Abstract: Planning the educational process in a preschool educational institution
Introduction………………………………………………………………………………2
Chapter 1. Theoretical foundations of planning the educational process in
preschool educational institutions.
1.1 Planning as a management function and a component of professional and pedagogical activities………………………………………………………………………………5
1.2 Specifics of the educational process in preschool educational institutions……………………………13
1.3 Features of planning the educational process in preschool educational institutions. ………..19
Conclusions on Chapter 1……………………………………………………………………………….31
Chapter 2. The state of the educational process in MDOU No. 14 “Romashka”,
Kumertau
2.1. Analysis of the state of planning the educational process in preschool educational institutions……32
2.2. Recommendations for planning the educational process in preschool educational institutions……37
Conclusions on Chapter 2……………………………………………………………….40
Conclusion…………………………………………………………………………………41
Bibliography. …………………………………………………………….43
Appendix………………………………………………………………………………..46
Introduction
Relevance of the topic.
In the conditions of instability of the modern world, the crisis of the public preschool education system in Russia, it is very important for the director of a kindergarten to take adequate operational measures to preserve and develop the institution entrusted to him.
Planning is a key management function, the full implementation of which is one of the main factors ensuring the effectiveness of a manager. That is why the issues of training kindergarten leaders in the skills of scientific planning of their activities and its effective organization are becoming extremely relevant. Planning eliminates uncertainty, focuses attention on major objectives, achieves efficient economic performance, and facilitates management control.
With proper planning, it becomes possible to predict the performance results of each specific employee, which makes it easier to achieve common goals and objectives. Research in the field of management confirms a direct relationship between the ability to plan and the success of a manager as a whole.
The essence of planning is to direct the activities of preschool educational institutions to develop solutions aimed at adapting the kindergarten to constantly changing conditions, neutralizing factors that negatively affect the entire preschool education system as a whole.
In the psychological aspect, the basis of planning is the leader’s overcoming of stereotypes of thinking: a change in attitude from “global” (abstract) planning to a strategy for drawing up several options for a future scenario, from a model of directive planning to probabilistic models of development.
An analysis of regulatory documents on preschool education and a study of the experience of managing a preschool institution allow us to conclude that it is necessary to improve the educational process and manage it in new conditions. An analysis of the works of K.Yu. Belaya, L.V. Pozdnyak, A.N. Troyan showed that the problem of the content and implementation of the function of planning the educational process has not been the object of special research until now, although some of its aspects have been considered in connection with the study organizational and pedagogical activities of heads of preschool institutions.
An analysis of the works of Yu.A. Konarzhevsky, M.M. Potashnik, A.M. Moiseev, P.I. Tretyakov, E.A. Yamburg and others on the management of an educational institution showed that the main attention of scientists is aimed at studying the problems of managing the educational process in a modern school. The technologies for developing an innovative school proposed in them, of course, cannot be fully used in managing the development of a preschool institution due to its specificity.
Thus, the problem of planning the educational process in preschool educational institutions as the initial link of the education system is currently insufficiently developed. The practical significance of this problem and its lack of scientific development make it relevant.
Object of study:
management process of a preschool educational institution.
Subject of study:
planning the educational process as a function of preschool educational institution management.
Research hypothesis
: The process of managing a preschool educational institution will be effective subject to the systematic use of forces, means, time, and human resources to achieve an optimal result.
Goal of the work
: study the features of planning the educational process in a preschool educational institution.
To achieve this goal, it is necessary to solve the following tasks:
1. Conduct an analysis of scientific-methodological and psychological-pedagogical literature on the problems of managing a modern preschool educational institution.
2. Reveal the features of planning the educational process in a preschool educational institution.
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Structure, planning stages, lesson requirements
Methodological recommendations for preparation
and teaching a lesson
(structure, planning stages, lesson requirements)
LESSON - a form of organizing educational work at school, in which the teacher studies within a precisely set time frame with a constant composition of students (with the class) according to a fixed schedule, using a variety of methods to achieve his didactic and educational goals, determined by the curriculum. A lesson is interaction and communication between teacher and students. When preparing for a lesson, the teacher determines its goals and objectives, teaching methods and techniques, and prepares a text or outline to be implemented. To monitor the success of learning in a lesson, the teacher needs to notice the mental state of the children, keep the entire class in sight, manage their behavior, pay attention to the characteristics of the educational activities of individual students, and maintain order and discipline.
The main features of the lesson:
— permanent composition of students;
— each lesson is time regulated and included in the schedule;
— students’ systematic acquisition of knowledge, skills, experience in creative activity and social relations is ensured by the leadership role of the teacher;
- a combination of frontal, group and individual forms of student work in the lesson;
— variety of teaching methods;
— the presence of systematic ongoing individual control.
