• stimulating the cognitive activity of kids by creating a meaningful subject-developing environment, involving children in individual and collective search, experimental activities;
• transfer of initiative from the teacher to children (the teacher helps and guides);
• maintaining the prevalence of gaming activity over other activities.

Methods and techniques for working with children in a preschool educational institution according to the Federal State Educational Standard in the table

The inclusion of preschool education in the general module of Russian education necessitated a revision of the expansion of individual pedagogical forms of influence. Along with the common methods and techniques of working with children in preschool educational institutions according to the Federal State Educational Standard, reflected in the table below in accordance with the educational areas, it became necessary to ensure the integration of the educational process in a broad sense - not through separate classes, but by combining the conceptual base, developing forms of activity that contribute to comprehensive development. This is what complicates the process of a clear classification of the forms, methods and techniques of pedagogical work, which continues to expand, improve and change thanks to the tireless methodological and search activities carried out by educators.

Forms of work with children in preschool educational institutions according to GEF

The effectiveness of upbringing is largely determined by the forms of work with children chosen by the teacher in the preschool educational institution according to the Federal State Educational Standard - organizational techniques aimed at achieving targets in regime moments and the process of interaction with preschoolers as a whole. In a rapidly changing reality, when the task of the educator is not to transfer knowledge about the world around, but to inculcate the skills of cognition and research, it is the methods of individual and collective work with kids that become the main tool for creating an environment conducive to the harmonious development of the individual.

In domestic pedagogy, over the years of improving methodological developments, dozens of forms of organizing the educational and leisure activities of preschoolers have been designed and tested, which need to be revised and supplemented due to changes in the strategic objectives of the Russian educational system. At the same time, there are no grounds for changing the basic classification of forms of organization of children's activity - in order to increase the effectiveness of pedagogical work, it is advisable to rebuild proven organizational methods, taking into account the characteristics of areas of activity.

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Ensuring the harmonious development of preschool children of all age groups contributes to the implementation of the following forms of work with children in the preschool educational institution according to the Federal State Educational Standard:

1. Individual lessons with a speech therapist, defectologist, psychologist and other specialists who provide psychological and pedagogical support for the educational process.
2. Group lessons, providing for the need to divide children in a group into subgroups according to interests or personal sympathies (but not according to the level of development). Within groups, children will actively communicate and interact, actively providing support to each other. If this organizational form is used within the framework of the GCD, the lesson can be held on a general topic.
3. Frontal classes designed to provide a solution to the problem of cognitive development and social adaptation. To organize frontal work, preschoolers need to be seated in a circle, initiating a discussion of common topics, collective listening to a fairy tale with subsequent discussion, engaging in artistic or creative activities, participating in a travel game or simple improvisation. In this case, the key is the effect of emotional impact, which contributes to active self-expression and maximum involvement in the educational process.
4. Interaction sessions as part of parent-child groups. This educational practice is one of the new forms and methods of working with children in preschool educational institutions according to the Federal State Educational Standard, but it has proven itself well due to the possibility of establishing productive interaction within the framework of the “child-parents-teacher” system and designing “success situations”.

In view of the imperfection of all forms of pedagogical work, it is advisable to apply various organizational solutions based on current tasks, the characteristics of the educational situation at a particular point in time, and the desires of children. At the same time, in the conditions of the educational process based on the integration of various educational areas (which is due to the consistent implementation of the system-activity approach), it is very important to choose pedagogical methods that allow you to most effectively organize the meaningful and useful activity of the children's team in various types of activities during the GCD and during regime moments for the successful implementation of the selected exemplary basic educational program.

It is important to note that, in accordance with the principles of the system-activity approach, each practiced form of pedagogical work should ensure that preschool children “pass through” the standard path of cognition, which allows them to consolidate the basic skill and ensure the possibility of its production.

The development of any type of activity is based on the following scheme:

1. Trial action is a manifestation of initiative, independent activity.
2. Identification of difficulties - the reasons or a number of reasons that prevent the achievement of the desired goal.
3. Joint activities (with a teacher) aimed at overcoming difficulties and consolidating basic skills.
4. Interaction with other children, during which success is consolidated.
5. Self-activity.

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To learn more about the creation of conditions and the organization of pedagogical work in the implementation of inclusion, the main pedagogical technologies of inclusive education, effective methods for children with disabilities in the educational process, the curriculum "Technologies for teaching and educating preschool children with disabilities according to the Federal State Educational Standard of Education" will help

Methods of working with children according to the Federal State Educational Standard in preschool educational institutions used in the classroom

Changing traditional educational forms in preschool organizations countries necessitated a review of the forms and methods of work used in accordance with the Federal State Educational Standard in the classroom at the preschool educational institution. Direct educational activity (GEC) has recently been implemented as a complex of various types of activity, based on increasing the level of involvement of children. Designing problem situations, modeling cognitive plots, implementing search and productive projects, didactic game activity - all these areas of joint activity of educators and preschoolers can be carried out with the mandatory integration of various educational areas, subject to the use of updated methods of pedagogical work, from which the following should be highlighted:

