Introduction

Structure, forms and methods of methodical work

Training and development of teaching staff, improving their qualifications

Conclusion

Bibliography

Introduction

Successful development of the system additional education children is unthinkable without the development of its theory and methodology. A significant role in this process is played by methodological activity. Methodological work is a holistic system of measures based on the achievements of science, best practices and analysis of the difficulties of teachers, aimed at improving the skills of each teacher, generalizing and developing the creative potential of the team, and achieving optimal results in education, upbringing and development of children.

The purpose of methodological work in MDOU is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process. Realization of this goal methodological activity is carried out through the organization of the activities of such organizational structures as methodological associations of teachers of preschool education, scientific and methodological and pedagogical council, monitoring service, as well as the active involvement of teachers in the work of self-education.

For preschool educational institution in the modern conditions of the development of our society, very responsible social tasks are assigned - to educate, educate and prepare for life that generation of people, labor and talent, whose initiative and creativity will determine the socio-economic, scientific, technical and moral progress of Russian society in the future. In this regard, the shortcomings and errors in the teaching and educational work of the MDOU, in the management of education and in pedagogical science itself are becoming more and more intolerable.

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

Today, due to the need to rationally and promptly solve educational problems, the role of methodical service, 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 becomes one of the most important criteria for evaluating its activities. Therefore, it is necessary to consider the organization of methodological work in a preschool institution as something of paramount importance.

Planning methodological work

The methodological service is a link between the life of the teaching staff, the state education system, psychological and pedagogical science, advanced pedagogical experience, contributing to 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 a person, society, state, implementing the principles public policy in the field of education, designed to provide:

Achievement by the pupil of the educational standards established by the state;

Building educational standard on the basis of the priority of universal human values, human life and health, free development of the individual; education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family, education of responsibility for one’s health, formation of the foundations healthy lifestyle life;

Adaptation of MDOU to the social order and peculiarities of the development of pupils;

Planning of methodological work in MDOU is carried out on an analytical basis:

Analysis external environment MDOU (taking into account the requirements of social order, legal documents federal, district, city levels);

Analysis of the state of MDOU (level of health, development of children, degree of mastery of the educational program; level professional competence team, characteristics and needs of parents, school; clear identification of factors influencing them);

The objectives 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 should ensure the correction of the pedagogical process in cases of its deviation from technology, the methodology for implementing the program of education and training of preschoolers.

If the team intends to work in an innovative mode (new content of education or the 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 the mode of operation to the mode of development.

In all cases, the goal of the methodological service is to create such an educational environment in which creative potential each teacher, the entire teaching staff. From here the main tasks of methodological work follow:

1. Training and development of teaching staff, management of their professional development.

2. Identification, study, generalization and dissemination of advanced pedagogical experience of teachers of MDOU

3. Preparation methodological support for the implementation of the educational process.

4. Coordination of the activities of the MDOU and the family in ensuring the comprehensive continuous development of pupils.

5. Coordination of the activities of the MDOU with the institutions of the surrounding society to implement the tasks of developing pupils and the MDOU as a whole.

6. Analysis of the quality of work in order to create conditions for ensuring positive changes in the development of the personality of pupils through increasing the professional competence of teachers.

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

Thus, it should be noted the importance of the optimal choice of the content of methodological work in the modern MDOU. The relevance of this choice is also confirmed by the results of the practice of methodological work in preschool institutions. In order to overcome these shortcomings and raise the content of methodological work to new level 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 educational institutions. educational process in preschool; develop a draft of the content of methodological work for a modern preschool institution. (This is the task of employees of pedagogical science and leading employees 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).

The main approaches to the organization of methodological work in preschool educational institutions are based on:

System-active approach: understanding the goals and objectives of the activities 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;

Personally-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 on the example of deputy. head by BMP and senior caregiver;

A differentiated approach: taking into account the level of professional competence and individual educational requests in building a system of methodological work in a preschool educational institution;

Approach of free self-determination: free choice by each teacher educational programs and ways of self-realization;

Motivational-stimulating approach: the use of various incentives that arouse interest and motives for activity;

Corrective approach: timely elimination of the shortcomings identified in the course of pedagogical monitoring and the causes that cause them.

Today, there is a problem of low efficiency of methodological work in many MDOs. The main reason is the formal implementation systems approach, its substitution with an eclectic, random set of recommendations of an opportunistic nature, the imposition of far-fetched methods and ways of organizing upbringing and education.

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

Methodological support of the methodological process

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

The program and methodological complex of a preschool institution is selected taking into account the orientation towards government requirements, the legal status of a preschool institution (type, priority), features and laws mental development children, the specifics of pedagogical and children's teams, which determine the possibility and expediency of each program and technology.

Through the self-governing body of the MDOU - the teachers' council for the implementation of the educational process, a program is approved that is most conducive to the conditions for selecting methodological support.

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

The methodological support of the program is selected taking into account the compliance with the time requirements for the content, methods of raising and teaching children preschool age, basic and additional education carried out in MDOU, the unity of the conceptual foundations of the integrated and partial programs, as well as the methods and technologies that implement them.

The effectiveness of the educational process in MDOU also depends on the creation of conditions for its implementation. This leads to the following directions of methodological work:

1. Development organization subject environment in MDOU corresponding to the content of the program, interests and needs of children of different ages:

Ensuring the selection of toys, games, 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 chosen program and temporary (approximate) requirements for the content and methods of education and training of preschool children:

Formation of a data bank on the implementation of the program, its individual sections;

Analysis of the fulfillment of the Temporary requirements for the content and methods of education and training implemented in the preschool educational institution;

Analysis of the execution 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 regimen, a schedule of classes, work schedules for circles for each age group.

5. Tracking the balance of motor and intellectual, organized and independent activity pupils.

Structure, forms and methods of methodical work

Methods of methodical work are ordered ways of activity to achieve goals.

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

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

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

The individual includes individual consultations, conversations, mentoring, mutual visits, 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:

The goals and objectives of MDOU;

Quantitative and qualitative composition of the team;

Comparative efficiency of forms and methods of work;

Features of the educational process;

Material, moral and psychological conditions in the team;

real opportunities;

The most effective forms of organizing methodological work are:

Teachers' Council;

Seminars, workshops;

Open views are effective;

Medical and pedagogical meetings;

Consultations;

The work of the creative team.

External professional development takes place:

By attending advanced training courses;

Education in educational institutions;

Participation in the work of methodical associations of the region.

Internal advanced training occurs through various forms of methodological work with teachers at MDOU:

Participation in the work of the council of teachers;

Training in seminars and workshops;

Consulting, etc.

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

The implementation of individually-oriented methodological work allows developing the creativity and initiative of the teaching staff by including everyone in an active professional activity.

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

Methodical office as a center of methodical work

methodical preschool education teacher

Methodical support is the most important part of professional development of teachers. It is designed to support the normal course of the educational process, to promote its renewal.

Many teachers, especially beginners, need qualified help from more experienced colleagues, the head, the methodologist of the preschool educational institution, and specialists in various fields of knowledge. At present, this need has increased in connection with the transition to a variable education system, the need to take into account the diversity of interests and opportunities for children.

The center of all the 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 advanced pedagogical experience, and increasing the competence of parents in the upbringing and education of children. The methodical office is a piggy bank of the best traditions of a preschool institution, therefore the task of the deputy. head on 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 in such a way that educators feel in it, as in their office.

The methodological office of a preschool institution must meet such requirements as information content, accessibility, aesthetics, content, providing 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 office, where the sources, content, and direction of information are determined (see Table 1).

Table 1. - Bank of information MDOU

In the methodological office of the MDOU, exhibitions should constantly operate, as well as materials reflecting the skills of teachers (material of workshops; a plan - a schedule for improving the qualifications of teachers; a certification plan for teaching staff; advanced pedagogical experience, etc.)

Thus, within the framework of fulfilling 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 the 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 system of preschool education is an important condition for the high effectiveness of the educational process.

Raising the awareness of teachers contributes to the establishment of a unified pedagogical strategy development of MDOU, 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 MDOU.

Training and development of teaching staff, improving their

qualifications

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 give 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 differentially, so that the internal factors and mechanisms of the teacher himself, contributing to personal and professional and moral development, are involved.

The most important condition that provides a differentiated approach to working with ped. 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, clubs; participation in methodical associations.

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

At the first stage, a preliminary detailed and comprehensive study of the teacher's experience is carried out. Only the totality of the use of various methods for studying experience (observation and analysis of the educational process, conversations with the teacher and children, analysis of pedagogical documentation, conducting experimental work) will make it possible to objectively evaluate and recommend it as an advanced one.

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

The third stage is the dissemination and implementation of PPO. Within the framework of MDOU, this is facilitated by such forms of work as pedagogical readings, open viewings, mutual visits, exhibitions, etc.

Conclusion

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

The methodological service has real opportunities for solving this problem in the system of preschool education.

In the conditions of modern society, the organization of a methodological service should begin with the search for new ideas and modern technologies organization of 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 MDOU 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;

Evaluation, analysis, diagnostics of the result of pedagogical work;

Designing the pedagogical process based on system analysis;

Formation of a data bank for the exchange of pedagogical experience.

Bibliography

1. Bagautdinova S.F. Features of methodical work in a modern preschool educational institution. // Management of the preschool educational institution. - 2004. - No. 3. − S. 82-85.

2. Volobueva L.M. Active Methods training in the methodological work of preschool educational institutions. // Management of the preschool educational institution. - 2006. - No. 6. - S. 70-78.

3. Lipchanskaya I.A. Functional control and development of preschool: guidelines. - M .: TC Sphere, 2009.

4. Markova L.S. Management activities of the head of a social institution. - M., 2005.

5. Nikishina I.V. Diagnostic and methodical work in preschool educational institutions. - Volgograd, 2007.

6. Falyushina L.I. Quality management of the educational process in preschool educational institutions. – M.: ARKTI, 2009.

Belaya K.Yu. Methodical work in the preschool educational institution: Analysis, planning, forms and methods. – M.: Sfera, 2005. – P. 96.

Losev P.N. Management of methodological work in a modern preschool educational institution. - M.: Bustard, 2005. - S. 152.

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

Anshukova E.Yu. Analytical activity of the senior educator. // Management of the preschool educational institution. - 2004. - No. 3. − S. 29.

Lomteva E.A. The system of methodical work in the preschool educational institution. - M.: Bustard, 2009. - S. 21.

Levshina N.I. Informatization as a condition for the effectiveness of control and analytical activities. // Management of the preschool educational institution. - 2005. - No. 2. - P. 10.

Natalya Kiryanova
Methodical work in the preschool educational institution

Mission methodical service is aimed at the formation of a new type of professional teacher with modern pedagogical thinking and high professional culture.

Goals methodical services of our preschool educational institution are:

Implementation of the state educational policy within the framework of the educational process;

Creating a set of conditions for effective development DOW;

Ensuring the quality of educational services in the preschool educational institution, adequate to its status.

Tasks methodical service:

Providing theoretical, psychological, methodical support for educators;

Creation of conditions for the improvement of professional competence, the growth of pedagogical skills and the development of the creative potential of each teacher;

Organization of active participation of teachers in planning, developing and implementation of the development program, in innovative processes;

Carrying out monitoring and certification procedures for an objective analysis of the development of a preschool institution and the results achieved, etc.

Functions methodical service:

Information and analytical;

Forecasting and planning.

designing,

organizational,

controlling,

Correctional,

Expert.

