Theoretical and methodological foundations of interaction between a teacher and parents and employees of a preschool educational institution - Classification of forms of interaction between a preschool educational institution and the family

Classifications of forms of interaction between preschool educational institutions and families

Recently, there have been trends towards systematizing forms of interaction. So, T.V. Krotova names the following blocks of forms of interaction between ECE centers and families:

• Information and analytical forms include identifying interests, questioning parents, establishing emotional contact between teachers, parents and children. These include surveys, tests, questionnaires;
• Leisure activities (joint leisure, holidays, exhibitions) are aimed at establishing warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children;
• Cognitive forms play a major role in nurturing the psychological and pedagogical culture of parents. Their essence is to familiarize parents with the age and psychological characteristics of preschool children and develop practical parenting skills;
• Visual and informative forms allow you to correctly evaluate the work of teachers and consider the methods and techniques of family education. For example, open lessons for parents, watching videos, photographs, children's works.

Conversations are the most accessible and common form of establishing communication between teacher and family. The goals of the pedagogical conversation are: exchange of opinions on a particular topic and achieving a common point of view, timely assistance to parents.

Pedagogical consulting is one of the traditional forms and has been used in practice for a long time.

Counseling is a process of interaction between two or more people in which the specific knowledge of the consultant is used to help the counselee.

Methods and techniques of counseling: Conversation, interested observation, agreement or judgment; active listening, paraphrasing (checking the accuracy of another person's statements by repeating their thoughts in different words); using the key phrases of the parent being consulted to switch to their own language of communication; confrontation (consists in showing the parent a contradiction in his judgments, other points of view); Self-communication (tells the specialist about the parent’s own emotional experiences, discomfort caused by the parent’s actions); Legend method (a way to help a parent through the story of another person who found a way out of a similar situation).

Types of consultation:

• Individual parent counseling – working one-on-one with an individual family or its representative;
• Thematic - working with families who experience the same problem.

When conducting consultations, one should focus on the level of educational training of parents. Thus, O. L. Zvereva notes that most often there are three levels: high, medium, low. Based on the level, the teacher who prepares consultations for parents with high and average levels chooses a group form. For parents with a low level of education - individual consultation in the form of advice, instructions, questions for parents, joint analysis of the problem of a given family.

Telephone consultations. The peculiarity of this technology is that communication is carried out through an intermediary - a telephone, there is no visual contact, and it is impossible to use non-verbal forms of communication.

Collective forms include parent meetings - an expedient and effective form of work for teachers with a group of parents, organized familiarization with the tasks, content and methods of raising children of a certain age in a kindergarten. Parent-teacher conferences are a way to give parents the opportunity to be involved in learning.

Parent meetings can be organized in different ways. Their main part, the presentation of pedagogical knowledge, can be a lecture, report, conversation, debate, discussion, and so on. This method activates the audience, stimulates the exchange of opinions, and the desire for pedagogical self-education.

Interaction between the teacher and preschool staff, material on the topic

Interaction between the teacher and the staff of the preschool educational institution.

Teacher Rastrogin G.S.

A preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution and the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

The interaction of the teacher with the administration of the educational institution is aimed at creating optimal conditions for the full comprehensive development and training of students, protecting and strengthening their health in accordance with the state educational standard and programs implemented in the institution. Also to organize work among parents (persons replacing them) on the issues of raising and educating children in the family, promoting pedagogical and hygienic knowledge, attracting parents (persons replacing them) to participate in the activities of the institution, determined by the charter and parental agreement.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes current and long-term planning of the activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness. The interaction between a teacher and a senior teacher at an educational institution is continuous throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.

Interaction between a teacher and a music worker at an educational institution.

The general and musical-aesthetic development of preschool children in kindergarten is carried out by a music director who has a good command of the theory and methodology of the pedagogical process, and a teacher who has general musical training.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Music classes in kindergarten are the main form of organizing children's musical activities. The music director and the teacher participate in the preparation of music lessons. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.

The activities of the music director and teacher also include conducting music and speech classes. These classes are the connecting link in the activities of teachers. The classes are aimed at developing speech through expressive singing and are additional. The teacher actively helps the music director in carrying it out. The content of the lesson includes literary and musical material.

