Personal and professional qualities of a modern teacher: what should a kindergarten teacher be like?

Do you remember that warm feeling, distant, from childhood. When you walk with your mother by the hand, you go up the stairs and find yourself in a large room. Everywhere there are cabinets of different colors and with different designs: behind the red door with the typewriter hangs Misha’s jacket, and behind that green door with a cherry hangs Lera’s backpack and raincoat. You slowly change your clothes, and then you go to the kind and smiling, always cheerful and loving first teacher. In the memory of many, the teacher is the second most important person after mother and grandmother.

It was this charming girl or already an adult woman who instilled in us a love of animals and nature, taught us to tie shoelaces and count with counting sticks. And she treated everyone in a special way, like family.

The formation of a future member of society begins with the kindergarten and teacher. Therefore, being a teacher is important, honorable and very significant! Today we will try to find out what a good teacher should be able to do.

Features of the profession

Being a teacher is not only an honor, but also very responsible.!

After all, it is at the age of 3 to 6 years that many skills and abilities are formed, your baby’s cognitive abilities are improved, his horizons begin to expand, and his first ideas about the world appear.

And all this happens under the guidance of the first mentor - the educator!

Who, if not a preschool teacher, will teach you how to cut with scissors, draw, and then write? Who will teach poetry and read fairy tales? Teach friendship, honesty, attentiveness and kindness towards children, adults, animals?

It is impossible to overestimate the importance of this person in your child’s life, but sometimes, on the contrary, you can underestimate!

What should a modern senior preschool teacher be like?

Currently, particularly high demands are placed on senior preschool teachers responsible for organizing and monitoring the pedagogical process and coordinating the activities of all preschool specialists. And this applies not only to the level of their professional competence, but also to their personal qualities. Ksenia Yurievna Belaya, Candidate of Pedagogical Sciences, Professor of the Department of Pedagogy and Methods of Preschool Education at the Moscow Institute of Open Education, Honored Teacher of the Russian Federation, shared her views on what a modern senior kindergarten teacher should be like.

Have there always been high demands on the position of senior educator?

It must be said that the position of senior educator was formed gradually, starting from the 60s of the 20th century. Initially, it was the position of “teacher” to serve toddlers and guide their education in nurseries. Then the position of “educator-methodologist” was introduced, and later the position of “senior educator”. But regardless of the title of the position, higher demands were always placed on the senior teacher. There was a period when people with a secondary specialized education were hired for the position of head of a preschool institution, and only people with a higher pedagogical education were always hired for the position of senior teacher or teacher-methodologist. This is explained by the functional responsibility of this specialist for the most important section of the kindergarten’s work - the pedagogical process. The quality of work of the entire team will depend on how professionally competent the senior teacher is in pedagogy, psychology, and methods of working with preschool children.

What part of a senior educator’s activity is working with children today?

First of all, we must remember that the senior teacher is not a substitute teacher. He cannot and should not be a permanent substitute teacher due to the absence of the main teacher in the group for various reasons. Although earlier, and even now, this is practiced in some preschool institutions. Today, the main job of a senior educator is working with teaching staff. That is, it influences the quality and results of the activities of the entire kindergarten indirectly, through the teacher. The senior teacher must be able to work with children and teach teachers how to do this. He must be able to demonstrate this or that technique, explain the methodology in practice, and, if necessary, actively participate in the pedagogical process, and for this, at least 2/3 of the time he must be in groups, observe, evaluate, and correct the work of teachers. For example, if an excursion outside the kindergarten is organized, he must go with the children and the teacher and take on part of the organizational work. Together with other specialists, he diagnoses the knowledge and skills of children, and therefore works, communicates with preschoolers and provides assistance to teachers. This is a very difficult task, and therefore the senior educator is required, first of all, to be able to work with people.

What is the ability to “work with people” for a senior educator?

Among modern teachers there are many specialists with higher and secondary specialized education. These are people who have developed their own creative pedagogical style. And not everyone will do what they are advised to do, because they have their own views on this or that methodology, pedagogical technique, etc. The ability to work with people is the main indicator in the activities of a senior educator. It is very important to create a team of like-minded people who have a common pedagogical credo, position, traditions, or, as it is now fashionable to say, to create your own team. Only in this case will the senior teacher be able to achieve the goals that he sets.

The head of the preschool institution and the senior teacher must work harmoniously and set uniform requirements for members of the teaching staff. This is another important point. The ability to establish contact with teachers and the manager, develop your own style of communication with the team, taking into account the characteristics of the psychological climate in the preschool educational institution, will help the senior educator in his work.

The main methods in his arsenal should be persuasion and evidence. Even if the teacher does something wrong, the methodologist must convince and prove why this method of working with children is ineffective, and suggest how to do it better. At the same time, it is important to be able to listen to what the teacher says. The ability to listen and hear the interlocutor is always valued by subordinates.

Working with people is a mandatory ability to control oneself in critical situations, anticipate and prevent possible conflicts in a team, understand and evaluate the capabilities of each employee.

Also in our time, an important quality is the ability to evaluate and talk about the results of one’s work. The senior educator must train teachers to self-analyze teaching activities.

Please name the main forms of work with teachers that a senior educator should use?

First of all, the senior educator must take into account the interests and wishes of the team. Teachers like it better when they are not consulted as students, but when they are consulted. Therefore, such interactive forms of methodological work as creative groups, briefings, discussions, round tables and brainstorming give the greatest results. For example, a senior teacher says that there is a problem that he alone cannot solve, and invites everyone to think together and look for ways to solve it. But when setting any task, it is necessary to bring it to its logical conclusion. If the senior educator has carried out an active form, he is obliged to summarize and issue a product in the form of recommendations, an algorithm of actions for educators. It is important that this product will be perceived as jointly created, collective. And if you have created recommendations, an algorithm of actions, write who participated in this work. This is not only pleasant, but also imposes responsibility on the teacher for their implementation. The senior educator must also pursue a second goal: not only to activate teachers, but also to know why he is doing this. For example, to get results at lower costs, to distract teachers from work as little as possible.

I would like to emphasize that within the framework of methodological work, self-education of all preschool teachers should be clearly organized. The knowledge independently acquired by educators is a good foundation for organizing active forms with them. In other words, they will have something to talk about. Self-education is one of the activities of the senior educator. Before demanding from teachers, the senior teacher must determine what topic he will work on this year himself. When a self-education plan for kindergarten teachers is drawn up for the year, the first on the list should be the head, senior teacher, and only then all teachers. This is a system of continuous self-education.