• Verbal. The organization of group conversations, consultations, during which information is quickly transferred from the educator to children, has long been a priority method of pedagogical work. In view of the transition to the introduction of the principles of a system-activity approach based on the independent “discovery” of knowledge about the world by children, information-receptive methods of data transmission have lost their relevance. And yet, verbal methods of pedagogical influence should make up a significant part of the general module of educational activity due to the age characteristics of preschoolers who need constant guidance from a teacher-mentor, without which it is impossible to talk about significant results of cognitive activity.
• Visual. Visualization is one of the priority ways of conveying information, but it is important to organize pedagogical work using the visual method, taking into account the requirements of the time. Most preschoolers actively use smartphones, tablets, computers at home, so the traditional work with cards and symbols, which was characterized by high performance in the past, should be replaced by the practice of demonstrating presentations, educational videos, cartoons (without violating sanitary and hygienic standards). As innovative visual methods, improvisations, observations, experiments, search projects can also be used to consolidate the conceptual level of preschool children and achieve a high level of pupils' involvement in the educational process.
• Practical. Numerous studies prove that confident mastery of skills and abilities is possible only in the process of vigorous activity; This is confirmed by the results of pedagogical research. Therefore, in the context of the implementation of the Federal State Educational Standard, it is important for kindergarten teachers to use all available practical methods, namely:
  • reproductive, based on repeated repetition of an action according to a given algorithm;
  • problematic presentation - designing situations with difficulty, the independent resolution of which allows for a successful experience of "discovering" knowledge and expanding the system of children's ideas about the world around them;
  • partial search, carried out in the course of a phased solution of individual tasks in order to find answers to broad questions;
  • research, which is based on experimentation.

New methods of working with children in preschool educational institutions according to GEF

In the context of the active introduction of inclusion, many teachers of preschool education have already felt the urgent need to find new methods of working with children in preschool educational institutions according to the Federal State Educational Standard, which is due to the psychophysical capabilities and needs of pupils. Preschoolers with handicapped of health are predominantly unprepared to accurately fulfill the requests and instructions of adults while maintaining an urgent need to receive pedagogical support.

In order to ensure effective training and educational work in the context of the transition to inclusion, experts recommend using various methods of therapeutic orientation, namely:

• Play therapy, which provides for the organization of a large number of options for play activity in specially equipped rooms and during walks. In this case, it is very important to ensure the possibility of joint interaction of a child with disabilities with peers, which will facilitate the process of adaptation and will contribute to the formation of tolerance, a culture of behavior and mutual respect. Play therapy promotes active communication, reduces the level of anxiety, so this method of group interaction is positively perceived by children.
• Fairy tale therapy is a new method of pedagogical work in a preschool educational institution according to the Federal State Educational Standard, especially relevant for ensuring the development of children with disabilities through communication. Targeted interaction with the characters of favorite fairy tales has a beneficial effect on the development of the speech apparatus and imagination, especially if fairy tale therapy includes a didactic component (for example, the games “Spread the fairy tale in pictures”, “Help Masha get out of the forest labyrinth”, etc.).
• Art, doll, water, sand therapy. The number of new methods of conducting pedagogical work is constantly growing, therefore, educators seeking to provide optimal conditions for harmonious child development, it is worth actively including new educational practices in everyday activities, actively monitoring the behavioral reactions of pupils. This work is practically impossible without competent managerial support, so the testing of new methods of teaching and upbringing should be included in the self-education module of the teaching staff or the kindergarten development program.

In conclusion, I would like to note the following: it is extremely important that when designing the educational process, the leading role is given to active practical methods of education, which allow increasing the level of motivation of preschoolers, contributing to the formation of their active life position, openness to everything new and readiness to move to a new educational level in the future.

Modern educational technologies in preschool educational institutions

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

Technology- this is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology- this is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Basic requirements (criteria) of pedagogical technology:

Conceptuality

· Consistency

Manageability

· Efficiency

Reproducibility

Conceptuality- reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency- the technology must have all the features of the system:

process logic,

The interconnection of its parts

Integrity.

Manageability - the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

Efficiency - modern pedagogical technologies that exist in specific conditions should be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.

Reproducibility - the possibility of using (repetition, reproduction) of educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.

Structure of educational technology

The structure of educational technology consists of three parts:

· The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

Procedural part - a set of forms and methods learning activities children, methods and forms of work of the teacher, the activities of the teacher in managing the process of assimilation of the material, diagnostics of the learning process.

So obviously: if a certain system claims to be technology, it must meet all the requirements listed above.

The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.

Modern educational technologies include:

health-saving technologies;

technologies of project activity

research technology

information and communication technologies;

· personality-oriented technologies;

Portfolio technology for preschoolers and educators

game technology

TRIZ technology, etc.

· Health-saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving pedagogical technologies include all aspects of the impact of a teacher on a child's health at different levels - informational, psychological, bioenergetic.

In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:

on the type of preschool institution,

from the length of stay of children in it,

from the program on which teachers work,

specific conditions of the preschool educational institution,

the professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

1. medical and preventive(providing the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical devices - technologies for organizing the monitoring of the health of preschoolers, monitoring the nutrition of children, preventive measures, a health-saving environment in preschool educational institutions);

2. physical culture and recreation(aimed at the physical development and strengthening of the health of the child - technologies for the development of physical qualities, hardening, breathing exercises, etc.);

3. ensuring the socio-psychological well-being of the child(providing the mental and social health of the child and aimed at ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution);

4. health saving and health enrichment of teachers(aimed at developing a health culture of teachers, including a culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using mobile and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);

5. educational(education of a culture of health of preschool children, personality-oriented education and training);

6. healthy lifestyle education(technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-game (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)

7. Health-saving pedagogical technologies should also include pedagogical technology of an active sensory-developing environment, which is understood as with a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity

Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

· "gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

· "excursion", aimed at studying problems related to the surrounding nature and social life;

· "narrative" during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;

· "constructive" aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

1. by dominant method:

2. research,

3. information,

4. creative,

5. gaming,

6. adventure,

7. practice-oriented.

