Methodological development for teachers “The work of a teacher-psychologist of a preschool educational institution with educators”
Municipal state preschool educational institution
Novosibirsk district, Novosibirsk region - combined kindergarten “Luchik”, Sadovy village
Teacher-psychologist: Shvenk Ekaterina Valerievna
Methodological development for teachers
“The work of a teacher-psychologist of a preschool educational institution with educators”
Target:
increasing the competence of teachers in the field of understanding the work of a teacher-psychologist of a preschool educational institution with educators.
Tasks:
• introduce teachers to the theoretical foundations of the work of a preschool teacher-psychologist with educators;
• introduce teachers to the practical fundamentals of the work of a teacher-psychologist of a preschool educational institution with educators;
• promote the development of interest in the interaction between the teacher and the teacher-psychologist.
Location:
music room
Time:
1h.20 min.
Necessary equipment:
tape recorder, recording: “Chinese traditional music for meditation.”
Handout:
questionnaire “Style of pedagogical communication”, memos.
Preparatory work:
studying literature on the work of a teacher-psychologist with preschool educational institutions employees; selection of material and production of leaflets “Styles of pedagogical communication”; a selection of music for the practical exercise “The Sage from the Temple”.
Progress of the meeting:
To begin with, I would like to dispel what is probably the most common “myth” about psychologists
.
Most people believe that the word “psychologist”
is derived from the word
“psycho.”
And this leads them to a completely wrong conclusion: “if a psychologist works with their child in the garden, then their son or daughter is mentally abnormal.”
I assure you this is not so
.
A teacher-psychologist in a kindergarten works with normal
children and their individual
characteristics
, not deviations. This, to my regret, happens with employees of preschool educational institutions, where a psychologist comes to work for the first time. As soon as it comes to carrying out any practice-oriented activities (be it diagnostics, a training session, etc.), teachers “fall into” a certain panic and are wary of this kind of meeting: what if something is wrong with them? or will they be subject to any experiments? Or the other extreme: some teachers perceive the psychologist as an examiner who can criticize their work. And such a concept greatly complicates the interaction of all participants in the pedagogical process.
The main goal of the work of a teacher-psychologist in a preschool educational institution is to create conditions for the full development and strengthening of the psychological health of children.
But only in a healthy team can such conditions be created. This is where a psychologist “comes on stage”, helping educators in “improving” the team.
What does it mean? This is the provision of assistance in the form of providing the necessary information: diagnostics (individual), counseling (individual), recommendations (general, individual), reminders, round tables, trainings, seminars - workshops.
Today I would like to take you a little closer to the practical work that I plan to do this school year.
Interaction between teachers and psychologists occurs in 3 areas:
1. Diagnostics
2. Consulting
3. Psychoprophylaxis and education.
Diagnostics are carried out to identify: the psychological climate in the team, assess the burnout syndrome, the level of development of creative abilities, etc.
For clarity, I would like to offer you a questionnaire to identify the style of pedagogical communication that guides you in the educational process (see Appendix No. 1).
This will also be our first small acquaintance (a survey is conducted, the results are calculated). After the results are announced, teachers are given instructions: “Styles of pedagogical communication.”
In the format of group counseling this school year, you will be offered the topic: “How to help a child during the adaptation period” (September). Individually: “Consultations on the results of diagnostics of mental readiness for school” (April), as well as individual consultations throughout the year on issues that arise. The topics of questions for individual consultation can be varied: relationships between children in a group, assistance in building relationships with a “special” child, relationships with parents, teachers, etc.
What is meant by psychoprophylaxis and education?
As I have already said, the main goal of a psychologist’s work in a preschool educational institution is the development and strengthening of children’s psychological health. But the psychologist turns out to be powerless to help the child if the teachers’ attitude towards him does not change. Professional interaction, complementarity, mutual awareness in issues of pedagogy and psychology are necessary at all stages of work with the teaching staff. After all, it remains completely obvious that many educators do not attach due importance to theoretical knowledge about the age and individual capabilities of a preschool child and experience difficulties in working with children who have problems in mental development. Therefore, in order to increase the psychological competence of preschool teachers and create a need for psychological knowledge, the desire to use it in the interests of the child and their own development, a teacher-psychologist can use a variety of forms and methods of work (such as seminars - workshops, trainings, lectures, etc.) . This section of work also includes issuing leaflets and developing recommendations for educators. This will be psychoprophylaxis and education.
Now, given your long stay here, I would like to conduct one of the practical training exercises with you; this exercise will be aimed at relieving psycho-emotional tension and muscle relaxation. The exercise is called “Sage from the Temple” (see Appendix No. 2).
Dear teachers! Our meeting has come to an end for today. I hope that the information received has given you an idea of our joint activities. If you have any questions, please contact us. My working days: Monday, Wednesday, Friday.