Core innovation vector methodical work in preschool education - the quality of education as a strategy for improving the professionalism of teachers.

Raising the professional level of teachers is to form core competencies, the totality of which leads to the reference professional competence of the teacher. The professional competence of a teacher is defined as a set of knowledge, skills, professionally important qualities that ensure the effectiveness and optimality of the educational process.

In order to improve the professional skills of teachers of a preschool educational institution, a variety of technologies are used to reveal the capabilities of each educator:

business game,

quiz,

skill competition,

discussion,

search and creative tasks.

On the basis of the preschool educational institution, there is an innovative platform for topic: "Modern preschool education theory and practice of implementing an exemplary general educational program of preschool education "Success"", in her work 17 preschool teachers participate.

Model Implementation Results methodical services are analyzed in triad:

pupils-teachers-parents.

Its advantages are noted functioning:

Economic (reduced costs for professional development);

Pedagogical (education is becoming more motivated, technological and individualized);

Ergonomic (teachers have the opportunity to allocate time for self-education according to a convenient schedule);

Informational (the availability of modern software tools, new educational technologies is increasing);

Communication (the number of network participants with which interaction is possible increases).

The target is a portrait of a preschool child.

Values methodical services we see in the preparation of the teacher as a subject professional activity, a teacher-initiator, capable of self-education and continuous creative growth, ready in the course of his own creative activity create conditions for self-development of pupils.

The priority direction is to assist teachers in preparing for innovation activities.

The high degree of satisfaction of parents with the results of the educational process, the growth of their pedagogical enlightenment confirm the effectiveness methodical service(survey results).

The experimental activity of the teaching staff, aimed at developing the early socialization of children, serves as a link for all participants in the educational process of the preschool educational institution.

Efficiency methodical work depends on the solution of two interrelated tasks:

Formation of readiness of teachers for the perception of new educational means

And learning how to act in a new way.

Potential usefulness of functioning methodical service:

Formation of a new, more variable and flexible to modern conditions educational environment for the professional, creative development of teachers and leaders;

Meeting the professional needs of teachers;

Cultivating interest in innovations and initiating them;

Bringing the qualifications of human resources to the modern level of requirements (competitiveness);

Increasing the freedom of communication on the basis of intensive information exchange;

Modernization of preschool methodical service.

Work with young teachers

It is based on the diagnostics of the professional activity of teachers, which helps to assess not only the actual level of professional training of each educator, but also to identify professional needs and needs, therefore, on the basis of this, differentially determine goals. work with teaching staff.

Methodical work with personnel in the preschool educational institution is both collective and personal in nature and includes myself:

Theoretical and practical seminars;

Consultations and consultation workshops;

Study and dissemination of PPO;

Display of open events;

Inclusion in groups for the preparation of teachers' councils, conferences, debates, methodical associations;

Inclusion in groups for the preparation and implementation of projects;

Inclusion in groups for the preparation and holding of open events of the district and city;

Sis thematic control and assistance;

Stimulation work and evaluation of performance;

Mutual visits;

Assistance in organizing self-education work;

Training in advanced training courses;

Business games, trainings, discussions.

Directions work of MBDOU:

The unity of physical development and education of health culture;

Social - personal

Artistic and aesthetic;

Cognitive - verbal.

Educational areas:

Health

Physical Culture

Socialization

Security

Reading fiction

Communication

Cognition

Artistic creativity

Improvement of mechanisms by the teaching staff in modern

socio-economic conditions:

1. Analysis of the results by forward planning

"Launch" in the educational process of an exemplary general educational program "Success" ed. N. O. Berezina, I. A. Burlakova, E. N. Gerasimova and others);

scientific hands A. G. Asmolov; hands ed. team of N. V. Fedina

Moscow "Education", 2011 Senior educator August Analytical report on the results of thematic planning for September

Plan approval work for the new school year

2. Correction of managerial actions to coordinate the actions of educators and specialists methodical meeting Senior educator September GCD schedule

3. Bringing into compliance with established modern requirements working teachers' documentation methodical meeting Senior educator October-February Package of regulatory documents

4. Designing the scheme of information flows in methodical office Incoming and outgoing documentation Senior educator November Magazine

5. Studying the opinions of participants in the educational process on the quality of educational services of MDOU Questioning of parents

Senior educator December Analytical report

6. Scientific methodical support of publishing activities Methodological Council Senior

tutor october portfolio

7. Systematization of information flows in educational institution Moderators Senior educator

September-May Information flow management model in preschool educational institutions

8. Drawing up, discussion and approval of the plan of the summer health campaign Employees of the educational institution, parents Senior educator

May Summer wellness company plan

9. Analysis of educational activities - educational activities for the year Educators specialists Senior educator June Analysis work per year

10. Development of a methodological work plan DOW for the next academic year group Senior educator

August Draft plan work for the new school year

Development quality assurance systems of the educational process MDOU:

n / p Actions Form of organization Responsible deadlines result

1. Teachers' Council No. 1 "New academic year on the threshold of the preschool educational institution"

Pedagogical Council Senior Educator August Analytical report on the results of educational activities of MDOU

2. Correction of the educational program of MBDOU. Working meeting senior educator

June - August Compliance of the MBDOU educational program with the established federal state requirements

Presentation of the educational program of the preschool educational institution Presentation Head Senior educator

teachers

September Signing of a draft cooperation agreement

Refresher courses Planning educational activities MeshcheryakovaL. N.

3. Organization and holding of a competition among employees and parents "The best educator" competition Senior

educator

October Growth methodical

4 Presentation of the project on the interaction of the educational institution with the society Pedagogical Council Senior

educator November Presentation of projects

5. Bringing the certification procedure of MBDOU employees into compliance with the established requirements Methodical seminar

senior caregiver

December Regulatory support of the certification procedure for MBDOU employees

6. Providing conditions for the timely and successful certification of teaching staff Consultations, discussion and approval of training programs for certification of teachers Senior educator

In accordance with the terms of certification of teachers Successful completion of the certification procedure for teachers

7. Discussion and approval of the advanced training system for employees of the MBDOU Pedagogical Council Senior

educator February System for advanced training of preschool educational institutions

8. Didactic support of educational activities of MBDOU Methodical seminar St. educator During the year Compliance with the didactic support of educational activities MBDOU

9. Self-audit of educational activities MDOU audit Senior educator May Expert opinion based on the results of educational activities of MBDOU

10. Adjustment of the monitoring system for the implementation of the educational program MBDOU Pedagogical Council Senior educator May Monitoring system

Professional activity of employees of an educational institution

n / p Actions Form of organization Responsible deadlines result

1. Analysis of the current level of professional competence of teachers of an educational institution

Analysis of the results of professional activity of teachers DOW Senior educator August Analytical report on the results of the professional activity of teachers MBDOU

2Organization of the holiday "Summer Kaleidoscope"

"Educator's Day"(children, employees, parents) "Summer Kaleidoscope"

"Educator's Day" Senior Educator Group Educators

Muses. leadership September Analytical report on the results of the professional activity of teachers MBDOU

3. Organization modern forms methodical work with teachers MBDOU: studios, workshops, master classes, etc. methodical seminar group leaders September Schedule the work of circles workshops, master classes, etc.

4Adjustment of indicators of professional activity of teachers of an educational institution Methodical council Senior educator October Approved indicators of professional activity

5. Organization and holding of a sports marathon "Autumn sports marathon" Instructor for physical education

educators October Analytical report on the results of the professional activity of teachers MBDOU

6. The quality of the implementation of the educational program The system of reflective seminars Senior educator monthly Materials of seminars. positive dynamics of the quality of mastering the educational program of MBDOU by children

7. Organization of activities methodological associations for the development the content of educational areas in the main areas of development of children methodical associations Senior educator November methodical recommendations for ensuring the quality of mastering the content of the educational program MBDOU

8. Organization and conduct "Journey through Russia"

Musical and literary living room for mother's day Senior

Educator Musical director teachers of senior groups November Analytical report on the results of the professional activity of teachers MBDOU

7. Portfolio as a form of organization methodical work teacher's consultation Senior educator December Strengthening the content of the teacher's portfolio

8. Create a children's book "A fairy tale has come to visit us" Book Educators of all groups December Analytical report on the results of the professional activity of teachers MBDOU

10. Promotion "Feed the Birds in Winter" Feeding trough competition Educators of all groups February Analytical report on the results of the professional activity of MBDOU teachers

11. Conducting an environmental KVN Mother's Day

Music Poster Competition. supervisor

educators March Analytical report on the results of the professional activity of teachers MBDOU

12 Decorating book centers "I want to be an astronaut!"

“Mom, dad, I am a healthy family!” Excursion to the library Evening of entertainment Drawing competition

educators April Analytical report on the results of the professional activity of teachers MBDOU

13 "My Pedigree" Protection of projects educators May Analytical report on the results of the professional activity of teachers MBDOU

14 Competition for the best educational methodical ensuring educational activities of MDOU competition Senior educator May educational methodical ensuring educational activities of MDOU

15. Organization of a musical and literary living room "Lukomorye" inside an educational institution (children, employees, parents). Musical and Literary Lounge Senior Educator

Music Director June Rost methodical competence of participants in the educational process

16. Organization of pedagogical readings on the topic " Modern preschooler modern education". Pedagogical readings Department of Education of the Kansk District Administration Collection of materials

17. Participation in ongoing competitions, festivals, promotions at various levels competitions, festivals, promotions Senior educator throughout the year Professional competence of teachers

18. The use of Internet resources in the professional activity of employees Professional development Senior educator During the year Professional competence of teachers

19. Organization of master classes by teachers and employees of MBDOU, parents. Master classes Senior teacher

Within a year Description of experience work

20Holding events on the topic "Postman and Post Office"

"Neptune Day" Watching cartoons (Write a letter to another kindergarten) Holiday EducatorsMusic. supervisor

Instructor Educators July Growth methodical competence of participants in the educational process

21 "We are friends with physical education" (children, employees, parents)

"We build castles, cities" "We are designers" Holiday

Competition Projects of centers of activity of the developing environment Educators of Muses. Head Instructor

Caregivers August Growth methodical competence of the participants in the educational process Protection of projects

Creation of a unified educational space child development in preschool and family:

No. Actions Form of organization Responsible terms Result

1. Analysis of the current state of interaction between employees of an educational institution and the family Analysis of the results of a survey of parents and employees of MDOU Senior

educator August Analytical information about the current state of interaction between employees of an educational institution and the family

2. Building a concept of interaction between employees of the preschool educational institution and the family Project seminar Senior educator

September The concept of interaction between MBDOU employees and families

3. Coordination with the parent community of topics and time regulations for consultations of specialists of preschool educational institutions Initiative group teachers and parents Senior

educator september plan work advisory group for the current year

4. Correction of the program of adaptation of children and parents to the educational process MBDOU Individual support for children and parents during the adaptation period Teacher-psychologist July-August Adaptation program

5. Organization of a telephone consultation service System of thematic events Senior educator

October Plan work

6. Adjustment of the program of interaction between MBDOU and the family "Planet Family". Project seminar Senior educator October Program joint action at the level of MBDOU, age groups

7. Release of a joint newspaper with the public "Dandelion". Newspaper "Dandelion" senior caregiver

1 time per quarter Newspaper issue

8. Organization of joint productive creative activity Theater circles Educators

September Plan work

9. Organization of joint productive creative activity Circles for visual activity

"The beauty. Joy. Creation" Educators September Plan work(exhibitions, reviews, competitions)

10. Organization of a creative workshop "We make toys" Creative workshop Senior teacher November DIY toys for children

11. Encouragement of children to interact with the residents of the village Actions by teachers Throughout the year Acknowledgments, photographs

12. Organization of adaptive groups for children and parents working group Teacher-psychologist July-August Decrease in cases of severe adaptation of children

13. Organization of the process of obtaining operational information on satisfaction with the quality of the activities of an educational institution Initiative group of employees and parents Senior educator November Satisfaction of parents with the quality of educational services

Improving the material and technical base of an educational institution

n / p Actions Form of organization Responsible deadlines result

1. Equipping the subject-developing environment of MDOU (Purchase of toys and didactic equipment) Conclusion of contracts Senior educator June Updated environment of the preschool educational institution

2. Library update methodical Literature Invoice Senior educator During the year Library methodical literature

3. Acquisition of children's fiction by age group Invoice Head teacher

Throughout the year Children's Fiction Library

4. Registration of subscription pedagogical publications Conclusion of contracts Senior educator October, Periodicals on preschool education

Academic plan developed in line with ongoing programs:

Basic general education program preschool education MBDOU "Filimonovsky Kindergarten" based on the exemplary basic general educational program of preschool education "Success".