In music classes, children's singing skills are developed, improved and consolidated, and a stereotype of correct pronunciation of words is formed. The emotional basis of musical lessons contributes to better learning of various skills. The teacher, being present at such classes, enriches the methodology of his work on the development of children’s speech and brings it closer to the methodology of the music director.

The teacher and music director create a subject-development environment, which is carefully thought out by them. The subject-development environment is given fundamental importance in the pedagogical process of a children's educational institution.

The essence of the tasks of joint interaction between the music director and the teacher is to awaken the creative activity of children, develop their musical imagination and thinking, and stimulate the desire to independently engage in musical and creative activities.

Together, teachers must develop children’s musicality, educate their moral sphere, mental processes and personal developments. Thus, the music director and teacher must provide for the integrity of music education: training, education, development. All these tasks can be implemented only if the following conditions are met:

— involvement in musical activities brings children only positive emotions;

— a humane and personal approach has been thought out, ensuring the emotional comfort of children;

— a comfortable musical and educational environment has been created in all forms of organization.

The music director and educator must keep the development of the entire holistic set of personality qualities at the center of the music education system, and this is the main result. The goal of the humane-personal approach, proclaimed by the pedagogy of cooperation, is an approach to the child’s personality, his inner world, where undeveloped abilities, strengths and possibilities lurk. The task of teachers is to awaken these forces and use them for more complete development.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) for learning. Game motivation, the presence of dialogue and polylogue (i.e. the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

In the process of subjective interaction, teachers constantly put children in the position of an experimenter, ask them a lot of questions, encourage them to constantly think and look for an answer to the question posed. It is this interaction that has a great effect on the development of intellectual abilities.

The process of music education is long, you should not expect quick results. Only the joint activity of the music director and the teacher leads to the desired results in solving the problems of the general and musical-aesthetic development of preschool children.

Interaction between a teacher and the head of physical education at an educational institution.

Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. The most accessible means of increasing health potential is physical education and physical activity.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activities are aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings

They are equally:

- know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

— carry out diagnostics of the physical condition of children according to the program implemented by the preschool institution;

- know the characteristics of the pupils’ health status and plan physical exercises in accordance with these characteristics;

— form children’s ideas about the hygiene and aesthetics of physical exercise (posture, exemplary display of physical exercises, conducting classes in sportswear and shoes, etc.);

- use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

- control physical activity based on external signs of fatigue;

- use physical education means to develop normal gender-role behavior in children;

- carry out hardening during physical exercises;

— ensure the safety of children during physical exercises;

— provide children with first aid in case of accidents;

- plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

— inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activity, different types and forms of activity.

Interaction between a teacher and a medical worker at an educational institution.

The interaction between the teacher and the medical worker is aimed at:

• control of the sanitary condition of the premises and area of ​​the kindergarten;
• compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;
• ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;
• accounting for sickness absence, isolation of sick children;
• There is a joint daily morning reception of children;
• participation in pedagogical councils devoted to the problem of physical development and health of children;
• health education work of parents;
• compliance with the group's food schedule;
• maintaining food tables for children in the group;
• organizing meals in a group.

Interaction between a teacher and a junior teacher at an educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

• participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;
• creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

• together with medical workers and under the guidance of a teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, and their adherence to the daily routine;
• organizing, taking into account the age of the pupils, their work on self-care, compliance with labor protection requirements, and providing them with the necessary assistance;
• participation in work to prevent deviant behavior and bad habits among students;
• bearing responsibility for their lives and the health of children;
• dressing and undressing children, conducting hardening activities;
• ensuring the protection of life and health of students during the educational process;
• compliance with labor protection and fire safety rules;
• ensuring the protection of children's lives, maintaining and strengthening their health;
• working together with children;
• interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

To summarize the above, I would like to note once again that the modern goals and objectives of preschool education cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and a unified style of work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

The principle of social partnership as a new philosophy of interaction between preschool educational institutions and families

A preschool organization as an organizational system is characterized by openness and homogeneity of the factors of its internal environment, as well as connections with the external environment. The family, along with the state, acts as a subject of social order. Social contracting entities act as social partners of ECE centers.