In many preschool institutions, the methodological office is still perceived as the personal office of the senior teacher. How to organize its work so that it becomes a kind of methodological center for teachers?

The methodological office of a kindergarten is not the personal office of a senior teacher. This is scientific and methodological equipment for the educational process in preschool educational institutions. And here the main thing is not how many dolls and cubes are in the office, but what kind of experience has been collected, what kind of long-term planning, what visual aids are there for working with children, the selection of diagnostic techniques, interesting scenarios, notes, etc. Replenishing and equipping a methodological office is labor-intensive and a long process.

From my work experience, I can recommend the following technique: knowing strong educators who are passionate about one or another methodology, a senior educator can make them assistants in equipping the teaching room, offering to put together, for example, a section on familiarization with the outside world or a section on speech development. At the same time, it is necessary to give teachers the opportunity to determine for themselves what materials they need. Then they will feel like masters and will not be afraid to enter the teaching room. Teachers will know that they themselves made this or that manual. When replenishing your classroom with manuals, immediately create card files (thematic catalogs, bibliographic lists) and teach teachers how to use them. The more differentiated the catalogs are, the easier it is for teachers to work with them. By organizing activities in this way, the senior teacher relieves himself of the obligation to issue benefits, which is very important, because this takes a lot of time. This is the scientific organization of the methodological room. In addition, reference literature must be provided in the office. If possible, these should be not only encyclopedias, but also textbooks where you can find the necessary information.

In new-building kindergartens, the problem of organizing the work of the methodological classroom and the use of manuals by teachers is also complicated by the fact that some senior teachers begin with the beautiful design of shelves and systematization of materials in folders. This is an important block of work, but there is no need to try to complete everything at once in one year. You need to focus your energy on solving annual tasks. For example, take 2-3 tasks for this year and systematize and supplement them in these areas, gradually equipping the methodological office. This is the most important point in organizing the educational process.

What difficulties does the senior teacher of a new building kindergarten have to face?

Another problem in the activities of a senior teacher, when a kindergarten is operating in the mode of formation, a new building, is the ability to distribute the functionality, duties and responsibilities of each, as well as writing documents such as the development program and educational program of the preschool educational institution. At the moment, a program for the development of a kindergarten for new buildings is being developed with a creative group of specialists from the Southern District of Moscow. It is schematic, and we think that it can be used as a basis for work in the first and second years for all new buildings.

It should be noted that during the formation of a kindergarten, a lot of moral and physical energy goes into creating a team of like-minded people, identifying assistants in work, and establishing human relationships.

This is in contrast to a kindergarten operating in a functioning mode, where everything is streamlined, everyone is at their own workplace, and the senior teacher must devote more time to organizing innovative activities, initiating teachers to creative search, so that there is no creative stagnation in the team, so that the work of teachers didn’t turn into a routine.

Innovative activities are an integral part of the activities of a modern preschool institution. How does this affect the work of a senior teacher? Currently, the senior educator must be widely informed about all innovations in the system of preschool and school education. I would like to emphasize the importance of the analytical function of the senior educator, who acts as an analyst and expert of everything that is printed and published. There is now a large amount of literature that often does not meet the requirements of classical pedagogy and psychology. And it is mainly the senior teacher who purchases methodological literature. While still in the store, he should leaf through and skim through the manual and understand whether it is suitable for the job. At the same time, it is important not only to evaluate literature, but also to be able to select it based on the type and goals of your preschool institution, and the level of professional skills of teachers.

A senior kindergarten teacher today must be able to work in an innovative mode, know how to organize innovative and experimental work in an institution at any level and conduct it. An important task is the ability to motivate the teaching staff to engage in innovative activities.

The team of teachers is always heterogeneous: some strive for creativity and do not want to work according to established rules, they always come up with something, suggest, suggest; others do their work conscientiously, but do not show much initiative, and still others, who do not want to work creatively, do not have the ability to do so. Taking this into account, the senior teacher should design methodological work in a preschool educational institution, including activities to create, implement and disseminate the best teaching experience.

It is important to know your teaching staff, the strengths and weaknesses of each. Based on them, we create, shape, and broadcast the experience of the best educators. The senior educator must know the range of teaching experience in the district, microdistrict, city, and country. Knowing the problem in your kindergarten, you don’t need to try to solve it on your own. You should read literature, periodicals, for example the magazine “Handbook of Senior Preschool Teachers,” which provides an overview of advanced technologies for working with children, teaching staff, etc. Introduce teachers to the experience of your colleagues and try to apply them in your work. When introducing someone else’s experience, it is important to remember that no experience gives the same results, because different preschool institutions have different conditions, staff, and different children. And that means, based on this innovation, something new will appear. It's a never-ending process of improvement.

The content of innovations can be proposed by science. Therefore, the senior educator must monitor what is new in pedagogy, psychology, related sciences, and methods. Those. do not use the knowledge that was acquired 5–10 years ago at college, institute, university. Life moves forward, which means you need to go for new knowledge yourself.

It is very good that many modern journals provide reviews of scientific articles. Senior educators preparing to defend their PhD thesis are taking the first step towards an in-depth review and analysis of what is available in science. Whether to look at information on the Internet, go to conferences, read magazines, everyone decides for themselves. Today all sources are important. Innovative and experimental work also means additional workload and documentation.

Is it important for a senior teacher today to be able to use information technology?

Considering that the workload of a senior educator has increased, although it would seem that the goals remain the same, mastery of information technology is truly becoming a professional necessity. What causes this? Modern processing of all kinds of documentation, all document flow requires prompt execution. Today it is important not only to collect information, systematize it, compare, summarize, highlight problems, but also to correctly format the results. The participation of preschool institutions or individual teachers in various competitions involves the design of multimedia presentations, business cards, etc. - the senior teacher must also learn this. Modern parents of kindergarten students often use and create all kinds of websites related to issues of raising a child, and leave there their reviews about the work of kindergartens. I recommend that senior educators take a look at these sites to understand how parents evaluate the work of the preschool educational institution and what they need. I am sure that this will allow you to take a more critical look at the system of interaction with parents in your kindergarten. After all, the formation of competent parenting is also the task of the preschool educational institution in general and the senior educator in particular.