Goals and objectives of the activity of an educational institution for the implementation of the main general educational program of preschool education

Versatile development of the child's personality in accordance with age and individual characteristics of development;

Formation common culture;

Formation of prerequisites learning activities providing social success

An exemplary basic general education program "Success" N. V. Fedina

Goals and objectives

Creation of favorable conditions for a full-fledged life of a child of preschool childhood,

Formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.

2. As well as optional programs:

Physical development program - "Physical culture - for preschoolers", author L. D. Glazyrina;

The purpose of the program is to optimally implement health-improving, educational educational directions physical education, taking into account the individual developmental opportunities of the child in all periods of preschool childhood

Music Development Program – "Musical Masterpieces", O. P. Radynova;

The purpose of the program is to form the foundations of the musical culture of preschool children.

Environmental Development Program "Our home is nature", author S. A. Ryzhova;

The purpose of the program is to educate a humane, socially active person, able to understand and love the world nature, take good care of them.

At the heart of the curriculum lie:

Law of the Russian Federation "On Education";

Convention on the Rights of the Child;

Sanitary and epidemiological requirements for the device, content and organization of the regime work preschool educational institution SanPiN 2.4.1.2660–10

The curriculum is implemented through the following types activities:

Specially organized activity (lessons);

Joint activities of the educator with children;

Independent activity of children, which is carried out according to the daily routine of each age group

MBDOU organizes work in the next direction - Physical development of children.

Organized educational activities that require increased cognitive activity and mental stress of children are carried out in the first half of the day. In the middle of class (senior preschool age) a physical culture minute, psycho-gymnastics are held, a change of activity is observed during the lesson. Break between classes 10 minutes. To prevent fatigue in children, these activities are integrated with other activities. Homework is not assigned to students.

During the summer training sessions are not carried out. Outdoor and sports games, sports activities, excursions are held, the time for walking is increased.

The pedagogical process in the preschool educational institution is carried out according to the educational program kindergarten and exemplary main general education program preschool education "Success" edited by N. O. Berezina, I. A. Burlakova, E. N. Gerasimova. The program allows the use of elements of educational activities in the form of classes only at senior preschool age when organizing the transition period to schooling. Joint activities of adults and children, independent activity children include various forms of organization and are integrated in nature and are used to develop two or more types of children's activities, and solve the problems of two or more educational areas.

Physical development

"Health"

Necessary conditions for solving one of the main tasks of preschool educational institutions (groups) for the protection of life and health of children are:

Creation of a safe educational environment in preschool educational institutions;

Implementation of a complex of psychological-pedagogical, preventive and health-improving work;

Usage integrated system diagnostics and monitoring of children's health status.

Psychological and pedagogical Job is aimed at the formation of a culture of health of pupils and includes the formation of culturally hygienic skills and primary value ideas about health and a healthy lifestyle of a person.

Preventive Job includes a system of measures and measures (hygienic, social, medical, psychological and pedagogical, aimed at protecting health and preventing the occurrence of its violations, ensuring normal growth and development, maintaining mental and physical children's performance.

wellness Job involves the implementation of a system of measures and measures (medical, psychological and pedagogical, hygienic, etc., aimed at preserving and (or) strengthening the health of children.

work:

Preservation and strengthening of the physical and mental health children;

Education of cultural and hygienic skills;

Formation of initial ideas about a healthy lifestyle.

"Physical Culture"

A complex of psychological and pedagogical, preventive and health-improving work, which is the content of the area "Health", should be supplemented by the formation of physical culture of preschool children. Area interaction "Health" and "Physical Culture" determines the general direction of the processes of implementation and development of the Program in accordance with a holistic approach to human health as the unity of his physical, psychological and social well-being.

The main tasks of the psychological and pedagogical work:

Development of physical qualities (speed, strength, flexibility, endurance and coordination);

Accumulation and enrichment of motor experience of children (mastery of basic movements);

Formation in pupils of the need for motor activity and physical improvement.

"Socialization"

The entry of a child into the modern world is impossible unless he masters the initial ideas of a social nature and includes him in the system. social relations, that is, outside socialization (from lat. socalis - general, public). For the socialization of a preschooler, play is of great importance as an independent children's activity, which reflects the surrounding reality, the world of adults and other children, nature, and social life.

The main tasks of the psychological and pedagogical work:

Development gaming activity;

Introduction to elementary generally accepted norms and rules of relationships with peers and adults (including moral);

Formation of a positive attitude towards oneself;

Formation of primary personal ideas (about yourself, your own characteristics, capabilities, manifestations, etc.);

Formation of primary gender ideas (about one's own belonging and belonging of other people to a certain gender, gender relations and relationships);

Formation of primary ideas about the family (its composition, relationships and relationships, distribution of family responsibilities, traditions, etc.);

Formation of primary ideas about society (nearest society and place in it);

Formation of primary ideas about the state (including its symbols, "small" and "large" Motherland, its nature) and belonging to it;

Formation of primary ideas about the world (the planet Earth, the diversity of countries and states, the population, the nature of the planet, etc.).

The specifics of the implementation of this area lies in next:

The solution of the above-mentioned main tasks of the psychological and pedagogical work is impossible without the formation of primary value ideas (at preschool age, values ​​are manifested in the distinction between "What is good and what is bad", specific examples of good deeds and deeds);

Selection "Socializations" into a separate educational area conditionally, since the process of socialization "penetrates" content of the Program with various socializing aspects;

A significant place in the implementation of the region is occupied by plot-role-playing, directorial and theatrical games as ways for a child to master social roles, means of developing the intellectual and personal qualities of children, their creativity.

"Security"

Life safety (state of physical, mental and social security) is a necessary condition for the full development of man. "Security" the natural world around necessary condition the existence of every person, adult and child.

The main tasks of the psychological and pedagogical work:

Formation of the foundations of the safety of one's own life (formation of ideas about certain types of dangerous situations and ways of behavior in them; familiarization with the rules of safe behavior in standard dangerous situations; formation of a cautious and prudent attitude to dangerous situations)

Formation of the foundations for the safety of the natural world (formation of ideas about certain types of situations dangerous for the natural world, familiarization with the rules of behavior that is safe for the natural world);

Formation of a cautious and prudent attitude to the surrounding world of nature) as a prerequisite for ecological consciousness.

"Work"

The goals of preschool education, related to the comprehensive and harmonious development of pupils, cannot be achieved without solving the problem of labor education, since labor is one of the universal means of familiarization with human culture, socialization and the formation of a child's personality.

The main tasks of the psychological and pedagogical work:

Development of labor activity (ensuring the development of children different types children's labor activity, adequate to their age and gender capabilities);

Education of a value attitude to one's own work, the work of other people and its results;

Formation of primary ideas about the work of adults (goals, types, content, results, its role in society and the life of each person.

"Knowledge"

The main directions of psychological and pedagogical work in this area of ​​education for preschoolers are associated with the development of higher mental functions(perception, thinking, imagination, memory, attention and speech, cognitive motivation, cognitive research and productive activities (in integration with other types of children's activities).

The main tasks of the psychological and pedagogical work:

Development of sensory culture;

Development of cognitive-research and productive (constructive) activities;

Formation of elementary mathematical representations;

Formation of a holistic picture of the world, expanding the horizons of children.

"Communication"

suggests:

Implementation of the transfer of the content of the socio-historical experience of mankind;

Transfer of experience various kinds activities and ensuring their development;

The exchange of thoughts, feelings about the inner and surrounding world, the motivation and persuasion of interlocutors to act in a certain way to achieve a result.

The main tasks of the psychological and pedagogical work:

Development of free communication of pupils with adults and children;

The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologue forms) in various types activities;

Practical mastering by pupils of the norms of Russian speech.

Assigning an area "Reading Fiction" in the direction "Informative- speech development» not by chance. Fiction, being a kind of art, performs the aesthetic and ethical functions of educating preschool children, which, of course, contributes to the integration of this area with the direction "Artistic and aesthetic development". However, the peculiarities of the perception of a literary text by children of preschool age are such that with the help of a book, a child, first of all, discovers the world in all its interconnections and interdependencies, begins to understand life and people better and better, experiencing and living through what he read.

The main tasks of the psychological and pedagogical work:

Formation of a holistic picture of the world (including the formation of primary value ideas);

Development of literary speech (acquaintance with linguistic means of expression through immersion in the richest linguistic environment of fiction);

Introduction to verbal art (development artistic perception in the unity of content and form, aesthetic taste, the formation of interest and love for fiction).

"Music"

Music as a part of culture, art, reflecting the surrounding reality in sound artistic images, is one of the means of socialization of preschool children.

The main tasks of the psychological and pedagogical work:

Introducing the child to culture and musical art;

Development of musical and artistic activity.

The main types of musical and artistic activities in the implementation of the Program are: perception of music (listening, performance of music (singing, musical-rhythmic movements, elementary music-making, elementary musical creativity.

"Artistic Creativity"

The main tasks of the psychological and pedagogical work:

Development of productive activities of children;

Development of children's creativity;

Introduction to the fine arts.

IN GROUPS OF EARLY AGE THE PERIOD FOR THE PERIOD OF ADAPTATION IS ALLOWED 2 MONTHS. Conducting classes is carried out in subgroups. The duration of the lesson is 8 - 10 minutes. V educational activities per week 1.5 hours.

In accordance with the requirements of San PiN 2.4.1.2660-10, 10 lessons per week are provided, two lessons per day - in the morning and in the evening (After sleep).

GCD with children from 2 to 3 years old are carried out in accordance with "The program of education and training in kindergarten" ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova (updated content, 2005, “Program and methodical recommendations for upbringing and education in the second junior group of kindergarten, edited by M. B. Zatsepin. In accordance with the FGT and the requirements of San PiN, there are 10 lessons per week, two lessons in the first half of the day. The duration of the lesson is 15 minutes, the break between classes is up to 10 minutes.

V educational activities per week 2.45 hours.

Additional lesson 1 time per week no more than 15 minutes.

Special organized activities with pupils of middle groups are carried out in accordance with the program methodical complex"Success" edited by N. O. Berezina, I. A. Burlakova, E. N. Gerasimova. In accordance with the requirements of San PiN 2.4.1.2660–10, the duration is 15–20 minutes each, in the first half of the day, with a break between them of 10 minutes.

