The task of methodological activity is to create such an educational environment in an institution where the creative potential of the teacher and the teaching staff would be fully realized. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators. Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.

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Introduction …………………………………………………………………………… .3

1. Theoretical foundations of methodological work in a preschool institution ...... 4

1.1. Goals and objectives of methodological work in the preschool educational institution………………………………....4

1.2. Types of methodical work ………………………………………………………9

1.4. Training and development of teaching staff, improving their qualifications ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Identification, study, generalization of the advanced pedagogical experience of the teacher ………………………………………………………………………………….16

2.1. Methodological support for implementation pedagogical process………………………………………………………………………..……19

2.2. Structure, forms and methods of methodical work of preschool educational institution …………………22

Conclusion ……………………………………………………………………………26

References ………………………………………………………………...28

Introduction

System development preschool education characterized by an increase in its quality in accordance with the planned goals. At the same time, the main function of a modern kindergarten of any kind is the purposeful socialization of the child's personality: introducing him into the world of natural and human connections and relationships, transferring to him the best examples, methods and norms of behavior in all spheres of life.

As practice shows, the quality of education is ambiguously understood by different audiences. Parents, for example, correlate the quality of pre-school education with the development of their children's individuality and their degree of readiness to enter school. Quality for teachers, as a rule, means full methodological support with manuals and developments of the pedagogical process.

Quality is the result of the activities of the entire teaching staff. Determining the main goals of the development of his preschool educational institution, each leader, together with the team, organizes the pedagogical process, which means that he constantly compares the results obtained.

The task of methodological activity is to create such an educational environment in an institution where the creative potential of the teacher and the teaching staff would be fully realized. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators.

Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.

1. Theoretical foundations of methodological work in a preschool institution

1.1. Goals and objectives of methodological work

Methodological work is an important condition for improving the quality of the pedagogical process. Having gone through all forms of methodical work, organized in a certain system, educators not only improve their professional level, it becomes a need for them to learn something new, learn to do what they still do not know how to do. There are many definitions of the term "methodological work" in the literature.

K.Yu. White suggests understanding:methodical work- this is a holistic system of activities aimed at ensuring the most effective quality of the implementation of the strategic tasks of the preschool educational institution.

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

The purpose of the methodological workin the preschool educational institution is the creation of optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants educational process.

Pedagogical culture is the professional culture of a person engaged in pedagogical activities, the harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, contributing to effective organization pedagogical process.

The main tasks of methodological work:

• develop a system of assistance to each teacher based on diagnostics, forms of work.
• include each teacher in a creative search.

You can select specific tasks:

1. Formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience in implementing the achievements of science.
2. Increasing the level of theoretical training of teachers.
3. Organization of work on the study of new educational standards and programs.

Enrichment of the pedagogical process with new technologies, forms in the education, upbringing and development of the child.

1. Organization of work on the study of regulatory documents.
2. Providing scientific and methodological assistance to a teacher based on an individual and differentiated approach (by experience, creative activity, education, categoricalness).
3. Rendering advisory assistance in the organization of self-education of teachers.

The main criteria for the effectiveness of methodological work, in addition to performance indicators (the level of pedagogical skills, the activity of educators), are the characteristics of the methodological process itself:

1. consistency - compliance with the goals and objectives in terms of the content and forms of methodological work;
2. differentiation - the second criterion for the effectiveness of methodological work - implies a large 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;
3. phasing - indicators of the effectiveness of methodological work.

The management structure of the preschool educational institution

The diagram shows the subjects of management of the educational process of a preschool institution, the types of connections between them. The effectiveness of the educational process in the preschool educational institution depends on the norms of the functioning of each type of communication.

The organization of high-quality methodological work in a preschool institution is provided by a senior teacher. The quality of the educational process in the preschool educational institution depends on his professional competence of an active personal position, professional abilities. These include:

1. Analytical

Analysis:

• the state of the educational process, the implementation of the educational program;
• level professional competence teachers, improving their qualifications, certification;
• advanced pedagogical experience;
• the latest research in the field of pedagogy and psychology;
• effectiveness of methodological work.

2. Design

• forecasting (together with the head) the strategic and tactical goals of the processes of education, training and development of preschoolers, the development of a program for the development of preschool educational institutions;
• designing the development of the teaching staff as a whole and individual teachers;
• planning the goals and content of the scientific and methodological activities of the team, individual teachers;
• designing methodological work in the preschool educational institution.

3. Organizational

• managing the activities of teachers in accordance with the Development Program, annual plan, the educational program of the preschool educational institution;
• advanced training (of teachers and one's own);
• organization of normalized interaction between teaching staff;
• identification, study, generalization and dissemination of innovative experience of preschool educational institutions;
• organization of the implementation of the plan of scientific and methodological work in the preschool educational institution.

4. Regulatory

• monitoring the state of all areas of the educational process in the preschool educational institution, their regulation in accordance with the development program, the work plan of the preschool educational institution, temporary requirements for the content and methods of raising and teaching children preschool age;
• control and evaluation of advanced training of teachers, the progress of scientific and methodological work in preschool educational institutions.

5. Communicative

• building relationships in the team based on mutual trust, respect, goodwill
• selection and use of the most effective means of organizational impact on teachers
• studying and taking into account the relationship of teachers in the performance of work
• anticipation and conflict prevention
• self-control in critical situations
• correct perception of criticism and taking it into account in their activities

The effectiveness of methodological work is influenced by such personal qualities of a senior educator as a creative approach to business, the ability to rationally organize one's time, etc.

Thus, our approaches to the organization of methodological work are based on understanding the specifics of the preschool educational institution, its external and internal environment, the management system with the coordinated interaction of its elements: the development of professional and personal qualities of the senior educator.

1.2. Types of methodical work

An analysis of the psychological and pedagogical literature of scientific research allows us to distinguish different types of methodological work. By definition, S.Zh. Goncharova,″ methodological activity is specific type educational activity, the content of which is the systemic unity of the creation of a method, its approbation, the implementation of the method (obtaining methods), the application of methods″ .

In the process of methodological activity, these spaces are interconnected in 3 stages of methodological activity, which are a single chain of certain elements, in which each stage has an end product: method, methodology, guaranteed result.

Types of methodological activities

(according to S. Zh. Goncharova)

Creation Implementation application

method method method

According to this scheme, it is possible to single out the main actions of the senior educator in each of these spaces.

1. When creating a search for a method of working with children: description, comparison, identification of patterns, expert opinion on significance, etc.
2. When introducing the method into the work of teachers: informing, teaching, dissemination, experimental work, reproduction, etc.
3. When applying the methodology, the main emphasis is on the control over the implementation of the main provisions and the correction of this methodology.

Methodical office-center of methodical work in the preschool educational institution.

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 professional self-development, summarizing best practices, and increasing the competence of parents in the upbringing and education of children.

The methodological office of a preschool institution meets such requirements as information content, accessibility, aesthetics, providing motivation and activity in development, content. 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 sources and content are determined.

Model of the methodical office of the preschool educational institution

All manuals and materials of the method cabinet are intended for differentiated assistance to educators in their work with children to improve the qualifications of teaching staff, as well as to collect, study and generalize the best work experience.

Exhibitions are regularly organized in the methodological office of the preschool educational institution: current and episodic. Permanent exhibitions are, for example, the following:″ New literature″ , ″ Introduce children to nature (seasonal)″ , ″ To help the educator″ other. Only the name of the rubric is constant, while the material and content change.

The subjects of the exhibitions are the most diverse, but some recommendations are observed in their design:

• If there is a normative or instructive document on this topic (regulation, instruction, etc.), then a plan for its study, recommendations for teachers on working with it, experience in working with this document other preschool educational institutions, etc.
• Methodological recommendations on this topic.
• Experience related to this topic.
• Literature on the subject.
• Visual material related to this issue: a list of equipment, diagrams, drawings, samples of crafts, paintings, slides, video materials, etc.

In addition, the methodological office presents new material from various sources, drawing the attention of teachers to the problems of education and training, helping to prepare for competitions, informing about events, changes in preschool education, making you think about pedagogical situations, reflect on your work.

It is presented in the DOW under a variety of headings: “Our ideas”, “A competition is announced”, “ Methodical piggy bank”, etc. The variety of changing material under different headings is colorful, methodically well-designed, involuntarily attracts the attention of teachers. Educators take this material to the group, discuss this material with other educators (parents), use it in their work with children.

In the methodological office of the preschool educational institution, enough material has been accumulated on working with parents and with society. The help of the senior educator is to teach educators to use a minimum of time with the greatest return when designing the material of the methodological room; it is important to listen to the opinion of the educators for whom it was created. The nature of the appeals of teachers to the senior educator about certain materials is analyzed; which benefits are used more often and which are not used at all; which of the educators constantly uses literature, manuals, and which rarely, etc.

Thus, the methodical office is″ a piggy bank of kindergarten traditions″ , a center for collecting pedagogical information, a laboratory for the creative work of educators. Each visit to the classroom brings teachers new knowledge, new thoughts and ideas, enriches their experience.

1.4. Training and development of teaching staff, improving their qualifications.

A leader who trains and develops his staff lives not only in the present of an educational institution, he looks into its future.

Professional development is of great importance for every teacher:

• For his professional self-preservation, overcoming the possible backlog, the discrepancy between the achieved level and the new requirements for the educational process.
• For self-realization, satisfaction in professional activities.
• To achieve professional status and recognition in the team.

The development of teachers, the improvement of their qualifications is closely related, first of all, to the tasks of the functioning and development of a preschool institution, the level of professional competence of each teacher, his interests and needs. The main functions of the senior educator in managing the process of training and development of teaching staff are:

• Analysis of the needs of teachers in training;
• Forecast of training and development of teachers;
• Definition of learning objectives;
• Planning teacher training;
• Determination of the place and terms of training;
• Approval of plans, training programs;
• Organization of work with teachers on self-education;
• Evaluation of learning outcomes and teacher development.

The model of the organization and content of the development of teachers, the improvement of their qualifications is built differently. Providing conditions for the professional self-development of teachers in order to improve their skills, first of all, is aimed at:

1. - for teachers who improve their qualification category;
2. - young teachers;
3. - for teachers who experience difficulties in a certain area of ​​professional activity.
4. - participants in the innovation process.

Organization of various forms of training for all categories of pedagogical workers of preschool educational institutions.

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

In order for self-education to become a need in the methodological office of the preschool educational institution, the necessary conditions have been created, the fund of reference and methodological literature is constantly updated and replenished.

Books, magazines are studied and systematized by year, used to compile 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. The senior educator selects the necessary literature to help those involved in self-education, studies its influence on the quality of teaching and learning. educational process.

Forms of self-education are diverse:

• work in libraries with books, periodicals;
• participation in the work of scientific and practical seminars, conferences;
• obtaining consultations at the departments of psychology and pedagogy of higher educational institutions;
• maintaining your own file on the problem under study, etc.

The result of the teacher's efforts is the improvement of work with children, the creation of conditions for the birth of a new experience.

2. Identification, study, generalization of the advanced pedagogical experience of the teacher.

According to Ya.S. Turbovsky,″ advanced pedagogical experience is a means of purposeful improvement of the educational process that meets the actual needs of the practice of teaching and education″ .

Experience suggests the educator to use new approaches to work with children. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practice is born in mass practice and is, to some extent, its result. For any teacher who studies best practices, not only the result itself is important, but also the methods and techniques by which the result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.

Best practices are determined by the following criteria:

• high performance;
• scientific validity;
• creative novelty;
• relevance;
• reducing the time spent on achieving high results.

The study, generalization, dissemination and creation of best practices is one of the main functions of methodological work in kindergarten. The role of the senior educator in this function is very great, since it is he who sees this advanced experience in the inconspicuous, daily work of the educator, comprehends it, evaluates it,

analyzes by what means qualitative results are achieved.

This work includes several interrelated stages.

At the first stage the essence of experience, its manifestations, tasks, content, methods, forms, techniques, means, specific conditions for the emergence and development, features of the personal qualities of the teacher, the duration of the formation of experience are studied. When studying experience, not only the result - the experience itself, but the whole process of its creation is of exceptional importance. In order to improve the quality of learning experience, a creative micro group of members of the teaching staff was created in the preschool educational institution (Uvarova M.L. - teacher-speech therapist, Dovzhenko T.V. - music director, Pavlyukova I.O. - educator)

Classified according to various criteria, best practices can be defined as:

• collective, subgroup or individual;
• research, partial search;
• empirical, scientific and theoretical;
• psychological and pedagogical, practical.

At the second stage the task of the senior educator is to isolate progressive experience from mass practice on the basis of certain criteria.

Third stage - summarizing best practices.

There are three main forms of generalization of experience in preschool educational institutions:open display, story, description.

Organizing an open show we set several goals: promotion of experience; training teachers in methods and techniques of working with children, etc. Therefore, the presentation of pedagogical experience through an open display involves certain work senior educator, and the forms of organization are different. Before the screening begins, the senior educator talks about the system of work of the educator and suggests questions that should be given special attention.

