Topics for articles in preschool. Journal of preschool pedagogy. Subject-spatial environment

Test work on preschool pedagogy on the topic:

“Preschool teacher – specialist in preschool education”

Saint Petersburg

Work plan

1. The role of the teacher in the life of the child and society.

2. Mom or kindergarten.

3. Functions of a preschool teacher.

4. The rights and responsibilities of the teacher, regulated by leading regulatory documents.

5. Requirements for the teacher’s personality.

6. Educator of the 21st century. What should he be like?

Bibliography.

1. The role of the educator in the life of the child and society

“Even a chicken can love children. But to be able to educate them is a great matter of state, requiring talent and broad knowledge of life.”

Gorky M

In my opinion, a teacher is not only a profession, it is a calling, which not every person is marked by, this calling must be earned, earned through your work, your talent, your desire to constantly change, transform, improve.

Having become acquainted with the works of many Russian and Soviet teachers, I came to the conclusion that the most complete and exhaustive role of the educator in the life of a child and society is revealed by the teacher - philosopher Konstantin Nikolaevich Ventzel (1857-1947).

In the book “The Theory of Free Education and the Ideal Kindergarten,” K. N. Ventzel outlined the main provisions of the free education of preschool children.

According to K.N. Wentzel, the child and the educator must have meaning as two equal units - and the educational communication that will be established between them will not have as its task the subordination of the child to the will of the educator, but it will be compensated by the equal subordination of the educator to the will of the child. But such balancing, or compensation, means that through educational communication, the element of subordination is completely eliminated. The subordination of one, balanced by the equal subordination of the other, only means that the connection between them has taken the form of a union on an equal basis. And this is exactly the form that educational communication in an ideal kindergarten will strive to take. In traditional kindergartens, such equality in educational communication does not exist. In them, the child obeys the will of the teacher, but the teacher does not obey the will of the child. In such kindergartens, only the teacher educates, who considers this education to be his prerogative, but not only the teacher, but also the child of the teacher must educate. And although this situation sounds like a paradox, only if we carry it out consistently and steadily will we have true educators and education will achieve the greatest possible positive results. The sooner the child sees and feels that not only he is being educated, but that he himself is, as it were, educating his educator, that the latter is constantly being re-educated and improved under his influence, the more complete and fruitful will be the influence of the educator on the child. The sooner he sees that the teacher does not seek to subordinate him to his will, that he not only does not try to oppose the will of the child, but, on the contrary, recognizes and respects it and provides it with all possible assistance and support, the more inclined he will be to freely follow those reasonable and fair demands that the teacher sets for him and which have in mind the good of the child.

K.N. Wentzel believes that educators should make every effort to ensure that this institution appears to the child not only as a place of happiness, joy, freedom, but at the same time as a serious, solemn attitude towards life and its tasks, and so that the child is increasingly imbued with the consciousness that By working thoughtfully and carefully here on the problems of life arising in this small community, he will learn to work in a wider field on the same problems of life, only on a larger scale. In order to awaken in children such a conscious attitude towards kindergarten, a large role, according to the scientist, should be played by general joint conversations about all events in the life of the institution. At the same time, the teacher should pay special attention to ensuring that in these conversations there is as little externality and ostentation as possible, and that they are free, characterized by a sincere and thoughtful discussion of life issues. Also, K.N. Ventzel believes that a kindergarten should be a place for acquiring certain knowledge and skills, a place for the child to play freely, a place for satisfying all social, scientific, aesthetic, moral and other needs of the child, i.e. a place of integral and harmonious life. However, in the process of free education, kindergarten teachers, according to K. N. Ventzel, must take into account the age of the children who are in it. This is the age of rapidly changing moods, rapidly jumping interests, and to place it within the certain framework of some program, some schedule would simply mean entering into a fight with it, it would mean making the most desperate withdrawal from this age. And a reasonable teacher will never follow this path. Each age must be lived out to the full extent of its characteristics, as well as the age of childhood that falls on the share of kindergarten.

The most important place, according to the scientist, should be given to children's games. Games should be free, and in relation to them the same method of liberating creative forces should be carried out, which will be carried out there in relation to all other activities of the child. Kindergarten teachers must ensure that games lead to the development of creative abilities in the child, which cannot be said about modern educators, who in most cases themselves offer the child this or that game, and do not try to make the child independently invent this last one. This explains the progress of children's games, passed on and reproduced from generation to generation. Meanwhile, the scientist notes, play, a field of free discovery of the accumulated forces of life in excess, could be one of the best forms of exercising a child’s creative abilities. And for modern educators it remains almost unutilized in this regard. They try to direct and guide children’s play as much as possible and give very little to them to play freely, very little to awaken in children their own initiative and their own independent creativity.

Meanwhile, the scientist sees the activity of kindergarten teachers in capturing the nature of creativity to the highest degree both in the field of education and in the field of mental education, adhering to the method of liberating creative forces in the child, the method of awakening and maintaining in him the spirit of search, research, creativity, a method of bringing the child into a state of greatest activity, and not a state of greatest passivity, as is the case in most cases with traditional teaching methods. Therefore, educators should not rush to answer the questions that children ask them; they should strive to show the situation in such a way that children independently reach the resolution of these questions, in every possible way encouraging their independent search in this regard. For a child, it is much more important to help himself, through his own efforts, to achieve an answer to the question that has arisen, than to give him a ready-made answer to it. This technique will most contribute to the development of the child’s spiritual powers, the development of independent thinking in him, the ability to question nature and get answers from her to the questions posed. One should strive to ensure that the entire learning process has the character of the child achieving his own goals.

The defining moment in this regard will be to identify the needs and interests of the child as clearly and in detail as possible, and then they will be able to outline the amount of knowledge, skills and abilities recommended for children. The teacher must remember that the child should be offered the knowledge that he needs at the moment, and not that which he will need in the future, but does not need at the moment. Thus, the knowledge acquired by children in kindergarten will not be divorced from life in general and in particular from the life of children, from real reality, the life they directly experience, with its even everyday, but deeply exciting interests. This knowledge will be in close connection with the socially necessary work that children will perform. Art classes will also play a large role in the development of the child, and they should be closely connected with life, with his free, emotional experiences, with those images that are naturally and spontaneously born into it. At the same time, educators should not point out methods of work, since children will develop them themselves with constant practice and with the accumulation of an ever-increasing amount of experience and observations. Thus, without losing his independence, originality and originality, he will gradually come to a more perfect execution of his artistic works.

Thus - through science, philosophy, art, religion - the integration of knowledge, the unification of natural and human sciences in the study of man, humanity, nature and Space - the formation of the child’s cosmic consciousness occurs.

Mastering scientific knowledge about the World, a growing person, according to K.N. Wentzel, “will become increasingly aware of himself as a being connected in his existence with humanity, nature, and the Cosmos.” As a result, he will come to “an understanding of the need to care for the environment.” Education, as the teacher-philosopher believed, can develop a cosmic feeling - a feeling of unity with all humanity as the bearer of cosmic life, a feeling of love and responsibility for nature and the Cosmos, and a careful attitude towards them.

2. Mom or kindergarten

Let us remember the phrase of L.N. Tolstoy: “It’s only a step from a five-year-old child to me. And from a newborn to a five-year-old is a terrible distance. From the embryo to the newborn abyss."

Is it necessary to take a child to kindergarten when it is possible to leave him at home? Now many parents are deciding this issue in favor of home education. Unfortunately, such a choice is not always correct and gives the child the opportunity for harmonious development and quality preparation for school. What are parents guided by when they decide not to send their child to kindergarten? As a rule, they are worried about unusual living and nutritional conditions, but the greatest worry is caused by the expected difficult adaptation of the child to the new team. Is it right to deprive a preschooler of the experience of communicating with strangers? After all, sooner or later he will still have to get out “from under the wing” of his loved ones, and it depends on them whether the child will be ready for this step.

Let's look at what exactly is the advantage of a child attending kindergarten as opposed to home education.

Firstly, kindergarten ensures that the child follows a routine that teaches the division of work and rest. It is not always possible to organize a child’s time at home taking into account this important aspect.