V educational activities per week 4 hours.

Vmaximum allowable load in the morning = 30, 40 minutes.

Special organized activities with pupils of senior groups are carried out in accordance with the program methodical complex"Success" edited by N. O. Berezina, I. A. Burlakova, E. N. Gerasimova. September to May (inclusive) 15 lessons per week are held (in the morning and in the afternoon, lasting 25 minutes each, with a break between them of 10 minutes.

The third physical education lesson is held at the discretion of the teachers, depending on conditions of the preschool educational institution(during a walk, on days when there are no physical culture and music classes; sports games are organized, etc.)

(as needed).

V educational activities per week 6 hours 15 minutes.

Vmaximum allowable load in the morning 45 minutes.

Additional classes 2 times a week no more than 25 minutes.

Special organized activities with pupils of preparatory groups for school are carried out in accordance with the program methodical complex"Success" edited by N. O. Berezina, I. A. Burlakova, E. N. Gerasimova.

In accordance with the requirements of San PiN 2.4.1.2660–10 From September to May (inclusive) 15 lessons per week are held (in the morning, lasting 30 minutes each, with a break between them of 10 minutes.

Organized individual sessions physical education with children (as needed).

V educational activities per week 8 hours 30 minutes.

Vmaximum allowable load in the morning 1.5 hours.

Additional classes 3 times a week no more than 30 minutes.

Given the need for additional in-depth diagnostic and correctional development work there is a speech center in the kindergarten and works as a teacher-psychologist.

In the preparatory group for school, a speech therapist conducts frontal classes to prepare children for learning to read and write (once a week, logorhythmics (1 time per week) with children with problems in the speech sphere, frontal classes to prepare children for learning to read and write (1 time per week, logarithmics (1 time per week) with children with speech problems. In order to eliminate the information overload of children, to prevent the occurrence of a situation of priority of the materials of one program to the detriment of another, the integration of the content of the programs was carried out, which makes it possible to comprehensively solve the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) development based on the organization of various types of children's activities.

The definition of program content is made possible by developed, thematic planning, the basis for which was the content of the "Program of correctional education and training of children with general underdevelopment speech "T. B. Filicheva, G. V. Chirkina and its integration with the content of the software methodical complex"Success", edited by N. O. Berezina, I. A. Burlakova, E. N. Gerasimova.

Section content "Speech development - preparation for literacy" at senior preschool age is integrated with the content of the section . For the purpose of fulfilling "Programs of correctional education and training of children with OHP" in academic plan logopoint included classes in the section "Development of lexico-grammatical categories and coherent speech"; "Formation of the sound side of speech".

The effectiveness of correctional and educational work is determined by the clear organization of children's lives, the correct distribution of the load during the day. According to the requirements of SanPiN, in order to avoid overloading children, three periods are provided, each of which differs in the tasks, content and volume of speech therapy material.

The speech center is attended by 25 preschoolers from 5 to 7 years old. To correct and correct speech, a speech therapist conducts an individual correctional Job.

To organize the activities of the institution, several types of planning are used. First, it is an annual work plan. It consists of several sections:

· Analysis educational work for the last academic year;

· Tasks of the educational process for the new academic year;

· Plan of methodical work with personnel;

· Plan for monitoring the state of educational work with children;

· Plan of activities for children;

· Plan of administrative and economic work.

The plan reveals in sufficient detail each of the designated areas, a description of the event, the timing of its implementation, and the persons responsible for the implementation are given.

Based on the activities of the Annual Plan, current planning is drawn up, which includes activities proposed by the Department of Education, as well as extraordinary and current issues. The plan for the next month is drawn up before the 25th day of the current month.

In each age group, activities are organized on the basis of the Plan of educational work. Here, educators prescribe areas of activity, topics and content of classes with children, methods and forms of work with parents.

Methodological work in the institution is built on a variety of interactive forms, This:

· Refresher courses;

· Practical seminars;

· Scientific and methodical seminars;

· Work in creative groups;

· Conferences;

· Individual and group consultations;

· Methodical exhibitions;

· Methodical and pedagogical advice.

In the kindergarten "Smile" the whole team is engaged in systematic methodical work. Selected creative teams during school year solve specific methodological problems and present the results of their work. During the year, each teacher prepares the development of classes, visual aids, participates in conferences and seminars. Some teachers are trained in advanced training courses (5 people are planned to be trained this academic year). The active participation of teachers in open events at the city level is also welcomed if this person passes the certification procedure.

Consider one of the protocols of the installation pedagogical council held on August 29, 2008.

Board plan:

1. Approval of the annual work plan.

2. Results of preparation for the new academic year.

3. Reports of educators on the fulfillment of tasks for the summer period.

4. Elections of creative groups.

The first question was addressed by the head, who announced the work plan of the institution for the year. After a short discussion, the draft Plan was adopted unanimously by the whole team.

On the second question, the deputy head for administrative and economic work spoke. She spoke about the repair work carried out in the summer. About work admission committee, her comments and suggestions made during the acceptance of the institution. On replenishment of the material and technical base. She invited all employees to consider the issue of replenishing the MTB and the methodological fund and prepare their applications for 2009.

Then the report of the senior educator was heard on the preparation for the scientific and methodological seminar, which was conducted by several educators during the summer period. And also, in connection with the preparation for the seminar, it was proposed to organize creative groups of teachers.

The fourth question was the choice of members of the four creative groups. Each group is assigned a task:

2. Preparation open classes;

3. Development of outline plans for the section of the program "Social Peace" for the senior and preparatory groups.

In the "Miscellaneous" section, announcements were made about the time and date of the meeting of the Governing Council, as well as a reminder to attend operational meetings.

ANNUAL WORK PLAN

OF THE MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION OF THE KINDERGARTEN "SMILE" OF THE COMBINED VIEW

FOR 2008 -- 2009 ACADEMIC YEAR

Kachkanar

The municipal preschool educational institution kindergarten "Smile" is located at the address: Kachkanar, 5A microdistrict houses 15 and 16.

The following groups operate in the DOE:

Two early age groups

Two junior groups

Two middle groups

Two older groups

Preparatory general developmental group

Preparatory speech therapy group

I. ANALYSIS OF THE EDUCATIONAL WORK OF THE DOE FOR THE 2007-2008 ACADEMIC YEAR

Statement of results	causation
Conditions conducive to the effectiveness of achieving results	Conditions hindering achievement
1. In order to build a constructive partnership between the family and the kindergarten, continue to work on enhancing the forms and methods of working with parents through traditional and non-traditional forms of work: seminars, consultations, the work of the Governing Council.
In order to maximize the effectiveness of solving this problem, the following methodological events were held: scientific and practical seminar "Integrating the work of kindergarten and family: new approaches", methodological week "Organization of interaction between kindergarten and family", seminar "Methods of studying family education", "Competition parental corners. The teachers systematized the methodological knowledge on the problem, which helped them get closer to the implementation of the annual plan. In order to implement the task, traditional forms of work were widely used, and new ones, the most optimal in kindergarten conditions, were put into practice. The inclusion of parents in the activities of group life goes through the following forms of work: Information Baskets. The involvement of parents in the educational process has necessitated a regular and open exchange of information between teachers and parents of pupils. A successful find for coordinating the work was the information baskets, in which each parent at a convenient time for himself can make suggestions, comments on the work of the group and the kindergarten as a whole. Based on these records, the entire teaching staff corrects its work. The teachers applied the acquired knowledge in their practical activities. To interact with the families of pupils, to involve them in the problems of the kindergarten, educators widely used such a form of work as the “Tape of Good Deeds”. It reflects information about how and with what, each family assisted in organizing the life of the group. The kindergarten publishes the newspaper "Smile", in which parents receive information about modern approaches in the upbringing and education of young children from the head of the kindergarten, senior educator, nurse, group educators. Parents also share their experience of family upbringing on the pages of the newspaper. The newspaper is published once every two months. group guest. Any parent once a month becomes a guest of the group. He accepts Active participation in the organization of sensitive moments (attending a walk, taking part in holidays, leisure activities, etc.). The latter forms of work are especially actively used in the first junior group. In addition, distance consultations are systematically held in groups. Parents have the opportunity not on the run, in passing, to read the information they are interested in, but to take it home and familiarize themselves in a calm home environment. To identify the level of work to fulfill the task, a teachers' council "Kindergarten and family" was held. By the decision of the teachers' council it was decided: to continue working with parents through the use of non-traditional and traditional forms	1. The interest of educators in the problem. 2. Systematic work on the problem. 3. Individual consultations for educators. 4. Assistance to the administration of the kindergarten in the methodological support and material equipment of the problem being solved. 5. Participation in the competition of professional skills "Educator of the Year - 2009". 6. Close contact of kindergarten staff with most families of pupils. 7. Relevance of the problem on this stage.	1. Low level of culture and pedagogical competence of some parents. 2. Weak interest in the problems of the kindergarten of some families.
2. In order to create comfortable conditions the stay of children in kindergarten, the formation of their ability to adapt to new social conditions, to direct the activities of the team towards the implementation of a priority direction through conducting reflective circles, classes, various joint activities of adults with children, as well as other forms that contribute to the social and emotional development of children.
To solve this problem, at the initial stage, a practical seminar "Reflexive Circle: Organization and Conduct" was held. The educators got acquainted with the peculiarities of the method of conducting, the position and role of the teacher, and also predicted the influence of reflective circles on the creation of an emotionally positive background in children, their sense of belonging to a group, possible changes in the behavior of pupils, their interaction with each other and adults. Consultation « Emotional condition child of a preschooler and their pedagogical assessment ”helped educators understand the variety of feelings of preschoolers, their causes, as well as subsequent types of children's behavior. The creative group worked out practical material - diagnostics for the socio-emotional development of preschool children. In February, mutual visits by teachers of reflective circles and classes on the section “The child enters the world of social relations” took place, followed by their analysis and discussion of positive and negative points. In March, a teachers' council "Emotional development as an important factor in the socialization of a preschool child" was held. The teachers' council summed up the results of the activities of the teaching staff in the priority direction.	1. The interest of teachers in this problem. 2. Consistency in work. 3. A sufficient amount of material on the problem in the method room (books, manuals, manuals, etc.)	1. The heavy workload of the entire teaching staff, caused by the preparation for the certification of the institution
3. In connection with the publication of detailed comments on the conceptual foundations of the "Childhood" program, its content, detailed development by the authors of the section " natural world» continue methodical work with personnel to improve the teaching skills of educators within the framework of the program.
As part of the task, the following methodological events were organized: an excursion to the creative laboratory of the educator, a lecture “Pedagogical technology for the implementation of the Childhood program”, a scientific and practical seminar “problem-play technology in the implementation of the section of the program “Natural World”, open views of walks, classes and this section programs. Teachers acquired theoretical knowledge that they could put into practice. Experience has shown that teachers master pedagogical technology, in which the child is placed in the position of the subject of activity, while showing independence. At the same time, some educators try to use the following methods and techniques: activity motivation, problem and game situations. However, not all educators fully understood and accepted the features of the program implementation. Some of them use irrelevant methods and techniques: showing, explaining, etc. At the pedagogical council “What is necessary and important for an educator to know when designing a pedagogical process under the program“ Childhood ”, it was decided to continue mastering pedagogical technology in the next academic year.	1. Individual consultations for educators within the section. 2. Assistance of the senior educator in creating class notes (selection of methods and techniques), walk scenarios. 3. The presence in the kindergarten of methodological literature necessary for the implementation of the section. 4. Self-education of teachers.	1. Lack of opportunity to be trained by the authors of the "Childhood" program. 2. The heavy workload of the entire teaching staff, caused by the preparation for the certification of the institution

II. TASKS OF THE EDUCATIONAL PROCESS FOR THE 2008-2009 ACADEMIC YEAR

1. In order to improve professional skills, systematize the work of teaching staff in the section of the program "Social Peace", as well as create a bank of methodological support for the section (long-term planning, outline plans, didactic material).