Appendix No. 1
QUESTIONNAIRE “Style of pedagogical communication”
Dear Colleagues!
To determine your style of communication with students, we suggest answering the questions in this questionnaire. Select the answer option that suits you best.
1. Do you think that a child should:
A) shares his thoughts and feelings with you
B) tells you only what he wants
C) keeps his thoughts and experiences to himself.
2. If a child took a toy or pencil from another child without asking, then you:
A) talk to him confidentially and give him the opportunity to make his own decision
B) children will figure out their problems themselves
C) notify all children about this and force them to return what they took with an apology
3. An active, fussy, sometimes undisciplined child during the lesson was focused, careful and completed the task well, as you would do:
A) praise and show all the children his work
B) show interest, find out why it turned out so well today
C) tell him “I would always do this.”
4. The child did not say hello upon entering the group. What you will do:
A) make him say hello
B) don't pay attention to him
C) immediately enter into communication with him, without mentioning his mistake.
5. Children study quietly. You have a free minute. What would you rather do:
A) calmly, without interfering, observe how they communicate and work
B) help, suggest, make a comment
C) mind your own business (recordings, preparation)
6. Which point of view seems correct to you:
A) the child’s feelings and experiences are still superficial, passing quickly, and you should not pay attention to them
B) the child’s emotions, his experiences are important factors, with their help you can effectively teach and educate
C) the child’s feelings are amazing, his experiences are significant, they need to be treated with care, with great tact
7. Your starting position in working with children:
A) the child is weak, unreasonable, inexperienced, and only an adult can and should teach and educate him
B) the child has many opportunities for self-development, the adult should maximize the activity of the child himself
C) the child develops uncontrollably, is influenced by heredity and family, so the main task is for him to be healthy, fed, and not violate discipline.
8. How do you feel about your child’s activity:
A) positive – without it, full development is impossible
B) negatively - it often interferes with purposeful and planned training and education
C) positively, but only when the activity is controlled by the teacher.
9. The child did not want to complete the task under the pretext that he had already done it at home, your actions:
A) they would say “well, no need”
B) they would force you to do the work
B) would offer to complete the task
10. Which position do you think is correct:
A) the child should be grateful to adults for taking care of him
B) if a child does not realize the care of adults for him, does not appreciate him, then that is his business, he will regret it someday
C) the teacher should be grateful to the children for their trust and love
Key to processing:
| Answer | Number of points by number of questions | |||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| A | 2 | 3 | 2 | 2 | 3 | 1 | 2 | 3 | 1 | 2 |
| B | 3 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 2 | 1 |
| IN | 1 | 2 | 1 | 3 | 1 | 3 | 1 | 2 | 3 | 3 |
TOTAL:
25 – 30 points
– gravitates towards a democratic style.
It is characterized by broad contact with pupils, the manifestation of trust and respect for them, the teacher strives to establish emotional contact with the child, and does not suppress with severity and punishment; Positive assessments predominate in interactions with children. A democratic teacher feels the need for feedback from children on how they perceive certain forms of joint activity; knows how to admit mistakes made. In his work, such a teacher stimulates mental activity and motivation to achieve cognitive activity. In groups of educators whose communication is characterized by democratic tendencies, optimal conditions are created for the formation of children's relationships and a positive emotional climate of the group. The democratic style ensures friendly mutual understanding between teacher and student, evokes positive emotions and self-confidence in children, and gives an understanding of the value of cooperation in joint activities.
20 – 24 points
– authoritarian style predominates.
Teachers with an authoritarian communication style, on the contrary, display pronounced attitudes and selectivity towards children, they are much more likely to use prohibitions and restrictions in relation to children, and abuse negative assessments; severity and punishment are the main pedagogical means. An authoritarian educator expects only obedience; it is distinguished by a large number of educational influences with their uniformity. A teacher’s communication with authoritarian tendencies leads to conflict and hostility in children’s relationships, thereby creating unfavorable conditions for the upbringing of preschoolers. The teacher’s authoritarianism is often a consequence of an insufficient level of psychological culture, on the one hand, and a desire to accelerate the pace of children’s development, despite their individual characteristics, on the other. Moreover, teachers resort to authoritarian methods with the best intentions: they are convinced that by breaking children and achieving maximum results from them here and now, they can more quickly achieve their desired goals. A pronounced authoritarian style puts the teacher in a position of alienation from the students; every child experiences a state of insecurity and anxiety, tension and self-doubt. This happens because such teachers, underestimating the development of such qualities in children as initiative and independence, exaggerate their qualities such as indiscipline, laziness and irresponsibility.
10 – 19 points
– characterized by a liberal style.