Story used when speaking at teachers' councils, consultations and other forms of methodological work. The best experience of a teacher can be presented in the form of a report at a conference or an article in a periodical press. Unlike the show description does not allow to clearly reveal the originality of the educator's activity. Description is a high analytical level of generalization of experience. Here you can more holistically, systematically reveal its origins and the path of formation.

The fourth stageis the dissemination and implementation of generalized experience.

The dissemination of best practices is carried out in the preschool educational institution in the form of:

• speeches at the pedagogical council and accompanied by a demonstration of visual material;
• collective viewing;
• creative report, during which fragments of the teacher's work are shown - individual lessons, work in Everyday life, materials, manuals, recommendations;
• master class - one of the new forms of dissemination of experience (teacher's story about his creative laboratory and demonstration on children);
• presentation of materials in the methodological office (summaries of a cycle of classes on a topic, long-term work plans on a problem or topic, author's didactic games).

2.1. Methodological support for the implementation of the pedagogical process

One of the core conditions for the life of a preschool institution is the methodological support of the educational process. Based on its features, the subject-developing environment of the preschool educational institution is organized (the composition of its elements, their essential characteristics are determined, a complex of medical and recreational support for the implementation of programs and technologies is selected.) Work is being built with the family and society.

The program and methodological complex of a preschool institution is selected taking into account the orientation to state requirements, the legal status of a preschool institution (type, priority direction), the characteristics and laws of the mental development of children, the specifics of the pedagogical and children's teams that determine the possibility and expediency of implementing each program and technology.

completeness and integritysoftware and methodological support is determined by the following characteristics:

Focus on the content of education (basic, additional);

The relationship between the content of complex and partial programs that implement basic education;

The relationship of programs that provide the implementation of technologies and methods.

The integrity of the educational process in the preschool educational institution is achieved through the use of the main (comprehensive program), special (correctional) and qualified selection of partial programs, each of which includes one or more areas of the child's development. The main programs (complex, special, a set of partial ones) determine the features of organizing the life of children in the context of ensuring all its aspects, taking into account the following three of its forms:

• GCD as a specially organized form of education;
• non-regulated activities;
• free time provided for the child in kindergarten during the day.

The effectiveness of the educational process in a preschool educational institution depends not only on the choice of methodological support, but also on the creation of conditions for its implementation. This determines the following direction of methodological work:

1. Organization of a developing subject environment in a preschool educational institution, corresponding to the content of the program, the interests and needs of children of different ages:

• development of guidelines for organizing a subject-developing environment in a preschool educational institution;
• 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 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 implementation of the Temporary requirements for the content and methods of education and training implemented in the preschool educational institution;

We pay special attention to the mandatory interaction of all specialists working in a speech therapy group (speech therapist, educator, music director). Through joint efforts, the tasks of individual development and the provision of effective assistance to every child. This interaction is reflected in a special notebook. For this purpose, consultations are held on "The relationship between the work of a speech therapist and the educator of the speech therapy group", "Development of children's speech with the help of developing musical exercises", "Joint work of a speech therapist and educators on sound pronunciation". The success of speech development depends not only on the program and methods of speech development, but also to a greater extent on the conditions in which it takes place. Therefore, the subject-speech environment was thought out and changed not only in the speech therapy group, but also in all other groups.

This was precededsystem of methodical work with personnel:

• Seminar "Object-spatial environment and its influence on the speech activity of children"
• Consultation "The role of the subject-developing environment in overcoming speech disorders"
• Methodical gatherings "Construction of a subject-speech environment in a group" (exchange of views on the problem of a developing environment, from the experience of a speech therapist Uvarov M.L.)
• Assistance to young professionals in the placement of equipment in the "Learning to Speak" corner
• Individual consultations (based on the results of the questionnaire, "Selection of material for working with parents", etc.)
• The work of a creative micro-group consisting of: Kotomina N.N., Zernova L.P., Yutkina T.N.

2.3. Structure, forms and methods of methodical work of the preschool educational institution

Methodical work takes special place in the management system of a preschool institution, as it contributes to the activation of the personality of teachers, the development of their creative activity, the implementation of the relationship with the family and school in ensuring the continuous, harmonious development of children. The implementation of these tasks is ensured by the versatile nature of the content of methodological work and the variety of effective forms and methods with teaching staff.

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 (K.Yu.Belaya).

All forms of methodological work in the preschool educational institution are aimed at fulfilling the tasks formulated in the Charter, the Development Program and the annual plan.

The preparation of any methodological event begins with the definition of a goal. The head teacher answers the following questions:″ What do I want to achieve by organizing this event? What should be the result?″ , ″ What will change in the activities of teachers?″

If the goal is real, then it encourages the teacher to work, causes him to be active. The goal is clearly and clearly formulated, the final result is indicated, which can be evaluated, compared.

The main goal today is to improve methods individual work with educators. Each teacher has their own level of teaching skills.

In the preschool educational institution, we begin work with a survey of teachers to identify real difficulties:

Based on the results of the survey and on the basis of completed and updated questionnaires, we draw up a map of pedagogical excellence, which we introduce to the team at the final teachers' council. Based on this map, we plan a system of methodological work with educators for a year and provide for:

• what kind of methodological assistance will be provided, to whom and by what forces, in what form (mutual visits, mentorship, work in pairs, consultations, etc.);
• which of the educators, and what experience will be studied and generalized;
• to develop what problem a creative group of educators will create, viewing and analysis of open classes with children will be organized.

Thus, methodological work in kindergarten is determined not by the number of events, but by taking into account all the difficulties of educators, by providing targeted assistance through a variety of forms with the obligatory use of new achievements in pedagogical science and practice.

We consider the organization of joint viewing by a novice educator and a senior educator of the work of a successfully working educator as a very effective methodological event. In this case, the following tasks are solved:

1. Managerial.

To create an opportunity for the success of pedagogical activity for a novice educator.

1. Didactic.

To form concepts that the success of an activity is determined not so much external factors(what kind of children), how many by the professional efforts of the teachers themselves.

An important place in the work of the preschool educational institution is occupied by medical and pedagogical meetings that monitor the development of young children, children of the speech therapy group. The medical and pedagogical meeting is attended by: the head of the kindergarten, the senior educator, the senior nurse, the speech therapist, the educators of the early age groups and the speech therapy group. The main purpose of medical and pedagogical meetings is to analyze the work with children for a certain period of time (quarter) and to outline new tasks for the educator.

From various different forms 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.

Among the various forms of methodological work in preschool educational institutions are:

• Leisure activities: "Autumn Kaleidoscope", "Mother's Day", "Three Traffic Lights", "Grow Healthy", etc.
• Thematic exhibitions: "Speech creativity of preschoolers", "Novelties in methodological literature";
• Open days
• Pedagogical trainings;
• Reviews, contests: “Karapuz”, “Young connoisseurs of nature”, “Znayka”, “Do it all with your own hands”, “Educator of the year”

The teaching staff of our preschool educational institution is conditionally represented by three groups:

1. Educators and professionals withhigh level of qualification– experienced creatively working. The teachers of this group are not only objects, but also subjects of methodical work. They are the backbone of the teaching staff. They are often involved in conducting open classes, workshops, participation in regional methodological associations, and the regional competition “Teacher of the Year”. We involve these teachers in the development of a common pedagogical strategy for the development of preschool educational institutions.
2. teachers with established work style, stable workingeducators who conscientiously fulfill their functional duties, own the methods. The teachers of this group generally have a positive attitude towards new ideas, but their implementation in practice requires indirect influence from the administration. Educators of this group do not require special methodological assistance, but they need support for initiatives and a positive psychological climate within the team.
3. Teachers who require increased attention, as a rule, areyoung and emerging teachers.They have a discrepancy in the level of professional and pedagogical skills, there are difficulties and problems in practical activities with kids.

Methodical work with teachers of the third group is:

Inclusion of educators in the pedagogical activities of the team:

• work in tandem with an experienced teacher;
• monitoring the work of other teachers;
• participation in organized and methodological activities within the preschool educational institution.

Conclusion

Methodological work in a preschool institution is
a holistic system of activities aimed at ensuring the high quality of the implementation of the strategic objectives of the preschool educational institution.

The purpose of methodological work in the preschool educational institution is to create optimal
conditions for continuous improvement of the level of general and pedagogical culture of the participants in the educational process.

Its orientation is determined by the social order of the state, social institutions (families, schools), the structure of the management system in a preschool institution. The desire of the senior educator for a high level of development of personal and professional qualities contributes to the organization of high-quality methodological work in the preschool educational institution.

Implementation of interrelated functions (analysis, planning,
organization, control) methodical service preschool
is aimed at the continuous development of teaching staff, improving their
qualifications; identification, study, generalization and dissemination of advanced
pedagogical experience, full methodological support
educational process, coordination of interaction between preschool educational institutions, families,
society for the continuous, comprehensive development of children.

The effective solution of these problems is influenced by a variety of
the nature of the content of methodological work and the variety of forms and methods
work with teaching staff, family, society. Priority is given active methods work (solving problem situations, business games, etc.), which contribute to the greatest development of educators, parents, increase their motivation and activity in improving the pedagogical culture.
In accordance with the goals and objectives of the methodological work,
monitoring its effectiveness. Monitoring data contribute
the timeliness and effectiveness of making adjustments to the organization
methodical work.

Leading role in helping educators to organize
educational process, ensuring their continuous, professional
self-development, generalization of best practices, improvement of competence
parents in matters of raising and educating children belongs to the methodological office of the preschool educational institution, which is an information center and a creative laboratory for teachers and parents.

Literature

1. Belaya K.Yu. 200 answers to the questions of the head of the kindergarten. - M.: ACT,
   1997.
2. Belaya K.Yu. Diary of a senior kindergarten teacher. - M.: OOO
   Astrel Publishing House, ACT Publishing LLC, 2000.
3. Belaya K.Yu. Methodical work in a preschool educational institution.
   -M.: MIPKRO, 2000.
4. Belaya K.Yu. From September to September: Recommendations for managers and seniors
   kindergarten teachers to plan educational and educational
   work. -M.: LLC "Publishing house ACT", 1998.
5. Belaya K.Yu. Planning work in the preschool educational institution based on the results for the year. / Management
   preschool educational institution, No. 3, 2002, p. 14.
6. Belaya K.Yu. Guide to preschool education: control and diagnostic function. - M.: TC
   Sphere, 2003.
7. Vasilyeva A.I., Bakhturina L.A., Kobitina I.I. senior caregiver
   Kindergarten: A Handbook for Workers of Preschool Institutions. - 3rd ed.,
   finalized -M.: Enlightenment, 1990. - 143 p.
8. Dubrova V.P., Milashevich E.P. Organization of methodological work in
   preschool institution. Moscow: New school, 1995.
9. Pedagogical skill and pedagogical technologies: Textbook//
   ed. L.K. Grebenkina, L.A. Baikova. - M.: Ped. society "Russia", 2000. -
   256s.

Organization of methodological work in the preschool educational institution

The organizer of methodological work in a preschool educational institution is a senior teacher, therefore, in everyday communication, he is also called a methodologist. Just as the name of a person initially has a certain meaning, so does the name of a profession. It is in the word "methodist", in each letter - the direction, content, essence of our work.

Missionary - must convince another to believe in what he believes in himself, be able to captivate, lead.

Like-minded person. The main desire of the senior educator is to make sure that the whole team thinks in a single impulse, is focused on work.

The Creator is constantly in creative search.

The organizer is the creation of a rational structure of the preschool educational institution, which is aimed at ensuring the quality of the educational process.

Diplomat. You can’t effectively manage people if you don’t know how to find an approach to a person, if you are not able to compromise. We must try to manage our feelings, experiences and behavior, be able to respect others. As diplomats, we have no right to be rude and irritable, to be inattentive and indecisive. We must be wise, flexible and highly professional.

The inventor is an innovator, a source of ideas, information.

Strategist. The senior educator must master the art of planning guidance based on correct and far-reaching forecasts.

Tactics - in our work it is necessary to develop techniques, ways to achieve the goal.

The senior educator is a strategist and tactician

educational process.

Built in preschool next system work

senior teacher:

The main directions in the activities of the senior educator, aimed at improving the quality of the educational process.

Planning

The head educator plans:

- the annual plan of the preschool educational institution;

Long-term plan for sections of the program;

A long-term plan for various areas of activity of the preschool educational institution;

Perspective and calendar plan for the activities of the senior educator.

One of the conditions for full-fledged planning is monitoring the activities of a preschool institution and includes the following information:

Implementation and assimilation of program material by children in all areas;

The level of readiness of children of preparatory groups for schooling;

Monitoring the participation of teachers in methodological activities;

Creation of conditions for a comfortable stay of children, etc.

Organization of the educational process

includes:

Distribution of activities according to the age characteristics of children;

Organization of the work of teachers;

Ensuring the implementation of the program;

Constant analysis of the state of educational and methodological and educational work and the adoption on its basis of specific measures to improve the efficiency of methodological work.