The term “social partnership” appeared in Russia in connection with changes in forms of ownership. The original meaning of the term was that representatives of employers and employees should solve relationship problems through negotiations, find compromises and reach agreements on a mutually beneficial basis.

The spread of economic relations in all spheres of the state has expanded the conceptual apparatus of this term. According to the Labor Code of the Russian Federation, social partnership is a system of relations between employees (representatives of employees), employers (representatives of employers), state authorities and local governments, aimed at ensuring coordination of the interests of employees and employers in regulating labor relations and other directly related to them relations (Article 23 of the Labor Code of the Russian Federation).

According to economist B. M. Genkin, “social partnership is the ideology, forms and methods of coordinating the interests of social groups to ensure their constructive interaction.” Thus, an analysis of definitions shows that the concept of “social partnership” is based on the constructive interaction of participants. This basis is also reflected in definitions of social partnership in education.

The legal basis for social partnership in the field of education is the Civil Code of the Russian Federation, the Law “On Education in the Russian Federation”, the Law of the Russian Federation “On Non-Profit Organizations”, the Law of the Russian Federation “On Public Associations”, Decree of the President of the Russian Federation dated August 31, 1999 No. 1134 “On additional measures to support educational institutions in the Russian Federation.” At the municipal level, the legal basis for the organization of social partnership is made up of the federal laws “On local self-government in the Russian Federation”, “On the general principles of the organization of local self-government in the Russian Federation”, as well as the relevant laws of the constituent entities of the Russian Federation, adopted in development of these federal laws. The educational standard for preschool education of the Federal State Educational Standard shows the importance of social partnership, explaining the basic principles of assistance and cooperation between children and adults in the process of child development and his interaction with people, culture and the outside world; introducing children to the sociocultural norms and traditions of the family, society and state.

The federal state standard of preschool education solves the problems of forming a common culture for pupils, interaction between educational and public associations, as well as the development of personal values ​​and attitudes of pupils and students.

Within the framework of the model of preschool education (FSES DO), based on the Federal State Educational Standard (FSES DO), partnership means that the relationship of both parties is based on joint responsibility for the education of children. In addition, the concept of partnership implies that families and ECE centers are equal, have common goals and work together to achieve them

Active forms and methods of working with teachers in preschool educational institutions; methodological development on the topic

Active forms and methods of working with teachers in preschool educational institutions

The quality of education and its effectiveness is one of the pressing problems of modern pedagogy. The leading role in ensuring the effectiveness of educational activities is played by the teacher and his professionalism.

Increasing the level of skill of teachers is a priority area of ​​methodological work, which occupies a special place in the management system of a preschool institution and represents an important link in the holistic system of advanced training of teaching staff, since, first of all, it contributes to the activation of the teacher’s personality and the development of his creative personality.

There are various forms of methodological work, each of which has its own specific features:

— Pedagogical advice

— Seminars

— Methodological associations

The Pedagogical Council is a permanent collegial body that considers various aspects of the activities of preschool educational institutions - the highest governing body of all educational activities. The pedagogical council includes theoretical and analytical material, where teachers and preschool specialists presented reports from their work experience, the results of thematic and frontal control, trainings and questionnaires for educators.

How to turn a boring teachers' meeting into an interesting and exciting event?

Teachers' council - a business game is most often used to sum up the work of the team on any problem or for a certain period. The main place in such a teachers' council is occupied by group activities. Organizers need to think through the scenario down to the smallest detail, define roles, tasks, and calculate regulations. Participants analyze the issues raised, develop goals and objectives, and draw up programs that will form the basis for the decisions of the teachers’ council.

Teachers' Council - round table. To prepare it, managers need to select important, interesting issues for discussion and think through the organization. For example, some topics can be given to a group of educators in advance and the relevant literature can be offered to them. Then they will be able to familiarize themselves with different theories, approaches, opinions and think about their point of view. The main rule when organizing a round table is the preparedness and interest of each participant. It is also important to choose a presenter who understands the problem and knows how to direct the conversation in the right direction.

Situational teacher council consists of considering one or more situations that can be played out by pre-prepared participants. You can conduct a discussion of the situation based on the video recorded on the video camera.

