Generalized pedagogical experience of the teacher
municipal budgetary preschool educational institution
"Kindergarten No. 4 "Romashka"
city of Belev, Tula region
DOSOVOY
OLGI YUREVNA
Topic: “Monitor training technology in working with preschoolers”
Idea: By including the child in the process of self-realization and personalization, the teacher encourages active communicative activities.
IPM 2. Conditions for the formation of experience.
Introducing many innovations while working in a kindergarten, I realized that innovative technologies should not be one-sided, offering the development of only the mental abilities of children. Innovation in education should carry, first of all, the process of developing a little person’s confidence in himself and his abilities. In my opinion, today, the most difficult innovation lies in the consciousness of the teacher himself. It is necessary to change the authoritarianism of education in the thinking of teachers. My task is to put the child on an equal level with myself, to give the child the opportunity to adequately manage himself and the world around him. I think innovation in education should focus on creating individuals who are primed for success.
A child’s mastery of the position of a subject requires a special pedagogical technology, the essence of which is to deploy a palette of various children’s activities in front of the child and transfer the student to the position of a subject of children’s activity. For this purpose, I use elements of monitor training in working with children of senior preschool age.
As an analysis of pedagogical practice in modern education shows, in recent years there has been a clear transition to humanistic methods of teaching and raising children. But still, in the educational process, contradictions remain between:
- “frontal” forms of education and purely individual methods of educational and cognitive activity of each child;
Between the need for differentiation of education and the uniformity of content and teaching technologies,
Between the predominant explanatory and illustrative method of teaching and the activity-based nature of teaching.
One of the important directions for solving these problems is the introduction of new pedagogical technologies.
The idea of forming experience was inspired by studying the theory of S. Wilderspin, who organized mutual teaching schools (monitoring schools) for young children.
In my work, I tried to modernize the technology of monitor training and adapt it to work with preschool children. We assumed that its implementation in kindergarten practice would be successful provided:
- taking into account sensitive periods of child development;
- taking into account the different levels of development of children;
- well-established social interaction: establishing communication connections between participants in the process (teachers and children), a dialogue form of relationships;
- motivation of the child’s activity in the process of interaction;
- stimulation of children's activity;
- creating an atmosphere of passion.
The introduction of monitor learning will require not only the psychological readiness of children for new ways of learning, but also a fundamental change in the pedagogical paradigm - the relationship between the teacher and the student, the style of behavior of the teacher.
While working on the problem, I went through several stages:
STAGE I
Preparatory (Definition of goals, objectives of research) – 2009-2010 academic year
STAGE II
Formative (Studying scientific and methodological literature on the problem, identifying the potential capabilities of the preschool educational institution, highlighting the main directions in work, etc.) - 2009-2010 academic year
STAGE III
Current (Planning, regulation, creation of a subject-development environment, methodological base, etc.) 2010-2011 academic year
IV STAGE
Diagnostic (Selection of diagnostic material for children, first diagnosis of children) 2010 – 2011 academic year
V STAGE
Analytical (Analysis of work in this area, analysis of children’s diagnostics) – 2011-2012 academic year
VI STAGE
Final (Summarizes, formulates conclusions, conducts consultations on work in this direction) 2011 – 2012 academic year
IPM 3. Theoretical basis of experience.
Domestic and foreign psychologists argue that a preschool child strives to achieve integrity, but the very concept of integrity in relation to a preschool child is far from being interpreted unambiguously. So, M.V. Krulecht believes that holistic developmenta child is “the unity of individual characteristics, personal qualities, the child’s mastery of the position of a subject in children’s activities.”
Research by scientists in recent years convincingly proves that the intensive intellectual, emotional and personal development of a child, his well-being and social status in the peer group are associated with mastering the position of a subject of children's activities. This position is manifested in independence of goal setting and motivation of activity, finding ways and means of its implementation, self-control and self-esteem, and the ability to get results.
Based on the fact that the motivation of a child’s activity is one of the conditions for the success and effectiveness of learning, we studied the most common motives that influence the behavior of each person, relying on the research of A.V. Petrovsky. “The basis of the motivation of a person as an individual,” writes A.V. Petrovsky, “one should look not in his biological nature and not in the mysterious desire for “self-actualization,” but in real social relations, in his activities, in his social life.” A. V. Petrovsky identifies, first of all, a person’s need for self-expression as one of the main motives of activity.
Another motivator of human activity is his personalization, that is, recognition by other people as a person significant to them. By including the child in the process of self-realization and personalization, the teacher encourages everyone to engage in involuntary but active mental activity and achieve solutions to the assigned tasks. We found the implementation of these motives in the earlier experience of teaching schoolchildren.
The English teacher S. Wilderspin (1792-1866) organized mutual education schools (monitorial schools) for young children. The work in them was based on the method of mutual teaching, intended for teaching school-age children. The organization of the children and the environment was as follows: in each class, the most capable child was appointed as a monitor, and then the teacher could use his help, encouraging him to repeat his explanation loudly and clearly, while the other children reproduced this explanation just as loudly and clearly. The monitors were allowed to pose questions to the children at their own discretion. The monitors were detained after classes and trained separately. At the same time, S. Wilderspin noted that it is necessary to “make sure that monitors do not imagine too much about themselves, because the tendency to ambition is so great at an early age.”
Analyzing all of the above, we come to the conclusion that the problem of developing the intellectual abilities of children has been and is being given great attention and is given great importance.
IPM 4. Relevance and prospects of experience.
The preschool years are the period of the most intensive development, the age of great potential, the birth of personality, the formation of the foundations of self-awareness and value orientations, the manifestation of the child’s first creative abilities, his individuality.
How to help a child enter the modern world and get to know it, become familiar with its values, teach him to be independent and skillful, able to enter into real business relationships with adults and peers, make decisions and be responsible for their consequences - this is not a complete range of questions that are asked thoughtful kindergarten teachers and parents of preschoolers.
The modern model of education presupposes high requirements for the development of children’s competence in the communicative sphere, the sphere of relationships to the world, to people, to themselves.
Preschool age is a sensitive period for the fundamental development of a person’s personality and it is very important to select such pedagogical technologies that will be focused on understanding and establishing humane relationships between children and the outside world and people. In my opinion, and It is precisely the technology of monitor learning that presupposes a high development of communication skills, a flexible organization of direct educational activities, taking into account the multi-level development of children. Organization of training using elements of this technology creates a comfortable environment and a situation of success, stimulates the cognitive interest of children, and contributes to the development of their general educational and communication skills.
The essence of introducing elements of monitor training is that almost all children are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think, each makes their own special individual contribution to solving the common problem: there is an exchange of knowledge, ideas, ways of doing things.
primary goal implementation of this technology – development of free communication between preschoolers and adults and children.
Tasks :
- Development of all components of children's oral speech;
- Enriching children's knowledge and ideas about the world around them;
- Encouraging children to actively interact in the system of social relations.
As you know, motives are a powerful activator of human activity. The attitude towards the matter and its effectiveness are largely determined by the nature of the dominant motives. We studied the most common motives that influence the behavior of each person, based on the research of A.V. Petrovsky. He identifies, first of all, a person’s need for self-expression as one of the main motives of activity. Another motive for activity is its personalization, that is, recognition by other people as a person significant to them.
The desire to earn praise and approval from adults, to establish and maintain good relationships with people is also one of the most significant motives for interpersonal behavior for a child in older preschool age. Another equally important motive is the desire for self-affirmation. In children's role-playing games, this is realized in the fact that the child strives to take on the main role, lead others, is not afraid to enter into competition and strives to win it at all costs. Along with motives of this type, prosocial motives begin to play a significant role in the behavior of preschool children: empathy, the desire to help another person, and some others.
The process of personality development and improvement of a child’s behavior based on direct imitation of people around him, especially adults and peers, becomes very noticeable in preschool age. We can say that this age represents a sensitive period in the development of personality based on imitation, accompanied by the consolidation of observed forms of behavior, initially in the form of external imitative reactions, and then in the form of demonstrated personality qualities.
Therefore the idea experience is as follows: by including the child in the process of self-realization and personalization, the teacher encourages, as it were, involuntary, but active mental and communicative activity.
IPM 5. Novelty of experience
- Adaptation of monitor technology to working conditions with preschool children;
- The features of the personality-oriented interaction between the teacher and children have been identified (creation of a unified emotional and sensory basis for the interaction process; constant “appeal to the child” as an equal” and the ability of the teacher to take the position of the child and act in it; ensuring the leading role of the teacher, who at the same time organizes a joint activity, in the form of “co-creation” between the teacher and the child, and participates in it, which gives rise to a complex of personal manifestations of both subjects of the educational process);
- The structural components of monitor training technology are identified;
- The features of using elements of monitor training in working with low-performing and gifted children have been identified;
IPM 6. Targeting of experience
The experience can be used by educators and teachers of preschool educational institutions, schools, and additional education institutions. The experience is available to both beginning teachers and experienced teachers. Can be used when organizing group work.
IPM 7. Labor intensity of experience
- It is impossible to transfer all stages and structural components of monitor technology to work with preschool children. Within the framework of kindergarten, some components of activity technology seem meaningless. We have to take into account that the older preschooler, due to age restrictions, does not have sufficient experience necessary to implement them.
- The implementation of this technology requires a lot of training from the teacher, both for children - monitors, and for the organization of a diverse subject-development environment.
- There is a high probability of children overestimating their capabilities, since many children have not formed an adequate assessment of their personality.
- Poor speech development in children slows down the communication process.
IPM 8. Technology of experience.
It is well known that personality develops only in the processown activities.You can teach a person to swim only in water, you can teach a person to act only in the process of activity, you can teach a child to communicate with adults and peers only in the process of live, free communication.
However, it is important that internal The motives for such communication were pleasant emotions associated with job satisfaction, a sense of personal competence, and self-esteem. Monitor training, just in time, implements all these approaches.
How do we implement this technology in preschool educational institutions?
I watched older preschoolers play with the kids. They try to teach them, protect them, imitate the teacher. But still, this shows a child’s spontaneity, so kids trust them more, quickly accept their rules, they are more open with older children than with adults, they communicate as if on the same wavelength, trusting and opening up to each other.
And this feature formed the basis of my idea - to organize creative laboratories, the leaders of which will be the children themselves.
For example, while implementing the “Book Week” project in the younger group, the Storyteller comes to visit the kids, this is a child who has taken over as a teacher for a while. The storyteller is interesting to children as a character, but at the same time she solves educational problems in her own way: she teaches children to listen, analyze, and draw conclusions.
Children - monitors take this very seriously and prepare. The teacher works through the course of the event with the child, learns something by heart, and children prepare some material at home with their parents. But basically, I rely on material familiar to children of older preschool age. For example, this is conducting experiments, excursions, telling familiar fairy tales, etc.
An important point is the preparation of a subject-development environment. Children's laboratories are not stationary; we prepare them as needed in one group or another, according to the topic. All children in the group can take part in the preparation by making their proposals. I try to make the subject-development environment rich, bright, and mobile.