Working with teachers

The work with the team is diverse and includes the following areas:

Questioning;

Consultations of different forms: individual, group;

Pedagogical councils, seminars, workshops and other forms of organizational and methodological activities;

Open viewings of GCD, mutual visits;

Exchange of experience (mentoring, teaching practice);

Organization of the work of the "School of a young educator";

Participation of teachers in the work of methodological associations;

Raising the qualifications of teachers.

The control

The head educator supervises the work of teachers:

Systematically checks the plans of educational work;

According to the schedule, he visits the NOD in groups;

Monitors the implementation of the annual work plan, decisions made at meetings of the teachers' council. And, of course, each control has a logical conclusion in the form of discussion, recommendations, encouragement, implementation and identification of experience.

Working with parents and society is an important direction in the activities of a senior educator, which is as follows:

- informing parents at parent-teacher meetings about the content of work with children in sections of the program;

Preparation of stands, folders-movers dedicated to family education, etc.;

Establishing contacts with socio-cultural institutions.

Creation of a subject-developing environment

Organization of the space of the methodical office;

Acquisition of manuals, methodological literature, toys;

Design of stands, exhibitions.

The creative atmosphere in a preschool institution is promoted by an active, put on scientific basis activity of the senior teacher. It is he who should set an example in striving to acquire new knowledge, in using non-standard tricks working with children and teachers. The senior educator must get to know each teacher well and choose those forms and methods of work that, in the end, will contribute to the creation of a team of like-minded people, the main goal of which is to care for the well-being and development of the smallest members of society.

DOCUMENTS OF THE SENIOR EDUCATOR OF THE DOE AND HIS MAIN FUNCTIONS

The methodical office in kindergarten is a center for collecting pedagogical information. For educators, this is a “piggy bank of pedagogical information”. The following documents are also located in the methodical office:

Regulations;
- pedagogical literature;
- methodical literature;
- children's literature;
- advanced pedagogical experience;
- partial programs for kindergarten teachers.

There is mandatory documentation in the methodical office.

Kindergarten annual plan:
- Methodical work with personnel.
- Notebook of minutes of meetings of the Council of Teachers.
- Personal work plan with personnel for a month.
- Journal of receipt and accounting of literature, manuals.
- Documentation on the state of educational work.
- Journal of accounting for the use of manuals, literature, methodological developments by educators.

The function of a methodologist is not controlling, but guiding. The main activity of the methodologist is operational, individualized assistance to each teacher and especially to a young specialist in:

$1 Solving urgent problems, meeting the needs that arise in the educational process,

$1 Adaptation to the new conditions of the educational process,

$1 · Planning and organizing professional development and improvement.

The methodologist's help consists in effectively bringing information to the educator about the new conditions in the form of texts with the necessary links (usually posted on the Internet, as well as in paper form), mass conversations, discussions. The methodologist's response to all questions arising in connection with the new conditions is fundamental. These questions are asked at discussions, teachers' councils. An individual session of a methodologist with an educator is the most valuable and scarce resource of methodological activity.

When planning an individual lesson of a methodologist with an employee, the latter presents a list of areas and issues in which he expects progress during the lesson, this list is corrected and supplemented by the methodologist. Methodist formulates individual task for the teacher, the completion of which is necessary before the lesson, receives a report on the result of the task, conducts the lesson itself, formulates the task to be completed after the lesson, fixes the result of the lesson immediately after it and delayed.
The methodologist selects the necessary literature at the request of the teacher, helps in preparing for the lesson.

Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University them. E.A. Buketova

Department of Pedagogy and Psychology

COURSE WORK

By discipline: "Preschool Pedagogy"

On the topic: "Organization of methodological work in kindergarten"

Completed: Art. gr.DOiV - 12

Kushnerenko O.

Checked:

Associate Professor Mikhalkova O.A.

Karaganda 2008

Introduction

1.1 The value of methodological work in a preschool institution

Conclusion

Introduction

In our time, the importance of such business qualities as competence, a sense of the new, initiative, courage and willingness to take responsibility is increasing; the ability to set a task and bring its solution to the end. A skilled methodologist clearly defines the tasks of the teaching staff, clearly outlines the paths in their solution.

The methodologist of a preschool institution does not deal with mechanisms, but with living people who themselves control the process of formation and development of the individual. That is why the management of a preschool institution should be considered as a purposeful active interaction between the methodologist and all participants in the pedagogical process to streamline it and transfer it to a new qualitative state.

The effectiveness of the work of the entire team of a preschool institution depends on the correct choice and use by the methodologist of various forms of methodological work in a preschool institution. All areas of methodological work contribute to the development of a single line of action for the teaching staff.

The purpose of the study is to consider the system of methodological work in a preschool institution that ensures the effectiveness of the work of a preschool institution.

The object of the research is the process of managing a preschool institution.

The subject of the research is the forms of carrying out methodological work.

Research objectives:

To study the pedagogical literature on this topic;

Explore the organizational and theoretical foundations of the work of a methodologist

Determine the main forms of organization of methodological work in a preschool institution.

Practical significance: this work can be used by methodologists of preschool institutions.

Chapter 1

1.1 The value of methodological work in a preschool institution

One of the significant features of the education system of the last decade is the variability of the work of preschool institutions. Polyprogramming and variability are the conditions in which preschool institutions currently operate.

The indisputable advantage is that the variability of modern preschool education allows you to respond to the needs of society. The variety of pedagogical services offered by the preschool meets the increased demands of parents. The main thing at the same time is to preserve the priorities of education: strengthening health, providing favorable conditions for the development of all children, respecting the right of the child to preserve his individuality.

The humanization of modern education is associated, first of all, with a change in attitude to education, in the center of which is the child.

The issue of choosing a program was and remains very relevant. In this regard, before the kindergarten methodologist, educational complex a rather responsible task arises - to choose a program of work with children that can not only be successfully implemented by the teaching staff, but will also contribute to the effective development and upbringing of children. Therefore, the teaching staff of the preschool educational institution should be oriented in the main trends of the program and methodological flow.

The work of preschool educational institutions in the conditions of polyprogramming and variability of technologies ensures self-determination and self-organization of participants in the educational process: preschool educational institutions model programs, projects, participate in experimental testing and implementation of new program and methodological materials, and parents are given the opportunity to choose for their child one or another type and type of preschool educational institution. The process of creating general developmental and specialized educational programs and innovative pedagogical technologies continues. The introduction of various approaches to the organization of the pedagogical process is very promising for the system of preschool education as a whole. In this regard, the question arises about the role and significance of methodological work for the effectiveness of the educational process.

Improving the skills of teachers, replenishing their theoretical and practical knowledge is carried out in a preschool institution through various forms of methodological work. All areas of methodological work contribute to the development of a single line of action for the teaching staff.

The work of the head is facilitated if there is an educator-methodologist in the staff of the children's institution. The head is obliged to lead and direct the educational work in the children's institution, the methodologist is his first assistant.

1.2 Areas of work of the methodological office

The main directions of the work of the methodologist are the organization of the methodological work of the team, the improvement of the qualifications of educators, the study, generalization and dissemination of advanced pedagogical experience, and the increase in the level of work of educators. In accordance with these directions, the main forms of work of the methodologist are determined.

For methodological work to be effective, the methodologist needs to know how things are in a preschool institution: what conditions are created for raising children, what is the level of pedagogical work in kindergarten, what are the relationships in the team, etc.

The real center of the organization of methodological work in a preschool institution is the methodical office. The room intended for this is equipped with the necessary materials and manuals in all sections of educational and educational work with kids.

Methodical office in accordance with the tasks assigned to it: work methodologist preschool kindergarten

Maintains a personal record of teaching staff who improve their skills at courses and seminars, at institutes for the improvement of teachers, at faculties for the training and advanced training of educational organizers and students at correspondence and evening departments of higher and secondary specialized educational institutions.

Coordinates and directs methodological work with teaching staff; organizes seminars, workshops, lectures, consultations on the most complex and topical issues of education and upbringing. Uses in the practice of working with teaching staff a variety of active forms: interviews, debates, conferences, business games, analysis of pedagogical situations.

Conducts group and individual consultations; assists in the self-education of pedagogical skills.

In the methodical office, it is necessary to have materials on advanced pedagogical experience, diaries of the methodologist, reports for educators of the children's institution, calendar plans educational and educational work with children, materials that clearly illustrate best practices: photographs, sketches, tape and electronic recordings, children's work, manuals made by the educator.

It is very important that all the materials available in the methodical office are correctly selected and placed. Their placement can be carried out in a different order: either according to the types of activities of children (organization of life and upbringing of children, learning in the classroom, holidays and entertainment, play, work), or according to the tasks of education (physical, mental, moral, aesthetic, labor).

If the placement is by type of activity, then within each section material should be allocated for each age group, if according to the tasks of education, then the materials are allocated both by type of activity and by age groups. When systematizing materials, one should take into account the principle of constructing the "Program of Education and Training in Kindergarten".

For example, materials for gaming activity are arranged by types of games; on labor education - by types and forms of labor organization, etc. All sections should contain instructive and methodological documents, methodological recommendations, material from work experience, visual and illustrative materials.

Instructional and regulatory documents on preschool education are in a separate folder. Materials on organizational and other issues (for example, on the management of the kindergarten, equipment and equipment of the institution, work with personnel, etc.) are also presented in a specific place.

Care should be taken that there are enough materials on raising young children in the office for group teachers special purpose, music directors.

One of key issues improving the system of public preschool education - improving the management of the educational, administrative and economic activities of children's institutions. Therefore, in the methodological office it is necessary to equip a special section "Management of preschool institutions", which would contain legislative and instructional documents, guidelines, materials from work experience.

The methodologist also organizes various forms of methodological assistance to educators, for example: consultations, thematic conversations with educators. Some problems of raising children require a longer conversation, discussion, and if they are of concern to several educators, then it is advisable to organize such a collective form of methodological assistance, which is a seminar.

Considerable effort is required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, skills, abilities acquired by the educator in the process of practical teaching and educational work. The tribune of pedagogical experience is the pedagogical council, which is called upon to be the spokesman for collective pedagogical thought, the body of the collegial management of educational work.

Chapter 2. Forms of methodical work

2.1 Leading forms of methodological work in a preschool institution

One of the leading forms is pedagogical council, which is called upon to be an exponent of collective pedagogical thought, an organ for the collegial management of educational work, a school of excellence and a tribune of pedagogical experience. The head, being the chairman of the pedagogical council, organizes its work on the basis of the “Regulations on the pedagogical council of a preschool institution”.

During the year, at least 6 meetings of the teachers' council are held, at which topical issues of the work of this kindergarten are discussed, aimed at improving the professional level of teachers' work, at eradicating shortcomings in the educational process.

Meetings of the teachers' council can be devoted to general issues strengthening the health of children, reducing morbidity, preparing children for schooling.

The preparation of the teachers' council includes the selection of topical issues, the discussion of which is dictated by the kindergarten education program and the actual state of affairs in the kindergarten, which appear in the annual work plan.

Already at the beginning school year the entire pedagogical team knows what issues will be discussed, who and when speaks at the teachers' council, each speaker must prepare in advance for the teachers' council: develop a specific action plan on his topic.

The effectiveness of pedagogical councils depends mainly on the work of the methodologist, aimed at implementing the decisions made.

Consultations- a constant form of assistance to educators. In a children's institution, consultations are held for educators of one group, parallel groups, individual and general (for all teachers). Group consultations are planned for a year. Individual consultations are not planned, as their conduct is dictated by the need for educators to receive certain information on a specific issue.

However, not all questions can be fully answered in a short period of time. Some problems of raising children require a longer conversation, discussion, and if they are of concern to several educators, then it is advisable to organize such a collective form of methodological assistance, which is seminar .

Experienced educators who have a good result of work on a specific problem can also be appointed to lead the seminar. At the beginning of the academic year, the methodologist determines the topic of the seminar, appoints the leader. The duration of the classes depends on the topic: they can take place within a month, six months or a year. Seminar attendance is voluntary.

received at the seminar theoretical knowledge preschool workers can reinforce with practical skills, which they reinforce and improve by participating in seminar - workshop. How to mold a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to expressively read a poem, how to make didactic games with their own hands, how to arrange a group room for the holiday. To these and other questions, educators can get the answer of an experienced teacher - methodologist.

To organize special workshops, the head studies the need for teachers to acquire certain practical skills and abilities. The methodological aids prepared during the workshops can be used by educators in their further work with children, and some of them remain in the pedagogical office as samples - standards.

A common form of methodological work is conversations with teachers. This method is used by the methodologist when summing up the results of the verification of pedagogical work, in the study, generalization of best practices, and in a number of other cases.

Before starting a conversation, it is necessary to think over its purpose, questions for discussion. A casual conversation disposes the educator to frankness.

This form of methodical work requires great tact from the methodologist. The ability to listen carefully to the interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily with their behavior.

Talking with the educator, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if any), seeks to provide effective assistance.

