Outline of methodological work with preschool teachers in the form of a business game

Business game as a form of methodological work in preschool educational institutions

Definition 1
Methodological work in a preschool educational institution is an educational activity aimed at teachers mastering methods and techniques for organizing the educational process in a preschool institution and using them in their practice.

This type of activity is aimed at increasing the efficiency and quality of educational services provided by preschool educational institutions. It is associated with the use of measures for the development of each educator, improving his professional skills, expanding and deepening his experience.

The methodological work of preschool educational institutions is based on the use of various methods and means that involve the teacher in active work and the use of a creative approach in their activities.

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Active methods of methodological work contribute to the creative development of the teacher and the creative direction of his teaching and educational work in preschool educational institutions. They expand the professional skills of a teacher and help overcome passivity in the work of a teacher.

One of the active methods of methodological work is a business game.

Definition 2

A business game is a way of simulating the educational process and its individual aspects, during which the basics of management activities and the organization of educational work are mastered.

Business games allow you to create an image, a model of the educational process of a preschool educational institution and develop effective directions for its implementation, taking into account specific conditions, resource support, and teacher capabilities.

A business game helps:

Forming the teacher’s experience of activity, which can be used in the real educational process of a preschool educational institution.
Development of skills for resolving problematic educational situations.
Developing an active position in the educational process.
Self-training and self-development for teachers, increasing their professionalism.
Decision-making in various circumstances and areas of educational work of preschool educational institutions.

Finished works on a similar topic

Course work Outline of methodological work with teachers of preschool educational institutions in the form of a business game 490 ₽ Abstract Outline of methodological work with teachers of preschool educational institutions in the form of a business game 220 ₽ Test paper Outline of methodological work with teachers of preschool educational institutions in the form of a business game 250 ₽

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The business game is carried out with preschool teachers on the basis of drawing up a summary of its implementation. It represents a plan for conducting a business game.

SUMMARY OF METHODOLOGICAL DEVELOPMENT OF GND

METHODOLOGICAL RECOMMENDATIONS FOR REGISTRATION OF METHODOLOGICAL DEVELOPMENT

1- 3 SLIDE

— Good afternoon, dear colleagues! Today we have gathered to find out what methodological development is and its types.

Learn to plan educational activities correctly, competently and thoughtfully.

4 SLIDE

What is methodological development

- this is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of training and education themselves in relation to a specific topic of the lesson, the topic of the main or additional educational program.

Methodological development is aimed at professional and pedagogical improvement of the teacher or the quality of children’s preparation. It can be both individual and collective.

5 SLIDE

Methodological development can be:

development of a specific lesson or educational activity;

developing a series of lessons;

development of an educational program:

development of original teaching methods and preschool educational programs;

development of cultural and leisure activities;

development of new forms, methods or means of training and education;

GUIDELINES

FOR

METHODOLOGICAL DEVELOPMENT OF GND

6 SLIDE

In connection with the introduction of the Federal State Educational Standard for Preschool Education, many changes have occurred in the organization of educational work in preschool educational institutions.

One of these changes is the organization of direct educational activities.

A lot of time has passed since the release of the first document, but some teachers still have questions when preparing notes, organizing and conducting GCD. This is due to the fact that the previous model of conducting classes existed for a long time, and we got used to it.

Many teachers try to transform the lesson and turn it into a GCD, take the lesson notes “the old fashioned way”, first include some problematic situation, productive activity and - done!

But the essence has not changed!

This happens because teachers do not quite understand the essence of the joint activity of a teacher with children, they do not see how educational activity directly differs from a lesson.

To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”...

Distinctive features of directly organized activities primarily in –

Ø forms of its organization,

Ø in changing the position of the teacher in relation to children,

Ø in updating the structure of the GCD.

What does the Federal State Educational Standard offer us?

The educational block is excluded from the educational process, but the learning process is not excluded, that is, the form of classes changes. In the joint activities of children and adults, a new form appears - directly educational activity filled with new content.

7 SLIDE

This leads to the main tasks of a preschool teacher when conducting educational activities:

ü to achieve maximum activity of children,

ü include all students in the creative process,

ü to form a stable interest in the subject being studied,

ü encourage you to gain knowledge and acquire specific skills.

Making educational activities bright and interesting is possible only with careful preparation and planning.

To do this you need:

8SLIDE

ü Define the goal, select and clearly formulate educational, developmental, educational tasks in accordance with age and level of development. Determine the dosage and combination of different tasks.

When setting, there should be no dominance of learning tasks.

We take into account targets at the stages of completion of early and preschool age.