In kindergarten we organize such laboratories - research, creative, young readers, etc. The head of the laboratory can come up with his own name for the event and suggest a plot. Every child can become a leader. It depends on the desire, interests of the children, and knowledge of the material. But everyone definitely tries themselves in one activity or another. After all, everyone wants to be in the role of a teacher.
Why do we think that the teacher will do a better job of explaining? Younger children look forward to meeting their older friends with great pleasure and perceive them as a real educator.
This technique allows you to solve problems that are especially relevant for children and older preschool age: the development of communication and creative abilities, the formation of the social and personal sphere.
I give every child the opportunity to express themselves in one activity or another. Someone works in the Kalya-Malyamych workshop, someone runs a laboratory, someone conducts excursions.
Children who are usually modest and not talkative in life are revealed in the role of educator. This raises their self-esteem and they feel confident in their abilities.
For children with weaker abilities, a standard lesson plan may require clarification. I believe that it is for such children that monitor learning technology is a supporting factor. The essence of training such child monitors is that new information is given in small doses in combination with individual tasks and is accompanied by a detailed discussion of each fragment by the children themselves. The role of the teacher in the work of the laboratory has a coordinating function. Monitor training acts as one of the types of maintaining children’s activity and increasing self-esteem. Children with weak abilities need to create a situation of success more than others.
For gifted children and children with good abilities, this technology is not supportive, but stimulating, activating independent cognitive activity. With such children, more complex material is prepared, and the role of the teacher in the work of the laboratory is reduced to a minimum. However, I adhere to the theory of S. Wilderspin that it is necessary to “make sure that monitors do not imagine too much of themselves, for there is a great tendency towards ambition even at an early age.”
Nobody forces children to work in the laboratory, but almost all children express a desire to “be in the teacher’s place.”
Children can work in pairs, which combines two pupils at will. Each child in a pair performs his own task. For example, in a teaching situation in visual arts, one child can talk about the features of the landscape, the diversity of landscapes, and the second child tells the technique of performing the work. Pairs can be static or dynamic. Thus, each child of the couple can express themselves in one or another type of activity and support each other in a difficult situation.
The main advantages of using this technology:
- in the process of speech, mental activity skills are developed, memory work is activated, and previous experience and knowledge are mobilized and updated;
- every child and monitor and the children they invite to their laboratories feel relaxed;
- responsibility increases not only for one’s own successes, but also for the results of collective work;
- an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed.
The introduction of monitor technology into work with children is carried out gradually, taking into account the age characteristics of preschoolers.
Junior preschool age- technologies are used: work in pairs and “round dance”.
Pair work - children learn to interact with each other, pairing up at will. Working in pairs, the child feels pride in his achievements and self-esteem from completing the task. Working in pairs has a positive effect on the initial stage of developing self-esteem in a child.
“Round dance” - at this age the adult is the leader, since children cannot independently complete the task in turn. The teacher, with the help of a ball or other object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other.
Middle preschool age- technologies are added: “chain”, and at the end of the year - “carousel” and “interview”.
“Chain” - the initial stage of work was the interactive technology “Round Dance”. Using the “chain” technology, children continue to develop skills of voluntary behavior, such as: following the rules of turn, the ability to work in a team, subordinating their desires to the desire of the team. But unlike other ages, the children themselves monitor the observance of the order.
"Carousel" - in this technology, the created dynamic pair stimulates communication between all children. Each new dialogue develops in the child such moral and volitional qualities as mutual assistance, cooperation skills, and the ability to accept and understand a new perspective on a problem. This is achieved due to the fact that each new dialogue is somewhat different from the previous one (questions, intonation), thereby creating a situation of success, in the process of which the child continues to form a positive self-esteem. The teacher invites the children to agree on who will be paired with whom, which of the pair of children will stand in the outer circle, and who in the inner. Children in the inner circle ask questions to the outer circle.
“Interview” - thanks to this technology, children actively develop dialogical speech, which encourages children to interact “adult - child”, “child - child”. At the initial educational stage, the teacher himself chooses the child who will be interviewed (by counting, etc.). The questions used are not complicated, such as: “What did you like?”, “What did you not like?”, “What did you do?” etc.
Senior preschool age- technologies are added: work in small groups (work in threes), “big circle”.
Small groups (work in threes) - are created for children who are afraid to open up in large groups. Due to the fact that these groups are relatively stable and small in number, favorable conditions are created for the disclosure of such children. Children are asked to agree with whom they would like to join the subgroup and are allowed to choose those with whom they would feel comfortable.
At this age, children create small groups at will, in which they feel comfortable and reveal their potential.
The “Big Circle” technology is a technology that allows each child to speak out and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem. The teacher creates a problematic situation or gives a description of a logical problem and offers to discuss it, encouraging children to constructive interaction.
Each child in the “Big Circle” expresses his opinion, then transfers the right to express his thought to another child, taking his hand. After listening to all the statements, one of the children draws conclusions from the information received.
In older preschool age, thanks to the introduction of this technology, the child learns to communicate, interact with people around him in joint activities, learn basic rules and norms of group behavior, which allows him in the future to get along well with people and establish normal business and personal relationships with them. .
Thus, the joint activity of preschoolers during monitor technology occurs in a process of goodwill and mutual support, which allows children not only to gain new knowledge, but also to develop their communication skills, transferring them to higher levels of cooperation.
IPM 9. Effectiveness of experience.
The use of this technology involves the formation of a UUD. Monitoring of the formation of prerequisites for universal educational activities was carried out according to the following indicators:
1. Formation of personal prerequisites for UUD:
Formation of cognitive and social motivation;
Formation of adequate self-esteem;
Formation of the ability to come to the aid of a friend;
Developed ability to take into account someone else’s point of view.
2. Formation of regulatory prerequisites for UUD:
Ability to work under instructions from an adult;
Understanding the specified error and its correction at the request of an adult;
Ability to maintain a task throughout the entire duration of the task;
Willingness to choose an occupation for yourself from those offered to choose from.
3. Formation of communicative prerequisites for UUD:
Initiative cooperation:
Ability to ask questions; ask for help; formulate your difficulties;
Offer assistance and cooperation;
Shows activity in interaction to solve communicative and cognitive problems.
Collaboration planning:
The ability to ask questions necessary to organize one’s own activities and cooperate with a partner;
Ability to negotiate the distribution of functions and roles in joint activities.
Interaction:
Ability to formulate one’s own opinion and position;
The ability to construct statements that are understandable to a partner;
Ability to construct a monologue statement;
Ability to conduct oral dialogue in accordance with the grammatical and syntactic norms of the native language;
The ability to listen to your interlocutor.
Communication management:
The ability to adequately assess one’s own behavior and the behavior of others;
Ability to provide mutual assistance in cooperation;
The ability to take into account the position of the interlocutor when working in pairs or in a team;
Ability to take different positions in interaction;
Active and interested participation in joint activities.
Work on generalizing pedagogical experience. Topic: “Patriotic education of preschool children.”
Performed: Kuturova Marina Viktorovna, teacher of MBDOU "TsRR - kindergarten No. 172"Ivanovo
Purpose: Dear colleagues, I present to your attention a work on summarizing pedagogical experience on the topic: “Patriotic education of preschool children.” This material may be useful to educators.
Target:
Tasks:
1. Formation of a feeling of attachment to your home, kindergarten, friends in kindergarten, your loved ones.2. Forming a feeling of love for one’s native land, one’s small homeland based on familiarization with one’s native nature, culture and traditions.
Patriotism - love for the Motherland, devotion to it, responsibility and pride for it, the desire to work for its benefit, to protect and increase its wealth - these feelings and character traits begin to form already in preschool age. It is impossible to cultivate self-esteem, self-confidence, and, consequently, a full-fledged personality without respect for the history and culture of one’s Fatherland, for its state symbols. You cannot be a patriot without feeling a personal connection with your Motherland, without knowing how our ancestors, our grandfathers and fathers loved and took care of it. There is no doubt that already in kindergarten, as a result of targeted educational, systematic work, elements of citizenship and patriotism can be formed in children.
I invite you to get acquainted with the experience of such work in kindergarten.
I consider one of the tasks, along with preserving and strengthening the health of children, to be the education of the moral qualities of a little person. Patriotic education is an integral part of moral education. A true patriot must be healthy both physically and morally. That is why the education of a healthy lifestyle is closely connected with patriotic education and the education of an active civic position. It is no coincidence that popular wisdom says: “A healthy mind in a healthy body.” In the process of developing a sense of patriotism in preschool age, it is important to give children basic knowledge about the Motherland, ideas about our country, people, customs, history, and culture. But at the same time, in my opinion, it is necessary to understand that the origins of patriotism arise in the human heart. That is why the period of preschool childhood, due to the immediate mental and emotional reactions inherent in it, due to the still unlost openness of the soul, is most important for the formation of feelings of patriotism.
Relevance of the topic:
The child begins to get to know his homeland - through his family, his closest circle. It is very important that children understand as early as possible that the big Motherland is Russia, the Russian Federation, it is one for everyone who was born in its vastness, who loved it, who makes efforts to make it even more beautiful, richer, and become a powerful power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot; From childhood, do things that would be for the benefit of your home, kindergarten, city, and in the future - for the benefit of the entire country.
Target:
Organization of an effective system of work to develop a sense of patriotism and active citizenship in children of senior preschool age.
Development of the foundations of the beginning of moral and patriotic education through communication with the history of the native land, familiarization with the past and present.
Tasks:
1. Formation of a feeling of attachment to your home, kindergarten, friends in kindergarten, and your loved ones.
2. Formation of a feeling of love for one’s native land, one’s small homeland based on familiarization with one’s native nature, culture and traditions.
3. Formation of ideas about Russia as a native country, about Moscow as the capital of Russia.
In my work I use various technologies:
gaming,
informational,
communicative,
problematic,
developmental education,
advisory,
visual,
design,
ICT.
In work on moral and patriotic education, we give a special place to works of children's fiction, Russian folk games, oral folk art, and folk applied art.
The content of work in the areas includes:
Formation of the child’s concept of family, connection of times, drawing up a pedigree.
Getting to know your hometown: significant objects, nature, traditions.
Introduction to professions.
Acquaintance with the state symbols of the city and other countries.
Getting to know Russia, the symbols of Russia, the most significant historical events of the people.
Getting to know the heroes of fairy tales and their exploits.
Acquaintance with the concept of patriotism, heroism and their manifestations.
Acquaintance with oral folk art: nursery rhymes, holidays and rituals, folk arts and crafts.
Conclusion:
In my opinion, an important and necessary condition for success in teaching is love for your profession and children. You need to love children for what they are; children will gratefully respond to love and faith in them.
In my opinion, the life of children in kindergarten should be organized in such a way that every day and hour reveals something new to them, develops their mind, forms the foundations of their personality, brings success, and then the work of the teacher will be successful and fruitful.