To sum up all of the above, what is he like, a modern senior educator? A modern senior teacher is a specialist, an expert analyst, ready to work in an innovative mode and able to organize innovative and experimental work in his preschool institution, who is proficient in new information technologies. A communicative person who knows how to listen to others. And most importantly, he loves his profession and children. I wish all senior educators to be professionals and remember that professionalism comes with experience and depends on personal abilities, interest in the matter, and the desire for constant knowledge.

What should a modern teacher be like?

A good modern teacher is a kind of quintessence:

good education;
manners;
love for children;
pedagogical excellence;
creative potential.

His work is constant work on himself, his thoughts and actions. Today, the requirements for a teacher, made both by parents of students and directors, and by the public as a whole, are as follows:

A good education.
A set of personal and professional qualities.
Competent speech of the teacher.
A decent appearance and image of a teacher in the eyes of the public.
Special knowledge, skills and abilities necessary for a teacher.

This list is not complete and has many more additions. Let's try to consider each of the points in more detail.

What kind of education do you need to have?

A preschool teacher, by definition, is a person who has received the appropriate secondary specialized and/or higher education.
Today, most employers require a potential applicant to have a higher education in the field of “Preschool Pedagogy”. However, as experience shows, sometimes college education is enough for a good teacher. This is due to the number of hours of practice, which are more within the vocational education system than at universities.

During his specialized education, a preschool teacher masters disciplines in the following areas:

Age-related psychology.
Physiology, anatomy and hygiene.
Methods of teaching mathematics, drawing, physical education, reading, counting and applied arts.

Thanks to this, in the course of his work, one teacher is able to teach your child the basics of counting and reading, drawing and music .

A set of personal and professional qualities that must be possessed

You cannot teach a child without showing him a personal example. A child in preschool age relies not so much on the words of an adult, but on his behavior. Therefore, serious demands are placed on the teacher’s personality.

It is unlikely that a person who does not have such qualities as humanity, responsiveness, honesty, respect for juniors and elders, diligence, goodwill, etc. will be able to teach a child any of the above.

No less demands are placed on professional qualities. The teacher should always focus on the interests of the children, not have “favorites ,” and treat everyone equally with love and respect. Accept that each of his pupils is a small child, but at the same time an individual.

The professional qualities of a teacher also include his desire to educate his students, hard work, and the ability to set goals and achieve them during the educational process.

Grammatically correct speech

In the tender age of childhood, when the child’s vocabulary is just being formed, but is growing very quickly, it is necessary that the language environment around is clean, correct, without slang, bureaucracy and cliches.

The teacher’s speech should be simple and understandable to the child, but at the same time clear and concise.

Correct accents and pronunciation are very important, because a child enriches his vocabulary by relying on the adults around him, and the role of the teacher in shaping the child’s speech cannot be underestimated!

Appearance and social image

Unlike schools, preschool institutions do not set strict limits on the appearance of teachers, however, there should be clear limits here too.

How does a kindergarten teacher dress? It is unacceptable for a teacher to come to work in open T-shirts, blouses and shirts with a deep neckline or made of translucent materials.

Short dresses, skirts, ripped jeans, bright hair colors, piercings and tattoos are also unacceptable - all this will have to be left outside the educational institution. The image of a teacher should emphasize his professional qualities , and not the charms of his figure.

It is also necessary to emphasize that in our time, when social networks have become ubiquitous, a teacher should not post compromising photographs of himself on his pages on VKontakte, Instagram or Facebook.

The image of a teacher, including on social networks, should inspire trust and respect among parents.

What should you know and be able to do?

As we said earlier, during the course of his training, the future teacher becomes acquainted with the peculiarities of the psychology of children of primary school age.

Also, all teachers undergo courses in physiology, hygiene, and medicine.

This is necessary not only to teach the child simple rules for caring for his body, but also so that in case of emergency, the teacher can provide assistance to the students.

The teacher needs to know what to do if his pupils have a fever or rashes , what to do if the baby does not feel well or there are significant changes in his behavior.

Sometimes a teacher needs to be a subtle observer in order to see and feel what is happening with the children entrusted to him.

Humanity, tolerance and tact

The fundamental triad of a good teacher is humanity, tolerance and pedagogical tact . It is the educator who must instill in the child humanity towards the peers and adults around him.

Under the strict guidance of the teacher, the child must learn to solve problems in communicating with children, learn not only to be friends, but also to forgive offenders.

An equally important quality is tolerance. The teacher must be impartial and accept his students regardless of who their parents are.

It is also important that the teacher treats the child as a whole person. A good teacher understands that his students are equal people and will not allow himself to raise his voice or insult the child.

The final quality of our triad is pedagogical tact. A qualified teacher always takes into account the individual characteristics of each child and tries to help overcome difficulties, and never emphasizes the weaknesses of his students.

“Conceptual foundations of a modern teacher in the Federal State Educational Standard for preschool education.”

“Conceptual foundations of a modern teacher in the Federal State Educational Standard”

preschool education".

Burtseva Tatyana Viktorovna

Head of MBDOU "Kindergarten "Forest Fairy Tale"

Russia, Yamal-Nenets Autonomous Okrug, Novy Urengoy

[email protected]

“For a modern child - a modern teacher!

This is
the slogan of modern education.”
— And who is a “modern preschool teacher”? “A person who lives by his profession, in which he achieves significant success, receives the predicted result?

— A creative person who strives to find himself?

- Maybe it’s for the nursery teacher

who is endowed with some unique and amazing ability, amazing skill? These are the questions that set the standards of the new generation.

In the context of the new “challenges of the time,” one of the most important areas of modernization of the education system is the development of education, which is fixed in the Strategy for the Development of Russian Education until 2022 and the Federal State Educational Standard for preschool education. “A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, are ready for intercultural interaction, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity.” Modern processes of modernization of preschool education highlight not the formal affiliation of the teacher to the profession, but the personal position he occupies, which ensures his attitude towards teaching work. It is this position that guides the teacher towards understanding modern realities, motives and ways of interacting with the child. After all, only the maturity of the teacher’s personal and professional position ensures the replacement of traditional teaching values with the values of preschooler’s personality development and, consequently, improving the quality of his education. The modern world is characterized by rapidly changing conditions and constant updating of information, therefore another important component of a teacher’s professional competence is the constant improvement of one’s knowledge, mastery of progressive pedagogical technologies of education and training. The decisive factor in the development of a teacher’s personality at all stages of his professional path is continuous self-education. The teacher must have motivation and a need for self-development. In a modern educational institution, conditions must be created for studying best practices, updating knowledge and creatively applying it in practice. The teacher must be capable of self-analysis and self-assessment, perception of new information and introduction into his work of innovative forms of interaction with all participants in the educational process. The preschool education teacher is a key figure in the modernization of education and the implementation of the Federal State Educational Standard for Education.