2. Improve the health-saving environment of a preschool educational institution through:

Ensuring the optimal life of young children during the period of adaptation and stay in kindergarten;

Optimal organization of the motor regime of preschoolers, including organized forms of education and joint activities of adults and children in accordance with the requirements of the standard, SanPiN and the needs of children.

III. METHODOLOGICAL WORK WITH STAFF

	Events	Conduct form		Responsible
Improving the pedagogical skills of teachers
	Course preparation. "Development and upbringing of young children"	Courses at IPK	Tyurina N. A.
Studying new methods, technologies, programs
	Introduction of pedagogical technology of the program "Childhood"	Seminars, workshops, open viewings, consultations.	During a year	Ivanishchina O.N.
Methodological measures
	1. Approval of the annual plan 2. Results of preparation for the new academic year 3. Reports of educators on the implementation of tasks for the summer period 4. Election of the creative team.	Installation teachers' council		Kulikova N.I.
	"How to conduct pedagogical assessment development of preschool children. Purpose: To clarify the theoretical knowledge of teachers about the procedure and methodology for conducting diagnostics	Consultation	September	Ivanishchina O.N.
	Analysis and synthesis of materials for diagnosing children	Methodical advice	September	Ivanishchina O.N.
	"The study of pedagogical technology in the section of the program "Social World" (I myself!)" Purpose: Formation of knowledge of educators about the ways in which a child enters real labor relations at different stages of preschool childhood 1. Speech by the head. DOU "The manifestation of independence, a certain autonomy from an adult - the natural need of a preschool child 2. Speech by educators "Methods of forming independence, mastering the position of the subject of activity by a child at different age levels"	Scientific and methodological seminar		Kulikova N.I. Matveeva N.V. Belobrova Yu. V. Kishkurnova E. V.
	"Requirements for the development of abstracts of classes." Purpose: To clarify the knowledge of educators about the features of a complete, detailed summary and about the features of the outline plan	Consultation		Ivanishchina O.N.
	Development of outline plans in accordance with long-term planning for the section of the program "Social Peace". Purpose: Replenishment of the bank of own developments		October-April	Stekolnikova N.V.
	"Pedagogical kaleidoscope" Goal: Improving the pedagogical skills of educators	Competition for the best abstract in the section of the program "Social World"		Ivanishchina O.N.
	"Work is creativity" Purpose: Exchange of work experience 1 day-- Excursion to the creative laboratory "Organization of PPMS depending on the sexual interests and inclinations of children" 2 day-- Alternative. Results of the competition of abstracts for the section of the program "Social Peace". Book store. Review of novelties of literature. 3 day-- Questioning of parents "What is your child"	Methodical week		Ivanishchina O.N.
	“Implementation of the pedagogical technology of the program “Childhood” in the section of the program “Social World” (I myself!)” Purpose: To identify the readiness of educators to use special pedagogical technology that contributes to the development of independence in a child, a certain autonomy from adults. 1. Mutual attendance of classes in the section of the program "I myself!" 2. Analysis of classes. 3. Discussion creative club What is the feasibility of methods and techniques What difficulties arise on this issue and the search for ways to implement them? 4. Parent survey analysis.	Pedagogical Council		Stekolnikova N.V. Ivanishchina O.N.
	Classes for physical development and joint motor activity of adults and children on a walk is a priority in the activities of the preschool educational institution to optimize the motor mode of preschoolers	Methodical advice		Stekolnikova N.V.
	“Fundamentals of Health. Hygiene physical and mental. Purpose: Illumination of the problem by narrow specialists. 1. “The psychological security of a child is a condition for the mental and physical health of a child” (psychologist at the Assistance Center). 2. "Requirements of the standard and San PiNa to optimize the motor mode of children in preschool educational institutions" (senior nurse / nurse, Kovyarova O. G.) 3. "Organization of motor and recreational moments in non-physical education classes" (Senior educator, Ivanishchina O. N.)	Conference		Stekolnikova N.V.
	Development of a card file of outdoor games and exercises for a walk for your age group	Work in creative microgroups		Karpunina N. A. Borisova M.V. Dzhanakaeva I. M. Ivanishina O. N.
	"Improving the skills of teachers in the classroom for physical development" Purpose: Training of teachers; consolidation of practical skills 1. Teaching in a variety of ways to use the minimum of physical education preschool equipment in order to make the most of it 2. Consolidation of the technique of performing complex basic movements	Workshop		Ivanishina O. N.
	Development of a lesson plan for your age group using a minimum of equipment (gymnastic bench) Purpose: Operating time practical material, developing the ability to develop a complete, detailed outline of the lesson.	Work in creative microgroups		Kishkurnova E. V. Matveeva N. A. Belobrova Yu. V. Ivanishina O. N.
	Purpose: Identification of the level of work of the teaching staff on the physical development of children	Thematic check		Ivanishina O. N.
	"Health-saving environment of preschool educational institution - a condition for the physical and mental health of children" Purpose: Identification of intermediate results of work on the problem of improving the health-saving environment of the kindergarten 1. Self-analysis of walks (creation of conditions for motor activity of children, selection of games and exercises depending on previous work, levels of mastering motor skills, mood of children on a walk, style of relationship between a teacher and children). 2. Parent survey analysis. 3. Speech by the senior educator following the results of the thematic check.	Pedagogical Council		Ivanishina O. N.
Medical and pedagogical meetings
	Theme "Adaptation of children to the conditions of kindergarten." Purpose: Analysis of the pedagogical conditions that contribute to the social adaptation of kids in kindergarten No. 169. 1. Report of educators of groups on organizing the living conditions of children enrolled in a preschool institution (observance of the basic pedagogical requirements during the adaptation period; difficulties arising in the work of teachers, measures to eliminate difficulties). 2. Review of new literature on early age. 3. Speech by the senior educator “Main directions of work in early age groups for 2008-2009 academic year. year". 4. Reports of educators on the fulfillment of tasks for the summer period.	meeting	September	Ivanishina O. N. Kovyarova O. G. Yunitskaya A.V. Frumkina E. A.
	Theme "Formation of motor skills in the classroom for the development of movements and in Everyday life». Purpose: Analysis of the state of work on the development of movements with young children. 1. Analysis by educators of classes on the development of movements. 2. Report of the senior educator "Formation of pupils' motor skills in everyday life." 3. Speech by the head of the d / s "Implementation of hygienic requirements for the conduct of classes, regime processes." 4. Report Art. m/s "Analysis of indicators of children's physical health for the first half of the year."	meeting		Kulikova N.I. Ivanishina O. N. Kovyarova O. G. Yunitskaya A.V. Frumkina E. A.

IV. STUDYING THE STATE OF EDUCATIONAL WORK WITH CHILDREN AND EXERCISING CONTROL

	Theme of the event	Type of control	Events	Responsible, term	Reflection of the result
	Carrying out diagnostics in order to determine the ideas, abilities, skills of children.	Warning	Verification of diagnostic material, diagnostic results, selective diagnostics of children	Ivanishina O. N. Kishkurnova E. V. Tyurina N. v. Karpunina N. A. Matveeva N.V. SEPTEMBER	RAM
	Adaptation of children to the conditions of kindergarten. Purpose: To analyze the work of educators in the adaptation of children.		Visiting early age groups, supervising children	Ivanishina O. N. Yunitskaya A.V. Tyurina N.V. SEPTEMBER
	Class views. Purpose: Improving the professional skills of educators in the section "I myself!" (use in the practice of work of special technology that contributes to the development of independence in a child, autonomy from an adult; the formation of the ability to set a goal, determine motivation, ways of implementing labor processes and evaluate the result of work)	mutual control	mutual visits	Kulikova N.I. Kishkurova E. V. Tyurina N.V. Matveeva N.V. Karpunina N. A. Belobrova Yu.V. Borisova N. A.	RAM
	Organization of PPMS in preschool age groups depending on the sexual interests and inclinations of children Goal: Providing an individually differentiated approach to children.	Survey	Excursion to the creative laboratory of educators	Kishkurova E. V. Tyurina N.V. Matveeva N.V. Karpunina N. A. Belobrova Yu.V. Borisova N. A.	RAM
	Identification of the state of work on the development of outline plans for the "Social World" section in accordance with long-term planning	Selective		Ivanishina O. N. OCTOBER-APRIL	RAM
	Organization and holding various forms communicative cooperation Purpose: Identification of positive and negative points, finding ways to overcome difficulties.	mutual control	The study of management techniques and methods of implementation.	Kishkurova E. V. Tyurina N.V. Matveeva N.V. Karpunina N. A. Belobrova Yu.V. Borisova N. A.	RAM
	Organization and holding of regime moments.		Visiting walks, sensitive moments.	Stekolnikova N.V. Ivanishina O.N., DURING A YEAR	RAM
	Organization of speech therapy work Purpose: Analysis of the state of speech therapy work with children.	Warn.	Attending classes, organizing individual work, analyzing work plans.	Yunitskaya A.V. Frumkina E. A.	Medical and pedagogical meeting
	Studying the state of work of the pedagogical team for the physical development of children	Thematic	Attendance at classes, walks; study of documentation	Stekolnikova N.V. Ivanishchina O.N. Kishkurova E. V. Tyurina N.V. Matveeva N.V. Karpunina N. A. Belobrova Yu.V. Borisova N. A. Yunitskaya A.V. Frumkina E. A.	teachers' council

V. WORK WITH CHILDREN

	Event	Dates	Responsible
MUSIC HOLIDAYS
	Knowledge Day	1st week of September	Blinova G. Ya.
	autumn holiday	3rd week of October	Blinova G. Ya..
	Mom's holiday	4th week of November	Blinova G.Ya.
	New Year's celebration	4th week of December	Blinova G. Ya..
	Christmas	1st week of January	Blinova G. Ya..
	Patriotic game "Zarnitsa"	1st week of February	Blinova G. Ya.
	Defenders of the Fatherland Day	3rd week of February	Blinova G. Ya..
	Spring day	2nd week of March	Blinova G. Ya.
	April Fool's Day	1st week of April	Blinova G. Ya.
	Victory Day	2nd week of May	Blinova G. Ya.
	Release to school	4th week of May	Blinova G.Ya.
PHYSICAL ACTIVITIES
	Physical culture leisure	Monthly	educators
	Physical culture holiday "Fizkult-Ura"		Tyurina N.V.
	Holiday "Winter for dexterous, strong, courageous"	The winter vacation	Kishkurnova E. V.
	health week: Monday - Conversations on the value of a healthy lifestyle; Tuesday - Attraction games; Wednesday - Quiz "Experts in sports" Thursday - Day of sports games; Friday - Sports holiday "Dad, Mom, I am a sports family"		Kishkurova E. V. Tyurina N.V. Matveeva N.V. Karpunina N. A. Belobrova Yu.V. Borisova N. A.
Life safety measures
	Entertainment "If you want to be healthy"		Karpunina N.V.
	Leisure "Journey to the country of road signs"		Tyurina N.V.
	Roadmap Week: Monday - Guessing the crossword "Road maze"; Wednesday - Leisure "Red, yellow, green"; Friday - Quiz "What? Where? When?		Blinova G. Ya Kishkurnova E. V.