Teachers' council - discussion requires that teachers divide into subgroups in advance and prepare their concepts of the problem being discussed. During the discussion, a plan to solve the problem is jointly thought out. For example, you can discuss the topic “How should the interaction between the teacher and the child’s family be organized?”

It is necessary for all members of the teachers' council to be active, express their point of view, doubts, and share their work experience. Any form of teacher council necessarily requires an analysis of the results. It should be remembered that the result of the work of any teachers’ council should be the adoption of decisions to improve the work of the team.

Training seminars are perhaps the most productive form of professional development for teachers: they focus on improving their theoretical training. A necessary condition for organizing training seminars should be the feasible participation of all teachers. They are offered tasks in advance that will allow everyone to develop teaching abilities, pedagogical thinking, and communication skills.

Activation of the creative activity of teachers is possible through interactive methods and active forms of work with teachers.

Interactive - means the ability to interact or is in a mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person). From this we can conclude that interactive learning is, first of all, dialogue learning, during which interaction between teachers or the teacher and the leader of the methodological event takes place

The use of interactive methods in the pedagogical process encourages the teacher to constant creativity, and in this regard, to improvement, change, professional and personal growth, and development. After all, when getting acquainted with one or another interactive method, the teacher determines its pedagogical capabilities, identifies it with the characteristics of the participants, and tries it on to his individuality. And this innovative activity does not leave the teacher until he realizes that interactive teaching methods are an effective pedagogical tool, and the use of interactive learning technology in the pedagogical process is a necessary condition for the optimal development of both those who study and those who teach.

In the course of dialogue, teachers develop the ability to think critically, reason, and solve controversial problems based on an analysis of the information they hear and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.

It is valuable that with such an organization of work, the teacher can not only express his opinion, view, give an assessment, but also, having heard the evidence-based arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for other people's opinions, the ability to listen to others, and make informed conclusions and conclusions.

To do this, different forms are organized in the classes of professional associations - individual, subgroup, paired, role-playing games are used, documents and information from various sources are analyzed.

What are forms of interactive learning? Let's look at some of them.

The simplest form of group interaction is the “big circle”. The work takes place in three stages.

The first stage - teachers sit in a large circle. The leader creates the problem.

The second stage - for a certain time (about 10 minutes), each participant individually writes down on his own sheet of paper proposed measures to solve the problem.

The third stage - in a circle, each teacher reads out his proposals, the rest listen silently (without criticism); Along the way, a vote is taken on each item - whether to include it in the general decision, which is recorded on the board as the conversation progresses.

The “large circle” technique is optimally used when it is possible to quickly determine ways to solve a problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.

The main focus of interactive forms is to activate teachers, develop their creative thinking, and find a non-standard way out of a problematic situation.

Training is one of the effective interactive forms of working with teachers of preschool educational institutions in developing professional skills and abilities (quick response, quick learning).

Training is an English word – a special training regime. Training can be an independent form of methodological work or used as a methodological technique when conducting seminars.

When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.

The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.

Pedagogical ring - guides teachers to study the latest research in psychology and pedagogy, methodological literature, helps to identify different approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of their position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, and a sense of humor.

Round table – held with the aim of developing a common opinion and position of the participants on the issue under discussion. Usually 1-3 issues of the problem under discussion are thought through.

“Aquarium” is a form of dialogue when teachers are asked to discuss a problem “in front of the public.” The group chooses to lead the dialogue on the problem with someone it can trust. Sometimes there may be several people willing. Everyone else acts as spectators. Hence the name – “aquarium”.

What benefits does this technique give to teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else’s thought, how they resolve an emerging conflict, how they argue their idea and what evidence they provide that they are right, and so on.

Or this form: intragroup work, where a group is formed (6-7 people), whose work is open to observation. The rest of the teachers, together with the leader, without interfering, observe the implementation of roles in solving the cognitive task. However, at the end of the lesson, observers, group members and, finally, the leader consistently summarize various results (cognitive, communicative, etc.). A prerequisite for a successful discussion: participants should not know about the positions of others, but behave in accordance with the assigned role.

Initiator: Seize the initiative from the very beginning, defend your position with the help of arguments and emotional pressure.

Disputant: Resist any proposals put forward and defend opposing points of view; in a word, adhere to the position of Porthos: “I fight because I fight!..”