The world is changing, children are changing, which, in turn, puts forward new demands on teachers. The peculiarities of the development of society at the present stage have affected, first of all, changes in the professional activity of a teacher. This is due to the fact that the educational level of society as a whole and the possibility of creating conditions for its further development depend on a specialist in this field.

As the theory of education developed, many traditional problems of pedagogical science began to take on a different meaning. Among them is the problem of identifying professionally significant qualities of a teacher, such as value and value orientation. Today, in the preschool education system, values are considered at the levels of state policy, value orientations of the child, family values, and cultural values. The interrelation of these levels, overcoming negative trends and the formation of value orientations is the main task of modern pedagogy. Readiness for change, mobility, high professionalism, the ability to perform non-standard work actions, a creative attitude to the activities carried out - all these characteristics of the activities of a successful professional fully apply to the teacher.

The Federal State Educational Standard for preschool education determines the basic competencies that teachers must have to create a social situation for the development of children that corresponds to the specifics of preschool age: ensuring the emotional well-being of children through direct communication with each child, respectful attitude towards each child, his feelings and needs; supporting children's individuality through creating conditions for children to freely choose activities, for children to make decisions, express their feelings and thoughts; non-directive assistance to children, support for children’s initiative and independence in various activities, development of children’s communication abilities; building variable developmental education focused on the zone of proximal development of each child; interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities. Teachers’ mastery of these competencies is currently a priority task in every preschool educational institution.

The professional value orientations of a preschool teacher, based on the research of Vitaly Aleksandrovich Slastenin and his school, can be considered as a selective, conscious and emotionally charged attitude of the teacher to the profession, to the child’s personality. Vitaly Aleksandrovich considers “pedagogical values as features of professional activity that allow the teacher to satisfy his material and spiritual needs, which serve as a guide for his social and professional activity, performing the function of norms regulating pedagogical activity.” The position of a number of researchers, Vladimir Petrovich Bezdukhov, Oleg Grigorievich Drobnitsky, consider pedagogical values as a systematizing beginning of professional activity, initiating the emergence and development of an individual’s motives, needs, and aspirations.

The problem of a teacher’s professional growth is also considered by scientists “in the context of the development of the “I” - the concept of personality. The mechanisms that ensure the professional and value self-development of a preschool teacher include the following: self-awareness as understanding, recognition, acceptance of the content of the teacher’s “I”; self-determination – designation of the boundaries of the teacher’s “I”; self-actualization – manifestation and liberation of what is embedded and formed in the “I” of a person and a teacher; self-realization - expression of the potential of the “I”; self-regulation – management of various aspects of one’s activities as a teacher and individual and their integration; self-esteem is the correlation between “actual self” and “potential self.”

Components of value orientations:

The value-motivational component reflects the value orientations, needs, and interests of the teacher.
The cognitive component reflects the quality of professional and pedagogical knowledge in the field of pedagogy, psychology, special disciplines, knowledge of the mechanisms and methods of self-development (self-esteem, self-affirmation, self-determination).
The emotional-volitional component is revealed through awareness of the position of one’s own “I”, a positive perception of oneself as a teacher, a positive attitude towards teaching activities, emotional stability, and volitional self-regulation.
Constructive and practical includes mastery of methods for designing professional and personal self-development (goal setting, choice of forms and technologies for realizing the goals and objectives of activities).
The communicative component is revealed as the need for communication, interaction with other people, as empathy, patience, support.
The reflective component reflects the ability for self-study, personal assessment of one’s own life and pedagogical experience, analysis of cause-and-effect relationships, and stimulates the development of one’s ability to work on oneself.

These components develop unevenly, but, nevertheless, a change in one of them is a condition for the development of any other.

The strategy of modern teacher education is the professional value growth and self-development of the teacher. The image of a preschool teacher, presented for the purposes of teacher education, acts as a model of the final result of the activity - a teacher who is able to freely navigate complex sociocultural circumstances, act responsibly and professionally in the context of solving pressing educational problems. After all, pedagogical education depends on the level of professional knowledge and abilities, business and professionally significant personal qualities of a preschool teacher, attitude to work, as well as the conditions, process and results of his work.

The concept of “professionalism” in S.I. Ozhegov’s dictionary is interpreted as good mastery of one’s profession. First of all, it means a certain set of specific regulatory requirements for a profession, which a person must master in order to successfully engage in his chosen business. A teacher works well if the choice he makes is conscious and corresponds to his needs, interests and personal characteristics. In addition, good command of the profession implies not only that the teacher has the knowledge, skills, abilities and professional qualities required for a given field of activity, but also fluency in them.

Many experts in the field of pedagogy (Lev Semyonovich Vygotsky, Alexey Nikolaevich Leontyev, Daniil Borisovich Elkonin) believe that professionalism is based on the unity and integrity of the level of its education and motivation, value orientations and aspirations. The problem of professionalism is considered as a system consisting, in turn, of two interconnected subsystems - personal professionalism and professionalism of activity.

Professionalism of activity is a qualitative characteristic of the subject of labor, reflecting his high professional qualifications and competence; a variety of effective professional skills, including those based on creative solutions; mastery of modern algorithms and methods for solving professional problems with a high and stable level of productivity.

Personal professionalism is a qualitative characteristic of a subject of labor, reflecting a high level of development of professionally important personal and business components (qualities) and creativity; as well as an adequate level of aspirations, motivations and value orientations aimed at the successful development of a specialist. Thus, the professionalism of personality and activity are two sides of the same phenomenon, located in constant dialectical unity.

Achieving professionalism is associated with the acquisition of mastery in the profession, as well as with the development of professional value orientations. Therefore, it is very important at the institution level to create its own system of professional value orientations for preschool teachers, aimed at developing the professionalism of its teaching staff.

After all, any specialist must possess the amount of knowledge and professional values that make him a professional. The teacher is no exception.

