Methodological work of a kindergarten teacher

Methodological work in kindergarten

Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice.

Individual and group consultations, consultations on the main areas of work of the entire preschool educational institution team, on current problems of pedagogy, at the request of educators.

Methodological work in a preschool institution is a holistic system of interrelated measures, based on the achievements of science and advanced pedagogical experience, aimed at comprehensively improving the qualifications of the teacher.

In the section of the site, methodological work in kindergarten for different groups contains many interesting publications for educators on teaching children on various topics:

Sample application “On enrollment in kindergarten”
Consent to the processing of personal data in kindergarten
Excursion along an ecological trail in a kindergarten using electronic educational resources
Map of observations of child development in various types of activities of children of primary preschool age
Poems about kindergarten
Development of fine motor skills in preschoolers in preschool educational institutions
Speech at the educational meeting by preschool teachers on the specifics of health-improving work with frequently ill children
Methodological development of a synopsis of the direct educational field of ecology in kindergarten “Medicinal plants - means of healing the human body”
Model of organizing the educational process in kindergarten
Organization of play activities for older preschoolers in the context of the implementation of the Federal State Educational Standard
Development of fine motor skills in children of primary preschool age using non-traditional methods
Mini-museum as a means of educating children in kindergarten in Russian national traditions
Preschool educational institution service and its legal and regulatory support
Experimentation corner in a kindergarten group
Continuity of preschool and primary education
Methodological development of a kindergarten teacher “Poems are always to the aid of children”

In order to improve and achieve the optimal structure of methodological work in a preschool educational institution, it is necessary to understand its essence, its main purpose, leading tasks and functions, and correctly formulate important fundamental requirements for its organization and implementation.

Methodological work in educational institutions of the Russian Federation is part of the system of continuous education.

Methodological work is a holistic system of measures, based on the achievements of science, best practices and analysis of teachers’ difficulties, aimed at improving the skills of each teacher, at generalizing and developing the creative potential of the team, and at achieving optimal results in the education, upbringing and development of children. The goal of methodological work in kindergarten is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process. Creating effective conditions for the comprehensive continuous development of children.

Methodological work in a preschool educational institution is a link between the activities of the teaching staff of a preschool institution, the state education system, psychological and pedagogical science, and advanced pedagogical experience.

Methodological service in kindergarten is a comprehensive and creative work, which includes not only practical training of teachers in methods and techniques of working with children, but also increasing the level of knowledge of the latest techniques, studying pedagogy, child psychology, and anatomy. The senior educator, as the head of the methodological service, provides direct assistance to educators and specialists in self-education. Constant updating of the content of methodological work is interconnected with the activities of teachers, which ensures a continuous process of improving the skills of each educator.