Compromiser: Express your agreement with any points of view and support all statements of the speaker

Original: Do not get involved in an argument, but from time to time put forward some unexpected proposals.

Organizer: It is necessary to organize the discussion so that all participants have their say, ask clarifying questions

Silent: Avoid answering the question directly, no one should understand what point of view you adhere to

Destructor: Always disrupt the smooth flow of the discussion (drop something, giggle at the wrong time, ask your neighbor to move in a loud whisper...)

“Evening of Questions and Answers” ​​- a month before the scheduled date of the event, teachers are invited to think about what issues of education, upbringing, methodology and development are most relevant in this period. Then the questions, which may be anonymous, are classified by problem 1-1.5 weeks before the Evening. Participants decide which questions they can answer themselves and which questions require expert explanation. On some issues, you can invite the participants of the professional association to share their work experience.

Each problem to which a group of questions asked by teachers relates is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.

Discussion is a critical dialogue, business dispute, free discussion of a problem, a powerful combination of theoretical and practical knowledge.

The purpose of the discussion is to involve listeners in an active discussion of the problem; identifying contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality

Discussion methodology:

— familiarizing teachers with the problem, situational task;

— questions are presented to teachers sequentially in accordance with the plan;

— a discussion of opposing points of view on the essence of the problem under consideration is organized;

— conclusion, summing up the discussion.

In conclusion, the presenter notes the activity or passivity of the audience, evaluates the teachers’ answers,, if necessary, refutes incorrect judgments with arguments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, and thanks the teachers for participating in the discussion.

The “Brainstorming” or “Brainstorming” method is a procedure for group creative thinking, or more precisely, it is a means of obtaining a large number of ideas from a group of people in a short period of time.

This method can be actively used at meetings of a creative group to discuss a plan or conduct various events: children's holidays, competitions, pedagogical competitions, methodological associations, etc.

The brainstorming procedure itself is divided into three stages:

Stage 1 - Introduction. During which a problem is announced and written on the board. The presenter explains the reason for putting forward the chosen topic, then asks the participants to offer their own wording options;

Stage 2 - Generation of ideas. Discussion participants freely express their ideas, which are recorded on the board. At this stage, criticism is strictly prohibited, because the best ones are the so-called “crazy ideas”.

Stage 3 - At the stage of analyzing ideas and searching for opportunities for their implementation, the proposals made are processed, it is proposed to consider ideas from the points of view of originality and possibility of implementation.

Method of “Moderation” (moderator – mediator, regulator). This method allows you to “force” people to act as one team to develop, in the shortest possible time, specific, implementable proposals aimed at solving a problem.

The method involuntarily creates a collegial atmosphere, not questioning or taking turns speaking, but making decisions as you work.

The Case Study method is a non-game method of analyzing and solving situations where teachers participate in direct discussion of business situations and problems taken from real practice. This method, as a rule, is used in the process of a situational business game, which itself is also an interactive gaming method and involves the deployment of special (game) activities of teachers - participants in a simulation model that recreates the conditions and dynamics of educational activities or cooperation with parents of students.

However, the problem of improving the professional skills of each preschool teacher still remains one of the most difficult. It's no secret that sometimes a lot of effort is spent on organizing events, but the return is negligible.

Practice has shown that the final result of any methodological event will be high and the impact will be effective if a variety of inclusion methods and active work were used in its preparation and implementation. Their choice should be determined by the goals and objectives of the event, the features of its content, and the contingent of teachers.

Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.

Features of project activities in preschool education

The project method is considered as a way of organizing the educational process, based on the interaction of teachers, students and their parents, a way of interacting with the environment, and step-by-step practical activities to achieve the goal.

The American educator and philosopher J. Dewey founded the project-based teaching method, the essence of which is briefly expressed by the slogan “Learn by doing.” According to him, the educational process should be built around a specific problem, the solution of which is relevant and significant for the child at the moment. The external result will be visible, understandable and applicable in practice. The internal result - the experience of activity - becomes an invaluable asset of the student, connecting knowledge and skills, competencies and values.