Lack of professionalism and personal values make him professionally weak or unsuitable for education. To become a spiritual mentor to children, one must have such spiritual wealth that can be shared without fear of depletion of these reserves; one must constantly replenish, enrich and develop them. After all, the development, transformation, and correction of professional value orientations of preschool teachers occurs throughout his entire professional life, so it seems appropriate to analyze the possibilities of a teacher’s professional sphere in the system of continuous pedagogical education.

Every day, a kindergarten teacher is a witness and participant in the process of shaping the people of the future, helping their development. Our life is structured in such a way that children spend most of their daylight hours not with their own parents, but with kindergarten workers and teachers. This fact confirms the high social significance of the teaching

Updating the preschool

education implies the formation of a new model of learning, where the interests of the child will be taken as the basis.
The Federal State Educational Standard for Preschool
Education puts forward the development of each child as the main goal of educational work.

What should a modern preschool teacher be like?

First of all, it is focused on personal interaction with each student, excluding the authoritarian model of constructing the educational process. Preschool

education is entirely built on the process of interaction between
the teacher and children
, and since
the teacher
is a fairly significant figure for the child, it is the teacher who bears responsibility for the quality of this process.
teachers
should be near the children .

Modern teacher

must be ready for flexible adjustments to the educational process, based on the interests and needs of the students.
The goal should not be the formation of knowledge, skills and abilities, but the development of the child’s personality. The main task for a modern
kindergarten teacher is to organize such activities, during which there will be a reassessment of one’s own professional actions and one’s attitudes towards the child.
a teacher’s
professional competence is the constant improvement of one’s knowledge and mastery of progressive pedagogical technologies of education and training.
The decisive factor in the development of a teacher’s
is continuous self-education.
Self-organization skills, the ability to analyze and apply the necessary information, and the skills of effective collective activity are modern
requirements for the quality of education.

Thus, modern

a kindergarten needs
a teacher
who will not be
a “teacher
,” but a partner for children who will contribute to the development of the students’ personalities;
a teacher
who is able to competently plan and build the educational process, focusing on the interests of the children themselves, but at the same time not be afraid to deviate from the planned plan and adapt to real situations;
a teacher
who can independently make decisions in a situation of choice, predicting their possible consequences, a teacher who has psychological and
pedagogical knowledge, modern
,
modern
information and communication technologies, capable of self-education and self-analysis.

A modern teacher is

, first of all, an independent, creative and self-confident person. You need to prepare for such a role, because performing in it is not easy. When searching for ways to realize the goals of pedagogical activity, the teacher needs to choose his own professional strategy, the content of which is the development of himself and others.

So, a modern educator must have the following list of personal and professional qualities:

— a clear vision of modern educational objectives;

— value attitude towards the child, culture, creativity;

- support the process of personal development of children, their self-development;

- demonstrate a humane pedagogical position;

— preserve the physical and spiritual development of children;

- be able to carry out pedagogical activities to introduce modern technologies for raising and teaching children;

— ability for self-education and personal growth.

Thus

, a modern preschool teacher is a teacher who includes a body of knowledge, personal and professional qualities, abilities and skills that meet modern requirements, combined with personal life and professional experience and guaranteeing consistently high quality and effectiveness of teaching activities in the present and future.

And in conclusion, the parable of Shalva Aleksandrovich Amonashvili “Wings”.

An old man sits by the side of the road and looks at the road. He sees a man walking, and a little boy can barely keep up with him. The man stopped and ordered the child to bring water to the old man and give him a piece of bread from the store.

-What are you doing here, old man? - asked a passerby.

- Waiting for you! - answered the old man. - They entrusted you with this child to raise, right?

- Right! – the man was surprised.

- So take wisdom with you:

If you want to plant a tree for a person, plant a fruit tree.

If you want to give a person a horse, give the best horse.

But if they entrusted you with a child to raise, then return him winged.

- How can I do this, old man, if I myself don’t know how to fly? – the man was surprised.

– Then don’t take the boy into your education! - said the old man and directed his gaze to the sky.

Years have passed.

The old man sits in the same place and looks at the sky.

He sees a boy flying, and behind him is his teacher.

They knelt down in front of the old man and bowed to him.

“Old man, remember, you told me to return the boy with wings.” I found a way... See how his wings have grown! - the teacher said proudly and circled his pupil with his wings with affection.

But the old man touched the teacher’s wings, caressed them and whispered:

– I’m more pleased with your feathers...

P. _ S. _
I would like teachers to grow not only wings, but also feathers in their professional activities.
Bibliography

Gorelova V.V. Strategy for the development of preschool education in the context of modern state requirements (2010–2020) [Electronic resource]. https://vospitat.ucoz.ru/publ/strategija_razvitija_doshkolnogo_obrazovanija_v_kontekste_sovremennykh_gosudarstvennykh_trebovanij
Gargai V.G. Teacher development in the West: a reflective model of teaching. // Pedagogy, 2004. - No. 2. p. 72-79
Volobueva L.M., Mirenko I.A. Active teaching methods in the methodological work of preschool educational institutions // Management of a Preschool Educational Institution. – 2006
Koptyaeva, O.N. Motivational readiness of teachers for innovative activities [Text]: dis. Ph.D. psychol. Sciences / O.N. Koptyaeva. – Yaroslavl: [b. i.], 2009
Emelyanova, E. Professional growth training: development of key competencies among employees of educational institutions in the system of continuous education / E. Emelyanova // School psychologist: adj. to the newspaper "First of September". – 2010
Mayer A.A. Model of professional competence of a preschool teacher // Management of a Preschool Educational Institution. – 2007
Khokhlova, O.A. Formation of professional competence of teachers / O.A. Khokhlova // Directory of senior educators - 2010
Federal State Educational Standard for Preschool Education (Approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155).

How to become a good mentor?

They say that a good teacher is not made, but rather born . However, this is a rather controversial statement. Our editors agree that it’s all about the desire to learn and develop.

A good teacher is a person who sincerely loves his profession, loves children and what he teaches.

In order to become a truly good teacher, you need to constantly learn and develop , analyze your successes and failures and move on.

The role of the kindergarten teacher is very often underestimated, because his influence on the child is not always easy to notice. But in fact, this is the first adult after mom and dad who has a very serious influence on the formation of views, worldview, and he is there at that crucial moment when your son or daughter begins to realize himself as an individual.