Methodological assistance to preschool teacher

CONTENTS INTRODUCTION 3 1. TYPES OF METHODOLOGICAL WORK IN A DOWE 4 2. CONTENT OF METHODICAL WORK IN A DOW 6 3. FORMS OF ORGANIZATION OF METHODOLOGICAL WORK WITH THE TEACHING STAFF OF A DOW 9 3. FORMS OF ORGANIZATION OF METHODOLOGICAL RA BOTS WITH THE PEDAGOGICAL STAFF OF THE DOWE 19 APPENDIX 21 INTRODUCTION Methodological activity is usually defined as the activity on generalization and dissemination of pedagogical experience. In pedagogical practice, a whole system of methodological services at different levels has developed. For example: city, district (district) methodological services and methodological service of an educational institution (school, kindergarten). In a preschool educational institution, methodological work is carried out by a senior teacher or deputy head of educational work. The task of methodological activity is to create an educational environment in an institution where the creative potential of the teacher and teaching staff would be fully realized. Experience shows that most teachers, especially beginners, always need help - from more experienced colleagues, managers, senior preschool teachers, and from the professional teaching community. Currently, this need has increased many times due to the transition to a variable education system. Teachers now need special additional training and constant methodological support in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and capabilities of children in the practice of teaching and upbringing. Methodological work in a preschool institution is a complex and creative process in which practical training of teachers in methods and techniques of working with children is carried out. 1. TYPES OF METHODOLOGICAL WORK IN PRESIDENTIAL EDUCATIONAL INSTITUTIONS For the effectiveness of the pedagogical process, a constant search for new, more effective methods of education and training is necessary, with the help of which the content of education is transmitted to children. It is methodological activity that plays the leading role in the creation and implementation of the most effective methods of raising and teaching children. Methodological activity is a specific type of educational activity, the content of which is the systemic unity of creating a method, its testing, implementation of the method (obtaining methods), application of methods. Methodological activity includes three “activity spaces”: the space of creating methods, the space of disseminating and implementing methods (receiving methods), the space of applying methods. In the process of methodological activity, these spaces are interconnected into 3 types of methodological activity, which are a single chain of certain elements, in which each stage has a final product: method, technique, guaranteed result. This is clearly illustrated in the diagram presented. TYPES OF METHODOLOGICAL ACTIVITY Based on this diagram, we can identify the main actions of the methodologist (senior educator) in each of these spaces. When creating and searching for methods of working with children, the following are used: study of methods used in practice, observation, description, comparison, identification of patterns, expert opinion on significance, etc. When introducing the method into the work of teachers, the senior educator informs, trains, disseminates, organizes experimental work and reproduction of this method, etc. When applying a methodology or method, the main emphasis is on monitoring the implementation of the main provisions and correcting this methodology. 2. CONTENT OF METHODOLOGICAL WORK IN A PRESENTER HOUSE The activities of the senior educator are aimed at solving priority and urgent tasks. Therefore, it is necessary to design and determine its content for the entire composition of management functions: information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic and regulatory-corrective. Let's try to fill these functions with the content of the senior educator's activities. It should be supplemented taking into account the specifics and characteristics of the work of each particular kindergarten (see table). CONTENT OF THE METHODICAL WORK OF THE SENIOR TEACHER In each kindergarten, methodological work with personnel is annually planned. It is important to recall that at present we need to talk about the system of methodological work, the modernization of its tasks, and content. And here there is both general and specific. The general thing is to build a system of methodological work in three planes. 1. In relation to a specific teacher, where the main task is the formation of an individual, original, highly effective system of pedagogical activity of the teacher. Therefore, methodological work in kindergarten should be aimed at enriching the teacher’s knowledge, developing his motives for creative activity, and developing pedagogical techniques of performing arts. 2. In relation to the teaching staff of the kindergarten, methodological work solves the problem of forming a team of like-minded people. It is aimed at developing a pedagogical credo, traditions of the team, organizing diagnostics and self-diagnosis, monitoring and analyzing the educational process, identifying, generalizing and disseminating advanced pedagogical experience. At present, it is important to involve the team in scientific and experimental work. 3. Methodological work in kindergarten is built in relation to the general system of lifelong education, which involves a creative understanding of regulatory documents, the introduction of scientific achievements and best practices. In each kindergarten, a system of advanced training for teachers is built in a differentiated manner through self-education and all forms of methodological work. It is possible to build a system of methodological work based on an analysis of the achieved results of the preschool educational institution: the results of the educational process, the level of pedagogical skills and qualifications of teachers, the maturity and cohesion of the teaching staff, the specific interests, needs and requests of educators. The search and selection of the optimal methodological work option is always relevant for the manager. At the same time, it is necessary to take into account the versatile nature of its content and the variety of forms and methods of working with personnel. To evaluate the system of methodological work in a preschool institution, it is necessary to identify evaluation criteria. Their number may vary and depend on the specific kindergarten, but the most common ones should always be taken into account. The first criterion for the effectiveness of methodological work can be considered