The main goal of the project method is to give children the opportunity to independently acquire knowledge by solving practical problems or problems. The topic chosen for the project is projected by the teacher onto all educational areas offered by the Federal State Educational Standard and onto various types of children's activities. This ensures the integrity of the educational process. Integration of knowledge from different thematic areas forms a holistic vision of the world around us, develops the child’s cognitive interest, allows him to “live” the topic in different types of activities (thinking, speech, work, creativity, etc.), absorb more information, understand the connections between subjects and phenomena and get tangible results. So, project activity is a special type of intellectual and creative activity; a set of techniques and operations for mastering a certain area of ​​practical or theoretical knowledge, one or another activity; a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or define a goal (idea). Therefore, in the educational process of ECE centers, project activities are collaborative in nature, in which children and teachers of the ECE center, as well as parents, participate. The degree of children’s participation in project activities depends on their age characteristics: in younger groups, children observe the activities of the teacher and parents, in middle age, children begin to participate in the implementation of the project, in older age they are full participants in the project.

Joint projects between kindergarten and family are especially important, as they allow “to create a natural situation of communication and practical interaction between children and adults (including parents).”

The experience of collective creativity is carried out against the background of general positive emotional experiences, which contributes to the development of friendly relations between children.

Children feel unhappy when they are outside the group. Therefore, pair, group and frontal projects are necessary for the development of children.

A paired project is carried out by a pair(s) of participants. Children acquire cooperation skills, learn to act together in the same space, solve a common problem, and choose adequate ways to solve it. A group project is carried out by a group of participants (from 3 to 10-12 people).

“Optimization of interaction between teachers and children” Consultation – workshop for teachers

Author:

Bundakova Larisa Alexandrovna

Manager

MBDOU No. 63 "Katyusha" Surgut

Nowadays, the field of preschool education is rapidly developing: new kindergartens are being built, the educational subject-spatial environment is being improved, and new programs and projects are being implemented. But, as many years ago, children remain the most important object of development and education in kindergarten. It is for them, for their development, that improvements and changes are made. And the most important person in kindergarten for children remains their teacher, on whom the comfort of the child’s stay in the group, the quality of the knowledge received, etc. depend.

“In recent years, due to the passion for early education of preschoolers, attempts have appeared to intellectualize the game, i.e. turn all the child’s games into didactic activities” (A.S. Spivakovskaya)[1]

This in turn affects the social-emotional development of the child. Children come to kindergartens with good cognitive development, but with communication disorders. They cannot interact adequately with children and teachers

How to optimize the interaction between teacher and child?

Play is of great importance in the development of a child. It is in it that he demonstrates his attitude to what he saw, heard, and experienced. A child’s play can provide a lot of information to an attentive teacher.

For example, the behavior of excitable children in play is characterized by impulsiveness, conflict, and inability to reach an agreement and adhere to the rules of the game. Or you can see a child sitting on the sidelines from the general games. When working with such a child, it is important to follow the principle of gradualism, step-by-step. Therefore, it is important to include various types of games in everyday life, in particular games with rules.

As noted by psychologist G. A. Shirokova, the assimilation of social and emotional experience occurs through child-adult interaction. The role of an adult is to be able to notice shortcomings, analyze them, and help the child cope with them. And effective help can only be provided by being in direct interaction with the child. [2]

Consultation – workshop for teachers

“Formation of positive communication skills in preschoolers with adults and peers”

Goal: increasing the pedagogical and psychological competence of teachers in the matter of developing positive communication skills in preschoolers.

The culture of communication between people is based on the observance of certain rules, these rules are called etiquette.

For a teacher, knowledge and adherence to the rules of etiquette are one of the mandatory elements of his professional culture. In addition to the fact that good manners and culture are an indicator of a teacher’s personal culture, it is also his responsibility - in the process of educational work, he must pass on the acquired knowledge and skills to his students.

Of course, teachers are not the only ones responsible for children’s communication skills. This is mostly a parent's problem.

Let's talk about how, exactly, in kindergarten we can develop positive communication skills in preschoolers.

In many ways, a child’s behavior depends on the social situation in which he grows up. In other words, a child’s mood and actions are greatly influenced by the psychological climate in which he lives and communicates.

To create conditions for positive communication and active interaction, you need to:

- address children by name, excluding surnames, much less nicknames.