VIII. ADMINISTRATIVE AND ECONOMIC WORK.

The meeting of the labor collective
	The state of work to improve the skills of employees	September	Ivanishchina O.N.
	The state of work on labor protection of employees and ensuring the safety of children in preschool educational institutions		Stekolnikova N.V.
	The results of the work on the improvement of children for the first half of the year		Kulikova N.I.
	Health work with children in summer conditions		Kovyarova O. G.
Trade union meetings
	Reporting and re-election meeting
	Approval of the vacation schedule for 2009 On the implementation of the agreement on labor protection between the administration and the trade union committee of the preschool educational institution
	Report on work (current issues)
Assistance and control
	Checking the sanitary condition of the preschool educational institution	1 time per week
	Meeting of the administrative and economic apparatus	1 time per week
	Monitoring the state of nutrition in the preschool educational institution, distribution norms from the catering unit	During a year
Material and technical base
	Purchase and installation of Christmas trees
	Paint the fence around the kindergarten
	Partial repair of catering equipment	During a year
	Purchase of toys and didactic aids	During a year
	Redecoration of groups and medical office	During a year
	Carrying out a sports test. equipment, inventory in gr. and on site	During a year
	Partial furniture repair	During a year
	Partial repair of the method cabinet	During a year
	Regular medical examinations of staff	During a year

DAY REGIMEN IN THE COLD PERIOD IN THE PREPARATORY GROUP

	Regime moments
	Getting up, morning toilet, being in the open air
In a preschool
	Reception of children. Game activity of children.
	Morning gymnastics.
	Preparing for breakfast. Breakfast.
	Game activity of children.
	Classes (learning activities)
	Preparing for a walk.
	Walk.
	Return from a walk, children playing
	Preparing for dinner. Dinner.
	Preparation for sleep. Dream.
	Gradual rise. air, water procedures. afternoon tea.
	Individual and subgroup work with children, children's games.
	Preparing for dinner. Dinner.
	Preparing for a walk. Walk.
	Game activity of children. Children leaving home. Working with parents.
	Evening walk (1 hour).

OUR CLASSES FOR THE 2008-2009 ACADEMIC YEAR PREPARATORY GROUP №3

Days of the week
MONDAY	9 00	Social world: ecology.
9 35	physical education
10 20	Painting
TUESDAY	9 00	Mathematics
9 35	Social world: I, III weeks - subject and man-made world; II, IV weeks - life safety.
10 20	musical
WEDNESDAY	8 50	Speech development
9 20	Application
9 50	cognitive development
10 30	physical education
THURSDAY	9 00	Mathematics
9 40	musical
10 20	Construction (manual labor)
FRIDAY	8 50	Literacy education
9 35
10 40	Physical education on the street

Methodical work- in a preschool institution, it is a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at comprehensively improving the qualifications and professional skills of each educator and the team as a whole.

Download:

Preview:

Municipal budgetary preschool educational institution

Kindergarten combined type No. 8 "Teremok"

MO Starominskiy district

METHODOLOGICAL WORK

IN PRESCHOOL

senior educator MBDOU d / well No. 8 "Teremok"

MO Starominskiy district, Krasnodar Territory

The relevance of the problem of preparing a highly qualified, free-thinking, active educator for present stage in connection with the resurgent approach to man as a value in itself is obvious to everyone. Specially organized methodological work is called upon to help the educator master new pedagogical thinking, readiness to solve complex problems in the education system, to improve their pedagogical skills.

Methodical work- in a preschool institution, it is a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at comprehensively improving the qualifications and professional skills of each educator and the team as a whole.

In kindergartens, certain forms of advanced training of educators have developed, however, there is often no proper connection between different types of methodological work, taking into account the specific interests and needs of educators.

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.

Main criteriathe effectiveness of methodological work, in addition to performance indicators(the level of pedagogical skills, the activity of educators, etc.),are the characteristics of the methodological process itself:

1. SYSTEMICITY - correspondence of goals and objectives to the content and forms of methodical work.

Target:

1. improving the pedagogical skills of each educator and the teaching staff as a whole;
2. formation of individual methodological systems of individual educators;
3. mastering new pedagogical technologies, etc.

Tasks are sub-goals that contribute to the achievement of goals. So, to improve the pedagogical skills of educators, it is necessary to solve the following tasks:

a) to identify the initial level of pedagogical skill of each educator, i.e. his level of knowledge pedagogical abilities and skills;

b) to develop in educators the need for self-development, self-education, self-education;

c) develop the humanistic orientation of the personality of each educator;

d) develop pedagogical technique, i.e. organizational, communication and other skills.

• educational,
• didactic,
• psychological,
• physiological,
• technical,
• self-educational,
• private-methodical, etc.

So, educational directionprovides for advanced training of educators on the theory and methodology of educating preschoolers in conditions personal approach and humanization of the educational process.

Didactic directionmethodological work includes updating the knowledge of educators on the most topical issues improving the efficiency of teaching children in preschool educational institutions.

Psychological directionprovides advanced training of educators in the field of general, developmental and pedagogical psychology.

Physiological directionprovides classes in general and age physiology and hygiene.

The complexity and diversity of the goals and objectives of methodological work in a modern preschool institution, the versatile nature of its content, the specific features of each preschool educational institution require a variety of methodological forms of work with personnel and their optimal combination with each other.

AT last years underway active search new, non-traditional forms methodical work. However, it should be noted that no forms of work by themselves, regardless of the content of teacher training, can guarantee a creative approach. There is not and cannot be a division of forms into new and old, modern and non-modern, since each of them corresponds to a certain content. Any traditional form can be active if it is built correctly in terms of content and methods and implements such important features as informational, orienting and developing.

On the basis of work experience, special situations of methodological development of educators are identified.

Situations of methodical work

Methodological forms of professional development of educators

Individual	Group	Frontal
Individual patronage Mentoring Advising the head teacher, senior educator. self-education(self-education) Modeling individual options for methodological work for each educator	Problem consultations Creative microgroups Thematic seminars Psychological training School of Teaching Excellence Organizational - activity, role-playing games Colloquia Psychological and pedagogical workshop Young teacher school AKC (case study) Mutual attendance of classes Methodical gatherings Creative workshops	teachers' council method council Psychological - pedagogical seminars Auctions of knowledge, methodological findings, ideas Pedagogical and methodical rings - "Round table" - "Hour of position defense" Theoretical, methodological and practical conferences KMN (competition of methodological findings) Methodological Ideas Festival

SELF-EDUCATION

The system of continuous professional development of each teacher of a preschool educational institution involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject itself. That is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge gained in the previous course preparation; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.

In kindergarten, the head teacher must create conditions for self-education of teachers.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher.

As a process of mastering knowledge, it is closely related to self-education and is considered its integral part.

In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge.

Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. Volume scientific knowledge increases every year. Scientists say that the knowledge that humanity has is doubling every ten years.

This obliges each specialist, regardless of the education received, to engage in self-education.

Korney Chukovsky wrote: “Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”

The head of a preschool educational institution organizes the work in such a way that the self-education of each teacher becomes his need. Self-education is the first step to the improvement of professional skills. The necessary conditions for this are created in the methodological office: the library fund is constantly updated and replenished with reference and methodological literature, and the experience of teachers.

Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs, help the teacher who has chosen the topic of self-education to get acquainted with different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located on a specific system.

A special card is created for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side can be made brief annotation or a listing of the main issues covered in the book. Thematic file cabinets include books, journal articles, individual chapters books. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the impact of self-education on changes in the educational process.

However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, abstracts).

This is a voluntary desire of the teacher. In the methodical office, only the topic on which the teacher is working, and the form and deadline of the report are fixed. In this case, the form of the report may be as follows: speech at pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This may be a show of work with children, in which the educator uses the acquired knowledge in the course of self-education.

Summing up what has been said, we emphasize that the forms of self-education are diverse:

• work in libraries with periodicals, monographs, catalogs;
• participation in the work of scientific and practical seminars, conferences, trainings;
• obtaining advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
• work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.

The result of these and other types of work of the teacher is the process of reflection of the experience gained and, on its basis, the construction of a new experience.

MENTORING

MENTORING - a necessary component of the adaptation program and vocational education young professionals. Mentoring - individual targeted assistance to young professionals in getting acquainted with collective traditions, general rules, professional features of work in a preschool educational institution and in more fully mastering the necessary skills for fruitful work;

MENTORING - a kind of individual educational work with young professionals who do not have work experience in teaching in educational institutions or with specialists appointed to a position in which they do not have work experience.

1. Mentorship applies to:novice young specialists for a period of not more than 2 years after graduation from a secondary specialized educational institution, for a period of not more than 1 year after graduating from a higher educational institution; contracted students

2. Mentors are selected from the most trained teaching staff with high professional qualities, stable performance, communication skills and flexibility in communication; having higher or secondary specialized education, experience pedagogical work at least 5 years; first or highest qualification category.

Purpose of mentoring:

The purpose of mentoring is to help young professionals in their professional development, close involvement young specialist in the labor process and social life

Tasks:

3.1. Accelerating the process of learning the basic skills of the profession, developing the ability to independently and efficiently perform the tasks assigned to him by his position;

3.2. Adaptation to the corporate culture, mastering the traditions and rules of conduct in this institution, a conscious and creative attitude to the duties of an educator.

3.3. Development of the young specialist's necessary skills and abilities to conduct pedagogical activities.

3.4. Instilling in young professionals an interest in teaching and securing teachers in MDOU.

CONSULTING

Of the various forms of methodological work in kindergarten, such a form as counseling teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on topical problems of pedagogy, at the request of educators, etc.

Any consultation requires training and professional competence from the head educator.

The main consultations are planned in the annual work plan of the institution, but separate ones are held as needed.

Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also seeks to form a creative attitude towards their activities.

So, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.

1. Partial search method- educators take an active part in putting forward hypotheses, drawing up action plans, independently solving the problem.

2. explanation method.- this method has a number of positive qualities: reliability, economical selection specific facts, scientific interpretation of the phenomena under consideration, etc. In order to stimulate the attention of educators and encourage them to follow the logic of presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific findings, express their thoughts, guesses, and formulate a conclusion.

Depending on the level of qualifications of teachers, the senior educator determines to what extent knowledge can be drawn from their experience or limited to their own explanation.

3. Heuristic conversation method. During the conversation, certain provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are of greater interest to teachers, the fallacy of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.

4. Method of discussion - in form and content, the discussion is close to the method of conversation. It also includes a choice important topic requiring a comprehensive discussion, preparation of questions for educators, introductory and closing remarks. However, unlike a conversation, a discussion requires a struggle of opinions, staging contentious issues. In the course of the discussion, many other questions have to be asked. additional questions, the number and content of which" cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skills, great culture, tact from the senior educator. The leader of the discussion needs to have the ability to quickly navigate the environment, capture the train of thought and trust.

II. DIFFERENTIATION- the second criterion for the effectiveness of methodological work - just assumes a greater share in the system of methodical work of individual and group lessons with educators, based on their level of professionalism, readiness for self-development, and other indicators. There are three levels of teaching excellence:

• low (intuitive);
• medium (search);
• high (masterful).