9 SLIDE

ü Think over the structure of the GCD, the appropriateness of time allocation, the rationality of organizing the work of the teacher and students.

The presence of a logic of transition from one structural part to another, their approximate duration.

ü Consider the beginning of educational activities, creating motivation in children, the course of educational activities and the end.

ü The content of the GCD must correspond to the implemented program (educational system), take into account the level of development of students, their age characteristics.

10 SLIDE

ü Select games and exercises to implement the assigned tasks. There must be a sufficient number of games, exercises, tasks, their variety, compatibility with each other, and effectiveness in achieving the assigned tasks.

ü Determine didactic tools: their placement, sequence of use.

11- 17 SLIDES

ü Choose a form of organization of OD (game, exercise, primary educational, in-depth cognitive, generalizing, complex);

Please note, colleagues, on the screen possible forms for organizing children's activities are provided. (Transfer)

18 SLIDE

ü Formulate tasks and questions for children, possible remarks, explanations, instructions. The teacher is required to be precise, precise, clear, and concise in the formulation of tasks, when explaining games, exercises, in instructions on what and how to do for children, in describing problem and game situations.

19 SLIDE

ü Important

take into account maintaining a balance between entertaining elements and educational content.

20 SLIDE

ü Maintaining a balance between the word and action of the teacher and children in the text of the summary. A teacher should not dominate children! It is important to identify and support children’s initiative, to create conditions for the manifestation of their activity and independence.

21 SLIDES

ü In the final part - summing up. Clarify what new things have been learned and where they can be applied. For children of senior preschool age, the primary formation of reflection skills is possible. To do this, it is important to think through questions that will push children to realize

own actions, emotions...

Structure of a business game summary with preschool teachers

Drawing up a summary of a business game with preschool teachers begins with choosing the topic of methodological work, focused on the development of certain methods of educational and educational activities by teachers.

The outline of a business game includes the following sections:

Target aspect of methodological work. Here the purpose of using a particular game is determined, i.e. what it is aimed at, what work skills it will teach preschool teachers, what its successful implementation will lead to.
Tasks of gaming activity. Here is a list of tasks that need to be solved to achieve the goal of using a business game in methodological work.
Organizational activities. This reflects the preliminary preparation activities in the game: division into teams, equipment used, distribution of roles between game participants, use of preliminary exercises and tasks, questions, etc.
Methods and techniques used in the work. This reflects the methods of methodological work used during the game action. This may include:
- Organizational methods. They are associated with an adequate distribution of roles, the development of clear rules of action, adherence to the sequence of operations, and determination of the pace of game action;
Didactic methods. They are focused on developing the competence of game participants, the clarity of the rules and the results of the game action.
Tools. All equipment that will be used in the game is listed here.
Venue of the game. The game can be held in a specific room of the preschool educational institution or transferred to some other setting. For example, on the street, if this is required to achieve its intended purpose.
Progress of the methodological event. The stages of the game action are described here. As a rule, a business game takes place in three stages: preparatory, main and final. The main stage of the game can be divided into sub-stages if necessary.
Summarizing. The plan reflects the expected results of the business game, i.e. a set of competencies of teachers that should be developed in them during the game action.

Theater. Summaries of events with preschool teachers.

Municipal preschool educational institution

Belogorsk kindergarten "Snezhinka"

Summaries of events with preschool teachers

Author-compiler: I.A. Popova,

additional education teacher

2015

The methodological manual is intended for specialists of educational institutions. The main purpose of the manual is to provide methodological assistance to educators, theater teachers and music directors in organizing and planning work with children who need to relieve tension and emotional liberation and their parents (legal representatives).

Workshop

Topic: “Theater and play activities in kindergarten”

Goal: systematization of teachers’ knowledge on organizing theatrical activities for preschool children.

Theater! How much he means to a child’s heart, how impatiently children look forward to meeting him! When children hear this word, joyful sparkles light up in their eyes, cheerful laughter is heard, and their hearts are filled with joy in anticipation of a miracle! After all, theater really works wonders: it entertains, educates, develops the creativity of preschool children, and corrects their behavior. It contributes to the acquisition of new knowledge, develops abilities, expands the circle of friends, creates a full-fledged development environment, and helps each child find his special place.

How can you make the joy of theater become daily? We need to create it in kindergarten! Understanding the importance of theater in the upbringing and education of children, we use this simple but incredibly effective means in our work. Teachers are helped in this by organizing theatrical and play activities, which contribute to the development of children’s theatrical creativity.

Types of theaters for all age groups

1st junior group

Finger theater – promotes better control of the movements of your own fingers.