Secondly, communication in a team, seeking contact with unfamiliar peers and adults - all this is the key to the best adaptation of a child at school. Group classes provide an opportunity to monitor the child in a competitive situation and, if necessary, correct the child’s reactions. Education at home does not provide the preschooler with this important component of harmonious development, and deprives parents of the chance to see and eliminate existing problems in a timely manner. Thirdly, kindergarten gives the child the opportunity for comprehensive development: physical education, visual arts, music classes, and a foreign language.

Also, in kindergarten classes, the foundations of knowledge about the world around us are laid (the world of plants, animals, humans, seasons); spatial orientation develops (the ability to name where an object is located), memory and logical thinking (the ability to find similarities and differences, generalize, identify an extra object from those offered, arrange pictures united by a plot in the correct sequence). Equally important is preparing the hand for writing (copying a simple picture, a phrase), teaching basic mathematical skills (ordinal counting to ten, counting forward and backward, the ability to solve simple problems), developing speech (enriching the vocabulary, forming a grammatical structure of speech, the ability to write stories according to the pictures).

Fourthly, in kindergarten the child masters the skills of independent work and completing tasks according to verbal instructions. During the classes, voluntary attention is trained, which allows you to concentrate on the material. If you decide to raise and educate your child at home, think again about whether you can properly implement all aspects of preparing your child for school life.

Attending kindergarten will help your child prepare for school:

Follow a routine that separates work and rest

Communicate in a team and find contact with people,

Develop comprehensively

Master independent work skills,

Strengthen your health and character.

3. Functions of a kindergarten teacher

A preschool teacher teaches a child the basics of independence, rules of behavior in society, and prepares the child for entering school (i.e., teaches them to read and count).

The teaching profession appeared relatively recently at the beginning of the last century. This is due to the fact that women began to work. Especially many preschool institutions appeared with the restoration of Soviet power, but in the West, a network of preschool institutions began to develop around the same period.

In the pre-revolutionary period, there were orphanages where there were teachers. In wealthy families, it was customary to hire tutors to raise children. This profession was very popular in our country in the 19th - early 20th centuries. Then, boys and girls from impoverished aristocratic families who received a good upbringing and education at various institutes or universities became tutors. After a break of several decades, this profession has become in demand again.

Tutors are invited to visit children over three years of age. Home education is not easy work. The tutor’s task is not just to organize the child’s leisure time, he must comprehensively develop and train his ward. That is why the tutor must have a pedagogical education and experience in teaching any subject (tutoring), as well as the desire and readiness to work with children. A home educator must also have a medical record.

Women are more likely to become home caregivers. Now a new profession has appeared for real men - tutor-bodyguard. Applicants for this job, in addition to higher education and knowledge of a foreign language, must be in good physical shape and have no bad habits. Knowledge of hand-to-hand combat techniques and the ability to drive vehicles are also welcome.

Constant communication with the child is the most important job function of a teacher. The teacher must be able to give age-appropriate answers to many questions. The life of children in a preschool institution depends on how correctly and how quickly the teacher finds an approach to each child and is able to organize it, whether the children will be calm, affectionate, and sociable or whether they will grow up restless, wary, and withdrawn. Caring for the state of life of a child in preschool institutions, carrying out all modes of activities - eating, sleeping, hardening, walking, physical exercise - are the main responsibility of the teacher. Children are taught to tie shoelaces and fasten zippers, use a spoon, fork, handkerchief, sing, dance, speak correctly, draw, make friends, etc.

However, the most important thing in the work of a kindergarten teacher is his responsibility for each child. It is he who makes sure that there are no broken noses and knees, as well as broken arms and legs in the child’s life.

The teacher must know and be able to do a lot. The task ahead is not a simple one - to teach a child to perceive and understand everything beautiful in the world; nature, music, poetry. The teacher must be able to: sew, craft, play and sing with children. A teacher should always be interesting for his children. In at least one thing, he must have some special abilities, for example: to be an excellent athlete or a good singer. And he needs to read a lot. He must have a good knowledge of children's fiction.

The teacher not only organizes the work of the children's team as a whole, but also the personal relationships between children. The appearance of the teacher plays an important role in raising children. They love it very much if the teacher is charming, neatly dressed and well-combed, cheerful and cheerful, and has a sense of humor. Pleasant appearance and gentle demeanor attract not only children, but also make a good impression on parents.

The teacher faces a difficult task - as an adult who develops and teaches a child, to understand and feel the children's world, to combine rigor and kindness, respect for the little person and exactingness. But children are so different! Some like to live by the rules, with the help of which they feel included in the world of adults, while others, on the contrary, want to do what is not allowed - this is how they defend their personality. Therefore, educators need patience and flexibility of thinking in order to individually and accurately apply the knowledge of pedagogy and psychology.

The main method in teaching, developing and raising children is play. Wise educators prohibit little and play a lot. After all, children live in play, seeing from their own experience how unpleasant it is when they offend the weak, and how joyful it is to receive help when you need it. They learn to respect themselves and others by “pulling the turnip” or “escaping the wolf.” The teacher’s skill lies in the fact that he knows when to support a timid child by “assigning him as a wolf”, and to teach an aggressive child empathy by “making him a kid”.

Having noticed the child’s abilities, the educator must not only support the weak shoots of future endeavors, but also convince the parents of the need to develop the child. Here he cannot do without observation, good memory and tact.

4. The rights and responsibilities of the teacher, regulated by leading regulatory documents

In accordance with the Law of the Russian Federation “On Education” dated July 10, 1992 No. 3266-1, employees of preschool institutions have the following rights:

Article 55. Rights of employees of educational institutions and measures of their social support (as amended by Federal Law of August 22, 2004 N 122-FZ)

1. Employees of educational institutions have the right to participate in the management of an educational institution and to protect their professional honor and dignity.

2. A disciplinary investigation into violations by a teaching employee of an educational institution of the norms of professional conduct and (or) the charter of this educational institution can only be carried out upon a complaint received against him, submitted in writing. A copy of the complaint must be given to the teacher in question.

3. The progress of the disciplinary investigation and the decisions made based on its results can be made public only with the consent of the interested teaching staff of the educational institution, with the exception of cases leading to a ban on engaging in teaching activities, or if it is necessary to protect the interests of students or pupils.

4. When performing professional duties, teaching staff have the right to freedom of choice and use of teaching and educational methods, teaching aids and materials, textbooks in accordance with the educational program approved by the educational institution, methods for assessing the knowledge of students and pupils. The selection of textbooks and teaching aids used in the educational process in educational institutions that have state accreditation and implement educational programs of general education is carried out in accordance with the list of textbooks and teaching aids determined by the educational institution.

5. For teaching staff of educational institutions, a reduced working time is established - no more than 36 hours per week.

Depending on the position and (or) specialty of teaching staff of educational institutions, taking into account the characteristics of their work, the duration of working hours, as well as the minimum duration of annual paid leave, are established by the Labor Code of the Russian Federation and other regulatory legal acts of the Russian Federation.

Teaching staff of educational institutions, in the manner established by the legislation of the Russian Federation, enjoy the right to receive a long-service pension before they reach retirement age, to free living space with heating and lighting in rural areas, workers' settlements (urban-type settlements), to priority provision of residential area. The amount, conditions and procedure for reimbursement of expenses associated with the provision of these social support measures are established by legislative acts of the constituent entities of the Russian Federation.

Teaching staff of an educational institution, at least every 10 years of continuous teaching work, have the right to a long leave of up to one year, the procedure and conditions for the provision of which are determined by the founder and (or) the charter of the educational institution.

6. The teaching load of a teaching employee of an educational institution, stipulated in the employment agreement (contract), is limited to the upper limit determined by the standard regulations on the educational institution of the relevant type and type.

6.1. Employees who, by decision of the authorized executive authorities, are involved in conducting the unified state examination during working hours and are released from their main work for the period of the unified state examination, are protected by the guarantees established by labor legislation and other acts containing labor law norms.