Diagnostics.
Based on the results of the diagnosis, the children mastered the knowledge acquired in classes and in everyday life in moral and patriotic education.
They show an active interest in the past and present of their people, their family, hometown, village. They know some information about history, sights, famous people.
They have an idea about the natural resources of the region.
Show interest in the country in which they live.
They express a positive attitude towards the world, towards their city, town, friendship, towards all living things.
They become attentive to the emotional state of others, show empathy, and actively express their readiness to help.
Exercise basic self-control.
Experience as a preschool teacher
The material may be useful for preschool teachers when writing work experience for participation in competitions.
1. GENERAL INFORMATION
Last name, first name, patronymic Gorkovskaya Anna Alekseevna
Position Educator
Date of birth: 03/15/1977
Full address of residence Rostov region, Volgodonsk, *********
Contact phone numbers, email address cell. **********
Education, academic degree (level, educational institution)
State educational institution of secondary vocational education Volgodonsk Pedagogical College,
qualified as a teacher of preschool children
majoring in early childhood education
Professional career (total work experience, dates, places of work, positions)
14 years at MBDOU DS "Vesna" in Volgodonsk - teacher of the highest qualification category
Availability of awards, titles(if available)
City competition "Educator of the Year 2006" - participant diploma 2006.
Final of the regional competition “The best preparatory group for studying traffic rules and organizing work to prevent accidents among preschool educational institutions in the region (2009) - 2nd place in the city stage of the regional competition and 1st place in the final of the regional competition.
Certificate of honor from the Volgodonsk Education Department for the successful formation of the intellectual, cultural and moral foundations of the personality of preschool children in 2010.
Certificate of honor from the city organization of the Trade Union of Education Workers for active work in the primary trade union organization, many years of conscientious work, loyalty to the trade union movement in 2013.
Winner diploma (1st place) of the All-Russian competition "Umnata" in the blitz-olympiad: "Federal State Educational Standard for Preschool Education" 2015.
Diploma (2nd place) of the All-Russian online publication "Teacher's Portal" in the All-Russian competition
"ICT competencies of teaching staff in the context of the implementation of the Federal State Educational Standard" 2015
Diploma (3rd place) of the All-Russian general education portal "Prodlenka.org" in the All-Russian pedagogical competition dedicated to Mother's Day "Native Heart", "scenario for a holiday for Mother's Day" 2016.
Name of preschool educational institution (in full):
____________________________________________________________________
Full address of the institution:
The subject of the Russian Federation: ____________________________________________________________
index: ________________________________________________________________
locality: _______________________________________________________
Street: _________________________________________________________________
house: __________________________________________________________________
Federal telephone city code: ________ telephone: ________________
fax: ____________________ e-mail: __________________
Head of a preschool educational institution (full name, contact phone):
__________________________________________________________________________
I believe that the kindergarten of the future should be a second home for children, where they can find happiness. And a happy person is, first of all, a healthy person. Therefore, in the kindergarten of the future, conditions must be created for the full development of the physical, creative, and cognitive abilities of each child in accordance with his individual abilities. The kindergarten of the future is a home of positive emotions, smiles and joy, where every child recognizes himself as an individual and knows how to rejoice not only in his own, but also in others’ achievements.
ANALYTICAL REPORT
Municipal budgetary preschool educational institution
kindergarten "Vesna" Volgodonsk
(MBDOU DS “Vesna”, Volgodonsk)
I, Gorkovskaya Anna Alekseevna, have been working at the MBDOU DS "Vesna" in Volgodonsk for 15 years. Teaching experience 14 years. In 2005, she graduated from the Volgodonsk Pedagogical College, a state educational institution of secondary vocational education, and was awarded the qualification of a teacher of preschool children, specializing in preschool education. In 2015 passed the final certification under the advanced training program at the ANO "St. Petersburg Center for Additional Professional Education" on the topic: "Organization of the educational process in kindergarten in the context of the implementation of the Federal State Educational Standard." I have the highest qualification category.
Currently I work as a teacher in a compensatory preparatory school group with severe speech impairments.
1. Characteristics of the teacher’s contribution to the implementation of the main educational program of the MDOU
MBDOU DS "Vesna" in Volgodonsk carries out educational activities according to the approximate basic general educational program of preschool education "Childhood" edited by T.I. Babaeva, A.G. Gogobidze, Z.A. Mikhailova. It is the first to implement an approach to organizing the holistic development and education of a preschool child. I consider my contribution to the implementation of this program to be the creation of the “Educator’s Educational Work Program” (Appendix No. 1).
The content of the Program in accordance with the requirements of the Standard includes three main sections - target, content and organizational.
The goal of implementing the main educational program of preschool education in accordance with the Federal State Educational Standard for preschool education: development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics.
Achieving this goal involves solving the following tasks:
1. Protecting and strengthening the physical and mental health of children, including their emotional well-being;
2. Ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities).
3. Ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education).
4. Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world.
5. Combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society.
6. Formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities.
7. Ensuring variability and diversity in the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children.
8. Formation of a sociocultural environment appropriate to the age, individual, psychological and physiological characteristics of children.
9. Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
10. Ensuring continuity of goals, objectives and content of preschool general and primary general education.
2. Characteristics of the effectiveness of a teacher’s use of modern educational technologies
When implementing this Program, in accordance with the Federal State Educational Standard for Education, I use modern educational technologies in my activities:
1.health-saving technologies;
2.technologies of project activities;
3. information and communication technologies;
4.personally-oriented technologies;
5.game technology
1. Health-saving technologies.
The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.
I carry out a set of physical education and health activities aimed at physical development and strengthening the health of the child - technologies for the development of physical qualities, hardening by walking barefoot on massage mats using sports equipment (gymnastic sticks, balls, dumbbells, etc.), conducting breathing exercises according to the method A.N. Strelnikova, psycho-gymnastics according to
M. Chistyakova, eye gymnastics, finger and articulation gymnastics, self-massage of the face, the use of outdoor and sports games, rhythmoplasty, dynamic pauses, relaxation, etc.
The use of health-saving technologies in my work has led to the following results:
- increasing the level of development of children’s physical abilities;
- stability of the emotional well-being of each child;
- increasing the level of speech development;
- reduction in morbidity rates.
2. Technologies of project activities
Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
For the second year, the priority area of my work is “Development of speech in preschool children through moral and patriotic education.” In this regard, I have developed and are successfully implementing a creative educational project “Springs of Russia” (Appendix No. 2).
Goal: developing children's knowledge about Russia, the characteristics of the population, the history and culture of the Russian people, Russian national holidays; expanding knowledge about the Don region; nurturing love and respect for one’s small Motherland.
As a result, the children developed a feeling of love for their small Motherland with its distant past, became acquainted with Cossack folklore and dialect, with the customs and traditions of the Don Cossacks, with Cossack games, learned what Cossack household items looked like and learned their names; they know the State symbols, the capital of our Motherland with its sights, the traditions and customs of the Russian people, the State holidays of the Russian Federation.
3. Information and communication technologies.
The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).
Informatization of society poses tasks for preschool teachers:
- to keep up with the times,
- become a guide for the child to the world of new technologies,
- mentor in choosing computer programs,
- to form the basis of the information culture of his personality,
- improve the professional level of teachers and the competence of parents.
I use ICT in my work to:
1. Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.
3. Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad.
4. Preparation of group documentation and reports.
5. Creation of presentations and films in the Power Point and Windows Movie Maker programs to increase the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.
4. Personality-oriented technologies.
The technology of cooperation implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the “Adult-child” relationship system.
Together with children, I create conditions for a developmental environment, we produce manuals, toys, and gifts for the holidays. Together we determine a variety of creative activities (games, work, concerts, holidays, entertainment).
Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation, priority of personal relationships, individual approach, democratic management and a strong humanistic orientation of the content. The new basic general education program of preschool education “Childhood”, edited by T.I. Babaeva, has this approach,
A.G. Gogobidze, Z.A. Mikhailova.
5. Gaming technology.
It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:
games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;
groups of games to generalize objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.
I believe that compiling gaming technologies from individual games and elements is the concern of every educator.
In activities with the help of gaming technologies, children develop mental processes.
Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. When implementing the “Springs of Russia” project, I use folk games in my work as a means of pedagogical correction of children’s behavior.
The use of all these pedagogical technologies in my work helps me make the process of solving problems orderly, consistent, thoughtful and conscious, allows me to achieve the planned result, helps me put the content of my professional activity into an optimal form for its implementation, and build professional actions in a consistent logical chain.
3. The system of teacher activities for educating preschool children based on patriotic values and cultural and historical traditions of the Don Territory
The implementation of the national-regional component is carried out according to the N.V. program. Elzhova “Introducing preschool children to the history of the Don region”, as well as through the group work “Cossack gatherings”, which is carried out within the framework of the project “Springs of Russia”.
Goal: Development of cognitive interest in the history of the Don region and nurturing a feeling of love for one’s small homeland.
Tasks:
- To form in children the beginnings of moral consciousness and the beginnings of personal self-awareness based on the cultural and ethnic norms of a given region, the content of the child’s consciousness;
- Continue to expand the content of the child’s consciousness through information and events, phenomena that are inaccessible to his direct observation;
- Contribute to enriching ideas about the past of the small homeland;
- Maintain a cognitive and creative attitude towards the surrounding world of Don nature;
- Maintain a constant interest in the world of adults;
- To promote the desire in children to convey their feelings and thoughts in communication with peers;
- Create conditions for the formation in children of a feeling of love for the Motherland;
- Promote the development of productive imagination in children of senior preschool age.
Topic 1: “History of the Don Region”
1.Introduction to maps.
2.Map of the Rostov region.
3.Our city.
4. Don Steppe - “Wild Field”
5. Invasion of the Mongol-Tatars.
6. Model of the Don steppe.
Topic 2: “Cossacks are free people”
1. Origin of the Cossacks.
3. Cossack towns.
4. Cossack clothing.
5.Cossack songs.
6. Traditions and customs of the Cossacks.
7.Creation of a mini-museum.
Topic 3: “Cities of the Rostov region”
1. Rostov.
2.Azov.
3. Taganrog.
4.Novocherkassk.
6. Compilation of a guide to Cossack cities.
Topic 4: “Fauna of the Don Region”
1.Animals.
2.Birds.
3. Pisces.
4.Donskoy pearls.
5.Red Book of Animals.
Topic 5: “Plants of the Don Region”
1.Trees and shrubs.
2.Flowers.
3.Medicinal herbs.
4.Plants as a means of cosmetics.
5. Red book of plants of the Don.
Topic 6: “How we vacationed on the Don”
1.Children's games.
2.Orthodox holidays (Easter, Trinity)
3.Gatherings on the rubble.
4.Hike to the reservoir.
5. Population of the reservoir model with animals and plants.
Expected result.
1. The consciousness of children will expand due to information and events, phenomena that are inaccessible to his direct observation.