2nd junior group

Puppet theater on the table - promotes mastery of the technique of controlling tabletop theater puppets (dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.

Middle group

Spoon theater, riding puppets (bibabo, gapit puppets*) – introducing children to the theater screen and the basics of puppeteering

Senior group

Acquaintance with marionette dolls, dolls with a “living hand”, learning how to control these dolls

Preparatory group for school

Introduction to living hand puppets, human puppets and cane puppets; training in techniques for working with these dolls.

Practical part - “Business game”

Theatrical activities in kindergarten organizationally can permeate all routine moments; it helps to make the life of children in the group more exciting and varied.

I. "Reflection"

1. By theatrical activities of children, I understand.

2. Theatrical activities of preschoolers develop in certain pedagogical conditions, the most important of which, in my opinion, are (use the artistic word, evoke an emotional response, cultivate children’s interest in theatrical activities, equip theatrical games, serious selection of literary works).

3. How is theatrical activity related to visual activity? (making posters, making costumes and scenery, drawing invitation cards, making theaters (pictures on the hand, on a flannelograph, drawing after watching performances, using handicraft toys in the performance).

4. Task “Name the types of theater” by passing the toy to each other. (bi-ba-bo, toys, tabletop, mitten, cone, on flannelgraph, on spoons, theater of hands, masks, finger, etc.).

II. “Izrazhalka” (Individual performances)

— Imagine yourself as a person who won 1 million. Show it.

- Using pantomime, depict the proverb “Shallow, Emelya, your week”;

— Show how you feel when a cat’s tail is stepped on.

- Imagine yourself as a fashion model. Show her walk.

III. "Shadow Theater"

Shadow theater is one of the types of work that can be used to develop hand motor skills in children, starting from an early age. In addition to the fact that shadow theater allows you to develop precise, differentiated and coordinated movements of the fingers and hands, it arouses and maintains the child’s interest in performing exercises to develop motor skills, allows him to concentrate for a longer time, be diligent and active, etc.

Assignment: Draw an animal with your hands.

Master Class

Topic: “Creative cooperation between a teacher and children based on theatrical activities”

Participants: Music directors, teachers of preschool educational institutions, heads of clubs.

Purpose: Presentation of work experience in developing the creative abilities of preschoolers in theatrical activities.

Tasks:

1. Systematize teachers’ knowledge about theatrical activities in preschool educational institutions.

2. Introduce methods and techniques for conducting theatrical games.

3. To increase the professional competence of teachers in developing the creative abilities of preschoolers through improvisation games.

Planned result: motivation of those present to work on developing the creative abilities of children in theatrical activities. A creative atmosphere has been created for the participants of the master class.

Educational product: theatrical mini-performances.

Preliminary work of the teacher:

Selection of costumes, theatrical attributes, bi-ba-bo dolls.

Making a flower “Flower – seven-flowered”.

Selection of musical material.

Cards are symbols for reflection.

Organization of an exhibition of photographs on the theatrical activities of the kindergarten.

Equipment and materials: photographs, markers, a set of cards, TSO, costumes, theatrical attributes, methodological literature on theatrical activities.

Progress of the master class:

1. Speech on the topic “Development of creative abilities through theatrical activities.”

There are many forms of education and upbringing as a process of comprehensive development of children, but theatrical activity stands out among them. This type of activity where play, education and learning are inextricably linked. The theater allows you to build interaction and communication between its participants, taking into account age capabilities and individual characteristics. And at the same time, children learn to look at themselves from the outside, sometimes portraying characters and actions that are condemned by everyone: greed, cunning, laziness, etc.

It should be emphasized that theatrical classes simultaneously perform cognitive, educational and developmental functions and are in no way limited to preparing performances. Their content, forms and methods of implementation contribute to the simultaneous achievement of three main goals: the development of speech and theatrical and performing skills; creating an atmosphere of creativity; personal and social development of children.

In our kindergarten, under my leadership, the theater group “Chest of Fairy Tales” has been operating for many years. Children studying in the circle enjoy playing out small sketches, scenes from familiar fairy tales, and participate in creating scenery and stage design. They learn to apply makeup: they paint on mustaches, freckles, and blush their cheeks, and they do it with outright pleasure. It is not difficult to include children in theatrical activities, because they love to dress up and portray some heroes.

We also have a tradition of organizing theatrical performances. Choosing a performance is a serious task for children. Children are given the right to free choice and voluntary participation in the performance. I make sure that no child is left out of solving this problem. Children discuss the number of roles, appoint actors, think over scenery, and voice acting.