Employees involved in conducting the Unified State Exam may be paid compensation for their work preparing and conducting the Unified State Exam. The amount and procedure for payment of compensation are established by the constituent entity of the Russian Federation within the limits of the budget of the constituent entity of the Russian Federation allocated for conducting the unified state exam.

7. A pedagogical worker of an educational institution of higher professional education who has an academic degree in the relevant specialty has the right to teach a training course parallel to the existing one free of charge. The management of an educational institution is obliged to create the necessary conditions for this.

8. In order to facilitate their provision of book publishing products and periodicals, teaching staff of federal state educational institutions (including management employees whose activities are related to the educational process) are paid a monthly monetary compensation in the amount of 150 rubles in federal state educational institutions of higher professional education and corresponding additional professional education, in the amount of 100 rubles - in other federal state educational institutions.

To teaching staff of state educational institutions under the jurisdiction of the constituent entities of the Russian Federation, the specified monetary compensation is paid by decision of the state authority of the constituent entity of the Russian Federation in the amount established by the specified body; teaching staff of municipal educational institutions - by decision of the local government body in the amount established by the said body.

In accordance with the “Charter of a preschool educational institution in the Russian Federation”, a teacher has the right:

· participate in the work of the council of teachers;

· elect and be elected chairman of the council of teachers of preschool educational institutions;

· select, develop and apply educational programs (including original ones), teaching and educational methods, teaching aids and materials;

· protect your professional honor and dignity;

· demand from the administration of the preschool educational institution the creation of conditions necessary for the performance of job duties and advanced training;

· improve qualifications;

· professional skill;

· be certified on the basis of competition for the appropriate qualification category;

· participate in scientific and experimental work;

· disseminate your scientifically substantiated teaching experience;

· receive social benefits and guarantees established by the legislation of the Russian Federation; additional benefits provided to teaching staff by local authorities and management, the founder, and the administration of the preschool educational institution.

In accordance with the “Charter of preschool educational institutions in the Russian Federation”, the teacher is obliged to:

· comply with the Charter of the preschool educational institution;

· comply with job descriptions, internal regulations of the preschool educational institution;

· protect the life and health of children;

· protect the child from all forms of physical and mental violence;

· cooperate with the family on issues of raising and educating the child; have professional skills and constantly improve them

5. Requirements for the teacher’s personality

A number of very serious requirements are placed on the teacher’s personality. Among them we can distinguish the main ones, without satisfaction of which it is impossible to become a highly qualified teacher, and the secondary ones, compliance with which is not necessary for the teacher, but makes him a person capable of best training and educating another person. Both the main and secondary requirements relate to the psychology of the teacher’s activity and communication, to his abilities, knowledge, skills and abilities useful for teaching and raising children. Both among the main and among the additional psychological properties necessary for a qualified teacher, there are stable ones, constantly inherent in the teacher and educator of all eras, times and peoples, and changeable ones, determined by the characteristics of the given stage of socio-economic development at which the society is located, where it lives and teacher works.

The main and constant requirement for a teacher is love for children, for teaching, the presence of special knowledge in the area in which he teaches children, broad erudition, pedagogical intuition, highly developed intelligence, a high level of general culture and morality, professional knowledge of a variety of methods teaching and raising children. Without any of these factors, successful teaching work is impossible.

All these properties are not innate. They are acquired through systematic and hard work, the teacher’s enormous work on himself. It is no coincidence that there are many teachers and educators, but there are only a few gifted and talented among them who cope brilliantly with their duties. There are probably fewer such people in the teaching profession than in many other areas of human activity.

Additional, but relatively stable requirements for a teacher are sociability, artistry, cheerful disposition, good taste, and others. These qualities are important, but less than the main ones listed above. A teacher can easily do without each of these qualities individually. One can imagine, for example, a not very sociable mathematician, whose knowledge and teaching abilities are so well developed that, in the absence of this generally useful quality for people, he, nevertheless, may well remain a good teacher. And vice versa, it is not particularly difficult to imagine some sociable, fairly cheerful disposition, good taste, artistic person who clearly lacks teaching abilities. Such a person is unlikely to ever become a good teacher or educator.

The main and secondary pedagogical qualities together constitute the individuality of the teacher, due to which every good teacher is a unique and original personality.

Somewhat more difficult to resolve is the question of the main and secondary changing qualities of a teacher that are required of him at a given moment in the history of society, at a given time and in a given workplace. The existing education system often lags behind the transformations that are taking place in the social sphere, but on the whole it reflects it quite flexibly. The new situation emerging in society sets new goals for training and education. They, in turn, determine the requirements for the personality of the teacher and educator. In order to establish these requirements in a timely and accurate manner, the following must be done:

1. Correctly assess the trends in the political, social and economic development of society.

2. Determine what qualities a person in this society will need to have in order for society to continuously develop.

3. Establish what advantages a modern person graduating from high school should have and what shortcomings should be freed from.

4. Find out what a modern teacher should become, ensuring the formation and development of the personality necessary for society.

Let us discuss the provisions formulated above. The main trend of modern progressive development of society is the democratization of life; There is a decentralization of management, transfer of power to the localities.

Economic transformations have affected the entire system of social relations, introducing market principles into most of them, dictating the need for independent decision-making. In this regard, the opportunities for establishing direct political, social, economic and cultural connections between people have significantly expanded, which in turn has led to an intensification of business and personal communication.

Increased publicity made it possible to publish different points of view on the most pressing issues affecting all spheres of society. The noted trends have increased the requirements for the qualities that representatives of the new younger generation should have. What are these qualities?

First of all, it is the ability to live in conditions of expanding democracy, openness, pluralism of opinions, to communicate and interact with people on a legal and democratic basis. This presupposes, on the one hand, the ability to recognize, understand, take for granted the existence of many different points of view, conduct discussions and resolve disagreements on a highly cultural basis; on the other hand, it is a rejection of dictate and any means of exerting pressure on a person; it requires respect for her, recognition of her merits and significance. It is also a rejection of the principle that the interests of society prevail over the interests of the individual.

The transfer or loss of power by one party presupposes its acceptance and the ability to use it by the other party. This places increased demands on organizational skills, the ability to lead people, and make management decisions. This requires professional competence and the qualities of a manager-leader.

Changing the system of economic relations requires prudence, efficiency, thrift, economic savvy, entrepreneurship, and many other personality traits that until recently were considered, if not negative, then, in any case, not the most necessary in life and were not consciously brought up in most children.

Publicity requires a person to be able to express his thoughts orally or in writing, convince, prove, speak for himself and listen carefully to others. In the near future, young people graduating from high school should become the owners of all these qualities, and if we want the positive changes that have begun to occur in our society to take root, we should take care now to significantly change the system of education and upbringing children. In order to educate an individual, and now, more than ever, we need individuals who meet the requirements of the time, the teacher himself must have independence, literacy, initiative, independence and many other qualities, and systematically develop them in himself.

In order to successfully cope with his work, a teacher must have extraordinary general and special abilities. General abilities include those that determine high results in any human activity, and special abilities include those on which the success of teaching, teaching and raising children depends.

The same thing can be said about the process of forming and developing the abilities of a teacher as an educator that was stated above about the abilities of a teacher, with the exception, perhaps, of one thing: being a good educator is more difficult than being a good teacher. This is due to the fact that among the abilities characteristic of a teacher there are more those that are given to a person by nature than among the abilities characteristic of a teacher.

Among teachers there are many who are good teachers, but relatively weak educators. There are also those who are capable of raising children well, but cope much worse with the role of a teacher. This circumstance is not a basis for the conclusion that the relevant people cannot become good teachers, it’s just that the sphere of application of their pedagogical skills can be different: either mainly teaching, or mainly educational.