In a kindergarten there are no two educators who are equally trained in theoretical and methodological terms, even among those who have worked for many years.

In accordance with the level of pedagogical skill for each educator, the methodologist needs to develop individual options for methodological work.

Thus, methodological work with low-level educators is focused on developing a positive attitude towards pedagogical activity, mastering theoretical knowledge.

The goals of methodological work with middle-level educators are the formation of an orientation towards communication, dialogue, mastery of pedagogical techniques(skill system)awareness of one's own individuality.

Methodical work with high-level educators involves stimulating value orientation on creativity in their pedagogical activity, on the creation of an individual methodological system. At the same time, the emphasis is on self-education and self-analysis of one's own achievements, the initiative in testing new options for teaching and educating preschoolers.

III. STAGES - performance indicators of methodical work.

The process of methodical work in kindergarten includes certain successive stages:

1st stage - theoretical - awareness of the idea, understanding of advanced systems;

2nd stage - methodical - showing the best examples: best practices; building the concept of an individual methodological system;

3rd stage - practical - independent development and approbation by educators of new technologies of training and education;

Stage 4 - analytical - identifying the effectiveness of the work, as well as analyzing the most typical difficulties and ways to eliminate them.

SEMINAR-WORKSHOP FOR EDUCATORS

"Ecological education - an ecological path in kindergarten"

Target: creation of motivation for teachers of MDOU to work in the direction of creating an ecological path on the territory of a preschool institution.
Tasks:

1. Analyze theoretical basis creating an ecological trail on the territory and inside the kindergarten;
2. Develop a work plan for teachers in this direction;
3. Development of a map-scheme of an ecological trail on the territory of MDOU.

Seminar participants:MDOU teachers, parents.

The course of the seminar - workshop:

Take care of these waters, these lands.

Loving even a small blade of grass,

Take care of all the animals inside nature,

Kill only the beasts within you...

1. "Creative workshop"

Presenter: The environmental education of the younger generation has come to the fore in recent years, due to
deterioration environmental situation generally. Preschool age is considered the most favorable in terms of the formation
ecological culture. In a preschool institution, the child spends most of his time, which allows him to soak
every moment of his stay in kindergarten with love and respect for nature. To date, the most active
forms of inclusion of the child in the process of familiarization with the environment. At the beginning of our event, I suggest that you divide into four
commands using images of the four elements (water, fire, earth, air).

(Teachers choose leaflets with images and are divided into four teams).

Presenter: First and creative taskeach team: it is necessary to choose an element of the developing environment of an ecological orientation and prepare a presentation according to the plan:

1. The name of the element of the developing environment (laboratory, corner of nature in the group, etc.).

2. Purpose and objectives (how will it contribute to the development of preschoolers; how will it increase the efficiency of work on environmental education; in the implementation of which programs it can help, etc.). The goal is understood as the final expected result, under the tasks - ways to implement and achieve the result.

3. The age of the children for whom it is intended.

4. Where is it located and how is it designed.

5. Design features, materials, equipment (for corners of nature, vegetable gardens - indicate the names of animals, plants).

6. Zoning of the premises (if required).

7. What forms and methods of work with children are expected to be used (for example, experimentation, observation, holding ecological holidays, etc.)

The time to complete the task is 20 minutes. After that, a presentation of each product of the activity of teachers is presented.

Presenter:

Summing up the speeches, the "leader" among the elements of the ecological and developing environment was clearly defined. The most important and effective form of work turned out to be the ecological trail, both on the territory of the MDOU and within it.

2. "Pedagogical snake":

Presenter: to determine your understanding of the essence of the ecological trail, I offer you a sheet of paper, which I fly like a kite in a circle. Each of you should write an associative word on the sheet with the expression "ecological path", fold the sheet with an accordion and pass it on to the next participant in the seminar.

(Teachers write down the words on a piece of paper. As soon as he returns to the presenter, she reads out the words written down by the teachers).

Presenter: Now, I would like to tell you the scientific and pedagogical facts about the ecological path in a preschool institution.

The first ecological trails were created for visitors to national parks in foreign countries. In recent years, many preschool institutions have created their own ecological trails. Given the short length of the routes, the specifics of the included points (natural and artificial objects), the age of the children, the forms of work with them, most often in preschool education the term "ecological path" is used. Real ecological paths used for teaching the adult population and schoolchildren, as a rule, are laid in natural landscapes, are characterized by a significant duration and carry a large content load. In preschool institutions, ecological paths perform cognitive, developmental, aesthetic, and health-improving functions. Three main types of ecological paths can be distinguished:

a) on the territory of a preschool institution;

b) in natural or close to them conditions (suburban forest, park, square, etc.);

c) in the kindergarten building.

The main criteria for choosing the route and objects of the ecological trail are the inclusion of as many diverse objects as possible that attract the attention of the child, their accessibility for preschoolers. As objects (viewpoints) of the ecological path, various species of both wild and cultivated plants(trees, shrubs, grasses), mosses, mushrooms on living and dead trees, old stumps, anthills, bird nests on trees, micro-landscapes of various natural communities (meadows, forests), flower beds, individual beautifully flowering plants, places of regular accumulation of insects (for example , soldier beetles), small ponds, vegetable gardens, individual stones, an alpine hill, fountains, springs, etc. Human interaction with nature (both positive and negative) can be shown on the example of trampled areas, bird feeders, littered reservoirs outside the territory of the kindergarten. In our whole northern country preschoolers in many regions spend a significant part of their time in the premises of the kindergarten. That is why it is recommended to create ecological paths in the building of a preschool institution. In addition, such paths allow both adults and children to take a fresh look at their immediate surroundings. Such paths include objects of animate and inanimate nature: a corner of nature, an ecological room, a winter garden (networks of various routes for different purposes can be additionally created inside them), a fountain, a pool, a phytobar, sandboxes in the corridors, water and sand centers, a laboratory , individual compositions of indoor plants and dried flowers, corners of nature or individual objects of nature in group rooms, mini-gardens on the windows, greenhouses in the building, art gallery, exhibitions of crafts from natural material, museums of nature, mini-museums in groups, folklore rooms, rooms of fairy tales, exhibitions from waste material and others (the variety of points on such a path depends on the developing environment of the kindergarten).

3. "Constructors".

Presenter: Each team receives two general tasks:

Develop a scheme of an ecological path on the territory of the MDOU;

Develop a scheme of ecological path in the institution.

You are given 20 minutes to complete the task, after the time has elapsed, each team will offer the developed schemes to the attention of colleagues.

Based on the results of the map-schemes of ecological trails proposed by teachers, as well as the rationale for the need to create a similar form of environmental education in MDOU, a decision was made on the need to create an ecological trail on the territory of MDOU.

4. Stages of creating and designing a path

The sequence of actions for creating a path can be as follows:

• detailed survey of the territory and selection of the most interesting objects;
• drawing up a general map of the path with the drawing of the route and all its objects (in the form of circles with numbers or drawings-symbols;

• maps for various purposes can be drawn up: to help educators and for children of different ages).

Maps for children should contain a small amount of information in the form of child-friendly drawings of objects, arrows indicating the route. For kids, you can make bright, large drawings of the objects that are most attractive to them. For example, draw a butterfly, a bright flower, a tree in circles and connect all these drawings with a line - a path along which they go from one object to another;

• the choice, together with the children, of the "owner" of the path - a fairy-tale character who will give the children tasks and invite them to visit;
• photographing objects and describing all points according to the scheme, designed in the form of an album (passport);
• production of plates with drawings, signatures for specific points, environmental signs;
• drawing up recommendations on the use of path objects for working with children.

Based on theoretical facts about the importance and organization of ecological trails in kindergarten, together with teachers, he develops a long-term work plan towards the creation of an ecological trail in MDOU (on the territory and inside the kindergarten).

5. The main activities aimed at creating an ecological trail in MDOU

1. Senior and preparatory group the passport of the future ecological tropic is filled in, which includes a map-scheme of the future path. Photographs or drawings of objects are attached on separate sheets (preferably several photographs at different times of the year) and the information necessary for the educator is provided. So, when describing a tree, its biological, ecological characteristics, distribution features, origin of the name, folk names, reflection of its image in folklore (fairy tales, riddles, proverbs), songs, poems are given, its connection with other plants and animals, its role in life are noted. people (health, aesthetic, etc.) and recommendations on the use of the object in the work on environmental education of preschoolers and education of parents (experience shows that parents
always interested in information about the use of plants, which can serve as a starting point for conservation discussions; that is why such information is included in the description of viewpoints). Below is a number of examples of such descriptions, compiled by us for some trees of the ecological path.

2. Teacher-psychologist, deputy. head the design of the stops of the future ecological trail is being developed for the WRM.

3. Teachers of middle groups develop the design of the ecological sphere inside the preschool institution.

4. Educators of younger groups collect information about the plant fund on the territory of the kindergarten.

Bibliography

1. The system of methodological work with personnel in a preschool educational institution Golitsina N.S. ed. Scriptorium 2003

2. Preschool educational institutionSolution: results-based management

3. Material from the sitehttp://www.moi-detsad.ru/konsultac54.ht

4. Pozdnyak L.V., Lyashchenko N.N. management of preschool education M.: academy 2001

5. L.M. Volobuev. The work of the senior educator of the preschool educational institution with teachers. - M.: TC "Sphere", 2003

Deputy Head for MVR Aksenyuk V.R.

first category

The success of the work of a preschool institution largely depends on the quality of methodological work with personnel. Methodical work occupies a special place in the management system of a preschool institution, since, first of all, it contributes to the activation of the personality of the teacher, the development of his creative activity. All its forms are aimed at improving the qualifications and skills of the educator.

Methodological work in kindergarten is carried out in the following areas:

Directions of methodical work are interrelated with each other and allow to increase theoretical level and the skill of teachers, thereby enriching the content of the pedagogical process.

Information and analytical direction.

In order to solve various pedagogical problems and creatively organize methodological work, it is necessary to have information about the state of work of preschool educational institutions, new directions in pedagogy and psychology preschool education and education , about new programs and technologies, as well as about the level of professional competence of teachers. The preschool educational institution has created a database of teachers, their educational level, experience, etc.

An important area of ​​work with teaching staff is the organization of their professional development. The preschool educational institution draws up a long-term plan for the next academic year, in which terms and forms of advanced training of teachers and course preparation are envisaged. The purpose of certification is to determine the compliance of the level of professional competence of pedagogical workers with the requirements of qualification and qualification category.

Teachers of preschool educational institutions systematically undergo retraining at refresher courses at the IDPOPR in Chelyabinsk and at the educational institution of Kopeysk.

To improve self-education and the level of professional competence of teachers on the issues of education and training of children of preschool and primary school age, a library of special psychological and pedagogical literature has been created and is constantly updated.

The following periodicals are subscribed annually:

"Preschool education",

"Preschool Pedagogy",

"Hoop",

"The upbringing and education of children with developmental disabilities" and many others).

Acquaintance with interesting and new information also passes through the Internet. The study of new literature is carried out in the form of pedagogical readings, informational consultations, oral journals, at which each teacher speaks during the academic year, introducing interesting articles to colleagues.