Here they learn to resolve issues through dialogue and democratic communication. They learn to correctly assess their capabilities, the capabilities of their comrades, and satisfy the need for personal communication with adults. I try to make every child feel needed and important in this work.

I usually prepare performances according to the following scheme:

We read the fairy tale script together, discuss it, choose who would like to be who;
we draw fairy tale characters, sketches of proposed costumes and scenery;
we listen to music and together select fragments for scoring scenes, if necessary, select noise instruments;
If possible, we create the necessary costumes or elements of costumes, make scenery, decorate the room (music hall);
we rehearse, play, listen to music to create the right mood, the necessary atmosphere.

In my work, I also take into account the fact that children will want to change roles, and I provide them with this opportunity.

But just as every job has its difficulties, theatrical activity cannot do without them. In particular, when staging a play, you have to work with each child individually, and to do this, think through the children’s activity schedule, select the optimal difficulty option for each, so that there is no overload. Compliance with the principle of voluntary participation in the performance allows us to stimulate the activity of each child in accordance with his individual capabilities, because if the child does not like what is offered and does not correspond to his internal capabilities, he has the right not to participate in the performance itself. But he does not remain on the sidelines; there is work for everyone.

The habit of expressive public speech can be cultivated in a person only by involving him from an early age in speaking in front of an audience. Here, a big role is played by screenings of excerpts from fairy tales, where favorite fairy-tale characters are present: Baba Yaga, Koschey, old Godovik, Kikimora, as well as performances in front of large audiences, for example, at the “Theatrical Spring” competition, the “People's Carousel” festival. To develop the expressiveness of children’s speech, in my work I use articulatory gymnastics, exercises for the lips and tongue, breathing exercises, and onomatopoeia with the voices of birds and animals. This serves as good training for the development of the speech apparatus, facial muscles, and most importantly, children love these exercises, which contributes to a positive emotional mood for classes. It also included folklore: tongue twisters, riddles, nursery rhymes, teasers, chants, which also contributes to the development of the emotional sphere and speech development in general. To develop the range of voice, emotionality and rhythm, I used game exercises by V. V. Emelyanova. To develop memory, imagination, and fantasy, I used sketches by M. Chekhov, M. Chistyakova, finger games, finger theater, and acting out poetry. To develop stage speech when working on productions, I used speech sketches by N. F. Sorokina.

Games—motor improvisations in pairs—proved to be effective for developing empathy skills. They are built on non-verbal interaction between two partners, based on facial expressions, gestures, movements, tactile sensations, and postures taken. A prerequisite for each game is to change the roles of the leader and the follower. Dialogue games on instruments are also effective, based on the natural sense of rhythm and develop children’s ability to emotionally and rhythmically adjust to each other.

To develop the expressiveness of movements, I included finger games, exercises by V.V. Emelyanov, dance movements, imitation exercises, story games, pantomimic movements represented by gestures: “come here”, “hello”, “desire”, etc. This is very is close to children and they easily cope with tasks, acting directly.

Theatrical activities contribute to the formation of children's experience of social behavioral skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows, but also expresses his own attitude towards good and evil. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that allows me to have a positive influence on children through theatrical activities.

For the formation of personal and social competence, joint creative activity of children and adults (parents, educators) also plays an important role. And therefore, I attract both educators and parents to actively participate in theatrical productions. They play the role of Baba Yaga, Basilio the cat, Alice the fox and other roles with passion and desire. Such joint activities allow adults to get to know children better, the characteristics of their character, temperament, dreams, and desires. A microclimate is created, which is based on respect for the personality of the little person and trusting relationships between adults and children.

Theatrical activities also allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. The work of the theater group contributes to the personal and social development of children. It allows each child to show their own activity, fully reveal hidden emotional capabilities, and liberate their movements. Children are not inhibited, expressive and emotional. They can apply the acquired knowledge, skills and abilities in any other type of activity, be it a home performance or a city event.

Work on this topic continues. In the meantime, the results of the work are encouraging. Diagnostics, which are carried out at the end of each school year, show that the level of development of children's creative abilities is increasing. Children's stage acting improves from performance to performance. Children do not just act out familiar actions, but fantasize, creatively approach the depiction of each fairy tale hero, and show the ability of facial expressions and pantomime. Children become more united and more attentive to each other. Increased interest in playing together. They distribute roles quite well and agree on the consequences of joint actions. To develop game actions, they use famous fairy-tale characters and express their emotions through them. They demonstrate their performing skills more easily and freely. Theatrical play reveals the spiritual and creative potential of each child, forms aesthetic taste, develops the communicative qualities of the child’s personality, and shows his individuality. In my opinion, it will be easier for children to adapt to school life and become successful creative individuals.