Among the special pedagogical abilities there is also an ability of a special kind, which cannot be unambiguously attributed either to the activity of a teacher or to the work of an educator, since it is equally necessary for both of them. This is the ability for pedagogical communication. V.A. Kan-Kalik, a psychologist who has done a lot of research on this ability, wrote that pedagogical work has more than 200 components in its structure. Communication is one of its most difficult aspects, since through it the main thing in pedagogical work is carried out: the influence of the teacher’s personality on the student’s personality. One of the important qualities of a teacher is the ability to organize long-term and effective interaction with students. This skill is usually associated with the communication abilities of the teacher. Mastery of professional and pedagogical communication is the most important requirement for a teacher’s personality in that aspect that concerns interpersonal relationships.

What is the structure of communication abilities, knowledge, skills and abilities used by the teacher in communicating with children?

First of all, we note that the communicative abilities manifested in pedagogical communication are communication abilities that specifically appear in the sphere of pedagogical interaction associated with the teaching and upbringing of children.

Knowledge of a person by a person includes a general assessment of a person as a person, which is usually formed on the basis of the first impression of him; assessment of individual traits of his personality, motives and intentions; assessment of the connection between externally observable behavior and a person’s inner world; the ability to “read” poses, gestures, facial expressions, pantomime.”

A person's knowledge of himself presupposes an assessment of his knowledge; assessment of your abilities; assessment” of one’s character and other personality traits; assessment of how a person is perceived from the outside and looks in the eyes of the people around him.

The ability to correctly assess a communication situation is the ability to observe the situation, select its most informative signs and pay attention to them; correctly perceive and evaluate the social and psychological meaning of the situation.

Interesting from a pedagogical point of view, but less studied and giving rise to more diverse problems in practice, are the so-called non-verbal forms of pedagogical communication. Related communication skills include: the ability to interact with strangers; the ability to prevent the occurrence and promptly resolve conflicts and misunderstandings that have already arisen; the ability to behave in such a way as to be correctly understood and perceived by another person; the ability to behave in such a way as to enable another person to express their interests and feelings; the ability to extract maximum benefit from communication.

A teacher’s communication skills can be developed. Social and psychological training gives good results in their formation.

A special area of ​​manifestation of the ability for pedagogical communication is the teacher’s use of rewards and punishments. They stimulate student success, especially when rewards and punishments are deserved and fair. Their stimulating role depends on the pedagogical justification of rewards and punishments.

In a modern civilized society, a teacher is a figure that requires special attention, and where his place is taken by insufficiently professionally trained people, children suffer first of all, and the losses that arise here are usually irreparable. This requires society to create such conditions so that among teachers and educators there are people who are most prepared intellectually and morally to work with children, and not every person can do this.

A professional teacher is the only person who devotes most of his time to teaching and raising children. The rest of the adults, including the child’s parents, are busy with their professional problems and household chores and cannot devote much time to children. If teachers were not involved in teaching and raising children, then after a few generations society would cease to develop. A new generation of people would simply not be equipped enough to maintain social, economic and cultural progress.

6. Educator of the 21st century. What should he be like?

“...Perhaps our work is inconspicuous in appearance, but I only know one thing - the kids are rushing to our garden, hurrying their mother in the morning - come on quickly, mom, let's run! Probably – this is the answer – there is nothing more valuable than our work in the world!”

L.F. Evstratikova

The teacher is an eternal creator.

He teaches life and love for work.

I am a teacher, mentor, educator,

For which I thank my fate.

Need a lot of affection and care

Hear everyone, understand everyone.

Teacher - difficult job -

Constantly replacing my mother.

The boys will grow up and won’t forget their childhood,

Life has a whole century ahead of it.

And that naughty guy will be kind over the years,

The main thing is that he is a MAN!

It doesn't matter who they work for.

For a teacher, children are forever!

The more people respect them,

The higher the bar for my work!

Some will leave, other children will come,

They receive affection and comfort here.

I will be appreciated in the 21st century,

The work of the teacher will be appreciated - good work!

Bibliography

Main

1. Law of the Russian Federation “On Education”, Art. 55-56;

2. Preschool education in Russia. – M., AST, 1997, pp. 160-162.

3. Preschool pedagogy / ed. IN AND. Loginova and P.G. Samorukova - M., 1988,

4. Part 2, chapter 7.

5. S.A. Kozlova, T.A. Kulikova Preschool pedagogy. – M. – 2000, chapter 1.

Additional

1. The concept of preschool education.

2. Preschool pedagogy / ed. Sokhina F., Yadyshko V. - M., 1986, chapter 21.

3. Gelashvili I.N. Anthropological views of K.N. Ventzel on the theory of free education / Echo: collection of articles. Issue No. 4. Publishing house MPU. 2000. pp. 71-77.

State budgetary preschool educational institution
kindergarten No. 44 of compensatory type, Kolpinsky district of St. Petersburg

Article

Subject

"QUALITY OF PRESCHOOL EDUCATION"

Teacher-defectologist: Ushakova Natalia

Vladimirovna

QUALITY OF PRESCHOOL EDUCATION

One of the main priorities of the current stage of development of Russian education is to improve the quality of education, bringing it in accordance with world standards. The official documents defining the development of the education system in the Russian Federation note the objective need to increase the attention of the state and society to preschool education. The problem of the quality of preschool education has always existed in pedagogical practice. At different stages of development of our state, there was a different understanding of “quality”, on the basis of which the state policy in the field of preschool education was determined. All these attempts, in general, were episodic, not systematic: for the most part, “quality” was determined intuitively, on a personal, everyday level. New times have determined new requirements for this category. From a national perspective, the new quality of education is its compliance with the modern life needs of the country. In pedagogical terms, this is the orientation of education towards students’ mastering not only a certain amount of knowledge, but also towards the development of their personality, their cognitive and creative abilities. The quality of preschool education to a large extent determines what the quality of subsequent levels of the education system in Russia will be. Therefore, finding ways to improve the quality system of education in preschool educational institutions is a socially significant problem facing pedagogical science and practice. Let us recall that for the first time, the guidelines for the quality of preschool education were defined in the “Concept of Preschool Education” (1989), which outlined four basic principles: - humanization - nurturing the humanistic orientation of the preschooler’s personality, the foundations of citizenship, hard work, respect for human rights and freedoms, love for family, Motherland, nature; - the developmental nature of education - focus on the child’s personality, preservation and strengthening of his health, focus on mastering and strengthening his health, focus on mastering ways of thinking and acting, developing speech; - differentiation and individualization of upbringing and education - the development of the child in accordance with his inclinations, interests, abilities and capabilities; - de-ideologization of preschool education - the priority of universal human values, rejection of the ideological orientation of the content of general education programs in kindergarten. These principles, fundamentally, have not lost their relevance today, and can be fundamental for assessing the quality of modern preschool education. In the mid-90s of the 20th century, the Ministry of Education of the Russian Federation proposed a temporary standard for preschool education (Order of the Ministry of Defense of the Russian Federation dated August 22, 1996, No. 448), which formulated the basic requirements for the psychological and pedagogical conditions for raising and teaching a child in kindergarten. Ensuring the quality of educational services was considered as compliance with the requirements for the software of the educational process and pedagogical technologies, the nature of 8 interaction between an adult and a child, as well as for the developmental environment of the preschool educational institution. After almost ten years of experimental testing in the process of state certification of preschool institutions, this standard was never officially adopted. In the second half of the 90s of the 20th century, in line with various management theories, the development of approaches to the quality management of preschool education, both at the level of a preschool educational institution and at the municipal and regional levels, intensified. At this time, researchers of the problems of preschool education (L.L. Ivanova, T.I. Overchuk, I.A. Rybalova, L.A. Sedelnikova, etc.) identified the main factors and conditions for managing preschool education, from which, first of all, , its quality depends: financing of preschool education, the content of preschool education (the role of education in the preschool education system is especially emphasized, the need to build continuous education between preschool and primary general education, the relevance of correctional education for preschoolers), staffing of the preschool education level, the formation of a subject-development environment for children kindergarten, the pedagogical culture of the team as a condition for achieving quality education, positive motivation of children and their parents, methodological and material and technical support for the educational process, etc. Taking into account modern priorities of state policy in the field of education, the problem of the quality of preschool education takes on a special economic meaning. This, in turn, is already reflected in changes of an organizational, structural, regulatory, and pedagogical nature. For the latter, the issues of developing measurement procedures and expert assessment of the quality of the organization of the educational process and the quality of its results acquire significant relevance. 9 Improving the quality of preschool education, creating equal starting conditions for children going to school, requires the creation of a quality assessment system that will meaningfully (that is, in accordance with modern ideas about the mental development of a preschool child) and organizationally regulate the processes of ensuring and improving the quality of preschool education through the quality assessment procedure. To define the concept of “quality of preschool education”, it was necessary to initially define the very concepts of “quality”, “education”, “quality of education”. In this regard, it should be noted that views on the essence of education have undergone significant changes over the past decades. Thus, if in the “Pedagogical Encyclopedia” (1966) education was defined as “the process and result of the assimilation of systematized knowledge, abilities and skills”, then in the “Russian Pedagogical Encyclopedia” (1999) education is already defined “as a process of pedagogically organized socialization carried out by in the interests of the individual and society." In turn, socialization refers to the assimilation of the culture of society, which provides the opportunity for a person to act as a subject of activity, performing various social roles. Thus, according to O.E. Lebedev (2002), education can be defined as a specially organized process of developing students’ ability to independently solve problems of social and personal significance in various fields of activity on the basis of mastering the culture of society.