1. according to the nature of the content:

8. include the child and his family,

9. child and nature,

10. the child and the man-made world,

11. child, society and its cultural values.

1. by the nature of the child's participation in the project:

12. customer,

13. expert,

14. performer,

15. participant from the conception of an idea to the result.

1. according to the nature of contacts:

16. carried out within the same age group,

17. in contact with another age group,

18. inside the preschool,

19. in contact with family,

20. cultural institutions,

21. public organizations (open project).

1. by number of participants:

22. individual,

23. doubles,

24. group,

25. frontal.

1. by duration:

26. short term,

27. medium duration,

28. long term.

3. Research technology

The purpose of research activities in kindergarten- to form in preschoolers the main key competencies, the ability for a research type of thinking.

It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on creative project Pupils are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Fixing the results: observations, experiments, experiments, labor activity;

- "immersion" in the colors, sounds, smells and images of nature;

Usage artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

1. Experiments (experimentation)

o State and transformation of matter.

o Movement of air, water.

o Soil and mineral properties.

o Plant life conditions.

2. Collecting (classification work)

3. Types of plants.

4. Types of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

0. Journey along the "river of time"

The past and present of mankind (historical time) in the "marks" of material civilization (for example, Egypt - the pyramids).

History of housing and improvement.

4. Information and communication technologies

The world in which the modern child develops is fundamentally different from the world in which his parents grew up. This makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society puts before preschool teachers tasks:

· to keep up with the times,

become a guide for the child in the world of new technologies,

a mentor in the selection of computer programs,

to form the basis of the information culture of his personality,

To improve the professional level of teachers and the competence of parents.

The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

Requirements for computer programs DOE:

Research character

Easy for children to practice on their own

Developing a wide range of skills and attitudes

Age matching

· Mindfulness.

Program classification:

Development of imagination, thinking, memory

· Speaking dictionaries of foreign languages

The simplest graphic editors

travel games

Teaching reading, math

Use of multimedia presentations

Computer advantages:

The presentation of information on a computer screen in a playful way is of great interest to children;

carries a figurative type of information understandable to preschoolers;

movement, sound, animation attracts the attention of the child for a long time;

It has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

In the process of their activities at the computer, the preschooler gains self-confidence;

allows you to simulate life situations that cannot be seen in everyday life.

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

Incorrect definition of the didactic role and place of ICT in the classroom

Unscheduled, random use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).

2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.

3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.

4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of conducting parent meetings.

1. Person-Centered Technology

Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions its development, the realization of existing natural potentials.

Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in the developing space, allowing the child to show his own activity, to realize himself most fully.

However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.

Within the framework of personality-oriented technologies, independent areas are:

· humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.

It is good to implement this technology in new preschool institutions where there are rooms psychological relief- this is upholstered furniture, a lot of plants that decorate the room, toys that contribute to individual games, equipment for individual lessons. Musical and sports halls, aftercare rooms (after an illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

· Collaboration technology implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs "Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School" have this approach.

The essence of the technological upbringing and educational process is constructed on the basis of the given initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.

Identification of the pace of development allows the educator to support each child at his level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:

setting goals and their maximum refinement (education and training with a focus on achieving results;

· preparation teaching aids(demonstration and handout) in accordance with the educational goals and objectives;

assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;

final assessment of the result - the level of development of the preschooler.

Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

6.Technology portfolio of a preschooler

A portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, an opportunity to relive the pleasant moments of his life once again, this is a kind of route for the development of a child.

There are a number of portfolio features:

diagnostic (fixes changes and growth over a certain period of time),

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled in gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko

Section 1 Let's get to know each other. The section contains a photograph of the child, his last name and first name, group number; you can enter the heading "I love ..." ("I like ...", "I love it when ..."), in which the child's answers will be recorded.

Section 2 "I'm growing!". Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.

Section 3 "Portrait of my child." The section contains essays of parents about their baby.

Section 4 "I dream ...". The section records the statements of the child himself on the proposal to continue the phrases: “I dream of ...”, “I would like to be ...”, “I am waiting for ...”, “I see myself ...”, “ I want to see myself...”, “My favorite things...”; answers to the questions: “Who and what will I be when I grow up?”, “What do I like to think about?”.

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

Section 6 "My achievements". The section records certificates, diplomas (from various organizations: kindergarten, media holding competitions).

Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

L. Orlova offers such a portfolio option, the content of which will be of interest to parents in the first place, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start date and end date of maintaining the portfolio, the image of the child’s hand at the time the portfolio was started and the image of the hand at the end of the portfolio.

Section 1 "Get to know me" contains inserts “Admire me”, where portraits of a child made in different years on his birthday, and "About me", which contains information about the time and place of the child's birth, the meaning of the child's name, the date of the celebration of his name day, a short story of the parents, why this name was chosen, where the surname came from, information about the famous namesakes and famous namesakes, personal information child (zodiac sign, horoscopes, talismans, etc.).

Section 2 "I'm Growing" includes inserts "Growth dynamics", which provides information about the growth of the child from the first year of life, and "My achievements for the year", which indicates how many centimeters the child has grown, what he has learned over the past year, for example, count to five, somersault, etc.

Section 3 "My family". The content of this section includes short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially spending time with family members).

Section 4 "I will help in any way I can" contains photographs of the child, in which he is shown doing homework.

Section 5 "The world around us". This section includes small creative works of the child on excursions, educational walks.