achieved if the results of children's development grow, reaching the optimal level for each child or approaching it in the allotted time without overloading the children. The second criterion for rational expenditure of time. The economy of methodological work is achieved where the growth of teachers' skills occurs with a reasonable investment of time and effort on methodological work and self-education, in any case, without overloading teachers with these types of activities. The third criterion for the stimulating role of methodological work is that there is an improvement in the psychological microclimate in the team, an increase in the creative activity of teachers in their satisfaction with the results of their work. It is important to remember that the true assessment of the effectiveness of methodological work is given by the final result, and not by the number of various activities carried out. 3. FORMS OF ORGANIZATION OF METHODOLOGICAL WORK WITH THE PEDAGOGICAL STAFF OF PRESENTER EDUCATIONAL INSTITUTIONS All forms can be presented in the form of two interrelated groups: - group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative microgroups, open screenings, work on common methodological topics, business games and etc.); — individual forms of methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.). Let's consider the main forms of methodological work. When combining forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by organizational, pedagogical, and moral-psychological conditions in the team that are specific to a given institution. The pedagogical council is one of the forms of methodological work in preschool educational institutions. The pedagogical council in kindergarten, as the highest governing body of the entire educational process, poses and solves specific problems of the preschool institution. Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on current problems of pedagogy, on requests from educators, etc. Any consultation requires training and professional competence from the senior educator. The main consultations are planned in the institution's annual work plan, but individual consultations are held as needed. Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also strives to form in them a creative attitude to activity. Seminars and workshops remain the most effective form of methodological work in kindergarten. The annual plan of the preschool institution determines the topic of the seminar and at the beginning of the school year the head draws up a detailed plan for its work. A detailed plan with a clear indication of working hours and well-thought-out tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions to which educators would like to receive answers. The leader of the seminar can be the head or senior teacher, or invited specialists. Teachers, specialists, and medical workers can be involved in conducting individual classes. The main goal of workshops is to improve the skills of teachers, so they are usually led by educators who have experience working on this issue. The question is increasingly being raised about the need to train parents, especially young mothers, in methods of person-oriented communication with a preschool child. Therefore, organizing a workshop for parents is an important form of work. Various specialists may be involved in conducting such a seminar, who will tell you which toy is preferable to buy for your baby; They will also teach you how to organize the game. You can organize an evening of games for children and adults, in which the leader of the seminar will be an attentive adviser and observer. He will tell parents about his observations and notes at the next lesson and give specific recommendations regarding methods of individual communication with the child. The seminar is not limited to a specific time frame and is not associated with a permanent location. A seminar can be considered effective if it helps to quickly and timely make changes to the educational process. Properly organized preparation for it and preliminary information play a big role in the effectiveness of the seminar. The topic of the seminar should be relevant to a specific preschool institution and take into account new scientific information. If the seminar is long, then it is good to prepare a memo for the participants of the seminar, which indicates the topic, place and order of holding, a list of questions that need to be thought about, and a mandatory list of literature that is useful to get acquainted with in advance. It is important to think through methods and forms of including all seminar participants in an active discussion of the topic. For this, situational tasks are also used, working with punched cards, discussing two opposing points of view, working with regulatory documents, game modeling methods, etc. The seminar leader must clearly think through the tasks for each topic of the lesson and evaluate their implementation. At the end of the seminar, you can arrange an exhibition of the teachers’ works. Each teacher has his own teaching experience and teaching skills. The work of the educator who achieves the best results is highlighted, his experience is called advanced, he is studied, he is “looked up to.” Advanced pedagogical experience is a means of purposefully improving the educational process, satisfying the current needs of teaching and educational practice. Advanced pedagogical experience helps educators explore new approaches to working with children and distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Advanced experience originates in mass practice and is, to some extent, its result. For any teacher studying best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to compare your capabilities and make a decision about introducing experience into your work. Advanced experience is the fastest, most efficient form of resolving contradictions that have arisen in practice, quickly responding to public demands, to the changing situation of education. Advanced experience born in the thick of life is very instrumental and, subject to a number of conditions, successfully takes root in new conditions; it is the most convincing and attractive for practice, because it is presented in a living, concrete form. Due to this special role of best practices, every year, as part of methodological work, open screenings are held in kindergartens, at which the best experience in one of the areas of preschool pedagogy is presented. An open screening makes it possible to establish direct contact with the teacher during a lesson and get answers to your questions. The show helps to penetrate into a kind of creative laboratory of the teacher, to become a witness to the process of pedagogical creativity. The manager organizing an open display can set several goals: - promotion of experience; — training teachers in methods and techniques of working with children, etc. When planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms of sharing experience: open display, work in pairs, author’s seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, open days, master classes, etc. Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, permeating the content and all its forms and methods. The importance of pedagogical experience can hardly be overestimated; it trains, educates, and develops teachers. Being essentially closely connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies in the practice of preschool educational institutions. Currently, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. The positive thing is that a business game is a strong tool for shaping the personality of a professional; it helps to most activate the participants to achieve the goal. A business game increases interest, causes high activity, and improves the ability to solve real pedagogical problems. In general, games, with their multifaceted analysis of specific situations, allow us to connect theory with practical experience. Preparing and conducting a business game is a creative process. Therefore, the design of a business game bears the imprint of the author’s personality. Often, taking a model of an already developed business game, you can change its individual elements or completely replace the content without changing the model. If a business game is used for educational purposes, then it must be remembered that it cannot precede seminars, special courses, or practical exercises. It should be carried out at the end of training. Direct development of business game materials includes the following stages: - creation of a business game project; — description of the sequence of actions; — description of the organization of the game; — drawing up assignments for participants; — preparation of equipment. “Round table” is one of the forms of communication between teachers. When discussing any issues of upbringing and training of preschoolers, circular pedagogical forms of placing participants make it possible to make the team self-governing, puts all participants on an equal footing, and ensures interaction and openness. The role of the round table organizer is to think through and prepare questions for discussion aimed at achieving a specific goal. Some preschool educational institutions use an interesting form of work that brings together employees - a literary or pedagogical newspaper. Purpose: to show the development of creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, evaluate personal qualities, professional qualities necessary in working with children - writing, speech skills - imagery of statements, etc. Creative microgroups arose as a result of the search for new effective forms of methodological work. Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, a new technique or develop an idea. Several teachers are united in a group on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group who seem to lead and take on organizational issues. Each member of the group first independently studies the experience and development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is implemented in everyone’s work practice. Group members attend each other's classes, discuss them, and highlight the best methods and techniques. If any gap is discovered in the understanding of the teacher’s knowledge or skills, then a joint study of additional literature takes place. Joint creative development of new things proceeds 3-4 times faster. As soon as the goal is achieved, the group disbands. In a creative microgroup there is informal communication, the main attention here is paid to search and research activities, the results of which are subsequently shared with the entire staff of the institution. The next form is working on a single methodological topic. With the correct choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements that must be taken into account when choosing a single theme. This topic should be relevant and truly important for a preschool institution, taking into account the level of activity it has achieved, the interests and requests of teachers. There must be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the work of other institutions. These requirements exclude the invention of what has already been created and allow you to introduce and develop everything advanced in your team. The above does not exclude such an approach when the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, breaking down a major topic by year. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the themes of self-education for educators. The system of continuous professional development for each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge acquired in previous course training; contributes to the understanding of best practices at a higher theoretical level, improves professional skills. In kindergarten, the senior teacher must create conditions for self-education of teachers. Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each specific teacher. As a process of mastering knowledge, it is closely related to self -education and is considered its component. In the process of self -education, a person develops the ability to independently organize their activities to acquire new knowledge. The head of the preschool educational institution organizes work so that the self -education of each teacher becomes his need. Self -education is the first step to improve professional skill. In the methodological office, the necessary conditions are created for this: the library fund of reference and methodological literature, the experiments of the work of teachers are constantly updated and replenished. Methodological magazines are not only studied and systematized by years, but are used to compile thematic catalogs, help a teacher who has chosen the topic of self -education, get acquainted with the various views of scientists and practitioners on the problem. A library catalog is a list of books available in the library and located in a specific system. Each book starts a special card in which the author’s name, its initials, the name of the book, the year and the place of the publication are recorded. On the reverse side you can make a brief annotation or listing of the main issues discovered in the book. The thematic file cabinets include books, magazine articles, individual chapters of books. The senior teacher draws up catalogs, recommendations to help the