Bibliography

1. Great Soviet Encyclopedia. T.11. M.: “Soviet Encyclopedia”, 1988. 2. Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012. 3. Skorolupova O., Fedina N. Quality of preschool education: conceptual approaches to definition and assessment / / Preschool education, No. 2. 2012. P.13-26. 4. Federal state requirements for the structure of the basic general educational program of preschool education // approved. by order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655. 5. Federal state requirements for the conditions for the implementation of the basic general educational program of preschool education // approved. by order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151. 6. Federal state educational standard for preschool education // approved. by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155. STRATEGY FOR QUALITATIVE CHANGES IN THE DEVELOPMENT OF 14 PRESCHOOL EDUCATION Mayer

Preschool childhood is a unique age period.

Preschool childhood is a short period in a person’s life. But during this time the child gains significantly more than in his entire subsequent life. The “program” of preschool childhood is truly enormous: mastering speech, thinking, forming relationships with people, primary skills in planning one’s activities and future life.

V.A. Sukhomlinsky spoke about the importance of preschool education: “Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. How a child will feel when climbing the first step of the ladder of knowledge, what he will experience, will determine his entire future path to knowledge.”

Preparing a child for school is one of the most important issues in preschool education. It is difficult to give an unambiguous answer to this, primarily because it is necessary to be able to distinguish between the main and the secondary. Many people believe that the main thing a child should learn when preparing for school is to read, write and count. Here we are faced with the need to distinguish between two concepts such as skills and abilities. It's hard to argue with the fact that reading and counting are useful. However, they are not the most important acquisition in preschool age.

The school program is structured in such a way that the student must constantly master new content, acquire more and more new skills, the development of which depends not on the presence of existing ones, but on the level of development of the corresponding abilities.

What makes abilities such an important tool for mastering new content? The answer lies in the nature of the analysis of the various circumstances the child faces. A first-grader must not only be able to count, but also correctly analyze quantitative relationships, distract from unimportant details and focus on important ones. For example, if we divide a square into pieces and arrange them differently, the area of ​​the new figure will be equal to the area of ​​the square. Speaking about the Russian language, it is important that the child can analyze words, understand, for example, that the word “stick” is shorter than the word “stick”, etc.

The analysis of these and other properties is not based on the ability to read or count, which depends entirely on the development of children’s mental abilities, which form the basis of intellectual readiness for school.

But intellectual readiness alone is not enough. If we compare learning at school with a child's play in kindergarten, we will find differences. The main thing in the game is the game itself. The child plays because he likes it. At any time, as soon as he gets bored, he can stop playing. A child studies at school not because he likes it, but because he understands the importance of learning as a socially significant task, which does not always have to be interesting and cannot always be stopped. For example, cleaning an apartment is important, but, as a rule, not the most interesting thing. Its completion is associated with the achievement of a certain result - cleanliness and order in the house. If a preschooler does not understand the importance of learning at school, then even with developed mental abilities he will experience difficulties, because a lesson is not only fun and interesting, it is also about overcoming one’s own limitations, the ability to do not what you want, but what need to. Understanding the social significance of schooling is the organizing basis that helps the student complete the task required by the teacher. The presence of motivation for the social significance of educational activities is an important condition for readiness for school. If such motivation is not formed, then the child will not complete homework, and parents will have to resort to additional tricks so that the child does not what he wants, but what is needed.

Mental abilities and motivation are still not enough for successful studies. It is important that students understand the uniqueness of the situations that are created in the classroom. This means that the future student must distinguish between the situation of communication with the teacher and, for example, with his mother. The ability to take on the role of a student and engage in contextual communication is an important aspect of readiness for school learning.

School readiness does not come down to the ability to read, write and do math. These skills themselves are secondary in relation to a complex set of qualities that ensure the child’s psychological readiness for school. The lower the level of formation of these qualities is found in a particular child, the more educational activities at school begin to acquire the properties of the educational process characteristic of preschool education: the interest in the content of the activity increases, the demands on its result decrease, game moments are introduced, etc.

Veraksa Nikolay Evgenievich – Doctor of Psychology, Professor, Head of the Department of Social Psychology of Development, Moscow City Psychological and Pedagogical University.

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The priority tasks of Russian preschool education are to create conditions to ensure an equal starting level for children when entering school and to increase the accessibility of education. Pre-school education should “represent a purposeful, organized process of teaching and raising children of senior preschool age, allowing to control the physical, psychological, and intellectual state of children before entering school.”

In the Concept of the content of lifelong education (preschool and primary level), approved and approved by the Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003, special attention is paid to building continuity between the educational programs of preschool and primary general education, but, unfortunately, as practice shows , it has not yet been possible to alleviate the problem of equalizing the starting capabilities of children when they enter first grade.

Parents have a need for accessibility to prepare children for school for all social groups of the population and to combine the efforts of preschool educational institutions and families in promoting the health, upbringing and education of children 6-7 years old.

The main goal of introducing preschool education is to create conditions for achieving a uniform start for preschool children upon entering first grade. Aligning the level of development, intellectual and psychological readiness of children to enter primary school is the most important component of the success of their further education, the basis for painless adaptation to school childhood.

The second, no less important goal of preschool education is to ensure the continuity of preschool and primary education, a problem that has urgently required resolution for decades. Well-structured, scientifically sound, psychologically impeccable organization and content of preschool education will allow us to move from duplicating the subject content of primary school in kindergarten to the development of the child’s individual qualities, which ensure a successful transition to schooling.

Thirdly, the introduction of pre-school education, especially for “home” children, will make it possible to timely identify and correct minor deviations in the physical, intellectual, speech and emotional development of older childrenpreschool age and, thus, contribute to the preservation of their mental and physical health.

The peculiarity of the preschool education model lies in the variability of forms of preschool education. We chose form 1, this is a group of full-day stay of children in school educational institutions implementing comprehensive educational programs.

As the main educational program for preschool education, the program for the education and development of 6-year-old children “Pre-school time” (“Ventana-Graf”, 2007) is used, which is being successfully implemented in a number of regions of the Russian Federation. This program has a number of advantages compared to similar ones:

according to goals - the development of those qualities of the child that determine the formation of sustainable cognitive interest and the success of children's education at school;

in form - reliance on the main activity of a 6-7 year old child - play;

-according to the system of principles for constructing the program (taking into account age characteristics, preserving and developing the individuality of each child; developing erudition and culture).

The educational process is organized using pedagogical technologies that ensure individual, personality-oriented development.

The organization of the educational process is regulated by the calendar plan, class schedule, drawn up in accordance with the requirements of SanPiN 2.4.11.1249-03.

Competitive recruitment and testing when completing groups is not allowed.

Having chosen this program for the education and development of children to prepare them for school, I use the didactic aids developed by the team of authors that are included in the educational and methodological set “Pre-school time”, I show creativity, introduce new elements of knowledge, use other teaching aids, but the aids of this educational complex remain the main ones and presenters.