An effective form of advanced training for educators, providing them with methodological assistance are collective reviews of the work of experienced teachers. Depending on the topic discussed at the teachers' council, it is advisable to carry out such reviews in order to demonstrate, illustrate those theoretical provisions that were expressed in the reports, and in order to study and implement best practices in the work of other employees.

When discussing such a lesson, the methodologist needs to emphasize that the educator did a lot of multifaceted work and managed to generalize the knowledge, ideas of children, based on their impressions, made them think, reflect, draw independent conclusions.

Those educators who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of each educator. Having noticed certain successes of the educator in any section of the program, he designs its further development: he selects certain literature, advises, and monitors the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to prepare well for them: both those who demonstrate their experience and those who adopt it. Preparation should include: the correct choice of the topic (its relevance, the need for all educators in it, connection with the topics of teachers' councils, etc.), assistance to the educator - methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), compiling an abstract events with an indication of educational and educational tasks, methods and techniques, the material used.

In order for all educators to watch an open lesson (or a game, work, holding regime moments), it is necessary to duplicate it for those employees who at that time worked with children in groups. In this case, it is desirable to show a similar lesson, but not a copy of the previous one.

In order to study and borrow the best experience, such a form of improving pedagogical skills as mutual visits to workplaces. At the same time, the role of the methodologist is to recommend to the educator to visit a partner's lesson to develop uniform requirements for children or a lesson of a teacher of a parallel group to compare the results of work. The methodologist must give this work a purposeful, meaningful character. To this end, mentoring is organized. When a new, novice teacher appears in the team, at first he has many questions, and he needs help.

Due to their busyness, the manager is not always able to provide such assistance. Therefore, he appoints a mentor from among more experienced teachers, taking into account that mentoring should be voluntary on both sides.

The mentor's candidacy is approved at the teachers' council, and his report is also heard there. The mentor should help the new employee to establish the necessary business and personal contacts, to get acquainted with the traditions of the team, with its successes, as well as with the difficulties in work.

The methodologist also supervises the self-education of educators. First of all, he creates the necessary conditions: together with teachers, he selects literature of interest to them, materials covering best practices, advises on the choice of a topic, forms of self-education, registration of the results of increasing knowledge and pedagogical skills of working with children. When recommending topics for self-education, the methodologist proceeds from the interest of each teacher and from his need for education.

Considerable effort is required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, skills, abilities acquired by the educator in the process of practical teaching and educational work. Only such experience can be considered advanced, which, being the result of a creative search, opens up new opportunities for raising children, contributes to the improvement of the accepted forms, methods and techniques of pedagogical work.

An indicator of excellence is the sustainability of positive, methodologically sound results in the upbringing and education of children.

There are certain stages and methods in the methodologist's guide to identifying, summarizing and implementing pedagogical experience.

The first step is to identify the best practices. For example, the manager or methodologist, in the process of systematic monitoring of the work of the teacher and the behavior of the children of the older group, saw that everyone was constantly busy with interesting things. The guys clean the cages of rabbits, work in the garden.

Children's games are meaningful, long, they reflect the work and relationships of people around them. Much has been done for games by the children themselves and the teacher, etc.

The head or methodologist, in a conversation with the teacher, finds out how, by what methods he achieves good results. The main thing is that the educator himself loves nature and work, he reads a lot of special natural history literature.

Having received a general idea of ​​an interested, thoughtful, systematic work to familiarize children with the work of livestock breeders, the methodologist invites the educator to describe his experience: how did he start work, what manuals did he use, methodological literature, whose experience was an example for him, how a set of methods was developed and techniques for educating children industriousness, respect for the work of adults, what was new in this work, etc.

The combination of various methods makes it possible to educate in children on a positive emotional background such a very important personality trait as social activity.

The methodologist recommends keeping records of children's games, taking photographs, sketches of children's buildings, preparing games for open viewing, classes to familiarize children with the work of collective farmers. The methodologist to help the educator attracts a shift teacher and parents.

Thus, the methodologist brings the teacher to the second stage - the generalization of his best practices. At this stage, the educator should be assisted in the selection and description of the most significant moments of formation in children. positive qualities, revealing the dynamics of their development.

The educator, who summarized his experience in the form of a report, can speak with him at the teachers' council, methodological associations, at the conference. This is the third stage - the dissemination of best practices and its promotion in order to use other educators in their work. It happens that there is no systematic experience yet, there are only individual findings, successful methods of working with children. In this case, it is necessary to clearly define the problem, the main pedagogical idea, according to which the experience will be gradually accumulated and generalized. At the same time, the methodologist should not forget about a very significant indicator of excellence - its cost-effectiveness, which implies the achievement of positive results with the least expenditure of time and effort of the educator and his wards. It is impossible to consider as advanced the experience that cultivates one of the aspects of education at the expense of other sections of the program and to the detriment of them.

The essence of using advanced pedagogical experience is to fill the weaknesses of the work of one employee with the strengths of another. Therefore, the leader must constantly look for talented people who love their work in the team, willingly and skillfully transferring all their knowledge and experience to colleagues: strive to concentrate and direct the efforts of all team members to improve pedagogical work.

In order to provide methodological assistance to educators and more effectively implement the requirements of the program for raising and educating children, a pedagogical office is being created, where each employee can find the necessary material, get advice from the head teacher, senior educator, and consult with colleagues.

The head or methodologist selects literature and teaching aids for all sections of the program, systematizes materials on the upbringing and education of preschool children, draws up annotations and recommendations for their use, summarizes the experience of the best kindergarten teachers, develops and arranges stands, folders - movements, exhibitions and other materials to help teachers in accordance with the objectives of the annual plan, the topics of teachers' councils.

The methodologist attracts all educators to the equipment of the pedagogical room: some are responsible for the timely change of materials in folders or at the information stand, others monitor the issuance and accounting of benefits, others - for the timely production, repair or write-off of materials that have become unusable, etc.

It is necessary to teach employees how to work culturally with benefits, not to lose them, to take them in advance and hand them over in a timely manner, to put them in their place, to repair inventory on their own or to involve parents and bosses in this work. If these rules are followed, all manuals, books and teaching aids serve the kindergarten for a long time, money resources, time of educators are saved, and most importantly, they teach everyone to a strict order. However, this should not prevent them active use in working with children.

All material in the classroom should be divided into sections, and each section, in turn, into age groups. In order to save time for preparing for classes, a card file is created that helps to quickly navigate in the abundance of information. In each program section, there should be instructional and policy documents corresponding to the topic of the section, methodological literature, lesson developments, recommendations, abstracts, description of work experience the best educators, visual aids that meet all pedagogical and aesthetic requirements. The methodologist replenishes the cabinet with newly published manuals in a timely manner.

The head and methodologist educator advise teachers on the effective use of visual material, the creation of additional benefits. All conditions for a friendly exchange of opinions, experience, for the creative work of each employee should be created in the pedagogical office.

2.2 Methods for activating educators in methodological work

How to make sure that each educator is an active, interested participant in the work at teachers' councils, consultations, seminars? How to get rid of the passivity of individual teachers?

These issues are of particular concern today to leaders of preschool institutions.

There are methods for activating teachers during methodological activities that help the methodologist in working with personnel.

Practice has shown that the end result of any methodological event will be high and the return is effective if a variety of methods of inclusion in active work. The choice of methods for each event should be determined by its goals and objectives, features of the content, the contingent of teachers, the specific state of the educational process. Some of the methods described below, in conjunction with the standard methods of organizing methodological work, will allow, by selecting specific situations of the educational process, taking into account the gradual complication, to achieve the greatest interest and activity of educators.

In situations - illustrations, simple cases from practice are described, and the solution is also given here.

Situations - exercises need to be solved by doing some exercises (drawing up a plan of notes, filling out a table for mastering the section of the program by children, etc.).

In assessment situations, the problem has already been solved, but teachers are required to analyze it and justify it. decision, evaluate it.

The most difficult method of activation is situations - problems where specific example from practice is presented as an existing problem that needs to be solved. There are several questions to help teachers.

Dialogue, discussion, have become a true sign of our time. However, art collective discussion not everyone owns questions in the form of a dialogue or a dispute.

Dialogue is a conversation between two or more people, their conversation. Each participant in the conversation expresses his point of view.

Discussion - consideration, research, discussion of a controversial issue, problems. This is a method of discussion in which it is necessary to come to common positions.

Discussion of two opposing points of view. The methodologist offers two points of view on the same problem for discussion. The teacher must express his opinion and justify it.

Training in practical skills. This method is very effective, but it must be thought out in advance, it must be decided which of the teachers can entrust it. It is better to give a learning element from work experience.

The method of imitation of the working day of the educator. The teacher gives a description of the age group of children, forms the goal and tasks that need to be solved and is invited to simulate their working day. In conclusion, the methodologist organizes a discussion of all the proposed models.

The solution of pedagogical crosswords and punch cards helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children.

Working with instructive and directive documents. Educators are invited in advance to get acquainted with this or that document, apply it to their work, and highlight one of the areas, think over a work plan to eliminate their shortcomings. Everyone does this work independently, and the teachers' council discusses different approaches to solving the same problem.

Analysis of children's statements, behavior, creativity. The methodologist prepares the material. Educators get to know him, analyze him, evaluate the skills, development of children, form several specific proposals to help the teacher working with these children.

The method of game simulation increases interest, causes high activity, improves skills in resolving real pedagogical problems.

Generalizations of scientists and specialists make it possible to single out those qualities that are required today for a methodologist or manager.

1. The erosion of traditional values ​​has led to a serious disruption of personal beliefs and values. Therefore, the methodologist must clarify his personal values.

2. There is a wide choice. Therefore, the head (methodologist) is obliged to determine the goals of the work performed, their own goals.

3. Organizational systems are not able to provide all the learning opportunities required by the modern educator. Therefore, each manager must himself support his own constant growth and development.

4. Problems often pile up like a snowball, and the means to solve them are limited. Therefore, the ability to solve problems quickly and efficiently is becoming an increasingly important part of management skills.

5. Competition in the service market makes it necessary to put forward new promising ideas. Therefore, methodologists must be resourceful and able to respond flexibly to changing situations.

6. Many management methods are outdated. Therefore, new, more modern methods of management are required, and the manager must master other approaches in relation to his subordinates.

7. Large costs are associated with the use of staff labor. Therefore, methodologists must skillfully use the available labor resources.

8. New approaches are required in the fight against the possibility of their own “obsolescence”. Therefore, the methodologist is required to be able to help others quickly learn new methods and master practical skills.

9. The facilitator must be able to create and improve groups that can quickly become inventive and effective.

A methodologist who possesses the above qualities will be able to most effectively organize the work of the preschool educational institution.

Conclusion

The success of the pedagogical process, the work of the entire teaching staff of a preschool institution depends not only on the level of preparedness of educators, but also on the correct organization of methodological work in a preschool institution, since all areas of methodological work contribute to the development of a single line of action for the teaching staff.

As conclusions on the course work, it is possible to determine the main provisions on the work of a methodologist in preschool education. The methodologist organizes the work of the preschool educational institution in order to improve the upbringing and education of preschool children. He provides methodological assistance to educators and the head of a preschool institution in improving the pedagogical process, in improving the quality of upbringing and education of children. The main task of the methodologist is the organization and conduct of methodological work.

The directions of the methodologist's work are: the study, generalization and dissemination of advanced pedagogical experience, the development of recommendations for the introduction of pedagogical experience into the practice of a preschool institution. Also, a form of methodological work is to carry out work to improve the qualifications of teaching staff, conduct courses, seminars.

The methodologist must promptly equip the methodical office with the necessary teaching and visual aids, methodological literature.

The methodologist in his work should be guided by the decisions, orders and instructions of the Republic of Kazakhstan, regulatory documents of the higher education authorities.

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The concept of methodological work in preschool educational institutions Methodological work is an important educational component of the educational infrastructure, along with scientific support, training and retraining of personnel, the formation of an educational environment designed to maintain the normal course of the educational process, to promote its renewal (K.Yu. Belaya). Methodological work is understood as “a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at improving the professional skills of each teacher, improving the quality and efficiency of the educational process (K.Yu. Belaya). Methodical work is a systematic, purposeful, collective and individual activity of teaching staff to improve the scientific and theoretical level, methodological training and professional skills (A.N. Morozova).

The purpose of the methodological work in the preschool educational institution Methodological support of the educational process (T.I. Shamova. G.M. Tyulyu, E.V. Litvinenko). Mastering the most rational methods and techniques for teaching and educating preschoolers. Increasing the level of general didactic and methodological preparedness of the teacher for the organization and conduct of educational work. Exchange of experience between members of the teaching staff, identification and promotion of relevant pedagogical experience (K.Yu. Belaya).