self-education, studies the impact of self-education on changes in the educational process. However, it is very important that the organization of self -education is not reduced to the formal management of additional reporting documentation (plans, extracts, notes). This is a voluntary desire of the teacher. In the methodological office, only the topic is recorded on which the teacher works, and the form and term of the report. At the same time, the form of the report may be as follows: a performance at the pedagogical council or conducting methodological work with colleagues (consultation, seminars, etc.). This can be a show of work with children in which the teacher uses the acquired knowledge during self -education. Summing up the above, we emphasize that the forms of self -education are diverse: - work in libraries with periodicals, monographs, catalogs; -participation in the work of scientific and practical seminars, conferences, trainings; - receipt of consultations of specialists, practical centers, departments of psychology and pedagogy of higher educational institutions; -Work with the Bank of Diagnostic and Corrective-Developing Programs in the District Methodological Centers, etc. The result of these and other types of work of the teacher is the process of reflection of the experience gained and, based on it, is the construction of a new experience. The conclusion for the head of the preschool institution is relevant for the search and choice of the best option for the work of the kindergarten. The team of each pedagogical institution should have its own person, there must be an individual in the system of work of a preschool institution. For this, it is necessary to use new forms and methods of working with teachers to increase their interest in work and creative dedication; Search for ways to solve many issues arising in the practice of planning the work of a preschool institution. To make the final result always high and effective. In modern conditions, you can build an effective system of methodological assistance to the teacher only with knowledge of the specific features of each teacher. Indeed, the work of educators with children depends on the work of the leader with teachers. The main thing is to teach the teaching staff to think together on improving the ways and means of education. The teacher must have pedagogical freedom, the independence of choosing the most effective option in the current situation, have the moral qualities of kindness and responsiveness, breadth and sincerity, decency, respect others. And the main task of the leader in this regard is to contribute to the work of teachers. In working with teachers, it is necessary to ensure feedback, a frank exchange of views, analyze specific situations, make the necessary decisions. It is also necessary to teach the culture of discussion, to rally a team, to increase the level of relations between employees. References 1. White K. Yu. Methodological work in the preschool educational institution. Analysis, planning, forms and methods. – M.: TC Sfera, 2007. – 96 p. 2. Vasilieva A.I., Bakhturina L.A., Kobitina I.I. Senior kindergarten teacher. M.: Education, 1990. - 215 p. 3. Volobuev L.M. The work of the senior teacher of the preschool educational institution with teachers. M.: Creative, 2003. 4. Golitsina N. S. Organization and content of the work of the senior teacher of the DOW. - M.: “Skripo 2003”, 2008. - 104 p. 5. Skorolupova O. A. Planning as one of the stages of work in the preschool educational institution. - M.: “Skriporiy 2003”, 2009. - 101 p. 6. Tavberidze V.A., Kalugina V. A. Diagnostics and criteria for assessing the activities of the teacher in the DOU: Organization of the management of methodological work. - M.: School Press, 2008. - 154 p. Appendix Test for a young teacher to determine his pedagogical stress resistance from the proverbs and sayings, select those that most of the features of your life as a young specialist: 1. Entrance to the kindergarten: A. Do not look for a hare in a bore - on the edge is sitting. B. drove to you, but drove to us. V. came across like a crow in soup. 2. Dedication to the post of educator: A. The ambassador does not break, do not chop, but only complain. B. I fly to fly, but they don’t let me sit down. B. You write with a pen that you will not take it out by the oral. 3. The first independent experience: you will not die a century before. B. went to him, yes, follow him. V. both stepped, and on the ears in the water. 4. Attitude to mentoring: A. Science teaches only a smart one. B. The painful awaits health even to death. B. If you know where to fall, so the straws subsided. 5. Conducting classes with children: A. The arrow of Tatar does not beat. B. Teach others - and you yourself will understand. B. Coma rode wherever. 6. Conducting regime moments: A. Day a day, an ax per day. B. is alive, the smoking room is alive. B. Whatever to curse, then ruff, yes hedgehog. 7. Parental meetings: A. It is not difficult to do, but it’s hard to conceive. B. The first pancake lump. V. complained to everyone, but no one listens. 8. Participation in pedagogical councils in the DOW: A. lives this song for the initiative. B. shot at Sparrow, but he got into the crane. B. The style is more expensive than the butt. 9. The end of the school year: A. is not expensive that red gold, or is expensive, that good skill. B. For a scientist (broken) of two unaccounted (non -billed), they give. B. Evening crying, and a joy. The key to the test if you have the answers: “A” - you have formed stable ideas about yourself as an “ideal teacher” (what you would like), “potential teacher” (what you could become) and “real teacher” ( How you evaluate yourself). This allows you to learn from more experienced teachers and successfully work in the chosen specialty. “B” - you have not enough differentiating ideas about yourself as a real and potential teacher. You are used to learning and working without thinking about what changes during this process. Try to look at yourself from the side - and you will see that you already have your own, inherent only to you, style of pedagogical activity. “B” - you have underestimated self -esteem of both self -educational and professional activity. This leads to self -doubt and passivity. Try to come up with an ideal image of yourself - a teacher and you will see that the difference between your capabilities and desires is much less than you think! Stress resistance: for answers type “A” - normal. For answers like "b" - unstable. For answers type “B” - indicates the need to provide psychological assistance in the process of adaptation to the requirements of the pedagogical profession.