The organization of the learning process must be subject to certain pedagogical requirements, taking into account which will contribute to more effective achievement of set goals, as well as the creation of a prosperous emotional and psychological climate in the children's team.

The teacher’s special attention should include taking into account the psychological characteristics and capabilities of children of senior preschool age, the physical and mental state of each child. This manifests itself in the following:

You cannot make demands on children that they cannot fulfill, as this interferes with the formation of a child’s positive learning motivation - attitude towards learning activities and, as a consequence, learning success.

You cannot “get ahead” and speed up the process of mastering the knowledge and skills that will be developed at school. The teacher must understand that in conditions of frontal learning, many children acquire knowledge without understanding its meaning and therefore cannot use it independently. Such knowledge, when accumulated, only loads the memory and cannot positively affect the development of mental operations, speech, imagination, etc.It is unacceptable to use typical school forms and methods of teaching (grades, homework, tests, etc.).

Considering that the leading activity of this period of child development is play, and therefore it is the game that has become the priority form of organization and method of teaching.

Conditions should be created for the most diverse educational and extracurricular communication of children. The need to communicate with peers is a special feature of children of this age; it is in the process of this activity that many communication skills necessary for learning at school develop.

I study the individual characteristics of each student and take them into account in the learning process (pace of activity, characteristics of attention, memory; relationships with peers, individual emotional manifestations, etc.). Conducting classes using multi-level tasks is provided in all books and workbooks of the educational complex “Pre-school time”.

Methodological support.

Program for the education and development of children 6 years old “Pre-school time” / ed. N.F. Vinogradova. - M.: Ventana-Graf, 2005. - (Pre-school time).

Complete methodological support for the “Pre-school time” program:

* Bezrukikh M.M. Is your child ready for school?

Vinogradova N. F. Come up with it and tell me.

Vinogradova N.F. . Riddle stories about nature.

Zhurova L.E., Kuznetsova, L.I. ABC for preschoolers. We play and read together.

Zhurova L.E., Kuznetsova M.I. . ABC for preschoolers. We play with sounds and words.

* Zlatopolsky D. S. Amazing transformations.

Kozlova S.A.. Me and my friends.

Kozlova S.A.. I want to go to school.

Kulikova T.A. What, where, why?

Kulikova T.A . I and my family.

Salmina N.G.. Learning to think.

Salmina N.G., Glebova A. O . Let's learn to draw.

When preparing a specific lesson, I try:

assess the stage of learning and the development of each child’s necessary knowledge and skills;

provide for different organizational forms of conducting classes (pair, group, collective), as well as individual work for each child;

take into account the need to return (repeat) what has been learned in new educational (game) situations;

provide for the relationship between classes and free play activities.

In the educational complex "Pre-school time" a game acts as a priority teaching method in classes in all specified sections of the program. The authors rely on the well-known position of psychology about the special importance of play activity for the intellectual development of a preschooler and the formation of personality traits that will ensure the development of the prerequisites for the leading activity for a primary school student - educational. The implementation of this approach, according to the authors, will satisfy the age-related need of preschoolers for play and will prevent the possibility of transforming the learning process at the preschool level into a variant of earlier school education. This is especially important when teaching literacy and mathematics, since the game form of teaching makes it easier to assimilate program material.

THE ROLE OF GAME IN DEVELOPING A POSITIVE ATTITUDE TOWARDS SCHOOL

To prepare a child for school means to instill in him a conscious positive attitude towards educational and social activities, to make him understand the importance and necessity of studying at school: to make him want to become a schoolchild; to arouse sympathy for students, the desire to be like them, respect for the personality and profession of the teacher, understanding of the socially useful significance of his work; develop a need for a book, a desire to learn to read.

The success of preparing children for school is largely determined by the extent to which the teacher takes into account the uniqueness of the activities of preschoolers and, in particular, how he uses play for this purpose. Increased attention to the educational process in the preschool group sometimes leads to the fact that the importance of creative, plot-role play is undeservedly downplayed. Meanwhile, it conceals enormous educational opportunities in preparing children for school.

Through play and in play, the child’s consciousness is gradually prepared for upcoming changes in living conditions, relationships with peers and with adults, and the personality qualities necessary for the future schoolchild are formed. The game develops such qualities as independence, initiative, organization, develops creative abilities, and the ability to work collectively. All this is necessary for a future first-grader.

The methods and techniques used by the teacher to familiarize children with school should complement each other. Various activities need to be combined with work and play. The knowledge acquired by children during excursions, observations, and targeted walks should be replenished and clarified by reading them works of fiction, telling them stories, and corresponding with children of other kindergartens.

The game reveals the children’s attitude towards what is being depicted and at the same time contributes to the consolidation and development of such an attitude. Children like to experience again and again the admiration, joy, delight, surprise that they experienced when meeting a phenomenon, object, or event. This explains their persistent interest in games. It is in the game that children practically realize what they would like to see at school, in first grade.

Children continue to love and respect books at school. Those who study with interest in the textbook in kindergarten; during extracurricular reading they offer different forms of working with the book; act as organizers of quizzes based on the works of favorite writers; organize book exhibitions.

Children’s need for a book, the desire and ability to find answers to emerging questions in it, and a caring attitude towards books from the very first days of school help the teacher to interest them in reading, to arouse the desire to learn to read faster, to maintain and develop interest in acquiring new knowledge.

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Literature:

Program for the education and development of 6-year-old children “Pre-school time” / ed. N.F. Vinogradova. - M.: Ventana-Graf, 2005. - (Pre-school time).

Doronova T.N., Yakobson S.G. “Rainbow” Program for the upbringing, education and development of preschool children in a kindergarten.

Komarova T.S. "Children's artistic creativity." Methodological manual for educators and teachers. Publishing house Mozaika - Synthesis, Moscow, 2006.

Trofimova M.V., Tarabarina T.I. “Both study and play: fine arts.” A popular guide for parents and teachers. Yaroslavl, "Academy of Development", 1997

« Preschool pedagogy” Kozlova S.A., Kulikova T.A.
Publisher: Academy 2000

“Preschool education” No. 4 - 6 2016

The scientific and methodological journal covers all aspects of the preschool education system: the regulatory framework, management issues, software and methodological support, correction of child development, methodological services, training and retraining of personnel. The journal publishes scientific, scientific and practical articles; advanced, original experience of practical workers of preschool educational institutions.

1. Indicators and types of accessibility of preschool education.

Annotation. The article discusses indicators of access to education for children of younger (preschool) age, adopted in the practice of managing the Russian education system.

55th anniversary of the Research Institute of Preschool Education

Their Far Eastern archives

F. Sokhin. On the tasks of speech development.First published in the magazine “Preschool Education.” 1975. No. 9

One of the important tasks of education and training in kindergarten is the development of speech and teaching the native language. This general task includes a number of specific tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, teaching colloquial (dialogical) speech, developing coherent monologue speech, cultivating interest in the artistic word, preparing for learning to read and write.

Children of two or three years old begin to play games in which the desire to imitate adults is noticeable. People's actions are reflected schematically and superficially. When playing, children act with objects - toys - in the same way, and linger for a long time on manipulation. At this stage, when the child explores an object and tries to try it out through a series of repeated actions, such actions are natural.

Socially‐ communication development

E. Guseva. "Clouds". Emotional development of preschoolers of primary and middle age.

Target. Emotional development of children of primary preschool age: acquaintance with the four basic emotions (joy, sadness, anger, curiosity), their recognition and understanding.

Cognitive development

1. N Mironova. “You can find an explanation for everything in books if you know where to look,” or How a child can explore the world with the help of books.

Annotation. The article is about how to introduce a child, through a literary text, to the diversity of life on Earth. Through a literary text, a child learns about the world around him and its diversity.

1. I. Ivankova. Who lives in the living corner?Excursion to the ecological room for children 5-6 years old.

Goals. Develop knowledge about animals. Improve interpersonal relationships with peers and adults. Foster environmental literacy and good feelings (empathy, compassion, empathy). Develop communication skills; ability to draw conclusions; name words in diminutive form. Form the correct pronunciation of complex words.