Model of an ideal preschool teacher presentation

Slide 1

MODEL OF AN IDEAL PRECEPTION EDUCATION TEACHER

Slide 2

1. PROFESSIONAL COMPETENCE 2. PRINCIPLES OF PROFESSIONAL SUCCESS OF A TEACHER 3. RESPONSIBILITIES OF A TEACHER. 4. PERSONAL CHARACTERISTICS. 5. PROFESSIONAL SKILLS. 6. CRITERIA FOR EVALUATING THE WORK OF A TEACHER. 7. PROFESSIONAL GROWTH OF A TEACHER

Slide 3

His future, his worldview, his whole life depend on who will raise the child. Being a kindergarten teacher is a state of mind. The educator's mission is to become unnecessary to the child.

Slide 4

PROFESSIONAL COMPETENCIES AND RESPONSIBILITIES OF A KINDERGARTEN TEACHER INCLUDE: knowledge of the specifics of the preschool education system, as well as the peculiarities of organizing educational work for preschoolers of different ages; knowledge and understanding of the patterns of child development in early and preschool childhood; knowledge of the peculiarities of the formation and development of children's activities in early and preschool age; the ability to organize the types of activities necessary for preschool age (play and object-manipulative), thereby ensuring the development of children; ability to organize joint and independent activities of preschool children

Slide 5

Ability to draw up individual education and training programs for age groups or individual children; Understanding the process of integration of educational areas, private methods of preschool education, specific types of children's activities.

Slide 6

Principles: 1. Fireworks principle: “Reveal yourself!” All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own flight path - the main thing is to want to shine! 2. Libra principle: “Find yourself! Your choice is your opportunity!” It is important to be independent in the world. Libra - the swing - is a symbol of constant search, the desire to develop your point of view.

Slide 7

3. Rating principle: “Win! Try it! Plan!” Each has its own development program, goals and objectives. Everyone chooses the path to success according to their strengths and manifests themselves in different life situations. 4 . Principle of success: “Realize yourself!” The main thing is to feel the taste of victory. The teacher is an equal partner who takes into account the child’s interests, individual abilities and needs. I want I know I can

Slide 8

WHAT PERSONAL QUALITIES SHOULD BE IN A GOOD CHILDREN'S EDUCATIONAL INSTITUTION TEACHER? Kindness and patience. And also justice, mercy, understanding and most importantly - love for children. These qualities, which determine a person’s humanistic orientation, are fundamental for a teacher. High moral qualities. If the teacher himself does not possess the qualities that he teaches to children, then how will he teach them? A preschool teacher must monitor his actions, be honest with himself and the children, be responsible for his words, be open to children, and treat them with respect. Organizational skills. The ability to plan, carry out everything consistently and clearly, and approach teaching activities comprehensively—these are qualities that will ensure the successful work of a preschool teacher. Hard work. Working with children takes a lot of energy, but it is important to work with joy. If you love your profession with all your heart, it will be a pleasure to work. Positive attitude. Children who are brought up in an atmosphere of goodwill and calm develop faster, grow self-confident, sociable, and emotionally open. Ability to be creative. In kindergarten, you have to come up with a lot to make the upbringing and education of children as interesting as possible for them. It’s good when the teacher can do this easily.

Slide 9

HARDWORK. WORKING WITH CHILDREN TAKES A LOT OF ENERGY, BUT IT IS IMPORTANT TO WORK WITH JOY. IF YOU LOVE YOUR PROFESSION WITH ALL YOUR HEART, WORK WILL BE ONE PLEASURE. POSITIVE ATTITUDE. CHILDREN WHO ARE RAISED IN AN ATMOSPHERE OF KINDNESS AND CALM DEVELOP FASTER, GROW CONFIDENT, SOCIABLE, AND EMOTIONALLY OPEN. ABILITY TO BE CREATIVE. IN A KINDERGARTEN YOU HAVE TO COME UP A LOT TO MAKE THE EDUCATION AND TEACHING OF CHILDREN MAXIMUM INTERESTING FOR THEM. IT’S GOOD WHEN A TEACHER DOES THIS EASILY.

Slide 10

PROFESSIONAL SKILLS THE TEACHER SHOULD: HAVE DEEP KNOWLEDGE OF: PEDAGOGY, AGE PSYCHOLOGY, BASICS OF LIFE SAFETY AND FIRST AID, ETHICS AND AESTHETICS, PRINCIPLES AND CONTENT OF THE ORGANIZATION OF PRESCHOOL EDUCATION ITANIA. A preschool teacher MUST: KNOW AND BE ABLE TO APPLY METHODS OF TEACHING AND DEVELOPING CHILDREN, BE ABLE TO ORGANIZE AND ACTIVATE THE COGNITIVE ACTIVITIES OF CHILDREN.

Slide 11

AMONG THE PROFESSIONALLY IMPORTANT QUALITIES OF A TEACHER, SPECIALISTS HIGHLIGHT OUT: 1. PROFICIENCY OF MODERN METHODS AND TECHNOLOGIES IN THE FIELD OF TEACHING AND EDUCING CHILDREN. 2. WIDE ERUDITION PEDAGOGICAL INTUITION 3. HIGH LEVEL OF INTELLIGENCE HIGHLY DEVELOPED MORAL CULTURE.

Slide 12

CRITERIA FOR EVALUATING THE WORK OF A TEACHER HOW TO EVALUATE THE WORK OF A TEACHER? LOOK HOW HE BUILDS HIS COMMUNICATION WITH CHILDREN. IF A TEACHER BEHAVIORS INTELLIGENTLY, CALMLY, RESPECTFULLY TOWARDS THE CHILDREN, PAYS ATTENTION TO EACH OF THEM, IS ABLE TO LISTEN AND HELP – THEN YOU HAVE A ONE WHO SELFLY LOVES HIS JOB. THEY SAY ABOUT SUCH ONE - “HE IS IN HIS PLACE.” AND EVEN IF HE DOES NOT YET HAVE A LOT OF PEDAGOGICAL EXPERIENCE, THEN, THANKS TO HIS LOVE FOR THE PROFESSION AND CHILDREN, HE WILL UNDOUBTEDLY GAIN IT. IF THE “TEACHER” BEHAVIORS WITHOUT CONTRAINDICATION, SHOUTS, COMMANDS IN A COMMANDING TONE, AND DOESN’T ESPECIALLY MONITOR THE CHILDREN, THEN SUCH A PERSON, Alas, WILL NOT BE A GOOD EXAMPLE FOR IMITATION FOR A CHILD.