2. A cognitive and creative attitude towards the surrounding world of Don nature will be formed.
3. A feeling of love for the Motherland will be formed
4. The desire to learn about the folklore of a given region.
5. Productive activity of children in exploring their region will be formed.
4. The system for the teacher to implement the principle of individualization in educational activities based on the pedagogical assessment system approved at the preschool educational institution.
In accordance with the educational program of the preschool institution, in accordance with the annual plan of work in the group, at the beginning and at the end of the school year, monitoring is carried out of the children’s achievement of positive dynamics in the results of mastering the educational program, during which the individual development of children is assessed. The assessment is carried out within the framework of pedagogical diagnostics (assessment of the individual development of children, associated with an assessment of the effectiveness of pedagogical actions, which forms the basis for their further planning).
The results of pedagogical diagnostics are subsequently used to solve the following educational problems:
1. individualization of education (supporting a child, building his educational trajectory or professional correction of his developmental characteristics);
2. optimization of work with a group of children.
Pedagogical diagnostics are carried out within the framework of monitoring children in everyday situations, with the aim of concluding that the educational process as a whole achieves its result, namely the main goals set by the educational program: health protection, creating conditions for the timely and full mental development of children and joyful their period of preschool childhood.
Analysis of the results of pedagogical diagnostics over the past 3 years has shown positive dynamics in the development of the educational program by my students. At the end of the 2013,2014,2015 school year, the number of children with an acceptable level of mastering the educational program was 100%, which confirms the effectiveness of the use of modern educational technologies and methods.
5. Characteristics of interaction between a teacher and specialists: participation in the development and implementation of individual child development programs
The implementation of the “Teacher Educational Work Program” takes place in close cooperation with specialists:
Teacher-speech therapist (development of articulatory motor skills, phonemic perception, finger motor skills, consolidation of assigned sounds in speech, development of coherent speech on lexical topics, consolidation of lexical and grammatical categories);
- teacher-psychologist (games for the development of communication skills, games for the development of cognitive processes; games that promote the development of communication skills, establishing mutual understanding, partnership; the development of self-regulation, emotional development, psycho-gymnastics);
- musical director (logorhythmic classes; singing nursery rhymes, chants; imitation games, dramatizations; automation of staged sounds based on folklore material);
- physical education instructor and swimming instructor (development of gross and fine motor skills; chants, counting rhymes, outdoor games with speech accompaniment, recitatives, games for coordinating speech with movement)
I take an active part in the development and implementation of individual child development programs. After the monitoring, data about the child is entered into the card of psychological, pedagogical and medical and social development (Appendix No. 3) according to the following parameters:
- Knowledge, skills and abilities according to the program,
- Orientation activities,
- Cognitive activity,
- Self-control,
- Orientation activities in new conditions,
- Receptivity to help,
- Transfer to new conditions.
An individual program of psychological-pedagogical and medical-social assistance to a child (Appendix No. 4) is implemented through the following areas: medical (doctor, nurse, exercise therapy instructor), pedagogical (educators, music director), speech (teacher-speech therapist), psychological (teacher-psychologist ). First, teachers identify the problem of the child’s development, then describe his rehabilitation potential, select areas of correctional work, select the necessary technological tools, and indicate the predicted result. Actual
the result is written at the end of the year.
6. The teacher’s creative position in transforming the child’s development environment.
The developing subject-spatial environment of a preschool educational organization is one of the main means that shapes a child’s personality, a source of knowledge and social experience. The subject-spatial environment created in kindergarten affects the development of the child, promotes his comprehensive development, and ensures his mental and emotional well-being. Therefore, this question is especially relevant for me today.
Zones, centers and microcenters of the group.
Zone of choice and self-determination.
Designed for storing materials and equipment that provide the ability to organize all types of children's activities in accordance with the age of the children. These are wall storage cabinets that represent one or another center of children’s activity: intellectual, constructive, center of experimentation; social-emotional; artistic and productive; game; motor; speech, library; duty corner; corner of nature.
Work zone.
It directly involves the educational activities of the teacher with children and the independent activities of children based on their interests.
The work area contains furniture structures that reflect the specifics of any activity or content, and light furniture structures: transformable tables on wheels.
Active zone. Designed to implement children's motor activity and activities that require movement in space.
Quiet zone. Designed for relaxation and privacy. It contains: a small carpet, light banquettes, soft poufs, a light table.
When organizing the teaching staff, I took into account that the boundaries of the zones should be flexible. When building teaching staff, I use so-called mobile modular structures, screens that combine well with each other, move, and slide apart. Such modular furniture is multifunctional and mobile, easily transformed and folded.
I always try to approach creatively when creating a subject-spatial environment in a group. In my work I use author’s manuals developed by me, original didactic and educational games, original teaching and educational tools.
The game “Field of Miracles” and “Field of Miracles-2” helps me in speech development classes:
in the automation of delivered sounds (“Name the picture(s) with such a sound”, “Where is the sound hidden?”);
in the development of coherent speech (“Come up with a riddle about...”, “Come up with a sentence”, “Make up a story about...”);
in the development of vocabulary and grammar (“Tell me which one (which one)?”, “Pick up a word”, etc.
The manual contains two playing fields of one hundred pictures each.
This manual contains more than 50 game situations in various educational areas: speech development, social and communicative development, cognitive development, artistic and aesthetic development.
In the speech therapy corner of our group I use a number of games and aids that I have developed: sets for modeling fairy tales: “Kolobok”, “Turnip”, “Zayushkina Hut”, d/i “Visiting Tap-Tapych”, d/i “Nitkobukovka”
"Casket with fairy tales", sets for the development of air flow ("Snowflakes", "Flowers", "Leaves"), for the development of fine motor skills "Zayushka", "Nimble Fingers", "Mom's Beads", "Nitkobukovka."
In the safety corner: d/i “Place the pictures in order”, d/i “Road signs”, d/i “Causes of a fire in the house”, d/i “Find your soulmate”, d/i “Dangerous objects in the house” , capes for role-playing “DPS”, “EMERCOM”, “Policeman”, “Dangerous Situations” cards, a card index of safety games, consultations “For you, parents”, memos “How to make a child’s life safe”.
In the corner of the "Theater Living Room": theater on spoons "Lozhkarev Family", "Kinder Theater", theater on fingers "Little Stompers", theater on scarves "Masha and the Bear", "Shadow Theatre".
The “Sports and Health” center has produced the following games: “Traps”, “Throw and Catch”, “Massage Traces”, a card index of outdoor games and exercises.
The Center for Local History produced the visual aid “Don Cossacks”, the d/i “Say it in Cossack”, the d/i “Brew Lunch for a Cossack”, the d/i “Dress up a Cossack Girl”, the model “Cossack Compound”, the visual aid “State Symbols of the Russian Federation” ", card index of Cossack games.
The subject-spatial environment created in kindergarten and the use of my own author's manuals, didactic and developmental games, original teaching and educational tools have a beneficial effect on the development of children in the compensatory group, promotes their comprehensive development, and ensures their mental and emotional well-being.
7. Characteristics of the joint activities of the teacher with parents and the public to develop the educational environment.
In joint activities with parents, I use various forms and methods of work. The implementation of activities (including the work of the parent club "Holidays of Russia") is carried out according to plan:
September
Forms
Parents' meeting Topic "Features of child development in the 7th year of life"
Questionnaire: "Family Social Passport", "Child's health is above all"
Conversation "Child and Parent"
Instruction "Basics of safe behavior of children in kindergarten and at home"
Topic:Knowledge Day.
Information corner 1. Work schedule of specialists,
daily routine, activity schedule
2. "What awaits us in September"
3. Reminders “Dangerous objects in the house”
4.Consultation on the benefits of vegetables and fruits "Vitamin calendar"
Festive events Topic: Day of Knowledge “Visiting a Fairy Tale”
Summer birthday day.
Promotion: “Don’t be invisible, glow in the dark”
Exhibition of children's creativity "Volgodonsk - the city where I live"
Teacher's Day. "Portrait of a Beloved Teacher"
October
Forms
working with parents Events
Individual work with parents Conversation “Child and Parent”
Parents' club: "Russian Holidays"
Topic: Older People's Day.
Information corner 1. "What awaits us in October?"
2. Reminders “How to save yourself from the flu?”
3.Consultation “You have an anxious child”
Festive events Exhibition of crafts made from autumn leaves “Tales of Autumn Leaves”
Photo exhibition “Grandma and I, best friends” (for the Day of the Elderly)
Autumn entertainment "Autumn Ball"
Exhibition of joint creativity of children and parents “Bird of Happiness, Bird of Friendship and Kindness”
Exhibition of crafts “Madam Potato”
Autumn entertainment “Autumn Gifts”
November
Forms
working with parents Events
Parent meeting Topic "New Year holidays"
Individual work with parents
Conversation "Sensory education of children with speech disorders"
Parents' club: "Russian Holidays"
Topic: Mother's Day.
Information corner 1. "What awaits us in November?"
2. Reminders “Play with children”
3Consultation “Teaching a child to communicate”
Festive events Photo competition “My Passion” - among employees, parents and children
Photo exhibition for Mother’s Day “Look into Mom’s Eyes”
Promotion "Bird's Canteen"
Exhibition “My mother has golden hands” (for Mother’s Day)
December
Forms
working with parents Events
Individual work with parents Conversation “How to build relationships with conflict-ridden children”
Parents' club: "Russian Holidays"
Topic: New Year.
Information corner 1. "What awaits us in December"
2.Memo "Advice for parents of withdrawn children"
3.Consultation “Children with attention deficit hyperactivity disorder.”
Festive events Exhibition of drawings “In Search of the Snow Maiden 2016”
Promotion “Christmas Tree of Wishes”
Crafts competition "New Year's toy"
January
Forms
working with parents Events
Individual work with parents Conversation “Happiness is when you are understood”
Parents' club: "Russian Holidays"
Topic: Christmas.
Information corner 1. "What awaits us in January?"
2. Reminders “How to overcome absent-mindedness in a child?”
Festive events Farewell to the Christmas tree - Vasily's Day
Making family photo albums “Family Traditions”
Exhibition of drawings: “So that there is no fire, so that there is no trouble.”
Entertainment “The Adventure of a Match”
February
Forms
working with parents Events
Individual work with parents Conversation “Children are taught by what surrounds them.”
Parents' club: "Russian Holidays"
Topic: Defender of the Fatherland Day.
Information corner 1. "What awaits us in February?"
2. Stand “Cooperation with family.
Forms of work."
3.Consultation “Hyperactive child”
Festive events Leisure “Strong, brave”
Exhibition of drawings “Our Army”
Musical and sports entertainment “We are military”
Creative competition “Vesnyanka Doll”
March
Forms
working with parents Events
Parent meeting Theme "Spring mood"
Individual work with parents
Conversation “The whims and stubbornness of preschool children, their causes and manifestations”
Parents' club: "Russian Holidays"
Topic: Day 8 March.