Section 6 "Inspiration of winter (spring, summer, autumn)". The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)

V. Dmitrieva, E. Egorova also offer a specific portfolio structure:

Section 1 Parent Information, in which there is a heading "Let's get to know each other", which includes information about the child, his achievements, which were noted by the parents themselves.

Section 2 "Information of teachers" contains information about the observations of teachers of the child during his stay in kindergarten in four key areas: social contacts, communicative activity, independent use of various sources of information and activity as such.

Section 3 "Information of the child about himself" contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

block "What a good child", which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

block "What a skillful child" contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

block "What a successful child" contains information about the creative abilities of the child and includes: parental feedback about the child; the child's story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

Thus, the portfolio (a folder of personal achievements of the child) allows for an individual approach to each child and is awarded upon graduation from kindergarten as a gift to the child himself and his family

7. Technology "Portfolio of the teacher"

modern education needs a new type of teacher:

creative thinking,

· Owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

The ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.

To create a comprehensive portfolio, it is advisable to enter the following sections:

Section 1 "General information about the teacher"

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);

education (what and when he graduated, the specialty received and qualifications according to the diploma);

work and teaching experience, work experience in this educational institution;

· advanced training (name of the structure where the courses were attended, year, month, subject matter of the courses);

· copies of documents confirming the availability of academic and honorary titles and degrees;

the most significant government awards, certificates, letters of thanks;

diplomas of various competitions;

Other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

The content of this section forms an idea of ​​the dynamics of the results of the teacher's activities for a certain period. The section may include:

· materials with the results of mastering the implemented program by children;

Materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;

· a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;

analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 "Scientific and methodological activities"

materials that describe the technologies used by the teacher in activities with children, justify their choice;

materials characterizing the work in a methodical association, a creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

· creative reports, abstracts, reports, articles and other documents.

Section 4 "Subject-developing environment"

Contains information about the organization of the subject-developing environment in groups and classrooms:

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

Contains information about working with the parents of pupils (work plans; event scenarios, etc.).

Thus, the portfolio will allow the teacher himself to analyze and present significant professional results, achievements, and will ensure monitoring of his professional growth.

8. Gaming technology

It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes in sequence:

games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;

· groups of games on the generalization of objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;

Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

The compilation of game technologies from individual games and elements is the concern of each educator.

Education in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of game tasks and various games, so that using this system, the teacher can be sure that as a result he will receive a guaranteed level of assimilation. child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.

In activities with the help of gaming technologies, children develop mental processes.

Game technologies are closely related to all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.

9. Technology "TRIZ"

TRIZ (the theory of inventive problem solving), which was created by the scientist-inventor T.S. Altshuller.

The teacher uses non-traditional forms of work that put the child in the position of a thinking person. The TRIZ technology adapted to preschool age will allow educating and teaching a child under the motto "Creativity in everything!" Preschool age is unique, because as the child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.

The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.

Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

A scheme has been developed using the method of identifying contradictions:

The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.

The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.

· Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.

Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Organization and content of educational work in the preschool educational institution.

The content of the educational process in a preschool educational institution is determined by the Basic component of preschool education in accordance with the main general educational program of preschool education of a preschool institution.

In the educational process of a preschool educational institution, the following main forms of organizing children are used: specially organized educational activities (classes), games, independent activities of children (artistic, motor, speech, play, labor, research, etc.), individual work, observation , excursions, hiking, holidays and entertainment, clubs and the like. Depending on the age of the children pedagogical goal, material and technical support of the group, the professional skills of the teacher, they can be organized frontally, in subgroups or individually

The main form of organized educational activity of preschool children isdirect organized activityin various sections of the program. Types of GCD: (thematic, complex, combined, integrated, dominant, etc.). The duration of the GCD for children of primary preschool age is from 15 to 20 minutes, for older preschool children - from 20 to 25 minutes.

When compiling the GCD grid, it is necessary to take into account their dominant load on the child (mental, physical, emotional), provide for a rational alternation of activities (mental, motor, practical-applied) in each of them.

Organized educational activities of children are planned mainly in the first half of the day. In some cases, it is allowed to conduct GCD in the afternoon. It may concern physical culture, visual activity in groups of children of senior preschool age. Elements of educational activity are included in other forms of work with children (games, independent activities, individual work, observation, duty, etc.).

When organizing educational activities, it is important to systematically use tasks for experimental research activities, problem-search situations and other methods and techniques.

It is necessary to combine verbal, visual and practical methods, give due place to productive activities in which a preschooler is capable of self-expression and self-realization (drawing, modeling, design, artistic work), as well as speech, motor, musical activity.

It must be remembered that the leader in preschool age is play activity, the game is widely used in the educational process of a preschool educational institution as an independent form of work with children and as effective remedy and the method of development, education and training in other organizational forms. Priority is given to creative games (plot-role-playing, construction-constructive, dramatization and staging games, games with elements of labor and artistic activity) and games with rules (didactic, intellectual, mobile, round dance, etc.).

The reorientation of the educational process in a modern preschool educational institution towards the development of a child's personality is of particular importance to such forms of organizing the life of a preschooler as his independent activity and individual work with him.

Independent activity of children organized in all age groups daily in the morning and afternoon. During the day, its types, different in content, are combined (artistic, motor, speech, play, labor, research, etc.) and all children of this group are gradually involved in them. The content and level of independent activity of children depend on their experience, stock of knowledge, skills and abilities, the level of development of creative imagination, independence, initiative, organizational skills, as well as on the available material base and the quality of pedagogical leadership. The organized conduct of this form of work is ensured by both direct and indirect guidance from the educator.