Slide 13

Professional growth of the teacher 1. Map of the pedagogical activity of the teacher Activities Academic year 2022 -2021 2022 - 2022 Organized Participated Present Led Won Studied Read Watched Listened Researched Prepared Helped

Slide 14

Professional growth of the teacher 2. Portfolio and support for the success of the teacher Blocks Components Information about the teacher and his pedagogical credo Education Advanced training courses for the last 5 years Photo and information about the teacher Copy of the diploma of education Copy of the certificate of courses Other certificates Copies of documents Topic of self-education Topic, relevance, purpose Certification A copy of the certification sheet with the decision of the certification commission to assign a category Other professional activities Participation in competitions, conferences, associations at the regional, all-Russian and other levels, publications in the media (copies of materials and documents

Slide 15

Professional growth of a teacher, second part of the portfolio: Works of a teacher: Creative works of a teacher; Educational Research; photos; The third part of the portfolio: Reviews from colleagues, parents (questionnaires), reviews, etc. Application for certification.

Slide 16

Professional growth of a teacher code of activities of a successful educator: Mercy and humanism are the heart of an educator; Creativity is a hallmark; A healthy lifestyle is the basis of existence; Respect for colleagues, children, parents - the culture of the educator; Self-improvement, self-development is the dominant behavior; Professional competence is a matter of honor.

Slide 17

A teacher's formula for success Children grow up on their own And everything happens in its own time. We just need to not interfere with this natural process, but... And then we will know that everything was not in vain and we have achieved SUCCESS! SUCCESS DIRECTION HOPE RESPECT BELIEVE TRUST LOVE

Slide 19

Thank you for your attention!

Essay: “I am a modern kindergarten teacher”

“I am a modern kindergarten teacher”

There are a lot of professions in the world. And everyone deserves respect and attention. What is the dignity of my profession, the profession of an educator? What kind of a modern educator is he? What demands does modern society place on him?

The profession of a teacher is a special profession in its essence, significance and inconsistency. A teacher is a person who combines the traits of a psychologist, an artist, a friend, and a mentor. This is a creative worker, an innovator who uses the latest methodological developments in his work.

A modern teacher is a singer, musician, actor, magician, because all children love to listen to fairy tales and lullabies before bed, watch performances and want to be artists themselves.

A modern teacher is a guide, researcher, botanist and know-it-all, because children enjoy observing, experimenting, thinking and love to ask a lot of questions.

A modern educator is an architect, designer, artist and sculptor, because children are always ready to create.

The teaching profession is one of the most important and significant in the life of modern society. And the educator is the teacher with whom the child begins to communicate from a very early age. And the future of our entire society depends on what a modern educator puts into little heads.

I believe that the main goal of a teacher is to develop even the tiniest inclinations of a child, to notice in time the “Spark” that is inherent in every child from birth. The ability to discern this spark and not let it go out is the talent of a teacher.

The task of a modern educator is to educate a creative, communicative personality. You need to predict and evaluate your results, develop independence and initiative. Create conditions for the realization of the individual abilities of each child. But the development of a child’s personality is impossible without proper development of speech.

Nowadays, the problem of speech development of preschool children is very relevant, since the percentage of preschool children with various speech disorders remains high. In this regard, in educational activities I use various technologies: project technologies, TRIZ technologies, student-oriented and differentiated approaches, ICT technologies and others. I use the technology of game teaching methods, problem-based learning, research teaching methods, collaborative learning, and original games.

As a result, children develop a positive emotional attitude towards classes, cognitive activity and interest increase; children's answers become non-standard, liberated; Children's horizons broaden, a desire for novelty and imagination appears; speech becomes more figurative and logical.

Article “Professional qualities of a modern teacher-educator”

Professional qualities of a modern teacher-educator

In the process of implementing the educational activities of a preschool educational organization, the development of the students’ personality and their health depends on the teacher-educator. In preschool childhood, the development of the child as an individual begins, its social orientation is laid, and social behavior skills are formed. Due to the specifics of childhood - impressionability, easy suggestibility, emotionality - the teacher-educator exerts a pedagogical influence not only with his intellectual and other special abilities, but also with his personal qualities. In this regard, the statement of K. D. Ushinsky is relevant that in education everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality [4].

For each profession, there are relatively stable ensembles of key competencies - professionally important personality qualities.

The professional qualities of a modern teacher-educator are “necessary conditions for the successful acquisition of professional knowledge, skills and abilities; they determine the success of training on time and the effectiveness of professional activity” [4]. In order to work as a teacher, you must have certain qualities. A modern teacher-educator must be attentive and hardworking, patient and responsive, and be able to interest and involve children in some kind of game or other activity. A teacher is, first of all, a teacher. The concept of “teacher” often means a profession, a social role, a type of activity, and a person’s orientation.

A modern teacher-educator is a competent specialist who is able to delve into the complex system of relationships between children and their parents. He is a sensitive colleague, always ready for cooperation and mutual assistance, who knows how to work in a team of like-minded people. Constant self-education, searching for new ways and methods of working with children and at the same time using the best teaching experience - all this distinguishes a modern teacher-educator and makes this profession interesting and socially in demand.

A modern teacher-educator must think creatively, be capable of generating new ideas, and easily adapt to changes in society. The main signs of the professional readiness of a teacher-educator for teaching activities are: awareness of the significance of his profession; formed humanistic orientation of the individual; Social responsibility; the ability to set clear goals; mastery of innovative techniques. The goal of the teacher-educator is to create an environment for the realization of the child’s development prospects. In this case, the result of the teacher-educator’s activity will be the implementation of this goal, which is diagnosed by correlating the child’s personality qualities at the beginning of the pedagogical influence and at its completion. The organization of interaction between a teacher-educator and students, aimed at mastering social experience, is the subject of pedagogical activity.

A modern teacher-educator is distinguished by civic responsibility and social activity, professional and human dedication, unselfishness and devotion to his chosen cause. Modern educators have professional education and strive to improve their professional level.