Theatrical play is one of the most democratic forms of art accessible to children; it allows solving current problems of pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of memory, imagination, thinking, fantasy, initiative, etc. And, in my opinion, theatrical activities are one of the most powerful, powerful types of activities for developing creative abilities in preschool children.

2. Conducting a simulation game

Participants sit on chairs arranged in advance in a semicircle. The “Greeting” exercise is carried out. The main purpose of this exercise is to create an emotional mood and involve participants in the overall process.

Invented by someone cleverly and wisely,

When meeting, say hello: Good morning!

Good morning! smiling faces.

And everyone becomes kind and trusting

May good morning last until evening.

The presenter stands in the center of the circle and invites each participant, passing the mask, to introduce themselves in turn.

— I’m sure that it’s no secret to everyone who gathered for this master class that today the conversation will be about theater. In my opinion, the most difficult and most interesting thing in theatrical activities is improvisation, improvisation in speech (theatrical monologues and dialogues, in facial expressions, gestures, in costumes.

— How do you understand what improvisation is? (improvisation - acting out a theme or plot without prior preparation).

— All types of theaters are preparing for improvisation.

— What types of theaters do you know? What types of theaters are most often used in kindergarten work? (drama and puppet theater)

— Do you think we can prepare a theatrical performance now?

-What is needed for this? (actors, costumes, dialogues, monologues, improvisation, etc.)

“And yet you will be at a loss if I suddenly invite you to act out this or that scene.” We need to prepare for this - choose a theme together, discuss how to portray it, what the roles will be, characteristic episodes, consider the available costumes and attributes.

— And now I will show an element of improvisation (“Hare and Cabbage”, “Meeting with Baba Yaga”).

— I want to offer you several topics for independent work: “What is good and what is bad”, “Pictures come to life”, “We have a holiday today.”

3. Co-simulation

The presenter invites those who wish to take part in the mini-performance.

— I suggest you divide into groups, choose costume elements and prepare improvised monologues and dialogues between the characters.

Working time is 5-7 minutes.

— I invite the first group to show their version of improvisation. Thank you.

- 2nd group.

— You were all expressive and creative in your work. Thank you all for your work.

4. Evaluation of the master class

And now, dear participants of the master class, try to answer the questions:

— What new things did you learn at this event?

— Will you be able to use what you see in your work?

— Do you have any questions about the proposed topic?

Dear Colleagues! I ask you to reflect your mood from our joint work by choosing “mood stars” during the master class and leaving your comments on them.

5. Summing up the master class

Planning methodological work

The successful development of the system of additional education for children is unthinkable without the development of its theory and methodology. Methodological activity plays a significant role in this process. 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 preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process. The implementation of this goal of methodological activity is carried out through the organization of the activities of such organizational structures as methodological associations of preschool teachers, a scientific, methodological and pedagogical council, a monitoring service, as well as the active inclusion of teachers in self-education.

In the modern conditions of development of our society, a preschool educational institution is entrusted with very responsible social tasks - to teach, educate and prepare for life that generation of people, whose work and talent, initiative and creativity will determine the socio-economic, scientific, technical and moral progress of Russian society in future. In this regard, shortcomings and errors in the teaching and educational work of preschool educational institutions, in educational management and in pedagogical science itself are becoming increasingly intolerant.

The task of the head and methodologist of a preschool institution is to develop a system, to find accessible and at the same time effective methods for improving pedagogical skills.

Today, due to the need to rationally and quickly solve educational problems, the role of the activities of the methodological service is increasing, the correct organization of which is the most important means of improving the quality of education, and the real level of methodological work in a preschool institution is becoming one of the most important criteria for assessing its activities. Therefore, it is necessary to consider the organization of methodological work in a preschool institution as something of paramount importance.

The methodological service is a link between the life of the teaching staff, the state education system, psychological and pedagogical science, advanced pedagogical experience, promoting the formation, development and realization of the professional creative potential of teachers.

The methodological service of the MDOU, in accordance with the Law of the Russian Federation “On Education”, focusing on the humanization of the purposeful process of education and training in the interests of the individual, society, and the state, implementing the principles of state policy in the field of education, is designed to ensure:

achievement by the pupil of educational standards established by the state;
building an educational standard based on the priority of universal human values, human life and health, and the free development of the individual; education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, Motherland, family, education of responsibility for one’s health, formation of the foundations of a healthy lifestyle;
adaptation of preschool educational institutions to social orders and the developmental characteristics of pupils;
secularism of education.[1]

Planning of methodological work in preschool educational institutions is carried out on an analytical basis:

analysis of the external environment of preschool educational institutions (taking into account the requirements of social order, regulatory documents at the federal, district, city levels);
analysis of the state of preschool educational institutions (the level of health, development of children, the degree of their mastery of the educational program; the level of professional competence of the team, the characteristics and needs of parents, the school; a clear identification of factors influencing them);
The goals of the activity and the necessary means of their implementation are determined based on the results of the analysis.