- treat your own statements very carefully, since the same meaning of a phrase can be expressed in different verbal forms.

— clearly know the age characteristics of children. After all, the content and form of requirements for a five-year-old child and a young child should be radically different.

- affection and caring attitude. And at the age of 5, in addition to establishing emotional contact , children also need a serious attitude towards their mental searches. Each child in the group should have confidence that an adult considers him good, smart, and that he is an example for other children.

A good technique is to compare the child’s actions with the behavior of some fairy-tale character. This will help the child understand whether he did so well.

To form socially acceptable forms of behavior and assimilate the moral norms of society, you can use the following tactics of interaction between the teacher and children:

- discuss more often the consequences of the actions of a child or adult on the feelings of another person;

- offer games and situations in which you need to cooperate and help each other;

— explain how best to act in a given situation together and how to help each other.

- exclude notations for those children who do not want to behave in this way in one case or another;

— encourage children’s desire to negotiate;

- involve children in cases of moral healing of a child;

— Consistently ignore instances of negative behavior, paying attention to a child who behaves well.

- encourage various forms of role-playing games and provide children with gaming materials.

Work with preschoolers on rules of behavior should be carried out in 2 areas:

1. Development of ideas about moral standards of behavior
2. Accumulation of practical experience of social behavior in accordance with moral standards.

An analysis of the work of preschool institutions showed that, after all, the first direction predominates in our work. And if certain forms of behavior are learned only as automatically fixed knowledge without an emotional attitude or moral motivation, then they do not contribute to the education of moral behavior.

Nurturing a culture of communication is closely related to the development of collectivism skills in children.

Your phrases are helpers:

• Tolya played with the car and gave it to Vova. Well done! (said in front of everyone)
• Played well, didn't bother anyone
• Offer Lina a toy and let her play with you.
• Invite Artyom and Misha and watch the book together:
• Sit next to me, and I will tell you an interesting fairy tale for Sasha, Marina and you.

It is very important to help children establish contacts with each other without shouting or quarreling.

What do we do when children fight among themselves? (we punish, we figure out who is right and who is wrong).

What do we do when we notice that a child is greedy (we say then don’t bring a toy; don’t give it to him, don’t play with him). How to develop positive communication skills in a child?

The puppet theater will help you in working through these problems.

You can play out skits with the guys. And you don’t have to make everyone sit down (when you start doing this, the children will come to you anyway).

Problem situations that require adequate, positive resolution:

Or any problematic situation that may occur to the group.

Role-playing games.

• Imagine that you are Kolobok. What will you say or do to prevent the fox from eating you (learn to negotiate)
• Imagine that you are Doctor Aibolit. How will you treat animals (compassion)
• Imagine that you are Emelya. Now you've caught a pike. Show me how you caught it. What will you ask her?
• Imagine that you are a Russian hero. What will you say to the enemies who attacked your friends? What do you say to the people you protect?

These, in general, not the most complex interaction tactics are especially relevant in the work of educators if there are children with disabilities in the group, as well as children with behavioral disorders. Because favorable conditions for raising humane feelings and relationships in preschoolers are emotional comfort for each child, understanding and support, positive relationships between children. Only in this case does the pupils understand the role of the rules.

Thus, to optimize the interaction between the teacher and children, it is necessary to create conditions for games that require coordinated actions, mutual assistance, and the ability to resolve conflicts in adequate and effective ways.

Bibliography.

1. Aralova M.A. Directory of a preschool educational institution psychologist. – M: TC: Sfera, 2010. -272 p.
2. Shirokova G.A. Handbook of a preschool psychologist / “Reference Books” series. – Rostov n/d: “Phoenix”, 2004. – 384 p.

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

1. “Kindergartens of the Tyumen Region” is an officially registered specialized media outlet at the federal level. 2. The activities of the editorial office are supported by the Department of Education and Science of the Tyumen Region 3. We issue a “Certificate of Publication” in the media. 4. The document has a unique number, is entered in the register, has the original seal of the editorial office of the online publication and signature. 5. “Certificate of publication” in the media is sent to the author in both paper and electronic versions.

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Sample “Certificate of publication of author’s methodological material in the media.”pdf

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