A modern teacher-educator is not only a person who has a certain special, professional preparedness, he is a person who combines the traits of a psychologist, an artist, a friend, and a mentor, he is a creative worker, a master of his craft, an innovator, a person who seeks a path to understanding children, who consciously strive to help the child live a happy childhood and find his way to a successful life, who strives to fulfill his pedagogical mission [1].

The choice of the profession of a teacher-educator should be based, first of all, on love for young children, the desire to help them in self-improvement and self-realization by discovering for them this is more than ways of achieving it. The priority of the teacher-educator’s personality is associated with his responsibility to the age characteristics of children. Among the necessary professional qualities of a teacher-educator, I would like to highlight: conscientiousness, persistent desire, initiative, patience and endurance. It’s good if a preschool teacher knows how to do things, draw, sing well, and has acting skills. In this case, the students will always be interested. Good professional knowledge, developed teaching abilities, skills in the field of pedagogy, and full-time work above are necessary conditions for achieving a highly qualified teacher-educator.

Today, society places higher demands on each individual due to the evolution of science and technology and the transformation of the form of social relations. This necessitates the continuous development and improvement of the professional qualities of a teacher-educator. Today, qualities that not so long ago were considered not so important for successfully mastering the teaching profession are especially significant. Among these qualities there are also organizational qualities. In the personality structure of a teacher-educator, they are a necessary component that contributes to the full and expedient implementation of the pedagogical process.

The important role of the preschool period of development in the process of personality formation imposes a number of non-standard requirements on the teacher, forcing the development of certain personal qualities as professionally significant and mandatory. The conditions for the successful implementation of teaching activities are a number of qualities related to various aspects of the teacher’s personality:

– the ability to transfer knowledge to children in a short, interesting form;

– the ability to understand students, based on observation;

– independent and creative way of thinking;

– resourcefulness or quick and accurate orientation.

I would like to call the professional qualities of a teacher-educator a pedagogical strong-willed influence on children; ability to organize a children's team; interest in children; content and brightness of speech, its imagery and persuasiveness; pedagogical tact; observation; pedagogical demands.

I consider the main achievement of a teacher-educator to be a calling. This means wanting and being able to relive childhood again and again with each child, see the world through his eyes, be surprised and learn with him; to be invisible when the baby is busy with his own business, and irreplaceable when he needs help and support, to be constantly interesting to him and accept him for who he is. Take care of him and try to do everything to make his childhood meaningful and joyful, because his future adult life depends on how the child’s childhood goes.

Analysis of scientific sources and regulatory documents, including the Federal State Educational Standard for preschool education, the Professional Standard “Teacher” (teaching activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher), requirements for the certification of educators gives us the basis present a portrait of a modern teacher-educator as a specialist who is fluent in the relevant competencies in all spheres of educational activity: personal qualities, setting goals and objectives of teaching activities, motivating educational activities, providing ICT, developing educational programs and activity programs, making pedagogical decisions, organizing educational activities in a form characteristic of preschool children. In the context of the existing components of pedagogical culture (value, cognitive, innovative-technological, personal-creative), moral and ethical qualities are especially valuable for a teacher-educator: kindness, sensitivity, love for children, justice, responsibility, integrity, creativity, etc. All these qualities will have a stable semantic orientation only if the teacher is able to apply them in his teaching activities through certain work actions. Taking into account these ideas, we consider it possible to consider the personality of the teacher-educator in line with the ideas of the activity approach, according to which mutual influence occurs between the subject and his activity (V.G. Ananyev, L.S. Vygotsky, A.N. Leontiev, S. A. Rubeyshtein, G. V. Sukhodolsky, B. M. Teplov, etc.). A modern teacher-educator of a preschool educational organization is one of the main “scripters” of the development of a child’s personality throughout preschool childhood. His personal space designs and determines the specifics of the child’s personal developments as a subject of the educational process.

It is the teacher who stimulates and supports the progressive personal development and continuous spiritual growth of students. This feature of the activity of a teacher-educator focuses the attention of researchers on the process of personal development of a teacher, whose creative potential provides the opportunity to make a real contribution to the development of the potential abilities of children interacting with him, taking into account their individual characteristics and educational needs.

The professional activity of a teacher-educator is based on his ability to interact with a child, with a group of children; it is here that he truly is the bearer of human values and meanings, placing them at the basis of his attitude towards others. When interacting with children, the teacher feels involved in childhood and treats the child’s personality and independence with care and respect.

In the process of interacting with children, the teacher reveals the full depth of the personal in himself. Interaction with children should generate a space of child-adult community, in which the values and meanings of children and adults are manifested and intersect, a common value-semantic space arises that is significant for the participants and sets the standard for human communication, built on the basis of humanistic values. The teacher in the child-adult community supports the natural processes of self-movement and self-organization, the independent actions of children, their desires to express themselves, to better understand themselves and others.

Knowledge about the professional qualities necessary for the success of the professional activity of a teacher-educator in the educational space of preschool organizations is needed so that the teacher at one or another stage of professional development can himself outline ways and means of further development of positive qualities and neutralization or displacement of negative ones. At the present stage, the requirements for the professional and personal qualities of a teacher are constantly evolving, as both education and the society of which education is a part are developing. We see one of the approaches to improving the quality of modern preschool education in satisfying the basic needs of preschool children (recognition, knowledge, communication, curiosity, independence, activity, etc.), as well as in such characteristics of the pedagogical process in preschool educational organizations as focus, integrity, availability connections between participants, consistency and process, effectiveness.

We must not forget that what children value most in teachers is kindness, affection, the ability to organize games, tell something interesting, teach something new, patience with what the child expresses, the ability to keep secrets, and external attractiveness (after all, kids are intuitively drawn to everything beautiful and want to imitate this beauty) etc. teachers should be caring and focused on children, pragmatic, knowledgeable, enthusiastic and highly organized, but flexible and not devoid of romance. A modern teacher-educator should not lose interest in the teaching profession, its attractiveness, desire to communicate with children, motives for personal growth, and general social motives.

In conclusion, I would like to add that it is love for children that should be considered the most important personal and professional quality of a teacher-educator, since this quality, first of all, ensures the effectiveness of teaching activities.

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4. Regulatory framework of modern preschool education: Law on Education, Federal State Educational Standard for Preschool Education, procedure for organizing educational activities. – M.: Education, 2014. – 112 p.

5. Panko, E. A. Psychology of activity of a kindergarten teacher / E. A. Panko. – Minsk: Higher School, 1986. – 157 p.

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