In the preschool educational institution there is not only a data bank of teachers, but also a bank of information about the families of kindergarten students - a family social passport. When organizing work with parents, the teacher needs knowledge about where and with whom the child lives, is responsible for his upbringing and education. This bank includes the following information:

middle name of parents

• nationality,

  social status,

  place of work,

  living conditions, etc.

Over the years of the existence of a preschool institution, a certain system of interaction with organizations has developed:

children's library,

city ​​central library,

physical education dispensary,

local history museum,

MOU secondary school No. 1,

art school.

At the beginning of the academic year, cooperation agreements are signed with the administration of these institutions.

Motivational-target direction.

High-quality support of the pedagogical process in a preschool educational institution is impossible without high efficiency organization of methodological work. The leading criterion for the beneficialness of the pedagogical process of our team is the creative orientation of preschool teachers, which creates a favorable atmosphere for improving professional competence.

At the beginning of the school year, together with the head of the preschool educational institution, the Creative Council of Teachers, the goals and objectives of the work of the teaching staff, forms and methods of educational work in kindergarten are determined.

At the Pedagogical Council No. 1, the draft work plan of the teaching staff for the next academic year is approved, the projects of the areas of pedagogical activity of narrow specialists, the schedule of classes, which is being developed in accordance with the Law of the Russian Federation "On Education" and the order of the Ministry of Education of Russia dated 22.08.96 No. 448, are approved.

The integrity of the pedagogical process in the preschool educational institution is ensured by the following programs:

S (K) OU 4 types, ed. L.I. Plaksina;

"Rainbow" ed. T.N. Doronova.

Analyzing the results of the work done in the past academic year, the main directions and annual tasks of pedagogical activity and the educational process in preschool educational institutions are determined. At the beginning of the academic year, the Creative Council of Teachers develops a plan of methodological activities. Working on the draft annual plan, teachers and parents are surveyed, where they indicate the issues of interest to them in raising and educating children.

Over the years of the existence of the preschool educational institution, teachers have accumulated quite a lot of experience in educational and educational work with children, which they willingly share among colleagues of the institution and the city. Open events scheduled by months are reflected in the annual plan.

Each teacher during one academic year or several years (if necessary) is engaged in the detailed development of one issue of the upbringing and education of preschool children and the accumulation of material on the chosen topic. The result of the work is an increase in the level of self-education of the teacher and the accumulation of methodological recommendations on the problems studied. Festival at the end of the academic year pedagogical ideas”, where the experience gained during the academic year is exchanged, and the prospects for its implementation for the next year in the preschool educational institution are determined.

The most interesting developments of teachers are formed into advanced pedagogical experience. This is an incentive for teachers.

Planning and prognostic direction.

In order to improve the efficiency of the institution as a whole, it is necessary to determine a coordinated system of tasks and activities to solve them for the coming year.

When determining annual targets for the current academic year, analyzing the state of pedagogical work, in order to increase its effectiveness, it became necessary to develop targeted programs. Thus, in 2005, a team of kindergarten teachers introduced the target program "Pedagogy of Health" for five years of a comprehensive strategy for improving children's health. The program is aimed at preserving and strengthening the physical and mental health of pupils of preschool and primary school age, creating a health-saving system of educational and correctional work.

In 2006, the target program for preparing children for school “Soon to School” was approved, where directions for methodological work were determined to improve the professional competence of preschool teachers, effective methods and techniques were developed for working with preschool children, the conditions necessary for the successful preparation of children for school, and issues of continuity between preschool and school levels.

In accordance with the annual plan, current plans are created: monthly, weekly, which concretize, in some cases correct, supplement the activities scheduled for the year, bring them into line with the conditions prevailing for a particular period of time.

All preschool teachers work according to a single thematic plan. This is reflected in the fact that one topic is considered for a month in all classes, which contributes to the expansion and consolidation of children's knowledge about the world around them, the development of an active and passive vocabulary, and the practical mastery of skills in various activities.

When drawing up the annual plan, all the specialists of the preschool educational institution develop a plan of joint events for the current academic year, including holidays, entertainment, quizzes, in the organization and conduct of which all teachers and employees of the preschool educational institution participate (teachers teach games and poems with children, specialists learn roles, the housekeeper thinks of new costumes, the artist draws the design, the chefs prepare a delicious treat).

At the beginning of the school year, a plan of integrated classes is also approved, which are conducted by narrow specialists together with group educators. This form of work is well received by parents at open events and is very popular with children.

Regular meetings are held with medical workers, where issues of medical and health-improving work are discussed. At the end of the academic year, health workers and the teaching staff develop a plan for summer recreational work, which reflects:

General physical culture holidays on the street for the entire preschool educational institution;

Musical holidays and entertainment;

Classes and conversations with children on social orientation and life safety in the summer;

A plan of recreational activities for children and consultations for educators and parents.

Organizational and executive direction.

The forms of methodological work are interrelated with each other and allow to improve the theoretical level and pedagogical skills of employees, and thereby enrich the content of the pedagogical process and ensure the implementation of the annual work plan of the kindergarten.

Methodical work in the preschool educational institution is built taking into account the difficulties of teachers in working through various forms using new achievements in pedagogical science and practice. Not only traditional methodological events are held (pedagogical councils, consultations, seminars), but also various pedagogical rings, KVN, collective viewing of classes, etc. In the process of applying active learning methods, teachers do not receive ready-made knowledge, but “extract” them in the process self-study literature, comparison and analysis of different points of view on the problem, consolidating knowledge in business games, solving problem situations, crossword puzzles, etc. This provides a more conscious approach to the material being studied, contributes to its memorization, maintains interest, stimulates creative activity teachers.

Every year in the fall, the kindergarten holds an open day. On this day, a tour of the kindergarten is held, during which the parents of the pupils get acquainted with the conditions created for the upbringing and education of children, open classes, holidays (group birthday, housewarming group), where teachers show effective methods of interacting with children.

Under the guidance of music directors, teachers of rhythm, art activity and a physical instructor, our pupils take an active part and are laureates of the city competition "Spring drops", winners of sports competitions "Gnomiki", laureates of zonal amateur art competitions for children with handicapped"Sparks of Hope".

In connection with the requirements of modern society, it became necessary to systematize the work to protect the life safety of children. In this regard, the teachers developed a cycle of classes on this topic, the main provisions of drawing and craft competitions, photo newspapers were designed and the content of road safety holidays with the participation of traffic police officers was developed.

The health of children depends not only on their physical characteristics, but also on the living conditions in the family. In the preschool educational institution, a lot of work is being done with the family to provide psychological, medical and pedagogical assistance. An advisory center for parents on the upbringing of children has been created, briefings are organized in a question-and-answer form with the participation of a psychologist, doctors, speech pathologists and other kindergarten specialists.

Control-diagnostic direction.

The effectiveness of the work of the preschool educational institution is based on the constant improvement of the educational process, and therefore, it is necessary to identify the discrepancy between practice and the requirements that are presented in the programs of preschool education, as well as to determine ways to improve pedagogical activity. An important link in the methodological work is the organization and implementation of control in the preschool educational institution.

DOE has developed the following types control:

operational,

thematic,

final,

warning,

comparative.

For example, thematic control on creating conditions for educational and educational work with children is carried out by preschool specialists who are competent in this matter. So, a speech therapist checks "Creating conditions in groups for the development of children's speech"; physical instructor "Creating conditions for the development of motor activity of preschoolers", etc. Specialists have developed the main provisions of the test (compliance with modern requirements, the availability of didactic and methodological material, compliance with age and program requirements, compliance with sanitary and hygienic conditions, etc.).

The study of the pedagogical process, its Objective assessment, the identification of the reasons that determine the level of educational work, and the subsequent development on this basis of recommendations for improving the pedagogical activity of a preschool institution is possible when organizing a pedagogical analysis. Pedagogical analysis is carried out on the basis of observation and control data. An analysis of the results of the work of the PEI is carried out annually.

The state of health of pupils; morbidity in children; results of the organization of physical culture and health-improving work; general conclusions for the block (trend in terms of health and healthy lifestyle); reserves for planning activities for the new academic year.

Results of the program implementation in all directions; level analysis cognitive development children, intellectual, artistic and aesthetic development, etc.; general conclusions and reserves for improving the quality of program implementation.

The level of readiness for schooling of children of the preparatory group (the results of diagnostics of development); analysis of the progress of students in grades 1-2, former pupils of kindergarten; general conclusions.

Results of advanced training and certification of teachers; applications of teachers for methodological assistance in the next academic year; the quality of the methodological support of the educational process; general conclusions, identified trends and reserves for planning work with personnel.

System of work with parents (based on the results of the survey); implementation of plans for joint work of the preschool educational institution and the school; results of work with other organizations; general conclusions.

The results of administrative and economic work and an assessment of the material, technical and medical and social conditions for the stay of children in a preschool educational institution.

Final control is carried out at the end of the academic year. At the final pedagogical council, the results of the medical and pedagogical activities of the institution are summed up, the fulfillment of annual tasks, the state of the educational process (specialists acquaint the team with the results of comparative control) and health work (medical workers analyze the health status of children) are analyzed.

In the course of pedagogical analysis and control, the activities of both an individual teacher (individually) and the pedagogical team as a whole are discussed, and the main areas of work to eliminate shortcomings are determined.

corrective direction.

The model of correctional and developmental work of the preschool educational institution is complete system. Its goal is to organize upbringing and educational activities, including diagnostic, preventive and correctional and developmental aspects that ensure a high level of intellectual and mental development of the child.

A psychological-medical-pedagogical council has been functioning in the preschool educational institution since 2002. Over the years, the legal framework for corrective support of a child with developmental problems has been worked out: the order to establish the PMPK and the regulation on the PMPK have been approved, and a package of documents has been developed.

When defining the tasks and directions of upbringing and educational work in order to increase the efficiency of pedagogical activity, it became necessary to select and systematize diagnostic tools for studying the level of development of pupils. A creative group of teachers of the preschool educational institution determined the diagnosis of the development of a child of preschool and primary school age (in the norm, with visual impairment, speech impairment), the criteria for development levels were drawn up - all this helps teachers to identify the characteristics of each child and his difficulties, predict the tasks of education and training, taking into account the zone nearest development. Diagnostics reflected the analysis of all aspects of the development of the child.

Diagnostic maps include the study of the level of development of various activities:

cognitive,

communicative,

emotional

game activity,

social skills.

The main provisions of the ideas of each specialist working with the child for the PMPc have been developed. The results of the diagnostic examination are discussed at mini-pedagogical councils and meetings of the PMPK. During a joint discussion by teachers at the PMPK in correctional groups and mini-pedagogical councils in general educational groups, uniform requirements and recommendations are developed for teachers for propaedeutic and correctional educational work. In the course of the PMPK, a correctional educational route is also drawn up, the dynamics of the development of the pupil is traced.

Mini-pedagogical councils and PMPK are held 3 times a year (September, January, May), at the end of the year a final teachers' council is held, where the effectiveness of the educational work done is discussed. Thus, important role in solving the problems of the quality of preschool education, the system of methodical work with personnel is assigned. Working with children requires a lot of stress, strength and energy from teachers, so goodwill, tact, exactingness based on respect among all participants in the pedagogical process are especially important in the team. The mechanism of interaction of all teachers of the preschool educational institution has been debugged for years, a group of like-minded people is actively and creatively working in the institution. All this, along with the organization of methodological work in the areas described above, contributes to the growth of pedagogical skills of teachers, their professional competence, and, as a result, to an increase in the efficiency of the pedagogical process in a preschool institution.