1. T. Gorobets. “What do the stones tell?" Game educational situation for children 5-8 years old.

Goals: Broadening your horizons; formation of cognitive actions. Development of imagination and creative activity. Formation of primary ideas about natural objects - minerals, their properties. Introduction to the profession of geologist

Year of Russian cinema

N. Gerasimova. Film studios: many good and different

Speech development

1. L. Tertishcheva. Theatrical game “An Uninvented Fairy Tale”. For children 5-8 years old

Theatrical play helps children become more relaxed, sociable, they develop empathy, sympathy, and develop speech more intensively.

1. N. Soldatova, O. Pokrovskaya. Selection of poems for the favorable development of the personality of a preschooler.

Preschool childhood is a very important period of human life; its quality determines not only what a person will become, but also what all of humanity and the world as a whole will be.

1. O. Korotkikh. We develop creative abilities. Techniques for working with plasticine.

Annotation. The article discusses the pedagogical aspects of teaching children how to work with plasticine. As research experience in preschool practice shows, this is one of the effective means of activating and developing all the child’s creative abilities.

1. N. Dunaeva, M. Petukhova - Levitskaya. Pedagogical conditions for the development of artistic and creative abilities of older preschoolers through musical games.

The generally accepted goal in the world theory and practice of humanistic education has been and remains the ideal of a comprehensively and harmoniously developed personality. Artistic and creative abilities are individual characteristics and qualities of a person that determine the success of various types of activities.

Physical development

K. Borchaninova, V. Bortovskaya, N. Eropkina. How Invisible Man looked for domestic animals in the forest. Physical education and gaming leisure.

Physical education and play leisure is a form of work with children in which the features of leisure and the possibilities of educational games are closely intertwined. While spending time together, children, while playing educational games, relax, have fun, think and create, while freely communicating with adults and peers, and have the opportunity to choose games and gaming material to expand cognitive and creative tasks.

Early age

N. Nasibullina, L. Koloyarskaya.Let's get involved in art.Nursery rhymes, riddles, songs for children 2-4 years old.

Nursery rhymes, Russian folk songs, and riddles have a great influence on the development of speech in preschool children. The proposed works can be used from the first days of working with children. They are easy to stage even when preschoolers do not yet have active speech. They are dynamic, rich in verbs. They are built on a lot of repetitions, which contributes to the memorization of words and then their active use.

Methodical card index

A. Pronin."Sword Race"V. Isaev"Lapta"

Subject-spatial environment

1. N. Filyushkina. Do-it-yourself physical education and gaming equipment.
2. N. Yamurzina. "Plastic World".

Kindergarten specialist

T. Fedosova."Three Butterflies"Theatrical leisure for younger schoolchildren.

Theatrical leisure can also be used as a performance for parents and for children in the middle and senior groups of kindergarten.

Profession: teacher

1. V. Evdokimova. Creation of a digital educational resource “Nature Calendar” for preschool children using ICT

The relevance of ICT in preschool educational institutions is determined by the social need to improve the quality of education and upbringing of preschool children, to use modern computer programs and multimedia equipment. ICT significantly expands the capabilities of teachers and specialists.

1. T. Bakulina.Round table as a form of interaction with teachers and parents

Target.To update and maintain teachers’ sense of satisfaction with their profession.

Tasks. To promote pedagogical reflection of educators, to remind them of the intrinsic value of childhood, to promote understanding of the child’s worldview. Give teachers the opportunity to show a friendly attitude towards each other. Maintain the self-esteem of educators at a high level, encourage them to rely on their strong professional and personal qualities in their work. Prevention of emotional burnout of teachers.

Scientific search

A. Zakrepin. Integration of educational technologies in medical rehabilitation.

Annotation. The article is devoted to children who have suffered severe traumatic brain injury (STBI) and are at the inpatient stage of treatment. There are insufficient studies in the specialized literature reflecting the role and significance of pedagogical work with children after severe traumatic brain injury, as well as those aimed at studying the mental capabilities and dynamics of recovery of these children during the period of early rehabilitation. The specificity of the work of a teacher-defectologist is shown in the unique experience of an interdisciplinary team of the department of rehabilitation and rehabilitation treatment at a neurosurgical hospital.

Getting ready for the holiday

L. Queen. Tula is the arsenal and shield of Russia. Holiday dedicated to Victory Day

Goals. To introduce people to the history of their native land, to cultivate kindness and mutual assistance. To form concepts of citizenship, a feeling of love for the Motherland, hometown based on familiarization with the history of the Fatherland. Create conditions for the formation of the personality of a future citizen.

Availability of preschool education

E. Komarova.

Continuation. For the beginning, see: Preschool education. 2016 No. 4.

Indicators of territorial accessibility of preschool education

Cognitive development

1. L. Sidorkevich. Development of cognitive abilities of children 5-8 years old (using the gifts of F. Froebel)

• Development of creativity. Teach children to understand the importance of the process of working with benefits, develop their free combination skills, and stimulate their desire to develop their abilities.
• Development of the concept of rules and order. To teach preschoolers to have order (remove materials from drawers, put them back).
• Understanding the concept of shapes. The manuals help to understand the meaning of the part and the whole. Having learned to recognize a cube and a rhombus, children will be able to understand other shapes (how to make a rectangle from two squares, etc.)

1. N. Afonina. Why do people need eyes and ears? Experimenting with children 5-8 years old.

Target. To promote the development of mental and personal qualities through the acquisition of basic ideas about the structure of the human body and the principles of functioning of the senses.

1. O. Bobrik, S. Popova. "Timeline". Mini-museum in kindergarten

An important role among the factors determining the development of a child is played by the natural and cultural environment of the native land. The natural environment, attractions, and folk art are unique. This allows us to form an idea of ​​our small Motherland from childhood.

A mini museum is an opportunity for children and adults to become co-authors and creators of exhibitions, a way of creative collaboration with peers and adults.

1. L. Alibaeva. Aircrafts. Integrated scientific and educational activities for children 6-8 years old

Tasks. Continue teaching children to create Lego models according to their own ideas (aircraft). To consolidate the ability to create structures from large building materials, united by a common theme (hangar for aircraft). Determine which parts are suitable for construction. To consolidate knowledge about air transport and the parts of which it consists. Continue to teach children how to navigate on a piece of paper; Place images of geometric shapes of the desired color in the indicated direction. Strengthen your knowledge of numbers. Develop children's physical activity. Encourage initiative, activity, imagination. Foster a sense of teamwork and the ability to interact.

Year of Russian cinema

1. K. Zurabova, E. Dolgaya. Pictures with music. On the role of music and cinema
2. T. Suslennikova. Cinema in kindergarten. First published in the magazine “Preschool Education”. 1939. No. 7

Speech development

1. Z. Gritsenko. Reality and fiction in “The Tale of Tsar Saltan...” by A. Pushkin. To the 185th anniversary of creation
2. O. Mikhailova, N. Belolaptikova. “There, on unknown paths...” A holiday based on the fairy tales of A.S. Pushkin for children 4-6 years old

Goals. Cultivate interest in the work of A.S. Pushkin; love of books, reading.

Artistic and aesthetic development

1. N. Shekina, N. Mikheeva. Architect N.A. Lviv: introduces heritage. Project for children 6-8 years old

Target. Introducing children to the historical and artistic value of buildings built by architect N.A. Lvov in Torzhok; nurturing a caring attitude towards the culture of the native land and its historical heritage.

1. From the editor. N. Gerasimova . Man of many talents

Physical development

I. Agafonova, N. Knyazeva, E. Tsvetkova, I. Semyonova, S. Vakhrina. Interaction of older preschoolers in pairs and in groups during physical development classes

In the article, the authors, firstly, answer the question of whether the Federal State Educational Standard for Preschool Education brings anything new to the understanding and implementation of the principle of integration into the educational activities of preschool educational institutions; secondly, it introduces the experience of integrating two educational areas - “Physical development” and “Social and communicative development”; thirdly, they determine the main components of the development of preschoolers’ ability to interact in pairs and in a peer group.