The tasks of methodological work in preschool educational institutions According to K.Yu. Belaya 1. In relation to a specific teacher (enrichment of teachers' knowledge, development of motives for creative activity, development of pedagogical technology, performing arts). 2. In relation to the teaching staff (the formation of a team of like-minded people, the development of a pedagogical credo, traditions, the organization of self-diagnosis, the identification, generalization and dissemination of advanced pedagogical experience, the involvement of the team in scientific and experimental work. 3. In relation to the general system continuing education(comprehension of legal documents, implementation of scientific achievements and best practices). By. LN Buylova, SV Kochneva 1. Study of the educational needs of society. 2. Analysis of the state of educational work in preschool educational institutions. 3. Providing teachers with information on the development of education. 4. Implementation of new generation programs, new pedagogical technologies of education and training. 5. Identification, study and evaluation of the effectiveness of pedagogical experience in preschool educational institutions. Generalization and dissemination of advanced pedagogical experience. 6. Forecasting, planning and work to improve the skills of teachers, providing them with methodological assistance. 7. Providing support in innovative activities, organizing and conducting experimental work, assistance in preparing for certification.

Directions of methodological work in the preschool educational institution 1. Improvement of pedagogical activity. 2.Updating the software of the educational process (changing the content of preschool education). 3. Introduction into the practice of preschool educational institutions of scientific research and achievements of advanced pedagogical experience. 4.Organization of work to improve the skills of teachers. 5. Familiarization of teaching staff with legal documents, the achievements of modern science and practice. 6. Studying the level of professional training of teachers, their professional needs and problems.

The content of the methodological work in the preschool educational institution 1. Regulatory documents that give a general target orientation for all methodological work. 2. Improved programs, technologies that help expand and update the traditional content of methodological work. 3. Achievements of scientific and technological progress, new results of psychological and pedagogical research, raising the scientific level of methodological work. 4.Instructive-methodical letters, giving specific recommendations and instructions on the selection of the content of work with teachers and pupils. 5.Information about innovative pedagogical experience, giving samples of work in a new way.

Directions of the content of methodological work in the preschool educational institution 1. Worldview and methodological preparation. 2. Particularly methodical preparation. 3. Didactic preparation. 4. Educational preparation. 5.Psychological and physiological preparation. 6. Ethical preparation. 7. General cultural preparation. 8.Technical preparation.

Functions of methodological work in the preschool educational institution 1. Information - collection, processing of information on the problems of preschool education, identification and creation of a data bank. 2. Analytical - the study of the actual state of pedagogical activity, the rationale for the use of methods, means, influences to achieve goals, an objective assessment of the results obtained and the development of regulatory mechanisms. 3.Planning and prognostic - the choice of goals, the development of programs to achieve them. 4. Design - development of the content and creation of projects for the activities of the preschool educational institution. 5. Organizational and coordinating - based on the data of a problem-oriented analysis, taking into account a specific situation. 6. Educational - improving the professional level of teachers, developing general erudition. 7. Control and diagnostic. According to L.N. Buylova, S.V. Kochneva

Functions of methodological work in a preschool educational institution In relation to the national education system, pedagogical science and advanced pedagogical experience of the FGT Implementation of the achievements of the PPO Implementation and use of the achievements of psychological and pedagogical science Promotion of the best pedagogical experience of the preschool educational institution In relation to a particular teacher Improving pedagogical skills Development of worldview, professional value orientations and beliefs Development of motives for increasing creativity in pedagogical activity Development of stable ideological and moral qualities of a person Development of a modern style of pedagogical thinking, performing skills Development of a culture of emotions, self-regulation of activities Formation of readiness for professional self-education According to P.N. Losev In relation to the teaching staff Cohesion of the teaching staff Development of a pedagogical credo, common values, traditions Analysis educational process and its results Analysis of the dynamics in the level of educational attainment of pupils Prevention and overcoming of shortcomings and difficulties in the professional activities of teachers Identification, generalization and dissemination of PPE, exchange of experience Involving teachers in research, experimental and experimental activities

Forms of organization of methodological work in preschool educational institutions COLLECTIVE Work on a single methodological theme (problem) Methodical associations Seminar, workshop Open events Consultations Scientific and practical conferences and pedagogical readings Methodical exhibitions Master class Work in creative microgroups Council of teachers INDIVIDUAL Self-education Pedagogical experience Consultation Conversation

Criteria for evaluating methodological work According to K.Yu. Belaya 1. Efficiency - the growth of the results of the development of children, the achievement of the optimal level of development of each child without overloading children. 2. Rational expenditure of time - a reasonable waste of time and effort for methodical work and self-education without overloading teachers. 3. Stimulation - improving the psychological climate in the team, the growth of the creative activity of teachers, their satisfaction with the results of work. According to V.M. Lizinsky 1. Psychological criteria: 1.1. The authority of the preschool educational institution among parents. 1.2. High professional level of teachers. 1.3. The general positive tone of relations in the preschool educational institution. 1.4. Respectful attitude from parents. 1.5. Willingness of pupils, teachers, parents to help the preschool educational institution. 1.6. Creative mood of teachers and parents. 1.7. The desire of teachers to strive for excellence. 2. Educational criteria: 2.1. The ability to use a differentiated approach to pupils and parents. 2.2. The ability of teachers to apply modern teaching methods. According to T.I. Shamova, T.M. Davydenko, N.A. Rogacheva 1. Increasing satisfaction of teachers with their activities 2. Positive psychological and pedagogical climate. 3. High interest of teachers in creativity and innovation. 4. Mastering modern methods of education and upbringing. 5. A well-organized process of education and upbringing. 6. Positive dynamics of the quality of education and upbringing. 7. High level of professional activity of teachers. 8. Timely distribution of PPO. 9. Constant attention of the administration to the activities of teachers, the presence of an incentive system.

Recommended literature 1. Belaya K.Yu. Methodical work in a preschool educational institution. - M .: Moscow Institute for Advanced Studies of Educational Workers, Belaya K.Yu. Management of the preschool educational institution: control and diagnostic function. - M .: TC Sphere, Belaya K.Yu. Planning the work of a preschool educational institution. / Guidelines for leaders of preschool educational institutions. - M .: Moscow Institute for Advanced Studies of Education Workers Buylova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education for children. - M .: VLADOS, Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. - M .: TC Sphere, Dubrova V.P., Milashevich E.P. Organization of methodological work in a preschool educational institution. - M .: New school, Ilyenko L.P. New models of methodological service in educational institutions. - M.: ARKTI, Ilyenko L.P. Theory and practice of methodical work management in educational institutions. - M .: ARKTI, Lizinsky V.M. Methodical work at school: organization and management. - M .: Center "Pedagogical Search", Lizinsky V.M. About methodical work at school. - M .: Center "Pedagogical Search", Morozova A.N. Management of methodological work in a preschool educational institution on a diagnostic basis. Abstract. - M., Pedagogical Council: ideas, methods, forms. - M .: Center "Pedagogical Search", Pozdnyak L.V. Special course: the basics of managing a preschool educational institution. - M., Pozdnyak L.V., Lyashchenko N.N. Management of preschool education. – M., Tretyakov P.I., Belaya K.Yu. Preschool educational institution: management of education by results. - M .: New school, Safonova O.A. Program - target management of the development of a preschool institution. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, Falyushina L.I. Quality management of the educational process in a preschool educational institution. - M .: ARKTI, Kolodyazhnaya G.P. Management of a modern preschool educational institution. - Publishing House "Teacher", Shamova T.I., Davydenko T.M., Rogacheva N.A. Management of an adaptive school: problems and prospects. - Vologda: Publishing House of the Vologda Institute for Advanced Studies and Retraining of Pedagogical Personnel, Shamova T.I., Tyulya G.M., Litvinenko E.V. Evaluation of the managerial activity of the head of the school. - Vologda: Publishing House of the Vologda Institute for Advanced Studies and Retraining of Teachers, 1995.

1. METHODOLOGICAL WORK IN THE PRESCHOOL ORGANIZATION

Methodical work in a preschool organization is part of the system of continuous education of teachers and educators. Objectives of methodological work: mastering the most rational methods and techniques for teaching and educating preschoolers; increasing the level of general didactic and methodological preparedness of the teacher for the organization and conduct of educational work; exchange of experience between members of the teaching staff, identification and promotion of relevant pedagogical experience. Methodological work is focused on achieving and maintaining the high quality of the educational process; promotes the development of teachers' skills in analysis, theoretical and experimental research.

In general terms, the task of methodological work formulates V. A. Slastenin in the following way:

Formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience, in the work on the implementation of the achievements of pedagogical science;

Raising the level of theoretical and psychological training of teachers;

Study of new educational programs, curricula, educational state standards;

Study of new regulatory documents, instructive and methodological materials;

Providing advice to teachers in self-education. The content of the methodological work is considered in more detail by the author in a special section.

2. SELF-EDUCATION OF TEACHERS

Self-education is a purposeful cognitive activity controlled by the personality itself: the acquisition of systematic knowledge in any field of science, technology, culture, political life etc. Self-education is based on the direct personal interest of the student in an organic combination with the independence of studying the material. (K. Gromtseva).

The main form of self-education is the study of literature: scientific, popular science, educational, artistic, etc. The sources of self-education are also listening to lectures, reports, audio recordings, consultations of specialists, visiting museums, exhibitions; different kinds practical activities - experiments, experiments, modeling, etc. Enriches the process of self-education and development of means mass media.

Of particular importance to self-education is its focus on personal development, the disclosure of a person’s abilities, his creative potential, self-expression, and the realization of his spiritual interests.

Self-education - component systems of continuous education - acts as a link between basic education and periodic advanced training, retraining of specialists.

In self-education, a book is an indispensable assistant.A. A. Zhukovsky reduces the views of many authors to four basic methods of reading:

1. Reading-browsing, when the book is skimmed over, occasionally lingering on individual pages. The goal is the first acquaintance with the book, getting a general idea of ​​its content.

2. Reading is selective, or incomplete, when they read thoroughly and with concentration, but not the entire text, but only the places necessary for a specific purpose.

3. Reading is complete, or continuous, when they carefully read the entire text, but do not conduct any special work with it, do not make thorough records, limiting themselves only brief notes or conditional marks in the text itself.

4. Reading with elaboration of the material, that is, the study of the content of the book, which involves a serious deepening into the text and the compilation of various kinds of records of what has been read.

There are several types of records: extracts, plans, theses, abstracts.

To extracts resorted to in cases where it is almost impossible to convey the author's thought in your own words.

Plan - this is a list of the main issues outlined in an article or book. A typical example plan is the table of contents of the book.

Abstracts convey the contents of a book or article in a concise form.

Synopsis - it is a concise, coherent retelling of the content.

While working with a book, an article, unfamiliar words and phrases are often encountered. In these cases, it is necessary to use dictionaries, encyclopedias, reference books. The types of reference literature are very diverse. In the methodical office it is necessary to have the most used dictionaries and reference books, for example: "Dictionary of the Russian language", "Dictionary foreign words”, “Pedagogical dictionary”, “New words and meanings”, etc.

It is important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes). In the methodical office, only the topic that the teacher is working on, the deadline and form of the report are fixed: a speech at the pedagogical council, a consultation, a seminar, a demonstration of working with children using the knowledge gained during self-education.

V. A. Sukhomlinsky in the book The Birth of a Citizen, he wrote that the concept of self-education consists of completing a personal library and mental work at home, alone.

Summing up, we emphasize once again that the forms of self-education are diverse:

Work in libraries with books, periodicals;

Participation in the work of scientific and practical seminars, conferences;

Obtaining consultations at the departments of psychology and pedagogy of higher educational institutions;

Work with banks of diagnostic and correctional development programs in the relevant methodological centers;

Maintaining one's own card file on the problem under study, etc. The result of the teacher's efforts is to improve the work

with children, creating conditions for the birth of a new experience.

3. METHODOLOGICAL WORK IN THE PRESCHOOL ORGANIZATION.

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.

The creative activity of the teacher has been and remains the basis of effective methodological work. The knowledge and skills necessary for this are laid down and developed already in the student years. The senior educator should be ready to communicate with educators, parents, children, be able to transfer their knowledge, experience, master research methods and widely use them in their work.

Forms of organization and activities of methodological services in the education system, where information, prognostic, meaningful, innovative and experimental activities, advanced training, certification of teachers stand out. The organization of methodological work is entrusted to special services - methodological rooms, methodological centers in the structure of educational authorities and institutes for advanced training of educators.

There are different approaches to the definition of methodological activity. So S. Zh. Goncharova considers it as an activity "aimed at the creation, implementation and application of methods."

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 case it deviates from the technology, 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 new model of methodical work, ensuring the transition of a preschool educational institution from the mode of operation to the mode of development.

In all cases, the task of the methodological service is to create such an educational environment in which the creative potential of each teacher, the entire teaching staff will be fully realized.

Many teachers, especially beginners, need qualified assistance from more experienced colleagues, the head teacher, the senior teacher 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 senior educator is directly involved in the organization of methodological work in the preschool educational institution. Designs, determines its content for the entire composition of management functions: information-analytical, motivational-target, planning and prognostic, organizational and executive, control-diagnostic and regulatory-corrective.