Individual work with children as an independent organizational form, it is carried out with children of all ages during free hours (during the morning reception, walks, etc.) indoors and on fresh air. It is organized with the aim of activating passive children, additional classes with individual children (new children, those who are often missed due to illness, other reasons, and they learn the program material worse during frontal work).

The educational process in a preschool institution organized in a developing environment, which is formed by a combination of natural, subject, social conditions and the space of the child's own "I". The practical efforts of teachers to create and use it are subject to the interests of the child and the lines of its development in various spheres of life. The environment is enriched not only through quantitative accumulation, but also through the improvement of qualitative parameters: aesthetics, hygiene, comfort, functional reliability and safety, openness to change and dynamism, compliance with the age and gender characteristics of children, problem saturation, etc. Educators make sure that children are free to navigate in the created environment, have free access to all its components, are able to act independently in it, adhering to the norms and rules of staying in various cells and using materials and equipment.

Physical education remains a priority issue in the upbringing of children of all age groups and the activities of a preschool institution. Its success depends on the correct organization of the daily routine, motor, sanitary and hygienic regimes, all forms of work with children and other factors. The rejection of strict regulation in the construction of the daily routine does not give the right to abuse the time allotted for walking, sleeping, eating in favor of classes and other educational or circle activities. The motor mode during the day, week is determined in a complex, in accordance with the age of the children. The approximate duration of the daily physical activity of babies is set within the following limits: younger preschool age - up to 3 - 4 hours, senior preschool age - up to 4 - 5 hours. Optimization of the motor mode is provided by conducting various outdoor, sports games, exercises, physical education, organizing children's tourism, independent motor activity, etc.

Particular importance is also attached to the mastery of the system of accessible knowledge by children about the observance of a healthy lifestyle, the basics of life safety. All work on physical education should be carried out taking into account the state of health, well-being, level physical development and readiness of children, the real working conditions of a preschool educational institution and its individual groups, family education under constant medical and pedagogical control.

An integral component of the content of the educational process in a preschool educational institution is mental education. For its implementation, both the daily life of the child and specially organized educational activities in the form of GCD for the development of speech, familiarization with the outside world and nature, teaching the elements of literacy and mathematics are used, on which it is worth combining cognitive and developmental work in various sections of the program. It is important to activate the thinking of children, make their perception and assimilation of the material conscious, encourage children to raise questions, put forward hypotheses, search for independent solutions, check their correctness, and so on. The arsenal of didactic methods and techniques should be expanded through developing games and exercises, problematic issues, logical tasks, search situations, elementary experiments, systematic observations, solving puzzles, crossword puzzles, etc.

It should be warned against excessive intensification of mental education, to which recent times individual teachers and parents are inclined, motivating this by the need for high-quality preparation of the child for school. It is important to strengthen the developmental and educational aspects of mental education, to pay attention to the formation of motives for cognitive activity, the development of intellectual feelings.

One of the important tasks of the mental education of preschoolers is the formation of initial mathematical knowledge and skills, mastering the native language and speech as the main means of cognition and a specifically human way of communication remains one of the priorities in working with children during preschool childhood. Language learning and speech development is directed to the formation of lexical, phonetic, grammatical, diamonological and communicative competence in children.

Speech classes should be carried out in an integrated manner, comprehensively solving the tasks. To carry out a gradual transition from purely reproductive actions of children (repetitions, imitations of a model, translations, etc.) to productive, creative, ensuring the timely mastery of children's language phenomena, contributing to the development of verbal and logical thinking on the threshold of schooling.

The organization of communicative activity requires special attention (one-on-one communication with peers and adults, in subgroups, a team), children face new communication tasks in various life situations, both natural and artificially created, improvised.

Teaching preschoolers the elements of written speech (writing and reading) also takes place in the educational process, but you should not force the formation of writing and reading skills in children, because this is the main task elementary school. More adequate to the possibilities and needs of preschool age is the development of fine motor skills of the hands, coordination of eye and hand movements, phonemic hearing, familiarization with the word and sentence, composition and sound, letters, teaching sound analysis and primary syllable continuous reading.

Aesthetic education as such, conducive to the development of natural inclinations, creativity, talents, creative imagination, fantasy is also considered in the context of the formation of a child's personality on the eve of school life. The implementation of its tasks takes place on the basis of broad integration and permeates the entire pedagogical process in a preschool institution, including various forms of work with children (GCD, independent artistic activity, holidays, entertainment, circles). In these forms, works of musical, theatrical, literary, visual arts are used in a complex way in the context of universal and national culture.

The primary tasks of the moral development of preschoolers are the awakening of the humane feelings of the individual, the formation of moral and volitional qualities, familiarization with the content and meaning of moral requirements, norms and rules of behavior, moral and ethical values. Particular importance is attached to civic education with preschool years: instilling feelings of love and respect for relatives and friends, other people, parental home, kindergarten, one's village, city, interest and respect for state symbols (flag, coat of arms, anthem), historical and cultural heritage of the Ukrainian people, pride in its achievements and the desire to join in socially useful affairs and significant social events.

Main task labor education preschool children, as an integral part of moral formation, is the formation of emotional readiness for work, elementary skills in various types of work, interest in the world of work of adults. An important aspect is the individual and differentiated approaches to the child's personality (taking into account the interests, preferences, abilities, acquired skills, personal sympathies when setting work tasks, combining children into working subgroups, etc.) and the moral motivation of child labor.