Interaction with family

1. O. Zvereva. Involving parents in the educational process of preschool education as a component of interaction with the family

Annotation. The article examines the evolution of educational work with parents of preschool children. The term “interaction” of teachers with parents is described, its difference from education is given, and the directions of involving parents in the educational process of preschool educational institutions in accordance with the Standard of Preschool Education are highlighted.

1. N. Antonenko, N. Biryukova, M. Zhilichkina. "This Wonderful World". Quiz for children and parents

Tasks. Strengthen children's knowledge about wild and domestic animals. Provide parents with information for meaningful learning for their children. Bring together a team of parents.

Corrective work

1. E. Gavrishova, O. Berezka, S. Zvyagintseva, V. Milenko. Quest is a game form of complex solution of educational problems in a correctional group

The use of quests in the educational activities of children in a correctional group helps turn part of the complex work of eliminating speech underdevelopment problems into an exciting game. This is an opportunity to comprehensively solve the problems of social, speech, cognitive, artistic and physical development of pupils, to effectively align their speech and psychological development.

1. M. Bratkova. Correctional pedagogical classes with a child with a complicated form of intellectual disability in a short-term group

The article reveals the characteristics of children with complicated mental retardation (autism spectrum disorder - ASD); recommendations for conducting correctional pedagogical classes with children are considered; A variant of training with a child with a complex disorder structure is presented.

Kindergarten specialist

E. Antipina. “Old woman, close the door!” A comic skit for children 6-8 years old based on the work of the same name by S.Ya. Marshak

Profession: teacher

S. Potapenko. Using the preschool website in the speech development of preschool children.

Annotation. The article analyzes the results of a study of the readiness of parents of preschool children receiving speech therapy support in a preschool organization to interact with preschool specialists through the institution’s website. Positive examples of posting information on the formation of sound culture of speech on specific sites are given.

Methodical card index

1. G. Trunova, T. Shaposhnik.

Orientation in space is one of the most pressing and difficult problems. In the process of teaching children, one of the significant tasks is to teach them to navigate in microspace (on a sheet of paper, in a notebook, on a flanograph, a table surface, a magnetic board). See continuation in DV magazine 2016 No. 6

1. Outdoor games of the peoples of Russia. I. Moskova "The Shepherd and the Flock." Russian folk game. Children age 6-7 years

Goals. Improve the technique of performing basic movements: jumping over a bench in different ways (on two legs, on one right leg or on one left leg). Cultivate self-control, self-control, and discipline. Develop the ability to navigate in space, improve the sense of coordination and attention.

History of Russian education

1. V. Shchipin. “Akela of preschool affairs”: the life and work of Anna Vasilievna Surovtseva.
2. From the Far Eastern archives. A. Surovtseva. About the education of will. First published in the magazine "Preschool Education". 1944. No. 8-9

Master Class

T. Popova, T. Grizik . Swan.

Availability of preschool education

E. Komarova. Indicators and types of accessibility of preschool education

Continuation. For the beginning, see: Preschool education. 2016 No. 4.5

Indicators of economic accessibility of preschool education

Programs and technologies

E. Korotaeva. Cognitive route in the social development of a preschooler

Annotation. The article reveals the relevance of the developed regionally oriented program “Fronts of the Urals” for the preschool education system. Characteristics (availability of local history material, active position of children, social inclusion in the life of the region, etc.) and examples of educational routes for children as the activity basis of a regionally oriented program are indicated. The relationship between cognitive routes and the process of positive socialization of preschool children in the format of a regionally oriented program is substantiated.

Cognitive development

1. S. Kozhokar. "Playing hide and seek." How indoor plants got their everyday names.

Annotation. The article presents an original approach to introducing preschoolers to the common names of indoor plants.

1. N. Koroleva. Why should you love your own dress? Classes based on V. Stepanov’s fairy tale “Butterfly - Cabbage Girl” for children 4-5 years old

Goals. Arouse an emotional response and interest in a work of art. Expand children's knowledge about the world around them.

Tasks. To promote a figurative perception of reality through the means of artistic expression, a correct assessment of the actions of the heroes. Arouse interest in the natural world. Develop a sense of rhythm and encourage physical activity.

1. N. Petrova, E. Streltsova. Stone and clay. Experimental activities with children 4-5 years old.

Target. Identify the properties of clay and stone.

Tasks. Introduce options for using stone and clay. Develop fine motor skills, logical thinking, artistic and aesthetic perception.

1. T. Demina. Rays for the sun. Mathematical development of children 3-4 years old

The proposed lesson consists of four parts - game situations, united by the common theme “Seeing off spring, welcoming summer.” Each situation involves the production of educational games, is provided with game material, it has a name, a plot, its development and denouement.

Tasks. Strengthen children's knowledge about geometric shapes. Develop the ability to group geometric shapes by shape, shape and color. Strengthen ideas about seasonal phenomena. Enrich children's vocabulary. Cultivate sense of purpose and mutual assistance.

Year of Russian cinema

O. Kleimenova . Soyuzmultfilm is 80 years old!

Speech development

1. L. Ziman. Familiar characters in unfamiliar circumstances. About the fairy tales of the modern English writer Julia Donaldson
2. G. Ivanova. The influence of fairy tales on the development of value orientations in children of senior preschool age.

Children can expand the boundaries of experience in perceiving the world, learn the norms and cultural traditions of their people, and get acquainted with its natural and spiritual wealth by listening to fairy tales.

Physical development

1. S. Kolomychenko, S. Ermakova. Enriching the motor experience of preschoolers in games with jumping ropes.

The article reveals the possibilities of enriching children's motor experience and increasing their activity when using a variety of games with skipping ropes.

1. A. Odintsova, A. Astapenko. Military-patriotic game "Zarnitsa". Senior preschool age.

Goals. Foster feelings of camaraderie, friendship, and collectivism. Promote the development of will, courage, resourcefulness, endurance.

Tasks. Strengthen skills and abilities in orienteering. Instill practical skills (making attributes for games, providing first aid)

Interaction with family

1. S. Emchenko. Preschooler... and technical devices. Information and educational work with parents.
2. E. Bychkova. “I am an adult, you are a child.” Leisure for children and parents.

Goals. To help children discover the world of adults, and for adults to better understand the world of a modern child.

Corrective work

M. Bratkova. Correctional and pedagogical classes with a child with a complicated form of intellectual disability in a short-term group.

Annotation. The article is devoted to the development of intellectual activity of young children in the process of independent play activities.

Methodical card index

G. Trunova, T. Shaposhnik. Development of spatial orientation

Ending. For the beginning, see: Preschool education.2016 No. 5

Subject-spatial environment

1. N. Afonina. « Devar Kids»: how drawings come to life

Application Devar Kids , in which you can create your own cartoon using augmented reality technology! Color your character the way you want! Bring your picture to life!

1. A. Semizorova, L. Minina. Modular designs. Developing gaming activities
2. G. Leonova, O. Simonova. Ecological trail

The ecological trail of the preschool educational institution is a territory specially equipped for educational and educational purposes. A route of aesthetic and environmental value, passing through various natural sites, on which preschoolers receive information.

1. S. Sergutkina. "We play and dance." A game

Goals. Promote the development of musical memory, coordination of auditory perception and motor activity.

Profession: teacher

N. Ezhkova. The problem of introducing preschool children to sociocultural values

Getting ready for the holiday

We bring to your attention several leisure activities of different directions: motor, sports, theatrical, educational.

1. S. Korchazhinskaya. Leisure “Box of Laughter”
2. E. Rusakova. April Fool's Day
3. T. Suborova. In the footsteps of Cinderella. Leisure activities for children 5-8 years old
4. I. Elmanova, N. Andrievskaya. Journey to the Kingdom of Checkers. Leisure activities for children 6-8 years old

Master Class

Wonderful transformations. T. Popova, T. Grizik . Strawberries. We make strawberries with our own hands.

Prepared by teacher-librarian V.I. Chekmasova.