A liberal educator is characterized by: lack of initiative, irresponsibility, inconsistency in decisions and actions, and indecisiveness in difficult situations. Such a teacher “forgets” about his previous requirements and after a certain time is able to present completely opposite requirements to the ones he himself previously gave. Tends to let things take their course and overestimate the capabilities of children. Does not check whether its requirements are met. A liberal teacher's assessment of children depends on their mood: in a good mood, positive assessments predominate, and in a bad mood, negative assessments predominate. All this can lead to a decline in the authority of the teacher in the eyes of children. However, such a teacher strives not to spoil relations with anyone; his behavior is affectionate and friendly with everyone. She perceives her students as proactive, independent, sociable, and truthful.
Appendix No. 2
Sage from the Temple
Target:
relieving psycho-emotional tension, muscle relaxation and diagnosing the current mental state.
Time needed:
40 minutes.
Materials:
soft music.
Preparation:
No special training required
“...Sit down more comfortably. You feel your arms... legs relax. It’s like a warmth appears somewhere in your chest... It passes throughout your whole body... Imagine yourself standing in a clearing in a summer forest. Thick grass rises to your knees and flower petals touch your feet. There are trees around, their leaves rustling in a warm breeze. The sun's rays create a bizarre mosaic of light and shadow. You can hear the whistling of birds, the chirping of grasshoppers, the crackling of branches. You enjoy the aroma of herbs and flowers. Curly lambs in the blue summer sky foretell excellent weather.
You cross the clearing and go deeper into the forest. There is a narrow path under your feet. She is barely noticeable in the grass. Apparently, it is not often walked on. You are slowly walking through the forest and suddenly see through the treetops the roof of a building of unusual architecture. You are heading towards this building. The trees recede and you find yourself in front of an amazing structure. This is a temple. He stands far from the bustle of cities and street crowds, from the pursuit of illusory happiness. This temple is a place of peace and tranquility, a place for reflection and deepening into oneself. Several wide steps lead up to a heavy oak door. The sun's rays play on the gilded patterns decorating the door. You go up the steps and, holding the golden handle, open the door. It gives in unexpectedly easily and silently. Inside the temple there is semi-darkness and pleasant coolness. All sounds remain outside. There are ancient paintings on the walls. There are shelves everywhere, on which there are many books, strange tomes, scrolls. Opposite the door through which you entered is a large oak table, behind which sits an old man in snow-white clothes. His kind and wise eyes are fixed on you. A candle is burning in a candlestick right in front of him.
Come closer to the old man. This is a sage who knows all the innermost secrets of the world, events of the past and future. You can ask him about what worries you, and perhaps you will get the answer you have been looking for for so long... The sage points you to the candle. Look into this living flame, into its magical core. Look at him... Inside the flame, first a blurry, and now increasingly clear image appears... Turn your gaze to the sage. He is holding a calendar in his hands. The date is clearly highlighted on the calendar sheet, remember it...
Temple visiting hours are ending. Thank the sage for meeting you...
You leave the temple and close the door behind you. It's still a sunny day here outside. You go down the steps and again emerge onto the forest path, along which you return to the clearing where your journey began. You stop, take one last look at the landscape around you... and are transported again here, to this room..."
LIST OF SOURCES USED
1. Wenger L.A., Agaeva E.L., Bardina R.I., Brofman V.V., Bulycheva A.I., Burlakova I.A., Wenger N.B., Dyachenko O.M., Lavrentyeva T.V., Rudovskaya I.A., Kholmovskaya V.V., Tsekhanskaya L.I. Psychologist in kindergarten. Guide for the work of a practical psychologist. // Preschool education. No. 5 (101), March 1-15, 2003.
2. Evtikhov O. V. Practice of psychological training. - St. Petersburg: Publishing House "Rech", 2005. - 256 p.
3. Miklyaeva N.V., Miklyaeva Yu.V. “The work of a teacher-psychologist in a preschool educational institution,” - M.: Iris-press, 2005
4. Electronic resource: https://psylist.net
Interaction between a teacher-psychologist and a teacher in the educational process
Goncharuk Maria
Interaction between a teacher-psychologist and a teacher in the educational process
A teacher-psychologist is a specialist who implements comprehensive psychological work with children: educational, developmental and correctional. This opportunity exists due to many conditions, and one of them is that this specialist works in close collaboration with the teacher . The coherence of work and interest in the harmonious development of the child of both specialists is the basis of their joint activities.