One of the most important issues is education. ecological culture in children. Its solution is carried out in the following directions: the formation of realistic ideas about natural phenomena, elements of an ecological worldview, the development of a positive emotional and value, careful attitude to the natural environment, the inculcation of practical skills for the rational use of nature.

The needs of today dictate the need to more closely integrate family and public preschool education, maintain the priority of family education, and more actively involve families in the educational process of a preschool institution, psychological, pedagogical and medical self-education. For this purpose, parent-teacher meetings, consultations, conversations and discussions, round tables, trainings, quizzes, open days, parents' views of certain forms of work with children, circles are held, visual propaganda tools are used (newsletters, parental corners, thematic stands, photo exhibitions, etc.), parents are involved in holding holidays, entertainment, hiking, excursions, etc. When choosing the forms of work of a preschool educational institution with families of pupils, life competence, social and educational level of parents, parental experience, material wealth families, the number of children in families and their gender, the age composition and completeness of families, the dominant role of the parent and other factors. Parents act not as experts or observers of the work of teachers, but as their equal partners and allies. Relations with them are built on the principles of openness, mutual understanding and humanity.

Responsibility for organizing and ensuring the proper content of the educational process rests with the head and each member of the workforce of a preschool educational institution within the limits of their official duties.

Compiled by:

Bizyaeva N. G.

educator

preparatory

groups

p.Yushala

2016

Organization of educational activities in preschool educational institutions in accordance with the requirements of the Federal State Educational Standard

Preschool education today is undergoing great changes, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschoolers, the Federal State Educational Standards of preschool education were introduced, SanPiN was approved for the device, content and organization of the work regime in preschool organizations, from 09/01/2013. A new federal law “On Education in the Russian Federation” was put into effect. The main goal of the policy in the field of preschool education is the quality education of preschoolers. Currently, preschools can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them in a rigid "standard" framework.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including ensuring the psychological readiness of the child for school . It should be noted that the most significant difference between preschool education and general education lies in the fact that in kindergarten there is no rigid objectivity.The development of the child is carried out in the game, and not in educational activities.

GEF puts at the forefront an individual approach to the child and the game, where the preservation of the intrinsic value of preschool childhood takes place and where the very nature of the preschooler is preserved. The leading types of children's activities are: play, communicative, motor, cognitive-research, productive, etc.

For the first time in the history of Russian education, the Federal State Educational Standards for preschool education are a document that determines at the federal level what the main general educational program of a preschool institution should be, what goals it defines, the content of education, and how the educational process is organized.

The main general education program is a model for organizing the educational process of a preschool educational institution. The program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

The team of our kindergarten has developed the main educational program for preschool education, taking into account the characteristics of the educational institution MKDOU "Yushalinsky kindergarten No. 11 "Bell", age characteristics, educational needs and requests of pupils and families.

On its basis, developed working programm a teacher, which determines the content and organization of the educational process and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of children's health. The program solves the problems of educating a cultured, free, self-confident person, with an active life position, striving to be creative in solving various life situations, having his own opinion and able to defend his.

I design my pedagogical activity based on the standards of the new generation. If earlier educational activities were carried out in a classroom form, then, with the transition to the Federal State Educational Standard, the forms of work with children have changed. It should be noted that educational activities are carried out throughout the entire time the child is in the group. This is:

• Joint (partnership) activities of a teacher with children:
• Educational activities in regime moments;
• Organized educational activities;
• Independent activity of children.

Educational activities in the senior group are carried out in various types of activities, representing certain areas of development and education of children (educational areas):

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

• gaming, including a role-playing game, a game with rules and other types of games;
• communicative (communication and interaction with adults and peers);
• cognitive-research (research of objects of the surrounding world and experimentation with them);
• perception of fiction and folklore,
• self-service and elementary household work (indoors and outdoors);
• construction from different material, including designers, modules, paper, natural and other materials;
• visual (drawing, modeling, application);
• musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments);
• motor (mastery of basic movements) forms of activity of the child.

I organize my joint activities with children:

• with one child;
• with a subgroup of children;
• with a whole group of children.

The choice of the number of children is made taking into account:

• age and individual features children;
• type of activity (playing, cognitive-research, motor, productive)
• their interest in the activity;
• the complexity of the material;

But it must be remembered that every child should receive the same starting opportunities for schooling.

The main feature of the organization of my educational activities is the avoidance of educational activities (classes), raising the status of the game as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, game, problem-learning situations within the framework of the integration of educational areas.

Thus, the "lesson" as a specially organized form of educational activity in kindergarten is cancelled. The occupation was interesting for children, specially organized by the educator, specific children's activities, implying their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities.

When organizing partnership activities with children, I use the following principles:

involvement of the educator in activities on an equal basis with children;

voluntary participation of preschoolers in activities (without mental and disciplinary coercion);

free communication and movement of children during activities (subject to the organization of the working space);

open temporary end of activity (everyone works at their own pace).

In addition to organized educational activities, I also planned educational activities in the daily routine:

In the morning and evening hours

On a walk

During routine moments.

The goals of educational activities in the daily routine:

• Health protection and the formation of the basis of a culture of health;
• Formation in children of the foundations of the safety of their own life and the prerequisites for environmental consciousness (safety of the surrounding world)
• Mastering the initial ideas of a social nature and the inclusion of children in the system of social relations
• Formation of a positive attitude towards work in children.