Any educational institution exists in one of two modes: functioning or development.

Consequently, in a preschool institution that is in a stable functioning mode, the methodological service must ensure correction of the pedagogical process in cases of its deviation from the technology and methodology for implementing the program of education and training of preschoolers.

If the team intends to work in an innovative mode (new teaching content or implementation of new pedagogical technologies), then this requires the creation of a new model of methodological work that ensures the transition of a preschool educational institution from a functioning mode to a development mode.[2]

In all cases, the goal of the methodological service is to create an educational environment in which the creative potential of each teacher and the entire teaching staff will be fully realized. This is where the main objectives of methodological work flow:

Training and development of teaching staff, management of their professional development.
Identification, study, generalization and dissemination of advanced pedagogical experience of MDOU teachers
Preparation of methodological support for the implementation of the educational process.
Coordination of the activities of preschool educational institutions and families in ensuring the comprehensive continuous development of pupils.
Coordination of the activities of the preschool educational institution with institutions of the surrounding society to achieve the goals of the development of pupils and preschool educational institutions as a whole.
Analysis of the quality of work in order to create conditions for ensuring positive changes in the development of the personality of students through increasing the professional competence of teachers.

The restructuring of methodological work in a preschool institution inevitably poses the need to give correct answers to the questions of what teachers are taught, what information, what knowledge, abilities, skills and to what extent should a practicing teacher today master in order to improve his professional skills and qualifications.

Thus, it is necessary to note the importance of the optimal choice of the content of methodological work in a modern preschool educational institution. The relevance of this choice is confirmed by the results of the practice of methodological work in preschool institutions. To overcome these shortcomings and raise the content of methodological work to a new level of modern requirements, efforts should be made at two levels.

Firstly, to ensure and justify the optimal choice of the content of methodological work for preschool institutions, taking into account the most important problems and trends in the development of professional skills of teachers and the educational process in preschool educational institutions; develop a draft content of methodological work for a modern preschool institution. (This is the task of pedagogical science workers and senior officials of educational authorities, scientific and methodological services and centers.)

Secondly, to specify the general provisions based on the real, unique conditions of each preschool institution. (This is the task of the organizers of methodological work in the institution).[3]

The main approaches to organizing methodological work in preschool educational institutions are based on:

system-active approach: understanding the goals and objectives of the preschool educational institution, its status and conditions, as well as ensuring the integrity of the educational process in the context of the use of variable programs and technologies, taking into account the influence of external and internal relations on it;
a person-oriented approach: ensuring a more complete disclosure of the capabilities and abilities of each teacher and child, the team as a whole, focusing on the development of professional and personal qualities of teachers using the example of deputy. head by BMP and senior teacher;
differentiated approach: taking into account the level of professional competence and individual educational needs in building a system of methodological work in preschool educational institutions;
the approach of free self-determination: the free choice of educational programs and paths of self-realization by each teacher;
motivational-stimulating approach: using various incentives that arouse interest and motives for activity;
correctional approach: timely elimination of deficiencies identified during pedagogical monitoring and the causes that cause them.

Today there is a problem of low efficiency of methodological work in many preschool educational institutions. The main reason is the formal implementation of the systemic approach, its replacement with an eclectic, random set of recommendations of an opportunistic nature, the implantation of far-fetched techniques and ways of organizing upbringing and education.

Methodological work should be proactive in nature and ensure the development of the entire educational process in accordance with new achievements of pedagogical and psychological science.

One of the core conditions for the life of a preschool institution is methodological support for the methodological process. This is where the organization of methodological work begins in any preschool educational institution.

The program and methodological complex of a preschool institution is selected taking into account the focus on state requirements, the regulatory and legal status of a preschool institution (type, priority area), the characteristics and laws of the mental development of children, the specifics of teaching and children's teams that determine the possibility and feasibility of each program and technology.

Through the self-government body of the MDOU - the pedagogical council, a program is approved for the implementation of the educational process that is most conducive to the conditions for the selection of methodological support.

Thus, the educational process in all groups of preschool educational institutions is carried out according to a comprehensive program that correlates with the social order and type of preschool educational institution.