Information corner 1. "What awaits us in March?"
2. Reminders “You cannot punish or scold when...”
3. Consultation “A healthy mind in a healthy body”
Festive events Holiday “Mom is my sunshine”
Exhibition of works “Spring motives”
Sports entertainment “Girls Go!”
Festival "Theatrical Spring"
- viewing of theatrical performances.
April
Forms
working with parents Events
Topic: Easter.
Conversation “Rules of behavior for children in public places”
Information corner 1. "What awaits us in April?"
2 Memo “On city roads”
3.Consultation “Poisonous plants. Walking in the woods"
Festive events Entertainment for April Fool's Day "Jumble"
Presentation of the project "Springs of Russia", holiday "We sing about you, my Russia"
Leisure “Take care of nature”
Exhibition of drawings “Space Travel”
Exhibition of children's works "Bright Easter"
Review-competition “Best vegetable garden on the window”
Exhibition of drawings “Floral Fantasy”
All-Russian campaign “Attention, children!” - “Safe road to school.”
May
Forms
working with parents Events
Individual work with parents Parents club: "Russian Holidays"
Topic: Victory Day.
Information corner 1. What awaits us in May
2.Consultation “Sun, air and water are our best friends”
3. Memo “Safety Lessons”
Festive events Exhibition of drawings and crafts “This Victory Day”
Creative competition – greeting card
“Happy anniversary to my favorite kindergarten”
Journey to the school country “Ship of Knowledge” Graduation party.
In my work, I also use a form of activity called “Trust Mail,” where parents are happy to share their experiences with me, ask questions, and solve problems.
Parents provided charitable assistance in purchasing furniture, educational games, toys and teaching aids.
As part of the project "Springs of Russia" a parent club "Holidays of Russia" was organized
Goal: developing children's knowledge about Russia, the characteristics of the population, the history of the origin and celebration of holidays in Russia;
nurturing love and respect for one’s homeland;
Tasks:
- Stimulate the desire of children (with the help of an adult) to acquire knowledge about traditional Russian holidays.
- To instill in children the traits of a citizen of their Fatherland.
- To develop the ability to sympathetically perceive and understand the historical experience of the older generation.
- Foster interest and respect for the cultural diversity of Russia and the history of the people.
Parent performances are held monthly. According to the indicated topics, each speaker selects information: the history of the holiday, how it has long been celebrated in Russia, what traditions and customs this day carried, games with children on the topic. We collect all the accumulated material into the album "Holidays of Russia".
As a result, children learned a lot of new things about traditional Russian holidays, became interested and respectful of the cultural diversity of Russia, knew many traditions and customs, folk games, and developed the ability to sympathetically perceive and understand the historical experience of the older generation.
7. Characteristics of the current innovative experience of the teacher.
For the second year, the priority area of my work is “Development of speech in preschool children through moral and patriotic education.” In this regard, I have developed and are successfully implementing a creative educational project “Springs of Russia” (Appendix No. 2). I believe that project activities in preschool educational organizations are currently a relevant and effective modern educational technology.
The “Springs of Russia” project is carried out through the implementation of the national-regional component, the work of the “Cossack Gatherings” circle, as well as the active activities of the parent club “Holidays of Russia”.
Goal: developing children's knowledge about Russia, the characteristics of the population, the history and culture of the Russian people;
expanding knowledge about the Don region;
nurturing love and respect for one’s small Motherland;
promoting the formation of grammatically correct coherent speech and the expansion of vocabulary.
Tasks:
1. Foster interest and respect for the cultural diversity of Russia, for the history of the peoples inhabiting our country and the Don region.
2. To develop the ability to sympathetically perceive and understand the historical experience of the older generation.
3. To instill in children the traits of a citizen of their Fatherland.
4. To form ideas about the history of the Don region and its inhabitants; introduce the life and work of the Don Cossacks;
5. Improve knowledge about your hometown Volgodonsk;
6. Activate and enrich their vocabulary with new words.
7.Develop coherent, monologue and dialogic speech.
8. Develop correct speech exhalation when singing and reading poems.
8. Develop fine motor skills of the fingers.
The project is being implemented over the course of a year in three stages.
No. Event Goals Responsible Dates
Stage 1
Preparatory
1.
Questioning.
Find out parents' interest in the topic of the project.
Educators:
Gorbenko A.P.
Gorkovskaya A.A.
2nd week of September
2.
Selection and study of literature. Implementation of the project Educators:
Gorbenko A.P.
Gorkovskaya A.A. September
3.
Creation of a developmental environment: production of teaching aids, games, attributes, selection of consultations for parents, selection of illustrations, creation of albums, presentations on the topic. Implementation of the project Educators:
Gorbenko A.P.
Gorkovskaya
A.A.
Parents of group children.
September-April.
4.
Selection of proverbs and sayings on the topic of the project, songs and poems about Russia Implementation of the project Educators:
Gorbenko A.P.
Gorkovskaya A.A.
Musical director:
Mezheritskaya V.V.
September - April
Stage 2 - main
1.
Screening of the presentation "Russia is my Motherland."
To introduce the features of natural zones and climatic conditions of our country,
cities of Russia, the main attractions of these cities.
2. Show presentation
“Moscow is the capital of our Motherland”
Introduce the main attractions of the capital of Russia: buildings, museums, theaters, cathedrals, architectural monuments.
3. Conversation
Topic: State symbols of the Russian Federation: coat of arms, flag, anthem.
Introduce children to the symbols of our country; discuss the content of the text of the Russian anthem, introduce new words
("Power", "Sacred", "Property"),
develop patriotic feelings, love for the Motherland, develop speech Gorbenko A.P.
3.11.
2015
4. Drawing
Topic: Russian coat of arms
Continue to introduce children to state symbols, develop patriotic feelings, love for their native country, strengthen the ability to hold a brush correctly, and combine colors.
Gorkovskaya A.A. 11.11.
2015
5. Conversation
Topic: Russian Holidays. Mother's Day Introduce children to the features and traditions of Mother's Day. To cultivate feelings of love, tenderness and respect for the dearest and closest person - mother. Parents:
Commissioner O.A.
27.11.
2015
6. Quiz with presentation showing
Topic: My favorite city.
Continue to introduce children to the sights of our city, cultivate love for their native land, teach them to solve riddles using rhyming words.
Gorbenko A.P.
7. Drawing
Topic: Favorite corner of Volgodonsk. Learn to independently (from memory) depict your favorite places in your hometown; cultivate love for the native land, develop creative imagination.
Gorkovskaya A.A.
9.12.2015
8. Conversation with slide show
Topic: Russian Holidays. Nativity. To acquaint children with the features and traditions of the Christmas holiday. Teach to preserve and respect the traditions of the Russian people.
Parents:
Ivanova L.V.
11.01.
2016
9. Drawing
Topic: Flag of the Don Cossacks.
Continue to introduce children to the coat of arms and flag of the Don Cossacks, know the meaning of each color on the flag, strengthen the ability to hold a brush correctly, develop patriotic feelings and love for their native land.
Gorkovskaya A.A.
3.02.
2016
10. Conversation
Topic: Russian Holidays. Defender of the Fatherland Day. To acquaint children with the features and traditions of the holiday -
Defender of the Fatherland Day. Teach to preserve and respect the traditions of the Russian people.
Parents:
Tsipun Yu. A.
19.02.
2016
11. Participation in the competition “Childhood is wonderful years, childhood is a holiday forever!” with the song “There beyond the Don, beyond the river.” To acquaint children with the forms of Cossack folklore - songs, learn a song, develop a smooth speech exhalation when singing, develop memory, attention, musical perception, develop patriotic feelings, love for their native land. Gorkovskaya A.A.
Parent committee of the group Listening and learning the anthem of the Russian Federation.
Topic: Russia is our sacred power.
Introduce children to the text of the anthem, explain the meaning of unfamiliar words,
learn it by heart,
develop smooth speech exhalation when singing, develop memory.
Gorbenko A.P.
13. Drawing
Topic: “Razdolnaya steppe”
To introduce the concept of “perspective”, to learn how to obtain new colors by mixing paints, to distribute proportionally the details of a drawing on a sheet, to learn to admire the beauty of the steppe, to develop patriotic feelings and love for one’s native land.
Stage 3 – final
Presentation of the project "Springs of Russia"
Holiday "We sing about you, my Russia!" Develop creative activity, the ability to expressively read poems, convey the character of the characters in the scene; develop speech, attention, memory of children. Educators:
Gorbenko A.P.
Gorkovskaya A.A.
Musical director:
Mezheritskaya V.V.
Parents of group children. 6.05.2015
As a result of the project, together with parents, a mini-museum “My Favorite Don Region” was created and is being replenished with Cossack everyday items, Cossack costumes were sewn for each child, albums with illustrations “There beyond the Don, beyond the river” were created, a selection of presentations on this topic, regularly The card index of Cossack words, games, songs, proverbs and sayings is being replenished. Children annually take part in the city competition “Childhood - wonderful years, childhood is a holiday forever” in the “Folk Song” category.
The consciousness of children expands due to information and events, phenomena that are inaccessible to his direct observation. A cognitive and creative attitude towards the surrounding world of Don nature is formed. A feeling of love for the Motherland and a desire to learn about the folklore of a given region are formed. Productive activity of children in exploring their region is formed.
9. The teacher’s contribution to the formation of current teaching practice in the process of working in creative groups, methodological associations, research and experimental activities, etc.
I consider my contribution to the formation of current teaching practice in the process of work to be participation in the following events:
Participation in the city methodological association
As part of the environmental campaign “Green Sprout”, an “Ecological Literacy Week” was held at the preschool educational institution for children and parents in April 2016. A series of events has been organized aimed at developing intolerance towards littering in the city: thematic classes, quizzes, environmental leisure activities, exhibitions of children's works, presentations, design of newspapers and posters. Preschoolers of different age groups prepared environmental performances about the need to comply with the rules of behavior in the natural environment, in which parents were direct participants. The children got acquainted with the Environmental Charter. The teachers clearly explained to the children that in nature there are neither harmful nor beneficial organisms - each performs its function, maintaining natural balance. We were reminded of the rules in nature, the importance of maintaining cleanliness in the streets and courtyards of the city. The teachers appealed to all parents: “Help make and keep the city clean!”
Many parents responded, showed creativity in making “Second Life of Packaging” crafts together with their children, and designed newspapers and posters. Trees and shrubs were planted on the DO site.
The origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, the relationships of living organisms with the environment. Man is entirely dependent on natural resources, weather conditions, and the elements. The importance of environmental culture for every resident of our city was conveyed to their parents and children by preschool teachers.
The difficult environmental situation in many cities has recently been caused by numerous vehicles, emissions of waste products from factories into the atmosphere, landfills of household and industrial waste, as well as insufficient landscaping. Due to modern environmental problems, teachers are faced with a task of great environmental and social significance: educating the younger generation in the spirit of caring, responsible attitude towards nature, capable of solving issues of rational use, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every citizen, it is necessary to purposefully cultivate a sense of responsibility for the state of the environment from childhood.