In my group I use forms of conducting educational activities in the daily routine as:

Outdoor games with rules (including folk games), game exercises, motor pauses, sports jogging, competitions and holidays, physical culture minutes;

Wellness and hardening procedures, health-saving measures, thematic conversations and stories, computer presentations, creative and research projects, exercises on the development of cultural and hygienic skills;

Analysis of problematic situations, game situations on the formation of a safety culture, conversations, stories, practical exercises, walks along the ecological path;

Game situations, games with rules (didactic), creative role-playing, theatrical, constructive;

Experiences and experiments, shifts, work (within the framework of practice-oriented projects), collecting, modeling, dramatization games,

Conversations, speech situations, compiling and telling fairy tales, retelling, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;

Listening to the performance of musical works, musical and rhythmic movements, musical games and improvisations,

Vernissages of children's creativity, exhibitions of fine arts, workshops of children's creativity, etc.

For independent activity children by sanitary and epidemiological requirements for the content and organization of work in preschool organizations (games, preparation for educational activities, personal hygiene) at least 3-4 hours.

But this does not mean that the child is left to himself. To organize independent activities of children, I create a developing subject- spatial environment in accordance with GEF, That is one of the most important conditions of the educational process. The developing environment is considered as a complex of psychological and pedagogical conditions for the development of intellectual, special, creative abilities of children in an organized space. The purpose of creating a developing environment in kindergarten is to provide a system of conditions necessary for development various types children's activities, correction of deviations in the development of children and improvement of the structure of the child's personality.

The main requirement for the organization of the subject-spatial environment is its developmental nature, the adequacy of the educational program implemented in the preschool educational institution, the peculiarities of the pedagogical process and the creative nature of the child's activity.

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

There are many games, toys and equipment in the group, providing free choice for children; periodically replaced game material, new objects appear that stimulate the game, motor, cognitive and research activity of children.

The whole organization of the educational process implies the freedom of movement of the child throughout the group. The layout provides for working with subgroups, individual work. There is a division of areas for noisy and quiet games.

In accordance with the complex - thematic principle of planning the educational process The group has established the following child development centers:

• Game center.
• Center for Experimentation and Nature, Center for Mathematics;
• Center for Children's Literature, Center for Speech Development;
• Center for the development of movements, outdoor and sports games;
• Center for educational games and toys:
• Artistic Creativity Center
• Center for Music and Tetra (slide)

Thus, introducing into practice new forms of organization of the pedagogical process in preschool educational institutions, we can conclude that it must necessarily increase:

· The interest of the teaching staff in the educational process;

· The level of professional skills of teachers;

· The level of education of pupils.

Literature:

· An exemplary educational program for preschool education (approved by the decision of the federal methodological association for general education (minutes of May 20, 2015 No. 2/15).

• « FROM BIRTH TO SCHOOL". The main general educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A.

· Federal state educational standard for preschool education, approved by the Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013

· Kireeva L. G. Organization of a subject-developing environment: from work experience / L. G. Kireeva // Teacher. - 2009. - P. 143

Conference: Modern Kindergarten

Organization: MBDOU No. 52 "Fairy Tale"

Location: Republic of Tatarstan, Naberezhnye Chelny

In connection with the introduction of the Federal State Educational Standard for Preschool Education, questions arose on aspects of professional pedagogical activity. Active work in the field of updating the legal framework, the content of preschool education, innovations in methodological provisions is faced with the problem of increasing the professional psychological competence of a teacher of preschool education.

According to the law on education in the Russian Federation (clause 4.5), preschool education enters the first level of general education, which radically changes the attitude towards preschool education as a key level of child development. The “new” model of a kindergarten graduate, in connection with the changes in the requirements for a first-grader, implies a qualitative change in the nature and content of pedagogical interaction with the child, i.e. "development within the framework of the general education program should act as the most important result of the success of the upbringing and education of children" . If a earlier child when entering the first grade, he had to have a certain set of knowledge, skills and abilities, then now there is a need to form a competent, socially adapted personality, able to navigate the information space, defend his point of view, interact productively and constructively with peers and adults, in other words, the development of the integrative qualities of pupils.

Interaction between children and adults, recognition of the child as a full subject of educational relations;

Support for the initiative of children in various activities;

Cooperation of a preschool educational institution with a family;

Formation of cognitive interests and cognitive actions of the child in various activities, participation in project activities.

According to the Federal State Educational Standard, educational preschool institutions are guided by a unified “Program of education and training in kindergarten“ From birth to school ”ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva, which is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas; is based on a complex - thematic principle of building the educational process; provides for the solution of educational problems in the joint activities of an adult and children, not only within the framework of directly educational activities, but also during regime moments. According to A. N. Leontiev, “activity by its very nature is objective” . The requirements for the conditions for the implementation of the main educational program of preschool education are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment.

Work on the implementation of the "Program of education and training in kindergarten" From birth to school "ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva is based on the use of the following methods in the pedagogical work of the educator: the method of comparison, elementary analysis, the method of modeling and design, the method of project activity, the method of questions - asking questions to children (educating the ability and need to ask questions, formulate them correctly and clearly), the repetition method - the most important didactic principle, without the application of which there will be no strength of knowledge in the education of feelings, solving logical problems, experimentation.

A feature of the content of the pedagogical activity of educators is pedagogical monitoring, which is aimed at studying:

Activity skills of the child;

interests; preferences; child's inclinations

Personal characteristics of the child;

Behavioral manifestations of the child;

Features of the interaction of the child with peers;

Features of the interaction of the child with adults.

Monitoring allows you to track the development of integrative qualities that a student should have, an indicator of success in educational areas, based on monitoring data, a work plan for correction is drawn up. When monitoring, the educator should be guided by the principles of pedagogical diagnostics:

1. The principle of objectivity establishes the desire for maximum objectivity in the procedures and results of diagnostics, the avoidance of subjective value judgments in the design of diagnostic data, a biased attitude towards the diagnosed.