Methodological support of the program is selected taking into account compliance with the time requirements for the content, methods of education and training of preschool children, basic and additional education carried out in preschool educational institutions, the unity of the conceptual foundations of comprehensive and partial programs, as well as the methods and technologies that implement them.

The effectiveness of the educational process in preschool educational institutions depends on the creation of conditions for its implementation. This determines the following directions of methodological work:

1. Organization of a developmental subject environment in preschool educational institutions that corresponds to the content of the program, interests and needs of children of different ages:

development of methodological recommendations for organizing the subject-development environment of preschool educational institutions;
ensuring the selection of toys, games, and manuals for working with children according to the program, taking into account modern requirements;
activation of teachers in the development of attributes and teaching aids.

2. Correlation of the content of the educational process with the selected program and temporary (approximate) requirements for the content and methods of raising and teaching preschool children:

formation of a data bank on the implementation of the program and its individual sections;
analysis of the implementation of the Temporary requirements for the content and methods of education and training implemented in preschool educational institutions;
analysis of implementation of decisions of teachers' councils, medical and pedagogical meetings.

3. Updating the content of methodological support (technologies, methods) in accordance with modern requirements.

4. Development of a daily routine, a schedule of activities, and work schedules for clubs for each age group.

5. Monitoring the balance of motor and intellectual, organized and independent activities of students.

Structure, forms and methods of methodological work

Methods of methodological work are ordered ways of working to achieve goals.

Form is the internal organization of content, the design of segments, cycles of the methodological process, reflecting the system of its components and stable connections.

According to the forms, methodological work is divided into group and individual.

Group forms include: participation of teachers in methodological associations of the city, district, preschool educational institution; organization of theoretical and scientific-practical conferences; teachers' councils.

Individual ones include individual consultations, conversations, mentoring, mutual visits, and self-education.

It is necessary to learn the art of conversation, its universal nature is based on the fact that in any conversation the participants must skillfully adapt to each other, regardless of what is being discussed.

In order to make the right choice for your team of forms and methods, you must be guided by:

goals and objectives of the MDOU;
quantitative and qualitative composition of the team;
comparative effectiveness of forms and methods of work;
features of the educational process;
material, moral and psychological conditions in the team;
real opportunities;
best practices and scientific recommendations.

The most effective forms of organizing methodological work are:

teachers' council;
seminars, workshops;
open views are effective;
medical and pedagogical meetings;
consultations;
work of the creative team.

External advanced training occurs:

by attending advanced training courses;
training in educational institutions;
participation in the work of methodological associations of the region.

Internal professional development occurs through various forms of methodological work with teachers in preschool educational institutions:

participation in the work of the council of teachers;
training at seminars and workshops;
consulting, etc.

In methodological work, a special place is given to the principle of an individually differentiated approach to the pedagogical activities of educators and specialists. In modern conditions, methodological work with personnel should be built on a diagnostic basis, taking into account the needs of each teacher.

The implementation of individually oriented methodological work allows us to develop the creativity and initiative of the teaching staff by including everyone in active professional activities.[4]

In the field of methodological work, a complex of interrelated forms of cooperation between the teaching staff and parents is presented.

methodological preschool education teacher

Methodological support is the most important part of teacher training. It is designed to support the normal course of the educational process and promote its renewal.

Many teachers, especially beginners, need qualified assistance from more experienced colleagues, the head, the methodologist of the preschool educational institution, and specialists in various fields of knowledge. Currently, this need has increased due to the transition to a variable education system and the need to take into account the diversity of interests and capabilities of children.

The center of all methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing best pedagogical experience, and increasing the competence of parents in matters of raising and educating children. The teaching room is a collection of the best traditions of a preschool institution, so the task of the deputy. head according to VMR - to make the accumulated experience alive, accessible, to teach teachers to creatively transfer it to work with children, to organize the work of this methodological center so that educators feel in it as in their own office.

The methodological classroom of a preschool institution must meet such requirements as information content, accessibility, aesthetics, content, ensuring motivation and activity in development.

The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological room, where the sources, content, and direction of information are determined (see Table 1).

Table 1. − MDOU information bank

Bank of external information	Bank of internal information
Regulatory documents of the Legislation of the Russian Federation; Organization of methodological work in a preschool institution; Child development in the educational space of a preschool institution; Organization of interaction between the preschool institution and the family and school; Information from periodicals of preschool education.	Regulatory documents regulating the activities of preschool educational institutions; Planning the activities of preschool educational institutions; Organization and management of educational activities of MDOU; Control and regulation of educational activities of preschool educational institutions.