We will try to fill these functions with the content of the activities of the senior educator. This content should be supplemented taking into account the specifics, features of the work of each particular kindergarten.

4. The content of the methodological work of the senior educator

(according to P. I. Tretyakov, K. Yu. Belaya)

Control functions

1. Information and analytical.

Forms a data bank on the professional qualities of teachers, the implementation of programs, teaching experience, new research in pedagogy, psychology.

2. Motivational-targeted.

Together with the leader and teachers, he determines the goals and objectives of the scientific and methodological work of the team, self-education of teachers, forms and methods of educational work in kindergarten. Helps teachers to scientific organization labor creates the conditions for this. Systematizes and promotes advanced pedagogical experience, modern scientific developments.

3. Planning and forecasting.

Predicts the development of the scientific and methodological work of the team, on the basis of diagnostics, determines the zones of proximal development of teachers. Together with the head, he draws up a program for the development of a preschool educational institution, an educational program, and an annual work plan.

4. Organizational and executive.

Ensures the implementation of the annual work plan of the kindergarten. Provides guidance to teachers. Prepares and conducts meetings of the pedagogical council. Organizes mutual visits, open classes, competitions, open days. Carries out diagnostics of children, questioning of teachers, parents, together with the head - certification of teachers. Liaise with schools and other institutions.

5. Control and diagnostic.

6. Regulatory-corrective (operational-functional regulation).

Carries out, together with the head, intra-garden control (operational, thematic, final); evaluates the quality of the educational process, the subject-developing environment. Provides prompt assistance to teachers in the organization of the educational process, advanced training, experimental and search work.

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

V. P. Bespalko, Yu. A. Konarzhevsky, T. I. Shamova Integrity is indicated as an essential feature of any system. In the interpretation N. V. Kuzmina"Pedagogical system" is "a set of interconnected structural and functional components subordinated to the goals of education, upbringing and training of the younger generation and adults."

The totality of separate pedagogical systems forms a single integral system of education. Preschool education is the first stage of the general pedagogical system, and the preschool educational institution itself, like the school, can be considered as a socio-pedagogical system. Consequently, it meets certain properties: purposefulness, integrity, polystructurality, controllability, interconnection and interaction of components, openness, connection with the environment.

Methodological work in a preschool educational institution as a system can be designed, built in the following structure: forecasting - programming - planning - organization - regulation - control - stimulation - correction and analysis.

In order to solve various pedagogical problems and creatively organize methodological work, the senior educator must have rich information. Information and analytical activity is the main tool for managing a preschool institution.

In terms of content, management is the regulation of the educational process in order to improve its quality. In form, management is the process of analyzing information. Management technology is the collection of information about the state of the preschool educational institution, the entire system of upbringing and education, the analysis of the information received and the issuance of recommendations for improving work.

Information of the senior educator can conditionally be divided into the following blocks.

Work with personnel.

Scientific and methodological support of the educational process.

Readiness of children for schooling. Continuity in the work of kindergarten and school.

Interaction with family, sponsors and the public. Each of these information blocks must be supplemented

in accordance with the specifics of a particular preschool institution.

Work with personnel.

1. Information about frames.

2. Information about awards, incentives and financial incentives for employees.

3. Information about staff development.

4. Certification of teaching staff.

5. Information about the self-education of teachers.

6. Information about the participation of teachers in methodological work.

Scientific and methodological support of the educational process.

1. Educational program of preschool education.

2. Instructive and directive documents, literature, manuals, etc.

3. Plan of methodological measures for the year (block of the annual work plan of the preschool educational institution).

4. Summaries of open classes and sensitive moments.

5. Long-term plans, notes, developments to help educators in all sections of the program for the upbringing and education of preschoolers.

6. Advanced pedagogical experience in sections.

7. Information about events in the methodological center of the city (district).

It is built in accordance with the sections of the program according to which the preschool institution works. The pedagogical analysis of this information provides for the study of the state of work and an objective assessment of the results of the pedagogical process.

Readiness of children for schooling. Continuity in the work of kindergarten and school.

The organization of the work of teachers with children in the preparatory group for school, their parents occupies a special place in the plans of the kindergarten.

This block of information support may include the following materials:

1. The results of the examination (diagnosis) of children entering school.

2. The system of methodical work with educators.

3. Practical materials to help educators.

4. Sliding folders for parents (“Getting Ready for School”, “Raising the Future Schoolchild”, “Doctors' Advice”, etc.).

5. Plan of joint activities of kindergarten and school.

6. Analysis of the progress of first-graders - kindergarten graduates.

In the book K. Yu. Belaya"From September to September" offers an approximate scheme of methodological work for a year on the problem of "Raising the Future Schoolchild".

Interaction with family, sponsors and the public.

1. Information about the composition of the family (full, incomplete, large families, etc.).

2. Materials for organizing parent-teacher meetings, lectures, conversations with parents, and other forms of work.

3. Plan for working with dysfunctional families.

4. The work plan of the parent committee.

5. Information about possible sponsors of the ECE.

5. PROFESSIONAL REQUIREMENTS FOR THE TEACHER

Here are some professional requirements for the organizer of educational work in a modern preschool institution.

Levels of professional growth of the senior educator of the preschool educational institution

(according to I. L. Parshukova)

First level - professional and methodological literacy. This is a period of methodological formation, during which the accumulation of knowledge, skills, and practical skills takes place; the period of formation of the methodological culture of the teacher, who manifests his individuality within the framework of the "functional", i.e., mastering the ABC of the profession.

Second level - professional and methodological readiness to organize others and oneself to perform specific tasks.

Third level - professional and methodological maturity, which is based on the ability of a senior educator to include in their activities research method as the highest indicator of professional readiness. At this level, we can talk about the formed ™ in the senior educator of a logical conceptual culture that characterizes the scientific, methodological and scientific-pedagogical understanding of one's own activity. Mastering this culture allows the leader to combine research and methodical work.

Responsibilities of the senior teacher

(according to K.Yu. Belaya)

Together with the head of the preschool educational institution, he manages the preschool institution. Participates in:

Selection of candidates for the positions of educators, their assistants, specialists;

Creation of a favorable moral and psychological climate in the team, a system of moral and material incentives for employees;

Formulation of a social order for your preschool educational institution, development of a philosophy, determination of the purpose of the preschool educational institution;

Strategic planning, development and implementation of development programs and work plans for preschool educational institutions;

Creation of the image of the preschool educational institution among the population;

Selection (development) of educational programs for children;

Organization of educational, upbringing work with children;

experimental organization, research work in the DOO;

Development, effective use of the intellectual potential of educators, specialists;

Development of cooperation with other preschools, schools, children's centers, museums, etc.

Plans educational, methodical work, taking into account the professional skills, experience of educators, providing for:

Raising the qualifications of educators;

Assistance to educators in self-education;

Certification of educators;

Drawing up a grid of classes for age groups;

Methodological assistance to educators (primarily beginners) in preparing and conducting classes;

Exchange of experience of the staff of preschool educational institutions;

Familiarization of educators with the achievements of pedagogical theory and practice;

Development of continuity between preschool and school;

Improving work with parents;

Acquisition of groups with teaching aids, games, toys;

Constant analysis of the state of educational, methodological and educational work and the adoption on its basis of specific measures to improve the effectiveness of methodological work.

Organizes educational and methodical work:

Prepares and regularly holds meetings of the Pedagogical Council;

Conducts open classes, seminars, individual and group consultations, exhibitions, competitions for educators;

Organizes the work of creative groups;

Timely acquires the equipment necessary for educational, methodical work;

Maintains a card file of published educational, methodological and pedagogical literature;

Completes, promotes among educators a library of educational and methodical and children's literature, manuals, etc.;

Organizes the work of educators in the production of manuals, didactic materials;

Conducts joint activities with the school;

Prepares stands for parents, folders-movers about the experience of family education;

Timely draws up pedagogical documentation;

Forms and summarizes the best experience of teachers in various problems and areas.

Implements control over the work of educators:

Systematically checks the plans of educational work;

Scheduled to attend classes in groups;

Monitors the implementation of the annual work plan, decisions made at meetings of the teachers' council;

Organizes interaction in the work of educators, a psychologist, a speech therapist, a music director, and other specialists;

Regularly diagnoses the development of children, their knowledge, skills;

Studying the plans of educators for self-education. Implements the relationship in the work of preschool, family, school.

Professional functions and skills of the senior preschool teacher

(according to L.V. Pozdnyak, N.N. Lyashchenko)

Poi planning: predict the development of the processes of education, training and development of preschool children, the teaching staff, develop a comprehensive target program for the development of a preschool institution, plan the activities of the team for a long time, methodical work for a year, a month, their own activities for a long time and during the day; to promote the interaction of educators in the course of the implementation of annual and monthly plans, individual tasks; create conditions for advanced training of teachers, educational and educational work with children, improve the organizational and educational impact on individual educators and the team as a whole; raise own level qualifications, hone their actions and actions in specific situations.

When organizing: to carry out the activities of teachers in accordance with the annual and monthly plans, the exchange of experience and information, the effective impact of the team on individual educators, methodological assistance in drawing up plans and preparing for work with children, advanced training of educators, their own activities in accordance with the plan; distribute work among teachers in accordance with the current situation; instruct during the execution of work; teach the most effective methods and techniques of working with children; support on high level labor activity in the team; timely and correctly complete the necessary documentation, teaching materials, exhibitions for teachers and parents; maintain a clear order in the work of teachers, bring the work started to the end.

Poi control: develop a scheme for monitoring educational and educational work with children, diagnostic materials, questions for the implementation of thematic and frontal control in different age groups; observe the activities of the educator in the process of working with children, the activities and relationships of children; record the results of observations; analyze the results of educational work, children's creativity, plans and documentation of educators; draw conclusions and conclusions about the state of educational work with children; to carry out diagnostics of professional competence of teachers, development of children; develop measures to eliminate identified shortcomings in the work of teachers; discuss control results with

educators, use these results when preparing decisions of the teachers' council, planning the work of the team.

When coordinating: to study the pedagogical skills of educators, the socio-psychological characteristics of team members, the process of implementing decisions; adjust the activities of educators based on an analysis of their work, their organizational activities; analyze the purposefulness and effectiveness of the impact on educators; regulate the course of the educational process in a preschool institution, the actions of team members; navigate the current situation; anticipate the difficulties that may arise in the performance of work.

When communicating: control yourself in critical situations; anticipate conflicts and prevent them; to study the relationship of educators in the performance of work; correctly perceive criticism and take it into account in their activities; understand and evaluate the capabilities of educators and other staff; navigate people's relationships; build your relationship with the team on the basis of mutual trust and cooperation; establish the right relationship with the head and employees of the education department; choose and use the most effective measures of organizational and educational influence in relation to individual educators; take into account the peculiarities of the psychological climate in the team.

6. PEDAGOGICAL ANALYSIS IN THE WORK OF THE SENIOR EDUCATOR. CONTENT OF PEDAGOGICAL ANALYSIS

The basis of the effective work of the preschool educational institution is the constant improvement of the educational process. The senior educator analyzes the activities of teachers, highlights the main problems. We have already noted that every problem reveals itself as a discrepancy between "what is" and "what is required." The leader must not only identify the discrepancy between practice and the requirements that are set in the programs of preschool education, but also find ways to eliminate it.

For the manager, senior educator, pedagogical analysis is the most important function of management. Therefore, we pay special attention to it in the book.

A. N. Troyan identifies the following concepts of the system of pedagogical analysis: observation of the pedagogical process, control over the progress of educational work and pedagogical analysis. “By observation, we understand the purposeful perception of the main elements of the pedagogical process in order to obtain information about the state, the course of individual parameters of educational work. Control is a management function that ascertains and measures the level of individual parameters of the pedagogical process in accordance with regulatory requirements. Control is aimed at collecting, systematizing and storing information about the state of educational work.

Pedagogical analysis is a management function aimed at studying the pedagogical process, its objective assessment, identifying the reasons that determine the level of educational work, and the subsequent development of recommendations on this basis for improving the pedagogical process of a preschool institution. Pedagogical analysis is carried out on the basis of observation and control data.

The senior educator must remember that pedagogical analysis is a special kind of criticism, therefore it is important to take into account the opinion of the educator, not to impose one's point of view. Today, more than ever, the method of persuasion is important. It is necessary to prove the greater rationality of using other methods of work, to convince the teacher to reconsider his point of view on a particular pedagogical technique in order to achieve high results in the upbringing and development of children.

Pedagogical analysis is not limited to identifying shortcomings, but helps to find the positive in the work. This means that it contributes to the creation of advanced pedagogical experience.

How to organize pedagogical analysis? First of all - to involve the educator in the analysis of their activities, namely in the analysis, and not accounting! But self-analysis of the educator must be taught. This is the task of the leader. Self-assessment and self-analysis are based on a comprehensive analysis of one's own activities, they are a factor in the growth of professional maturity and the skill of an educator. At the same time, the role of control is not reduced. It is necessary to improve its quality, skillfully correlate the teacher's self-assessment with the opinion of colleagues, the administration, and determine plans for further self-improvement on this basis.