2. The principle of competence establishes a ban in the process and on the basis of the results of diagnostics for any actions that can cause

damage to the subject, the adoption by the teacher of decisions only on those issues for which he has special training;

3. The principle of personalization requires the teacher in diagnostic activity to discover not only individual ways of development, but also not to evaluate deviations from the norm as negative without analyzing the dynamic tendencies of formation.

4. The principle of a holistic study of the pedagogical process involves: having information about various aspects of its development: social, emotional, intellectual, physical, artistic and creative in order to assess the overall level of development of the child.

5. The principle of procedurality involves the study of a phenomenon in change, development.

The effectiveness of the implementation of the educational and educational activities of preschool teachers also depends on the organization of work with the parents of pupils. Research L.S. Vygotsky, L.S. Lisina prove that the family is the main institution for educating the personality of children. . The teacher uses effective forms of interaction with parents:

In the first place is individual work, general and group parent meetings;

In second place is the form of involvement and introduction of the parents of pupils into the educational process: exhibitions of children's works with the participation of parents, days of good deeds, participation of parents in preparing for the holidays, work with the group's parent committee, and visual propaganda.

goal, taking into account the specifics of the educational institution. They make up the characteristics of the groups of pupils, and the final results of education, i.e. subject knowledge, skills, key competencies and social experience. According to Lazarenko L.A. the successful implementation of the program depends on the “competence of the teacher, i.e. from the subjective property of a person, which allows him to qualitatively perform pedagogical activity.

The content of educational and educational activities provides for the duties of the educator to timely and efficiently complete the documentation. The documentation includes: a plan of educational and educational work, reports, minutes of parent meetings, etc. Conduct design and research activities with pupils, both group and individual. Also, according to the requirements of the Federal State Educational Standard, the educator must be proficient in information and communication technologies, which involve the use of modern educational technologies in direct educational activities.

The educator must have basic professional functions, such as: educational, educational, developing, communicative, normative, informational, coordinating, reflective and diagnostic. According to Aminov N.A. "all the functions presented provide the educator with personal growth, which is often expressed in the style of pedagogical activity focused on the development of children" .

The developing function includes the improvement of didactic knowledge and skills by educators in pedagogical activity, due to which there is a simultaneous development of cognitive professional qualities such as: thinking, memory and speech, pedagogical abilities, which allow using and applying a more effective and creative approach in creating conditions for

harmonious development of children, organization of the educational process in a preschool educational institution.

The educational function consists in the self-mastery of educators of a preschool educational institution with scientific ideas about education, a set of knowledge, skills in educational activities, social experience in the interests of the individual and society as a whole, information knowledge. In the applied aspect of the implementation of this function of professional and pedagogical culture, the mastery of the content and organizational and methodological foundations for the upbringing and education of preschoolers is ensured.

The normative function of the educator allows you to independently regulate the system of pedagogical activity. Normative knowledge in pedagogical activity gives confidence in the correctness of their actions to the educator. This function allows the educator to choose optimized methods of activity, to approve the model and professional advantages. The normative function of pedagogical activity allows you to resolve the contradictions that arise in the process of cooperation between the educator and children, colleagues, parents and administration, ensure cooperation and achievement in joint actions to educate preschool children. .

In the work of the educator, the information function is the relationship of all its functional components. According to this function, the educator must own various media of information, be aware of the psychological, pedagogical and methodological literature, have the means of computer technology; work with information using these tools to meet public and personal needs.

The coordinating function ensures the variability of the content of the educational process, the selection of technologies.

Improving further professional activity is the basis of this function.

The educator's thinking about pedagogical activity, personal qualities, emotional and cognitive abilities depends on the reflective function.

Pedagogical reflection includes self-reflection of the activities carried out, an adequate assessment of the results of the activities. The teacher must analyze the mistakes and difficulties that arise in the educational process, find the causes of success and failure in order to make adjustments to subsequent activities in order to achieve better results. According to Zakharova L.N. "the readiness of the future teacher to solve diagnostic problems of different levels of complexity in the dynamic conditions of professional activity in the field of education is a high indicator of his professionalism" .

A diagnostic function is a set of skills and knowledge necessary to solve professional problems at a high level. This function allows, together with psychologists, a music worker, a speech therapist, to carry out the correct psychological and pedagogical diagnosis, on its basis to analyze and interpret diagnostic data, design and implement an educational process based on system diagnostics.

The communicative function includes the ability to organize high-quality interaction with preschool children, to coordinate the educational process with all participants in pedagogical activity.

The performance of high-quality educational work directly depends on the formation of professional psychological competencies, personal qualities that are acquired

with professional training, with obtaining theoretical and practical knowledge, skills and abilities.

For the effective performance of pedagogical functions, it is important for a modern teacher to be aware of the structure of pedagogical activity, its main components, pedagogical actions and professionally important skills and psychological qualities necessary for its implementation.

Thus, the scope of the content of educational activities includes the implementation modern approaches, positive dynamics individual development pupils, organization of work with parents, implementation of basic educational programs, professional implementation. The high-quality implementation of all areas of pedagogical activity corresponding to the Federal State Educational Standards depends on the high level of formation of professional psychological competencies, personal qualities of teachers of preschool educational institutions.

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2. Professional standard of a teacher (concept and content) // Bulletin of Education of Russia. - 2013. - No. 15. - P. 7.

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