In the methodological office of the MDOU there should be permanent exhibitions, as well as materials reflecting the skills of teachers (material of workshops; a plan - schedule for advanced training of teachers; a plan for certification of teaching staff; advanced teaching experience, etc.)

Thus, as part of the implementation of the main tasks of methodological work, the methodological office is a center for collecting pedagogical information, as well as a creative laboratory for teachers and parents.

Informing teachers about new requirements for work and the latest achievements of science and practice.

Timely informing teachers about new developments in psychological and pedagogical science and best practices, methodological support in the preschool education system is an important condition for the high effectiveness of the educational process.

Increasing the awareness of teachers contributes to the establishment of a unified pedagogical strategy for the development of preschool educational institutions, which is discussed, approved and implemented through the main governing body - the pedagogical council and serves as the main resource for the development of the team in the preschool educational institution.

The task of training and development of teachers should be recognized as fundamental in the management of methodological work. At the same time, the traditional system of informing and training teachers does not always produce tangible results, because it is focused on the team as a whole. Therefore, the model of the organization and content of the development of teachers, the improvement of their qualifications should be built in a differentiated manner so that the internal factors and mechanisms of the teacher themselves are involved, contributing to personal, professional and moral development.[5]

The most important condition for ensuring a differentiated approach to working with pedagogues. personnel, is the analysis of staffing.

The most effective are the following forms of professional development: course training; participation in the work of creative groups and clubs; participation in methodological associations.

Deputy head for educational and methodological work, organizes and controls the work of teachers on self-education, related to active forms of advanced training, and helps to choose a topic, priorities in forms and means, and predict the result.

At the first stage, a preliminary detailed and comprehensive study of the teacher’s experience is carried out. Only the combination of using various methods of researching experience (observation and analysis of the educational process, conversations with the teacher and children, analysis of pedagogical documentation, conducting experimental work) will allow us to objectively evaluate and recommend it as advanced.

At the second stage, the PPO is generalized, i.e. described. There is an algorithm for describing PPO using the IPM complex (information and pedagogical module: message, recording of pedagogical information [6]).

The third stage is the distribution and implementation of software. Within the framework of the preschool educational institution, this is facilitated by such forms of work as pedagogical readings, open viewings, mutual visits, exhibitions, etc.

Having studied the features of the organization of methodological work in preschool educational institutions, it can be noted that the teacher occupies a key position in the educational process: the solution to many educational problems depends on his qualifications, personal qualities and professionalism. Often, due to underestimation of this factor, the process of development of the institution is hampered, and therefore the task is to create conditions in which teachers could realize their creative potential.

The methodological service has real capabilities to solve this problem in the preschool education system

In the conditions of modern society, the organization of a methodological service should begin with the search for new ideas and modern technologies for organizing methodological work . It needs a clearly structured system of activities that provides planning, forecasting, organization, execution, control, regulation and analysis.

The result of methodological work in preschool educational institutions should be:

— updating the content of education and improving the quality of the educational process;

— replenishment and expansion of the stock of psychological and pedagogical knowledge;

— assessment, analysis, diagnosis of the result of pedagogical work;

— designing the pedagogical process based on system analysis;

— formation of a data bank for the exchange of teaching experience.

Bagautdinova S.F. Features of methodological work in a modern preschool educational institution. // Management of preschool educational institutions. – 2004. – No. 3. − P. 82-85.
Volobueva L.M. Active teaching methods in the methodological work of preschool educational institutions. // Management of preschool educational institutions. – 2006. − No. 6. – pp. 70-78.
Lipchanskaya I.A. Monitoring the functioning and development of preschool educational institutions: methodological recommendations. – M.: TC Sfera, 2009.
Markova L.S. Management activities of the head of a social institution. − M., 2005.
Nikishina I.V. Diagnostic and methodological work in preschool educational institutions. – Volgograd, 2007.
Falyushina L.I. Quality management of the educational process in preschool educational institutions. – M.: ARKTI, 2009.

[1] Belaya K.Yu. Methodological work in preschool educational institutions: Analysis, planning, forms and methods. – M.: Sfera, 2005. – P. 96.

[2] Losev P.N. Management of methodological work in a modern preschool educational institution. – M.: Bustard, 2005. – P. 152.

[3] Terre S.I. Methodological work - as a means of increasing the efficiency and quality of the educational process. − Irkutsk: Bustard, 2010. − P. 3.

[4] Anshukova E.Yu. Analytical activity of a senior teacher. // Management of preschool educational institutions. – 2004. − No. 3. − P. 29.

[6] Levshina N.I. Informatization as a condition for the effectiveness of control and analytical activities. // Management of preschool educational institutions. – 2005. – No. 2. – P. 10.