The main work of an educational psychologist falls on the adaptation period. Therefore, an educational psychologist is obliged to inform teachers about his functions and tasks, to give an idea of what kind of help he can provide. Explain, especially to novice teachers , that child psychology is not a branch of medicine, it studies the patterns of normal child development, and the main task of a teacher-psychologist in working with a child is to accompany students and their parents , providing timely assistance and support. For this, it is necessary to create following conditions:
• organizing the activities of all participants in the educational process in the system of individual psychological support for the child;
• building positive interaction among all participants , jointly solving emerging problems;
• taking into account the individual psychological, personal characteristics of children;
• ensuring the well-being of the child, his success, avoiding stress;
• ensuring continuity with the content and forms of joint psychological and pedagogical support ;
• creating conditions for the education and development of the child’s personality traits that meet the requirements of modern society.
Consequently, the educator understands that the educational psychologist is an assistant , an ally, and not a controller, which helps create the necessary atmosphere of trust.
“ teacher-psychologist-educator ” support model
questions like: who needs whom more?
“supplies”
information about the child
to whom the teacher to the teacher-psychologist or the teacher-psychologist to the teacher ? The conclusion suggests itself: without mutual exchange of information, neither the teacher nor the teacher-psychologist will be able to competently help a child experiencing certain difficulties, find optimal conditions for his training and development.
On the one hand, an educational psychologist needs information from the teacher , the results of his observations and analysis of the characteristics of the preschooler’s activity and behavior. Without this data, it is difficult for him to correlate his psychological facts with the child’s real life activities and to decide on priority areas of work with him.
On the other hand, the educator needs information from a teacher- psychologist about the internal “picture”
observed external manifestations, about the deep sources and mechanisms
(if any)
of existing educational and socio-psychological problems.
Without this information, for the educator to build a competent program of his own pedagogical actions .
A number of scientists, researchers and practitioners consider the interaction between a teacher-psychologist and an educator to be built in several of the following directions: preventive, diagnostic, correctional.
Preventive care includes:
1. Creation of optimal psychological and pedagogical conditions in the group .
2. Use of a variety of visual information materials.
3. Expansion of knowledge through reading psychological, pedagogical and special literature.
4. Inclusion in the activities of consultative dialogue.
The diagnostic direction includes:
1. Conducting conversations with children and teachers .
2. Organization and conduct of testing and surveys.
3. Conducting direct observation of children (involved and not included)
.
Corrective direction includes:
1. Development by a teacher-psychologist of advice and methodological recommendations to the teacher on various emerging issues, and in turn, the teacher implements the specialist’s recommendations and interacts with the family .
2. Organizing and conducting correctional and developmental classes for children with special education needs.
3. Organization and conduct of joint and independent activities with children in line with routine moments (in the morning, on walks, in joint activities, in the evening, etc.) to create a culture of health, a culture of life, cultural and hygienic skills, development independence.
4. Implementation of trainings, games-exercises, situational conversations and dialogues, various types of gymnastics: articulatory, emotionally stimulating, visual [3; 4].
Based on the foregoing, based on the developments and recommendations of scientists, researchers, and practitioners, we can imagine the following advantages of interaction between a teacher-psychologist and a teacher in the educational process :
• the effectiveness of psychological developmental work is increased due to the resources of the teacher’s :
• the possibility of creating a holistic, consistent development environment is realized;
• the educational environment is saturated with psychological content.
Let us describe the necessary qualities of interaction between a teacher-psychologist and an educator in the educational process :
• creating a positive emotional background in the group;
• carrying out systematic, organized work;
• implementation of amplification (enrichment)
child development.
During the interaction between the teacher-psychologist and the teacher in the classroom, the following is carried out:
• playing out various practical situations;
• inclusion of games that reinforce positive emotions from the activity;
• using a variety of ways to complete tasks;
• implementation of reflective moments;
• inclusion of health-saving and health-creating technologies (visual and kinesiological physical exercises, correct posture, etc.)
.
Thus , the goal of the professional activity of a teacher-psychologist and educator is the same . This is a child, the conditions for his full education, upbringing and development . The means and methods are different. However, their joint activities objectively require information and organizational cooperation with each other, since only in this case the technologies used will work for the initially set goal.
Bibliography:
1. Zinchenko V. P. Psychological foundations of pedagogy . ( Psychological and pedagogical foundations for building a developmental education system by D. B. Elkonina - V. V. Davydova). - M.: Gardariki, 2002. - 432 p.
2. Sirotyuk A. L. Correction of the development of intelligence of preschoolers. - M.: TC Sfera, 2001. - 48 p.
3. Odinokova N. A. Pedagogical interaction and cooperation in the system of inclusive education of children with special educational needs // Childhood open to the world: collection of materials of the All-Russian scientific and practical conference. - Omsk: Federal State Budgetary Educational Institution of Higher Education "OGPU"
, 2022. - P. 181185.
4. System of interaction between a teacher-psychologist and educators , parents and specialists [Electronic resource]. — URL: https://docviewer.yandex.ru ( access date 04/20/19 )
.
