A modern approach to methodological work in preschool educational institutions in the context of the implementation of the Federal State Educational Standard
This article presents a teacher’s view of the methodological approach in a preschool educational institution in the context of the implementation of the Federal State Educational Standard.
Key words: Federal State Educational Standard, preschool educational institution, standard, pedagogical competence.
Up the pedagogical ladder, modern education is gaining momentum with rapid steps. Studying the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” [1], we can see that preschool education in Russia has the status of the first independent level of the educational system. Based on this, we can safely talk about the relevance of standardization today.
Preschool education today poses a number of challenges that need to be solved in the context of modern requirements. All tasks are connected by a single goal - creating conditions for a “strong foundation” for the development and implementation of pedagogical ideas and views in the preschool period, in accordance with the social and economic needs of the country, as well as the demands of modern society.
Global changes are taking place not only in the country’s legislative system, but also in modern pedagogical society. Today, high methodological requirements are imposed on the work of preschool teachers, in order to improve the efficiency of the quality of educational services during preschool childhood.
The professional competence of a teacher takes first place in the implementation of the tasks of the Federal State Educational Standard for Educational Education, therefore, every teacher simply needs to have a pedagogical base of knowledge, skills and possess all the competencies that are prescribed in the standard. The teacher, focusing on the standard, must first of all be focused on the pupil himself, regardless of the characteristics of his mental and physical development. All pedagogical activity must have directions of pedagogical work only for the benefit and quality of education of the child himself [1, p.34].
On the part of the preschool educational institution management, there is a need to draw up a clear algorithm for conducting methodological work. After all, competent pedagogical activity will in the future produce only positive results from all the work of a preschool educational organization. Each methodological event must be planned with the introduction of clear conceptual ideas that help improve the quality level of the management system in the preschool educational institution.
All aspects of methodological support must be focused not only on the result itself, but also on all participants in the pedagogical process.
Modeling of methodological support in preschool educational institutions must be built in a scientific, creative and modern way, where the creative potential of each teacher will be revealed. It is necessary to focus the entire teaching staff on professional growth.
But, if we look deeper into this problem, we can see that not all teachers strive to improve their educational level. Their teaching experience remains on the line of Soviet professional training. These teachers try to maintain the same content of educational activities in a preschool organization. Modern innovations become for them only an additional part of emotional overload. But one of the main points of the standard is the competence capabilities of a modern teacher.
Considering the concept of “professional competence of a teacher.” We can determine that this is a multifactorial phenomenon, consisting of the theoretical and practical knowledge of the teacher, as well as ways of applying them in specific pedagogical situations [2, p.45].
Thus, the professional competence of a preschool teacher depends on various personal qualities, the main source of which is training and subjective experience. Professional competence is characterized by a constant desire for improvement.
The psychological basis of competence is the desire to constantly improve one’s skills and raise one’s professional level. A teacher who does not develop will never show the true face of a creative personality! That is why increasing the competence and professionalism of the teacher is a necessary condition for improving the quality of education, both the pedagogical process and the overall quality of preschool education.
Based on these competencies, it is necessary to organize methodological work in a preschool educational institution at a modern level.
Methodological work is a holistic system of interrelated actions, based on scientific knowledge and advanced pedagogical and managerial experience, aimed at improving the quality and efficiency of the educational process by ensuring the professional growth of teachers and the development of their creative potential. The purpose of methodological work in a preschool educational institution in the context of the implementation of national educational standards for educational institutions can be formulated as follows: increasing the professional competence of teachers in the implementation of national educational standards by creating a system of continuous professional development of each teacher.
Based on this, we can emphasize the main tasks of the methodological service at the new stage [3, p.78]:
- Improving legal support for the methodological service of preschool educational institutions.
- To promote the creation and development of a developmental educational environment in preschool education, which will allow the achievements of a new quality of education to be realized.
- Improving the professional competence of teachers.
- Ensure the introduction of innovations in preschool educational institutions.
- Encourage positive teaching experiences in preschool settings at all levels.
- To increase the effectiveness of methodological work with teachers in order to increase their professionalism and creative activity.
Thus, from all of the above, the main thing can be highlighted that all methodological work in a preschool educational institution simply must be built on the current structure of the creative potential of each participant in the pedagogical process, based on professional and personal growth, as well as on positive stimulation of the results of the pedagogical activity of each teacher. After all, the modern approach to methodological activities will only improve the quality of educational services provided by preschool educational institutions.
Literature:
- Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ (latest edition).
- Belaya, K. Yu. Methodological work in preschool educational institutions: Analysis, planning, forms and methods [Text]/K. Yu. Belaya - M.: Sphere shopping center, 2015.–324 p.
- Troyan, A. N. Management of preschool education [Text]/A. N. Troyan. – M. 2022. – 264 p.
- Falyushina, L.I. Quality management of the educational process in preschool educational institutions [Text]/L. I. Falyushina. - M.: ARKTI, 2016. - 428 p.
“Forms, methods, technologies of working with preschool children in accordance with the Federal State Educational Standard for Education”
The world of childhood is unique and inimitable; childhood impressions, good and bad, remain in people’s memory forever. Scientists have long discovered that the decisive factor in the development of certain characteristics of thinking is not the experience itself (knowledge, abilities, skills), but the methods of its assimilation. Creative activity is a reliable assistant in raising and teaching children.
Our OOD is structured in such a way that one type of activity is replaced by another. This allows us to make the children’s work less tiring and intense. Game forms allow you to activate the cognitive interests of preschoolers, surprise, and ignite the flame of curiosity. In play activities, children intensively develop their powers of observation, memory, and imagination.
People have been using games as a learning method for a long time. Gaming activities can be used in the following cases: a) as independent technologies for mastering a topic or section; b) as elements of a broader technology; c) as a lesson or part of it (explanation, reinforcement).
Communication games involve working in pairs, groups of large and small, and as a whole group, while participants must be able to move freely around the room. For such games, a subject-spatial environment or child development centers are created, with rich mobile, replaceable material.
The pedagogical process should not impose a template approach to solving tasks; it should respect and develop the uniqueness of the individual style of each preschooler.
The educational games that I use in my classes are based on the principle of organizing classes in small groups. This makes it possible to include all children in active work, organize competition between teams, and develop the ability to work in a team. Game situations help create a positive attitude towards learning and development, which is a necessary prerequisite for successful learning of the material. Education is based on the following types of activities: cognitive, playful, creative, communicative. As a result, preschoolers will have sufficiently developed
moral standards of behavior, culture of communication in a team, ability to cooperate. When using games in my work, I take into account that they must have two principles: educational and cognitive and entertaining. Of the wide range of methods and techniques for working with children, those play activities that allow them to comprehensively solve developmental, educational and educational tasks are primarily used.
I also use the project method in my work. The essence of this method is to stimulate children’s interest in certain problems that require mastery of a body of knowledge, and through project activities to show the practical application of the acquired knowledge. If we talk about the project method as a pedagogical technology, then it involves a combination of research, search, and creative methods. Preschool age is fertile ground for the education, upbringing and development of a child - this period in the life of children is characterized by sustained attention, observation, and a surge of cognitive interest. That is why the most effective method in teaching children is the project method. This method develops interest in various areas of knowledge, develops skills in collective and independent work, activity, and helps connect learning with life. Project activities make it possible to unite a teacher - a senior friend and mentor, children, parents and other teachers - into one team.