The difficulty lies in the fact that not every teacher is ready for an objective assessment of their activities. Many give low self-esteem, and most - overestimated.

In the course of the pedagogical analysis of information about the activities of the educator, the leader examines the validity of the methods and means chosen to achieve the goals, gives an objective assessment of the results, and proposes a system of measures aimed at improving them.

System analysis involves:

Isolation in the object under study of its characteristic parts;

Evaluation of each part, its role and place;

Establishing relationships and interdependencies between parts, connecting them into a single whole;

Estimate real result observed object;

Conclusions and suggestions for improving the work of the teacher. For example, we will build a scheme for conducting a pedagogical analysis of a lesson in a kindergarten.

Pedagogical analysis requires intellectual tension of the individual, formed analytical thinking. The style of conversation with the teacher is friendly, respectful and tactful, based on positive results in work. It is important to take into account the individual characteristics of the teacher: character, type of nervous activity, experience, level of pedagogical skill.

7. FORMS OF ANALYSIS AND SELF-ANALYSIS OF THE LESSON

Brief (evaluative) analysis - is a general assessment of the lesson, characterizing the decision of the educational | educational and developmental tasks, their implementation.

Structural (step by step) analysis - this is the identification and evaluation of the dominant structures (elements) of the occupation, their expediency, which ensures the development cognitive abilities children;

System analysis - it is a consideration of the lesson as unified system from the point of view of solving the main didactic task and simultaneously solving the developmental tasks of the lesson, ensuring the formation of knowledge, skills and abilities of children, their assimilation of teaching methods.

Complete Analysis - this is a system of aspect analyzes, including an assessment of the implementation of the objectives of the lesson, the content and types of activities of children according to such characteristics as the levels of assimilation of knowledge and methods of mental activity by children, the development of children, the implementation of didactic principles.

Structural-temporal analysis - This is an assessment of the use of class time for each of its stages.

Combined analysis - it is an assessment (simultaneous) of the main didactic goal and structural elements.

Psychological analysis - this is the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of children of a developing type).

Didactic analysis - this is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching preschoolers, didactic processing of the educational material of the lesson, pedagogical guidance for the independent cognitive activity of children, etc.).

Complex analysis - this is a simultaneous analysis of the didactic, psychological and other foundations of the lesson (most often the system of classes).

8. ANALYSIS OF THE LESSON BY THE SENIOR EDUCATOR

Oil analysis. Assessment of the correctness and validity of setting the educational and educational goals of the lesson, taking into account the characteristics of the educational material, the level of preparation of children. The degree of achievement of the objectives of the lesson.

Analysis of the structure and organization of the lesson. Compliance of the structure with the goals. The validity of the choice of the type of lesson, its structure; logical sequence and interrelation of stages. The appropriateness of class time allocation. Rationality of the choice of forms of education. The presence of a plan and the organization of its implementation by the teacher. Lesson equipment. Rational organization of work of the educator and children.

Content analysis. Compliance of the content with the requirements of the program. Completeness, reliability, accessibility of presentation. The scientific level of the material presented. The degree of moral influence, the educational orientation of the lesson. Implementation of the developmental opportunities of the lesson in terms of the formation of active children's activities, independent thinking, and cognitive interests. Leading children to the perception of new knowledge. Identification of the main idea of ​​the new material. Formation of new concepts, vocabulary.

Organization of independent work of children. The nature of training exercises, types of independent work, degree of complexity, variability, taking into account the level of preparedness of children. Teacher guidance and assistance. The degree of assimilation of new material (efficiency). Connecting the new with the previously learned. Repetition (organization, forms, techniques, volume).

Analysis of the methodology of the lesson. Determination of the validity and correctness of the selection of methods, techniques and teaching aids, their compliance with the content of the educational material, the goals set, and the educational opportunities of the children's age. A variety of techniques and methods used by the educator. The emotionality of the presentation of the material. The effectiveness of the use of visual aids, didactic handout and technical means learning. Evaluation of the methodological armament and pedagogical equipment of the educator.

Analysis of the work and behavior of children in the classroom. General assessment of the work of children: interest, activity, performance at different stages of the lesson. Organization independent activity children. Assessment of the feasibility and effectiveness of the applied forms of work. Techniques for maintaining children's interest in the lesson and discipline.

The culture of communication between the teacher and children, compliance with the norms of pedagogical ethics and tact, assessment of the created moral and psychological climate in the children's team.

Evaluation of the sanitary and hygienic conditions of the lesson.

General conclusions and suggestions. Recommendations to the educator on self-education based on conclusions and suggestions.

It is necessary to choose the most significant proposals for improving the educational process. They may relate to improving the methods and techniques of working with children, improving the subject-developing environment, etc.

* * *

In their practice, managers use a variety of memos, charts, questionnaires that help to competently build diagnostic and analytical activities.

When drawing up such diagnostic schemes, goals and objectives are clearly thought out, questions and performance indicators or evaluation criteria are precisely formulated.

Evaluation criteria should have a certain degree of expression: verbal, point, color or percentage. Symbols may be used. The leader independently determines and uses an evaluation scale depending on the object of study. For example, when evaluating the professional skills and qualities of an educator, the signs "+", "V", "-" (p. 154) are used.

The senior educator sets various goals when attending classes. These can be: quality control of the teacher's work, the quality of knowledge, skills, and abilities of children; teacher counseling; assistance in mastering higher pedagogical skills; identifying the reasons for the successes and failures of the educator; study of the system of its work, etc.

verbal assessment

Score

Color Rating

Sign

Percentage score

Tall

3 points

Red

from 76% and above

Permissible

2 points

Yellow

from 75% to 66%

Critical

1 point

Green

from 65% to 51%

Invalid (low)

0 points

Blue

from 50% and below

Each leader has developed his own technique for recording observations of the work of teachers. Some keep notebooks of group visits, others - observation maps of the pedagogical process.

More often, observation schemes are used, compiled independently or taken from methodological and management literature. They make it possible to rationally organize work, ensure a clear, consistent recording of the progress of observation and its subsequent analysis.

Preparation for the analysis of the lesson involves viewing records of previously attended classes, regime moments with the educator. If these records are clearly filled, then the conversation-analysis is successful, provides the necessary assistance to the educator. In the literature you will find schemes and questionnaires for the analysis and recording of observations on the organization of the educational process.

9. ORGANIZATION OF METHODOLOGICAL WORK EFFECTIVENESS CRITERIA

It is very important to determine the real indicators of the final result of methodological work, to formulate evaluation criteria. Their number may be different and depend on a particular kindergarten, but the most common ones must always be taken into account.

The second criterion when the growth of the skills of educators occurs with a reasonable expenditure of time and effort on methodical work.

Third criterion the stimulating role of methodical work lies in the fact that the psychological climate in the team improves, creative activity teachers, their satisfaction with the results of their work.

It is important to remember that the true evaluation of the effectiveness of methodological work is given by the final result, and not by the number of activities carried out.

the main task today - to improve the methods of individual work with educators. Each teacher has their own level of teaching skills. It is important that the leader not only knows this level, but also knows how to bring the teacher to an objective self-assessment.

This is precisely what the method of work on a diagnostic basis, developed by Ya. S. Turbovsky and widely included in the practice of the ECE. This technique involves questioning teachers in order to identify real difficulties. You can submit a questionnaire with three questions.

What are you good at working with children?

What are you having trouble with?

In a conversation that precedes filling out the questionnaires, it is necessary to tactfully and without much pressure go into a conversation about what is relevant for a preschool institution, to note a number of common shortcomings in the work. Educators are advised to leave blank those columns in which they do not know what to write down. Forced answers only distort the results of the survey. Administrative pressure should not be exerted on a teacher who does not want to fill out a questionnaire. Experience shows that voluntary participation in the self-assessment of one's work is necessary condition success.

Based on the completed and updated questionnaires, the leader draws up a map of pedagogical excellence. This card should be introduced to the team at the final teachers' meeting.

When planning work with teachers, it is determined:

What kind of methodological assistance will be provided, to whom and by whom, in what form (mutual visits, cross visits, mentoring, pair work, consultation, etc.);

Who and what experience will be studied and summarized during the year by the senior educator or head in order to present it to colleagues;

On what problem will the creative group (under the guidance or independently) develop material, etc.

The methodological work plan, subject to an informal attitude to it, must necessarily provide for the possibility of prompt adjustment.

10. METHODOLOGICAL WORK IN KINDERGARTEN

What is methodical work in kindergarten?

Methodological work in a modern preschool educational institution should be understood as a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at improving the professional skills of each teacher, developing the creative potential of the entire teaching staff, improving the quality and efficiency of the educational process.

All forms of methodological work in kindergarten are aimed at fulfilling the specific tasks of each preschool institution, formulated in the Charter, development program and annual plan.

The main thing in methodical work is the provision of concrete practical assistance to educators in improving the forms and methods of working with preschoolers. Therefore, its effectiveness should be judged not by the number of events, but by the indicators of the pedagogical process itself in kindergarten. The criteria for evaluating methodological work can be the following indicators:

Fulfillment or excess of state standards in the education and upbringing of preschoolers without overloading children with classes;

A noticeable increase in the skill of teachers;

Improving the psychological climate in the team, increasing the creative potential of educators, developing advanced pedagogical experience.

The methodological work is aimed at forming a teaching team of like-minded people, united by common goals, striving to create an author's model of a preschool institution, a team where modern scientific research and the best pedagogical experience in raising and educating children are being introduced.

What requirements should the methodical office of the kindergarten meet?

The answer to this question can be found in methodical literature. But I would like to draw the attention of the manager to the functional purpose of the methodical office, to talk about some, perhaps, controversial issues in the equipment.

Based on the multifunctional purpose of the methodical cabinet, it should be considered primarily as a creative pedagogical workshop, where the educator can receive specific practical assistance in organizing work with children. The methodical office is a center for collecting pedagogical information(normative documents, pedagogical and methodical literature, advanced pedagogical experience). It is called "the piggy bank of kindergarten traditions", "the brain of the preschool". The main thing is not to turn it into a "storage room", which is difficult for teachers to navigate. If your kindergarten has just opened or has been operating for many years, I suggest that the leader hold a round table with the teachers and listen to their opinion. Questions for discussion could be:

1. Why do we need a methodical office? 2. What should be changed in it and why? 3. What materials should be replenished in the methodical office in the first place?

Each institution will have its own, special approaches to the creation of a methodological office, which will be dictated by the specific proposals of educators.

The existing methodological literature does not take into account that a modern preschool institution is equipped with: a room for a practical psychologist, rooms for musical education, visual activity, speech therapist's office, audiovisual room and others. This allows some of the materials used by educators to be concentrated in the appropriate classrooms.

In order for the methodological office to respond modern requirements and the requests of educators, I would like to give some tips.

1. An important condition for the high effectiveness of the educational process is the constant, timely informing of teachers about new developments in psychological and pedagogical science and best practices, about the legal and methodological support of the preschool education system. At the same time, information about your institution, author's developments should be concentrated in the methodological office. Here is the plan for the development of the institution, the annual plan, the materials of the teachers' councils. Thematic exhibitions are regularly arranged, which should not be static, should change more often under different headings that attract the attention of educators.

2. The method cabinet should be available to every educator, have a convenient, flexible work schedule, meetings, seminars, consultations.

3. All design should be done in a single style, with taste, to be conducive to conversation, creative work.

4. There are guests, colleagues in the kindergarten, parents come every day. And for them, the cabinet should have comprehensive information.

5. The experience presented in the classroom should "provoke" teachers to creativity, encourage them to improve their professional skills.

In practice, there is an opinion that the work of the team can be judged by the materials accumulated in the methodological office. Sometimes a list of materials that should be available is compiled, and in accordance with this, points are given when reviewing the readiness of a preschool institution for the new academic year. Maybe for the newly opened preschool institutions and you need to have this indicative list, but it seems that when evaluating methodological work, the main thing to pay attention to is the methods and forms of work that pedagogical mastery was achieved.

What methodological documentation should be in a preschool institution?

Many people have a stereotype: to associate the word "documentation" with the a large number papers, sometimes causing internal protest. However, let's think about it. In methodical work with personnel, is it possible to do without documentation at all? Is it possible to keep everything in memory? Experienced senior educators always, in addition to the mandatory reporting documentation, keep additional documentation that helps them organize their work. Without dwelling on the mandatory documentation, we will simply list it.

1. The annual plan of the garden, which includes the block "methodological work with personnel." Notebook of the minutes of the meetings of the Council of Teachers.

2. Personal plan for working with personnel for a month. It is conducted in any convenient form. It can be a cyclogram of activities, a weekly journal or a case file.

3. Journal of receipts and accounting of literature, manuals.

4. Documentation on the state of educational work. A notebook (or separate schemes) for visiting groups, where observations are recorded, the results of thematic control, the results of diagnosing knowledge, skills and abilities of children.