Action plan for the environmental campaign “Green Sprout”
Target: the formation of nature-conforming behavior of preschoolers, an emotionally positive, responsible attitude towards the world around them, education and training of a citizen who knows how to think ecologically.
Tasks:
- To promote in preschoolers the formation of a consciously correct, caring attitude towards nature in all its diversity, towards the people who protect it, an attitude towards themselves as part of nature.
- To promote an understanding of the value of life and health and their dependence on the environment.
- To instill in preschoolers and parents a sense of responsibility for the state of the environment and ecological culture.
|
Event name |
Deadlines |
Responsible |
|
| 1 | Creation of a creative group at the preschool educational institution to carry out an environmental campaign | March | Senior teacher |
| 2 | Creation of a selection of methodological and children's literature on environmental education of preschool children, as well as: Files of observations during a walk Card indexes of didactic games and outdoor games of environmental content Card files of experiences and experiments Card indexes of OD notes and poems about caring for nature |
March | Senior teacher, teachers Grechishnikova Telyatnikova N.V. Blinova G.M. |
| 3 | Carrying out the campaign “For every bird a feeder” and “Feed the birds!” | 22.03 | Sergeeva G.M. |
| 3 | Thematic week “Birds are our friends” Educational conversations about birds March 22 – Magpies (Larks) | 21-26.03 | Senior teacher, teachers |
| 4 | Conducting a series of conversations, watching films, presentations aimed at fostering a natural attitude towards nature and a healthy lifestyle | March, April | Teachers of all age groups |
| 5 | Thematic week of environmental knowledge:
|
11.04 – 15.04 | Teachers of all age groups Degtyareva E.V. All teachers Maklakova L.P. |
| 6 | Musical and literary leisure dedicated to World Earth Day. | 22.03 | Kolesnikova I.S. Degtyareva E.V. |
| 7 | “To love nature means to protect it”; “Ecological problems through the eyes of children”; |
22.03 | Educators are senior and will prepare. groups |
| 8 | Experimental laboratory “Illusion of water” Conducting a series of experiments with water for older preschoolers |
April | Telyatnikova N.V. |
| 9 | Ecological performance for children of senior preschool age “Spring Awakening of the Forest” | 20.04 | Gorokhova L.N. Sheiko E.V. Krasilnikova Yu.E. |
| 10 | Leisure “Journey into space” | 12.04 | Panina I.B. Mezinova E.Yu |
| 11 | Theatrical performance “The Adventure of a Kolobok in the Forest” | 21.04 | Makarova O.O. |
| 11 | Carrying out environmental cleanups:
|
April | Deputy Head of VMR Art. teacher educators |
| 12 | Consultation for educators “Environmental education through play” | 04.04 | Degtyareva E.V. |
| 13 | Summing up the results of the action Creation of a card index of educational materials with environmental content | May | Art. teacher |
Senior teacher Blinova G.M.
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April 12 – Aviation and Cosmonautics Day
2016 marked the 55th anniversary of the flight of the first cosmonaut Yu.A. Gagarin into space.
A large series of events in our educational organization was dedicated to this significant event. This includes watching films and presentations about space, reading children's fiction, a children's drawing competition, making space compositions together with parents, designing mini-museums about space and astronauts, and participating in a regional competition.
Teachers Panina I.B., Mezinova E.Yu., music director Krasilnikova Yu.E. organized an interesting educational leisure activity “Space Journey”, where children, traveling to various planets, read poetry, danced and played. This spectacular, costumed event evoked a lot of positive emotions and impressions among everyone.
Parents provided great help and support in preparing thematic events. Thank you all very much!
Experience as a teacher at MBDOU TsRR kindergarten No. 462 Samara Litovchenko G.P.
Experience as a teacher at MBDOU TsRR kindergarten No. 462 Samara Litovchenko G.P. on the topic: “Education of a healthy lifestyle in preschool children” was published in the scientific and methodological journal for preschool education workers “Theory and Practice of Preschool Education” No. 2 (9) for 2015.
Galina Porfiryevna became a participant in the International Scientific and Practical Conference “Federal State Educational Standard of Preschool Education: Implementation of Basic Principles in the Activities of Organizations.”
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Experience of preschool teachers in introducing preschoolers to the history and events of the Second World War
The problem of moral and patriotic education in modern socio-political conditions is very acute.
This year marks the 70th anniversary of Victory in the Second World War. This significant date in the history of our country could not leave anyone indifferent.
And although the Federal State Educational Standard for Preschool Education does not directly indicate the formation of patriotic feelings in children, the basic principles of preschool education imply “introducing children to sociocultural norms, traditions of the family, society, and state.” And this is the foundation for the subsequent formation of patriotism and citizenship.
We pay special attention to instilling the most important sense of patriotism in preschoolers, using a variety of forms of work:
- Excursions
- Reading fiction, educational conversations
- Watching videos about WWII
- Meetings with veterans
- Creation of mini museums (corners)
- Collecting material about relatives who participated in the Second World War
- Design of an exhibition of drawings and crafts
- Reading competition
- Flash mob.
Not many children can talk with eyewitnesses of the Second World War, so we joined the international campaign “Reading to Children about the War,” introduced preschoolers to works of fiction, and read letters from the front. We talked with the pupils on the topics: “Orders and medals”, “History of the St. George’s Ribbon”, “Children of War”.
In joint activities with the children, they looked at photographs, postcards, orders and medals of the war years, and made crafts and compositions.
The children had many impressions from watching films and presentations about the Second World War. We use presentations compiled by teachers of our preschool educational institution and teachers of the Kirov region, such as “What is the Kirov region famous for,” “Military Samara,” which help enrich children’s ideas about the history of their native city and foster a sense of pride.
Every year we organize meetings with veterans. Meeting veterans, preschoolers learn interesting facts from their lives, about the difficulties of our people during the Second World War.
In order to develop in preschoolers a sense of emotional involvement in their small Motherland and respect for its defenders, a series of events was organized at the preschool educational institution: collecting material about relatives of children and employees participating in the Second World War, designing a “Happy Victory Day” stand with a short biography and specific facts from their lives.
The children reflected their impressions in drawings, which we displayed in the hall and in groups.
Every year, children delight the veterans of the microdistrict by performing at concerts for veterans of the Kirov district at the site of school No. 38, and this year - on May 7, the children took an active part in the ceremonial event dedicated to the 70th anniversary of the Victory, congratulating the veterans of the Kirov district.
Such events help foster respect for people who survived the terrible, difficult years of the Second World War and defended peace.
"So that again
On the terrestrial planet
That war did not happen again
We need our children
They remembered this
Like us!"
Experience of the teacher of MBDOU TsRR kindergarten No. 462 Telyatnikova N.V.
“The importance of kinesiological exercises in the speech development of preschool children”
The work experience was presented at the regional seminar “Modern educational technologies in working with preschoolers on the development of cognitive activity.”
“Successful” people are those who know how to reason, communicate with people, conduct dialogues, argue, defend their opinions, i.e. people who know how to think logically.
However, according to scientists, over the past 10 years the level and pace of speech development have decreased significantly. It has become poorer, children live the life of cartoon characters, parents pay little attention to their children and communicate little with them.
That is why I chose finger kinesiological exercises to develop fine motor skills of the hands and speech development in children.
Kinesiology- the science of developing mental abilities through certain motor exercises.
These exercises are aimed at:
- development of interhemispheric connections;
- synchronization of the hemispheres;
- development of fine motor skills and speech;
- development of thinking, memory, attention and abilities
Work experience of the teacher of MBDOU TsRR kindergarten No. 462 Galochkina E.Yu.
Interactive interaction by preschoolers in cognitive activity
In April 2015, work experience was presented at the regional seminar “Modern educational technologies in working with preschoolers on the development of cognitive activity.”
Today's society and economy are undergoing rapid changes. They require a person to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity. Be able to communicate effectively with people.
The task of the kindergarten is to enrich the preschooler’s understanding of the world around him, to teach him to freely and competently construct his statements, to support them with arguments and facts from various fields of knowledge, and to awaken cognitive interest.
One of the urgent tasks of the teacher was and remains the problem of intensifying the cognitive activity of children, developing communication skills, developing the independence and creativity of preschoolers, their motivational readiness for personal interaction.
Competent, creative teachers should be near preschoolers, since the teacher bears responsibility for the quality of interaction. Because it is the process of interaction between the teacher and children that occupies a central place in the preschool education system.
Traditional training cannot solve such a problem. This requires new pedagogical technologies, effective forms of organizing the educational process, and active teaching methods.
Today, a new approach to teaching preschoolers is emerging - interactive learning.
Practice shows that interactive learning affects the structure of children's educational activities and requires special organization and a special choice of interactive teaching methods and techniques.
Therefore, it can be argued that interactive learning is a didactic system that has its own special technology. Interactive learning technology makes it possible to simultaneously implement cognitive, communicative-developmental and social-orientation aspects of the educational process. This allows the teacher to solve a complex of teaching problems in a shorter time and with a high quality of learning the material.
Interactive learning technologies are used both in educational activities and in joint activities.
Interactive learning is dialogue communication, during which the teacher interacts with children.
The point is that all participants are involved in cognitive activity. They have the opportunity to understand and reflect on what they know and think.
The joint activity of children in the process of learning and mastering the material means that everyone makes their own individual contribution. Children exchange knowledge and ideas. This happens in an atmosphere of goodwill and mutual support, which allows you to gain new knowledge.
The goal of interactive learning is to ensure the emotional and personal growth of each child, creating comfortable conditions in which children actively interact with each other, while everyone feels successful, which makes the learning process itself productive.
Organization of cognitive activity in the form of interactive learning will allow solving the following problems:
- Development of the thinking process
- Develop the ability to solve intellectual and personal problems
- Develop speech activity
- Develop communication skills
- To form motivational readiness for personal interaction in preschoolers
- Develop the ability to accept moral norms and rules when working in a team
The teacher acts as a consultant, draws on the children’s experience, helps to find solutions to existing problems and set new ones.
Interactive learning requires the teacher to have the necessary methodological and psychological knowledge and skills.
Working in kindergarten No. 462 in Samara, I put into practice interactive learning technologies developed by a team of teachers and specialists at kindergarten No. 187 in Tolyatti ANO DO “Planet of Childhood “Lada”, where I worked for a long time, I was part of the creative team. I would like to introduce one of the interactive learning technologies - “Basket of Ideas”
- At the motivational stage, children receive a direct question, are presented with a problem, or are introduced to a problem situation.
- Then the children are divided into small groups and remember the rules and norms of cooperation:
- Everyone speaks in turn.
- We listen to everyone.
- We put our ideas in the idea basket.
- Choose one person from the group who will speak.
The division into groups is carried out on the basis of goodwill. Then it is appropriate to use the principle of random selection.
First, each child searches for the answer independently, selects cards, draws diagrams, and fills the model with content.