5. Journal of accounting for the use of manuals, literature, methodological developments by educators. With the help of this documentation, you can find out what material educators use the most.

6. Notebook "Forms of methodical work with personnel in kindergarten." It very briefly fixes the topic, date, month, year and plan for holding this or that event, the name of the person responsible. The entire notebook is divided into sections that correspond to the forms of methodical work. Keeping this notebook will save you from the accumulation, storage, and most importantly, from the special writing "for inspectors", those consultations and seminars that you conducted for teachers. Common sense suggests that consultation materials are not used twice. It is more rational - after writing down the topic, make a list of references, indicating the authors, the title of the book, publisher and pages, that is,

What is Methodological Development?

This is a methodical publication containing specific materials to help the educator. Helps to better understand and apply theoretical ideas.

Methodological recommendations - a methodological publication containing a set of concise and clearly formulated proposals and instructions that contribute to the introduction into practice of the most effective methods and forms of education and training.

How to plan methodological work with educators for the academic year?

In modern conditions, it is possible to build an effective system of methodological assistance to educators only taking into account the specific characteristics of each teacher: work experience, shortcomings in the organization of the pedagogical process. At the end of the year, many methodologists conduct oral or written surveys of educators according to the scheme:

Based on the results of the survey, a diagnostic map is compiled to improve the pedagogical skills of kindergarten teachers for the academic year.

Based on the diagnostic card, methodological work with educators is planned, including the following:- what kind of methodological assistance will be provided, to whom and by what forces, in what form (mutual visits, cross visits, mentorship, pair work, consultations, etc.);

Which of the educators and what experience will be studied and summarized by the methodologist, head;

To develop what problem a creative group of educators will be created;

Open viewing on the topic "Conducting outdoor physical education for different age groups." Final conversation or consultation "Physical training in the air at different times of the year";

Workshop on the topic "Organization and conduct of outdoor games with children by the teacher Khramtsova V. N.";

Round table on the problem "Planning work with children for the afternoon". According to the results of the round table, scenarios for working with children after lunch are accumulated in the method room;

Consultation "Carrying out hardening activities in the daily routine." A doctor, a psychologist, a physical education instructor, a methodologist, and educators are involved in the preparation and conduct of the consultation;

Open viewing of classes in mathematics. A series of classes, different in organization, in structure, taking into account possible features children;

Seminar "New technologies in work with children".

Thus, methodological work in kindergarten will be determined not by the number of events, but by taking into account all the requests of educators, the provision of targeted assistance through its various forms, with the obligatory use of the achievements of pedagogical science and practice.

Diagnostic card

No. p / p

Full name of educators

Work experience

Claimed problems

List of problems

Tishchenko M.I.

Boldyreva O.I.

Khramtsova V.N.

Rudenko Z.M.

Organization and holding of outdoor games

Carrying out physical education in the air

Planning the afternoon

Carrying out hardening activities

Organization of classes in mathematics

What is the importance of seminars and workshops in methodological work?

Seminars and workshops remain the most effective form of methodological work in kindergarten. If the seminar is well prepared (the topic is selected in accordance with the needs of educators, a detailed plan is drawn up, the time of work is rationally determined, tasks for teachers are thought out), then the final results will be high.

Seminars and workshops help to improve the professional skills of teachers, as they involve Active participation everyone. That is why we recommend actively using them. The theme of the workshop is determined in the annual plan of the preschool institution, and at the beginning of the school year, the leader draws up a detailed plan, which is located in the methodological room. At the very first lesson, you can suggest supplementing this plan with specific questions that educators would like to receive an answer to. The seminar may consist of 2-3 or more sessions, which combine discussion of the problem, acquaintance with the latest literature and best practices on this issue, implementation of a practical task, mastering the elements of the technique of pedagogical work, observing the work of one's colleagues.

In practice, another form of work with teachers has appeared - trainings or psychological and pedagogical seminars. Their main goal is to introduce the latest achievements psychology. These seminars require highly qualified organizers of methodological work. Usually they are prepared and conducted by the head, senior educator and psychologist of the institution.

training - this is a system of specially selected exercises for self-regulation of the psychophysiological state, training various mental qualities of a person (attention, memory, will, etc.), working out methods for receiving and processing information, mastering various methods of organizing work, etc. The great value of this kind of exercise is - - in the opportunity to get an assessment of one's behavior from the outside, to make a self-assessment of oneself and one's actions. Training more than other methods creates a situation of mandatory "immersion" in oneself and one's activity.

In the application you will find a record pedagogical trainings and a seminar from the experience of the nursery-kindergarten No. 1016 of the South-Eastern district.

How to make sure that each educator is an active, interested participant in the work at teachers' councils, consultations, seminars? How to get rid of the passivity of individual teachers?

These issues are of particular concern today to leaders of preschool institutions.

There are methods of activating teachers in carrying out methodological activities that help the manager in working with personnel.

Practice has shown that the end result of any methodological event will be high and the return is effective if a variety of methods of inclusion in active work were used in the preparation and implementation. The choice of methods for each event should be determined by its goals and objectives, the characteristics of the content, the contingent of teachers, the specific state of the educational process.

Forms and methods of activation methods and forms of activation that will help leaders in preparing and conducting the next methodological event in a preschool institution.

It is better to offer educators a specific situation from the practice of working with children. The teacher must be able to accept pedagogically correct solution in any setting. This method helps to choose an informed decision problems from the many proposed. And this is possible if you deeply and comprehensively analyze the proposed situation, compare, justify the decision. Four types of concrete situations are known. By selecting them taking into account the gradual complication, it is possible to achieve the greatest interest and activity of educators.

ATillustrative situations simple cases from practice are described, and the solution is also given here.

Exercise situations you need to decide by doing some exercises (draw up a plan for a summary, fill out a table for the children to master this or that section of the Program for education and training in kindergarten, etc.).

In evaluation situations the problem has already been solved, but teachers are required to analyze it and justify the decision, evaluate it.

The most complex activation method is problem situations, where a specific example from practice is presented as an existing problem that needs to be solved. Here are some questions to help teachers.

Dialogue, discussion, have become a true sign of our time, but not everyone owns the art of collective discussion of issues in the form of a dialogue or dispute.

Dialog - it is a conversation of two or more people, their conversation, a free exchange of opinions, often complementing the characterization of the various aspects of the problem in question. In this case, a dispute usually does not arise, since each participant in the conversation expresses his point of view.

Discussion - consideration, research, public discussion of any controversial issue, problem. This is a softer version of the dispute, it is a method of discussion in which it is necessary to come to common positions by choosing the golden mean among different points of view. The discussion needs not only criticism, but also a statement of position, ways to solve the problem.

Discussion of two opposing points of view. The leader offers two points of view on the same problem for discussion. The teacher must express his opinion and justify it.

Training in practical skills. This method is very effective, but it must be thought out in advance, it must be decided which of the teachers can entrust it. In terms of duration, it should not take much time (up to 5 minutes). It is better to give a learning element from work experience.

The method of imitation of the working day of the educator. Teachers are given a description of the age group of children, the goal and tasks that need to be solved are formulated, and they are invited to simulate their working day for a certain time. In conclusion, the leader organizes a discussion of all the proposed models, analyzes the positive and names the shortcomings.

Solving pedagogical crosswords and punch cards helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children. They can be used both in group and individual methodological events.

Work with instructive and directive documents. Educators are invited in advance to get acquainted with this or that document, apply it to their work and, having singled out one of the directions, think over a work plan to eliminate their shortcomings. Everyone does this work independently, and the teachers' council discusses different approaches to solving the same problem.

Analysis of children's statements, children's behavior, creativity. The leader prepares the material. These can be tape recordings, a selection of drawings or crafts of children, recordings of their behavior. Educators get acquainted with the material, analyze it, evaluate the skills, development, upbringing of children, formulate several specific proposals to help the teacher working with these children.

The method of game modeling increases interest, causes high activity, improves skills in solving real pedagogical problems.

Open display. A lesson followed by a discussion of what has been viewed, a form of training for teachers and dissemination of best practices.

Workshop. It is carried out for a deeper and systematic study of the problems of pedagogy, psychology, methodology; theoretical material is supported by examples from practice, showing individual techniques and methods of work. During the seminar, the professional skills of teachers in a certain type of activity are improved, creativity and imagination are developed.

Discussion. Consideration, research, discussion of a controversial issue; everyone has to say own opinion, learn to defend it, prove your point of view.

Creative microgroups. They arose as a result of the search for new, more effective forms of methodical work. They are created voluntarily when it is necessary to master best practices, a new methodology or develop a promising idea. Several teachers are united, taking into account psychological compatibility, creative interests. There may be one or two leaders in the group who take on organizational issues.

Each member of the group independently studies the issue assigned to him, prepares brief information. Then everyone exchanges opinions, argues, offers options, implements their work into practice. Mutual attendance of classes, discussion of the best techniques and methods are organized. If necessary, a joint study of additional literature is carried out. The main attention is paid to search, research activities, the whole team gets acquainted with its results.

Work on a single methodological theme. With the right choice, a single methodological theme can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool institution, taking into account the level of activity achieved, the interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, with the pedagogical experience of other institutions. These requirements rule out the "invention" of the bicycle, allow the introduction of truly advanced experience. It is also possible that such an approach

the team itself conducts experimental work and creates the necessary methodological developments. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

Round table. When discussing any issues of upbringing and education of preschoolers, the “circular” placement of participants makes it possible to make them self-governing, put everyone on an equal footing, and ensure interaction. The organizer of the round table considers questions for discussion.

Literary newspaper. An interesting form of work that unites employees. Purpose: to show creative possibilities teachers, as well as children and parents. All participants write articles, stories, compose poems, make drawings.

Briefing. A meeting at which the position on one of the topical issues is briefly stated. It can be conducted by a leader or a specialist who prepares in advance to answer questions on a specific topic. Allows you to maximize the activation of educators. Two teams: one asks questions - the other answers; the organizer asks questions - teachers answer.

Relay race of pedagogical skill. A competition between several groups of educators, where one educator starts to cover the problem, and the next ones continue and reveal it together. The last participant sums up, draws conclusions.

Artistic piggy bank. The piggy bank, depending on the pedagogical tasks, may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract the attention of children. The materials of the piggy bank can form the basis of the exhibition.

Creative living room. The form of organization of interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.

KVN. A great opportunity to show your creative abilities, theoretical and practical knowledge in the competition, quickly resolve the pedagogical situation, be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in the acquisition and demonstration of knowledge, skills and abilities.

Review competition. A way to test professional knowledge, skills, pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Involves the ability to evaluate results by comparing one's abilities with others.

Music salon. One of the forms of aesthetic development, spiritual communication between teachers, children and parents, preservation of the best folk traditions and customs. Reception of the formation of a favorable microclimate in the team.

Thematic exhibitions. Presentation of visual materials: drawings, products, literature. Contribute to the enrichment of knowledge, are a meaningful form of exchange of experience of teachers.

How to work on a single methodological theme?

This type of methodical work in preschool institutions has appeared recently. A preschool educational institution, in accordance with the direction of activity, determines the type of work and identifies one or more priority areas of development (intellectual, artistic and aesthetic, physical, etc.). In such institutions, work has appeared on a single methodological theme that contributes to the priority direction of development. If a single theme is really capable of captivating, capturing all teachers, then it also acts as a factor in team building. There are a number of requirements to consider when choosing a single theme. It should be relevant and really important for a preschool institution, taking into account the level of activity it has achieved, the interests and needs of teachers. There should be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with advanced pedagogical experience accumulated by the practice of other institutions. These requirements will exclude the invention of what has already been created and will allow you to introduce and develop everything advanced in your team. The foregoing does not exclude such an approach, when the team itself conducts experimental work and creates the necessary methodological developments or author's programs. Practice shows the feasibility of defining a topic for the future, broken down by years. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the topics of self-education of educators.

The result of the team's work on a single methodological topic can be the development of an author's model of a preschool institution or a technology for working with preschoolers, the creation of a system of developments from the experience of working on methods, and much more.

What is a business game?

It has been repeatedly noted that the use of business games has both positive and negative side. It is positive that the business game is one of the tools for shaping the personality of a professional; it helps to activate the participants to achieve the goal.

But more and more often the business game is used in methodical work as an outwardly effective form. In other words, the one who conducts it does not rely on psychological and pedagogical or scientific and methodological foundations, and the game "does not work." Consequently, the very idea of ​​its application is discredited. So what is a business game?

business game - it is a method of imitation (imitation, image, reflection) of acceptance management decisions in various situations according to the rules set or developed by the participants themselves. Quite often business games are called imitation management games. The very term "game" in various languages ​​corresponds to the concept of a joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work. A business game increases interest, causes high activity, improves skills in solving real pedagogical problems. On the whole, games, with their many-sided analysis of specific situations, make it possible to connect theory with practical experience.

Preparation and holding business game- creative process. Taking the model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.

Experts note the following stages of preparation of business games.