Then information is exchanged in pairs or small groups. Children discuss, find out how their existing ideas coincide, what contradictions have arisen, and find a common solution. Next, all ideas are collected in a common basket, even if they are wrong. Each group nominates its own speaker. Children discuss their results together.
The teacher, as a subject of interactive communication, contributes his ideas. Usually this is new knowledge. The adult indirectly leads the work of small groups. During the general discussion, ideas are clarified, errors are corrected, and a conclusion is formulated.
At the final stage, the teacher organizes reflection.
Work experience of teacher Roganova I.G.
“The system of work on the spiritual and moral education of preschool children through familiarization with fairy tales”
In April 2015, Roganova I.G. made a presentation of her experience of working with students at the regional pedagogical lounge “Spiritual and moral education of preschool children through folklore.”
Irina Gennadievna received not only the TIMO Certificate of the Kirov District Central Regional Educational Institution of the Samara City District, but also a Letter of Gratitude from the Samara Regional Pushkin Society and A.S. Museum. Pushkin for active promotion of the legacy of A.S. Pushkin and impeccable activity in terms of spiritual and moral education of the younger generation.
Currently, fairy tales, like other values of traditional culture, have noticeably lost their purpose. This was facilitated by modern books and cartoons with a simplified Disney style of retelling famous fairy tales, often distorting the original meaning of the fairy tale, turning the fairy-tale action from morally instructive into purely entertaining. This interpretation imposes on children certain images that deprive them of a deep and creative perception of the fairy tale.
A fairy tale enters a child’s life from a very early age, accompanies him throughout preschool childhood and remains with him for life. His acquaintance with the world of literature, with the world of human relations and with the entire surrounding world in general begins with a fairy tale.
Fairy tales present children with a poetic and multifaceted image of their heroes, while leaving room for imagination. Spiritual and moral concepts, vividly represented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child.
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Ecological culture of a city dweller - 2015
As part of the All-Russian campaign “Days of Protection from Environmental Hazards,” a “Week of Environmental Literacy” was held at preschool educational institutions for children and parents in March 2015. A series of events has been organized aimed at developing intolerance towards littering in the city: thematic classes, quizzes, environmental leisure activities, exhibitions of children's works, presentations, design of newspapers and posters.
The teachers clearly explained to the children that in nature there are neither harmful nor beneficial organisms - each performs its function, maintaining natural balance. We were reminded of the rules in nature, the importance of maintaining cleanliness in the streets and courtyards of the city. The teachers appealed to all parents: “Help make and keep the city clean!”
Many parents responded, showed creativity in making “Second Life of Packaging” crafts together with their children, and designed newspapers and posters.
The origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, the relationships of living organisms with the environment. Man is entirely dependent on natural resources, weather conditions, and the elements. Preschool teachers conveyed the importance of environmental culture to every resident of our city to their parents and children.
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Work experience of teachers - 2015
Formation of a healthy lifestyle among pupils
Over the past two decades, there has been an alarming trend in the deterioration of children's health. Undoubtedly, the problem of early formation of a health culture is relevant, timely and quite complex. One of the ways to solve it is to follow the principles and rules of a healthy lifestyle.
The teachers of our preschool educational institution pay great attention to the formation of a healthy lifestyle among their students.
A child’s motor activity in kindergarten, morning exercises, a swimming pool, walks in the fresh air, physical education classes, sports festivals... Teachers constantly try to emphasize the health benefits of movement.
Teachers work closely with physical education instructor T.A. Astanina. - this is not just an experienced specialist, but a master of his craft.
In February, in our preschool educational institution, a competition “Sport and I - we are friends” was held.
Goal: formation of individual and collective experience of a healthy lifestyle in preschoolers.
Teachers of all age groups took part in the competition, creatively preparing various game relay races for preschoolers.
The children had special impressions from the sports festivals, where they competed with their parents, not inferior to them in anything.
Preparatory group teachers: Ivanova L.P., Grechishnikova S.S., Sinitsyna A.P., Shokhova T.A. We did a lot of organizational work with parents.
As a result, the sports festival “Mom, Dad, Me - a Sports Family” was held at a very high level. Parents, together with teachers, acted as full partners, teaming up with children to participate in various relay races. All 100% of parents supported their children.
Both students and parents received great pleasure and a charge of positive emotions, demonstrating their agility, endurance, speed, and ability to act according to the rules in competition games.
Parents tested their capabilities and remembered the need for sports as a family.
Parents of middle group pupils, under the guidance of teacher L.P. Maklakov, also took an active part in the sports festival “Dad, Mom, Me - a Sports Family”. These were their first family relay races, useful for everyone!
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In October 2013, the first qualification category was awarded to educational psychologist A.M. Blinova.
In 2012, educational psychologist A.M. Blinova received reviews for the author’s programs “Magic Journey” and “Land of Emotions.” , according to the “Healthy Baby” program, teacher Kolesnikova I.S.
In 2012, the methodological guide “Cognitive development of children 5-7 years old, author G.M. Blinova, was recommended as the main one in the methodological guides “Kindergarten educational program designer” and the methodological guide “Recommendations for drawing up the basic general education program of a preschool educational institution”, for working with preschoolers in accordance with FGT. Sphere shopping center Moscow 2011, 2012.
In 2013, she received a review from T.N. Klyueva. according to the author’s program “Intellectual development of preschool children with special needs”, teacher-speech therapist Ulrich N.F.
The electronic journal SIPKRO contains articles on the experience of working with children and teachers by speech therapist Ulrikh N.F., educational psychologist Blinova A.M., senior teacher Blinova G.M.
In the electronic journal of TIMO TsRO g.o. Samara posted experience of working with children by teachers Kolesnikova I.S., Grechishnikova S.S., Panina I.B., Anuchkina O.A., senior teacher Blinova G.M., physical education instructor N.V. Grishchenko, teacher -speech therapist Ulrich N.F., educational psychologist Blinova A.M.
Materials of the Maslenitsa sports festival, authored by physical education instructor N.V. Grishchenko, are posted on the Planet of Childhood website (certificate No. 4071)
Teachers of MBDOU TsRR kindergarten No. 462 took an active part in events at the district, city and Russian levels to disseminate their teaching experience
On September 19-20, 2012, a pedagogical forum of teaching workers of the Kirov region was held. Teacher-psychologist of our preschool educational institution Blinova A.M. presented a presentation on her experience of working with children on the topic “Psychological aspects of solving problems of social and personal development of a child.”
From October 9 to October 11, 2012 at the Education Development Center of the city. Samara passed the city pedagogical marathon. At the section “The experience of preschool teachers in the social and personal development of preschool children”, the teacher-psychologist of our preschool educational institution A.M. Blinova spoke with the message “Social and personal development of preschool children through the means of fairy tale therapy.”
From October 29 to December 10, 2012 on the basis of our preschool educational institution TsRO g.o. Samara courses were organized for educators “Organization of the educational process in preschool educational institutions within the framework of the implementation of federal state requirements for the basic general education program of preschool education, at which senior educator G.M. Blinova. shared her experience of working with children in cognitive-speech areas in accordance with FGT.
On December 7, 2012, at a methodological association for educators in the Kirov region, Mezinova E.Yu. shared her experience of organizing direct educational activities with children in accordance with FGT.
From March 19-22, 2013, in the Central Educational Institution of the Samara City District, at the city conference “Polytechnological nature of the modern educational environment as a condition for the implementation of the Federal State Educational Standard”, senior teacher Blinova G.M. shared her experience on the topic: “Social partnership - a condition for the development of a modern preschool educational institution.”
On March 27, 2013, teachers Mokrousova Z.P. and Sheiko E.V. spoke at the regional seminar “Content of psychological and pedagogical work with children in mastering the educational field “Safety” with a presentation of experience working with children.
On April 9, 2013, at the regional seminar “Implementing FGT,” physical education instructors T.A. Astanina presented their experience of working with children. and Grishchenko N.V.
In April 2013, the results of the regional competition of pedagogical projects “Implementing FGT” were summed up, teacher I.S. Kolesnikova. was among the winners, receiving 3rd place in the “Methodological project for children” category.
On April 22, 2013, speech therapist of our preschool educational institution Ulrich N.F. presented their work experience at the regional seminar “Organization of speech therapy work within the framework of FGT”
On May 15, 2013, at the city seminar “Organization and conduct of monitoring in preschool educational institutions,” organized for senior educators, the teacher-speech therapist of our preschool educational institution Ulrich N.F. made a presentation on the topic: “Features of monitoring the speech development of preschool children.”
On May 21, 2013, physical education instructor N.V. Grishchenko gave a presentation of her work experience at the city pedagogical marathon. She told the teachers how she teaches preschoolers swimming with elements of water aerobics.
On May 23, 2013, on the basis of our preschool educational institution, a city pedagogical marathon was held on the topic: “Preschool education: new requirements and ways to solve them,” section “Implementation of correctional work within the framework of FGT.” A master class on correctional work with children was conducted by the teacher-psychologist of our preschool educational institution Blinova A.M., she shared her experience in developing the emotional and personal sphere of children.
In addition to all of the above, teachers prepared children to participate in many competitions.
In November 2013, teacher Anuchkina O.A. presented her experience in developing a pedagogical culture for parents at an international conference held at CIPCRO.
For its significant contribution to the implementation of the spiritual and moral program within the framework of the exhibition-forum “Orthodox Samara,” our preschool institution was awarded a Letter of Gratitude and a Certificate of Honor.
The administration and teaching staff of our preschool educational institution, in September 2013, were awarded a Letter of Appreciation from the Education Development Center of the city. Samara, for effective methodological work to improve the creative skills of teachers in the region, the introduction of new technologies, forms and methods of teaching into the educational process.
The team and event organizers received letters of gratitude in October 2013 from the Children's Diocesan Educational Center “Resurrection” for their cooperation in the spiritual, moral and aesthetic education of children.
Pedagogical living room - 2013
On December 11, 2013, a pedagogical lounge for teachers of the Kirov region was held at the preschool educational institution, where the experience of working with our students on moral and patriotic education was presented.
Teachers spoke about innovative forms of working with preschoolers in accordance with the Federal State Educational Standard.
Senior teacher Blinova G.M. presented the presentations “Social and moral education in the light of modern requirements of Russian education” and “Education of socially active and creative citizens of their country through social partnership with educational institutions”, teacher Grechishnikova S.S. shared her experience of creating a presentation for children on the topic “About the Big and Small Motherland.”
A multimedia presentation on introducing children's rights through fairy tales was presented by teacher I.B. Panina.
Teachers O.A. Anuchkina and I.B. Panina shared their experience of working with their students to introduce them to Russian folk culture and cooperation with the families of the students. and musical director Krasilnikova Yu.E.
Teacher-psychologist Blinova A.M. presented a presentation on “The Psychological Aspect of Moral Education of Preschool Children” and spoke about working with preschoolers using the author’s “Magic Journey” program.
Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian language.
Experience working with pupils has shown that works of children's fiction and theatrical activities have a beneficial effect on emotional development, enrich them with new impressions, promote cognitive development, moral and aesthetic education, give children joy and pleasure, contributing to a joyful childhood, which is provided for by the Federal State Educational Standard for Education.
From a very early age, the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression, feelings and thoughts in the children's team, to awaken the imagination of children, to try to realize their abilities to the maximum.
In the soul of every child lies the desire for a theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and visual perception, develops imagination and fantasy, and improves speech.
It is impossible to overestimate the role of the native language, which helps people, especially children, to consciously perceive the world around them and is a means of communication. S.Ya. Rubinstein wrote: “The more expressive the speech, the more the speaker, his face, and himself appear in it.” Such speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.
He considered expressiveness as a qualitative characteristic of speech, which is closely related to the manifestation of a person’s individuality. Accordingly, the use by children of various means of expressive speech is the most important condition for timely intellectual, speech, literary and artistic development.
The expressiveness of speech develops throughout preschool age: from involuntary emotional speech in children, to intonation speech in children of the middle group, and to linguistic expressiveness of speech in children of older preschool age.
Theatrical activities help solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual, artistic and aesthetic education. It is a source of development of feelings, experiences and emotional discoveries, a way of accessing spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.
In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and the sound culture of speech is improved. The role played, the lines spoken, confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve.
By participating in theatrical activities, children get acquainted with the world around them through images, colors, sounds, music, and well-posed tasks encourage them to think, analyze, draw conclusions and generalizations.
From the literature we studied, we learned that the first theatrical performances specifically for children arose in the family. Home theaters were the first to introduce children to theatrical art. They not only brought joy, but also cultivated artistic taste and taught the child to better understand the world around him. For each child, theater is presented in two directions: as a form of art, in the process of perceiving which the child acts as a spectator, and as a theatrical activity in which he himself performs.
We begin working with children on theatrical activities in October-November, i.e. after most children have completed their adaptation period. As a rule, we carry out this in two main forms:
Specially organized work of the teacher with children;
An unregulated type of activity at the request of children.
We organize theatrical activities in the morning and evening hours at unregulated times; we include it in other classes (musical, artistic activities, psycho-gymnastics, physical education classes, etc.).
We prepare for theatrical activities in several stages. First, we select a work, read it expressively ourselves, introduce the children to this work, then conduct a conversation that explains and clarifies not only the content, but also individual means of expression. So, after reading S. Marshak’s poem “Kittens,” they asked the children: “What mood was the hostess at the beginning of the poem?” How did you guess about this?
In middle age, children (Masha, Zhenya, Artem) showed increased emotional activity while reading works. After the comments, we noticed that they did not at all empathize with the events of the fairy tale, its heroes. Then, to develop in children the ability to listen carefully, remember the sequence of events, and imagine images of heroes, they began to use special exercises, problem situations like “Do you agree with this?” For example, when reading an excerpt from a fairy tale, they asked: “Do you agree that this song belongs to a wolf and not a goat? (“Little goats, kids, open up, open up…”) Why do you think so? Or, when showing an illustration of a fox, they asked: “Do you agree that this fox is from the fairy tale “The Fox, the Hare and the Rooster”? Why did you decide so? After such exercises, the children were forced to remember the text and imagine one or another image.
Illustrations in children's books, as well as audio, video films, and recordings play a huge role in understanding the material. When looking at illustrations with children, special attention was paid to analyzing the emotional states of the characters depicted in the pictures. (“What’s wrong with him?”, “Why is he crying?”, “Who was he scared of?”, etc. After a conversation about what was read (or told) and similar exercises, we returned to the text again, involving the children in pronouncing its individual fragments. Children like Roma, Vanya, Vika were not always able to reproduce the content; we tried to easily correct them and carry out subsequent work on the text.
Starting from the second youngest group, children developed the simplest figurative and expressive skills (imitation of the characteristic movements of fairy-tale characters), gave children tasks to act with imaginary objects: wash their hands, draw, make pies, water flowers, rock dolls, etc. Next, they improved their performing skills, developed creative independence in conveying images, and expressiveness of speech. We worked on sketches, which helped children communicate with each other and with adults. The children's imagination awakened and they acquired the simplest skills for participating in a puppet show. They tried to combine puppet theater with theatrical acting. Unconfident children most often preferred puppet theater. Since his attributes are a screen behind which they tried to hide. Children who overcame shyness participated in performances, carefully observing each other.
The children in our group love fairy tales and act them out with great pleasure using a variety of expressive means. Marat, Nikita, Nastya and Anton are especially emotional and expressive. At the beginning, we use fragments from fairy tales as exercises, for example, children were asked to ask to go into the tower, like a frog or a bear. Then they asked the children which of the children was more similar in voice and manners to these characters. The next time, we made the tasks more difficult by inviting one child (optional) to act out a dialogue between two characters. Thus, the children unobtrusively and naturally learned verbal impersonation, trying to convey the character’s character and his voice. At an older age, even more complex exercises were used. Children were asked to say the words “Take”, “Bring”, “Help”, “Hello” and others with different intonations (friendly, pleading, casual, demanding). We attracted the attention of children to how the meaning of a phrase can be changed by rearranging the logical stress “Give me a doll”, “Mom came for me”, etc. Performing such exercises led us to the need to familiarize children with the basic emotional states (joy, sadness , fear, surprise, anger, etc.) and the ways of their nonverbal and verbal expression. Therefore, before offering any task to the children, we repeatedly practiced ourselves. An educational psychologist helped us with this. At the workshop, she introduced us to the basic emotional states of people, we trained to find them in pictograms, composed emotional states from parts, and depicted them ourselves using facial expressions in games and game exercises (“Guess the emotion,” “Show the mood,” “Journey to the world.” emotions”, etc. Then children were taught this.
So, to solve this problem, they used exercises like “Different Moods”, where children learned to depict the emotional states of people. Reading works, watching and discussing puppet shows, discussions on stories from personal experience, stories based on paintings, listening to musical works, for example, P. Tchaikovsky “The Doll’s Disease”, “New Doll”, etc., exercises like “I rejoice when...” , “I feel sad when...”, etc. They invited children to act out separate small sketches, for example. Depict how a girl was given a new doll, or how a child was scared of a bear, etc. A good result was achieved when several children or couples played the same scene. When reviewing the results, they asked whether the children did better, or who did similar, and why.
In our work, we encountered such difficulties as children's uncertainty, shyness and reluctance to play negative roles. In order to overcome shyness (in Masha, Vanya, Roma) they used the following techniques:
Choose a role as desired;
They were appointed to the main roles;
We assigned roles according to cards;
We played the role in pairs.
But even here problems arose: there were not always enough roles for all the children who would play negative characters. When there weren’t enough roles, we divided a subgroup of children into another subgroup, played out the roles in pairs, and sometimes we had to come up with additional roles. When assigning roles, we take into account the individual psychological characteristics of children. Thus, highly anxious children are offered secondary roles (for example, in the fairy tale “It Happened in the Forest,” highly anxious children Vika, Nastya, and Katya were assigned the roles of trees) or paired roles (one of the kids is portrayed by the anxious child Anton).
It is always more difficult for children to play negative roles. Since positive qualities are encouraged and negative ones are condemned, children are more willing to play the roles of kind, strong, resourceful characters. So Dima often played the role of a bear, he did it very similarly, some children began to call him clubfoot, clumsy, and made fun of him. Therefore, this artist urgently needed to change his role. They explained to the children that in a real theater, adults are artists who know how to play both positive and negative roles, and emphasized that the roles of a negative character are much more difficult.
Special functional rooms (music hall, theater performance room - currently not functioning due to insufficient number of rooms) also contribute to the development of creative abilities. The group has created and actively uses a corner of theatrical activities, where there are:
The presence of different types of theater (from laundry trailers, from plastic bottles, on paper plates, on reels, on cones, etc.), screen
Mini podium
Guides for mini skits
Children's musical instruments
Costumes, hats
Didactic games for the development of the emotional sphere
Selection of breathing exercises
Tongue twisters, pure twisters for the development of diction
Creative exercises to relieve muscle tension
Finger gymnastics.
As a result of the work, the children became more relaxed, self-confident, and began to perceive negative roles positively. In speech they began to use theatrical words and terms, monotonous speech became emotionally colored, with correct intonation expressions.
She shared her work experience at the teachers’ council “Development of children’s creative abilities in the process of theatrical activities”, where she made a presentation on her work experience “Theater is an assistant in raising children”, and at a workshop she conducted practical training for colleagues in various ways of making different types of theaters. Together with the senior teacher, she designed the exhibition “Object Puppet Theatres”.
Of course, we, teachers, play a huge role in theatrical activities. These classes should simultaneously perform cognitive, educational and developmental functions and not be reduced only to preparing speeches. We believe that their content, forms and methods of implementation should simultaneously contribute to the achievement of the main goals: the development of speech and theatrical and performing skills, the creation of an atmosphere of creativity, and the social and emotional development of children.
In theatrical activities, music plays an important role. In the selection of musical works, songs, melodies, we work closely with the music director. Music often helps convey the character of characters in motion. For example, after listening to a recording of the Russian folk melody “The Hen and the Cockerel,” they asked the children whether this music suited the image of the brave cockerel from the fairy tale “The Fox, the Hare and the Rooster,” asked to show this image in motion, then asked the children to ask each other riddles, imitating movements of various animals “Guess who it is?”
Improvised movements (of fairy-tale animals) were taught together with a physical education worker and a music director during music and physical education classes, and in free activities. Great help in this direction is provided by psychogymnastics classes conducted by a teacher-psychologist, where games and game exercises are widely included to develop basic expressive movements with the help of pantomime and gestures, various emotional states of people with the help of facial expressions.
In our work with children we used the literature of T.N. Doronova “Playing theatre”, M.D. Makhaneva "Theater classes in kindergartens." E.G. Churilova “Methodology and organization of theatrical activities of preschoolers and junior schoolchildren”, V.M. Minaeva “Development of emotions in preschool children”, M. Chistyakova “Psychogymnastics”, etc.
The development of theatrical activities in kindergarten and the accumulation of emotional and sensory experience is a long-term work that requires the participation of parents. Thematic evenings in which parents and children are equal participants, decorated thematic screens, and held an open day with the showing of the fairy tale “It Happened in the Forest” help to intensify their interest. We hold evenings on various topics: “Favorite Fairy Tales”, “Theater Meetings”, “In the Music Room”, “April 1st - April Fools' Day”, etc. We invite parents to participate in such events as performers, authors of poems, dialogues, and manufacturers scenery, costumes, etc.
In the future, we set ourselves the task of further enriching the theatrical experience. namely, children's knowledge about the theater, its history, Moscow theaters, theater professions, theater terminology. In the future, together with the music director, we plan to introduce the celebration of Theater Day (March 27) into our work with parents.