Main stages of the lesson:
- An organizational moment that characterizes the external and internal (psychological) readiness of students for the lesson.
- Testing the knowledge and skills of students in preparation for a new topic.
- Checking homework.
- Setting the goal of the lesson for students.
- Organization of perception and comprehension of new information, i.e. assimilation of initial knowledge.
- Initial check of understanding.
- Generalization of what is studied in the lesson and its introduction into the system of previously acquired knowledge.
- Creative application of previously acquired knowledge and skills by solving problematic problems.
- Monitoring the results of educational activities carried out by the teacher and students, assessment of knowledge.
- Homework for the next lesson.
- Summing up the lesson.
Lesson structure of developmental type of teaching
The structure of a lesson is a set of different options for interaction between the elements of a lesson that arises in the learning process and ensures its purposeful effectiveness.
The structure of the lesson depends on its goals, the content of the material being studied, the methods, techniques and teaching aids used in the lesson, the level of training and development of the students, the place of the lesson in the overall system of lessons on the topic of the program. In addition to these factors, the structure of the lesson is also greatly influenced by the creative nature of the teacher’s work and the specific working conditions in a given class.
The structure of a lesson is determined taking into account its type and place in the lesson system. The task of this stage is to establish optimal methods, techniques and teaching aids for each stage of the lesson, the nature of students’ cognitive activity (reproductive or search), select and prepare didactic material, visual, technical and other teaching aids.
Lesson structure for learning new material:
— primary introduction of material taking into account the laws of the cognition process with high mental activity of students;
— an indication of what students must remember;
- motivation for memorization and long-term retention in memory;
— communication or updating of memorization techniques (working with memory support materials, semantic grouping, etc.);
— primary consolidation of material under the guidance of a teacher through direct repetition and partial conclusions;
— monitoring the results of primary memorization;
- regular systematic repetition of material at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;
— internal repetition and constant application of acquired knowledge and skills to acquire new ones;
— frequent inclusion of supporting material for memorization in knowledge control, regular assessment of the results of memorization and application.
Structure of the Lesson to consolidate and develop knowledge, skills and abilities:
— informing students of the purpose of the upcoming work;
— students’ reproduction of the knowledge, skills and abilities that will be required to complete the proposed tasks;
— students perform various tasks, tasks, exercises;
— checking the work performed;
— discussion of mistakes made and their correction;
- homework (if necessary).
Structure of the Lesson on the formation of skills and abilities:
- setting the goal of the lesson;
— repetition of formed skills and abilities that are a support;
— conducting testing exercises;
— familiarization with new skills, showing a sample of formation;
— exercises to master them;
- exercise to consolidate them;
— training exercises according to the model, algorithm, instructions;
- transfer exercises to a similar situation;
— exercises of a creative nature;
- lesson summary;
- homework assignment.
Review Lesson Structure:
- organization of the beginning of the lesson;
— setting educational, educational, developmental goals;
- checking homework aimed at repeating basic concepts, conclusions, fundamental knowledge, skills, methods of activity (practical and mental). In the previous lesson, knowing about the upcoming repetition, you need to select the appropriate homework;
- summarizing the repetition, checking the results of educational work in the lesson;
- homework assignment.
Structure of the Knowledge Test Lesson:
- organization of the beginning of the lesson. Here it is necessary to create a calm, business-like environment. Students should not be afraid of tests and tests or worry excessively, as the teacher checks the children’s readiness for further study of the material;
- setting lesson objectives. The teacher tells the students what material he will be testing or monitoring. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their work themselves;
— presentation of the content of a test or test (tasks, examples, dictation, essay or answers to questions, etc.). Assignments in volume or degree of difficulty must correspond to the program and be feasible for each student;
- summing up the lesson. The teacher selects good works of students, analyzes mistakes made in other works and organizes work on mistakes (sometimes this takes the next lesson);
— identification of typical errors and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.
Structure of the Lesson on the application of knowledge, skills and abilities:
— organization of the beginning of the lesson (psychological mood of students);
- communication of the topic of the lesson and its objectives;
— learning new knowledge necessary for the formation of skills;
- formation, consolidation of primary skills and their application in standard situations - by analogy;
— exercises in applying knowledge and skills in changed conditions;
— creative application of knowledge and skills;
- skill processing exercises;
- homework;
- the result of the lesson with an assessment of the work done by the students.
Structure of a repeating and generalizing lesson:
- Organizing time;
— the teacher’s introductory speech, in which he emphasizes the significance of the material on the topic or topics studied, and communicates the purpose and plan of the lesson;
— students performing individually and collectively various kinds of oral and written tasks of a generalizing and systematizing nature, developing generalized skills, forming generalized conceptual knowledge based on a generalization of facts and phenomena;
— checking the completion of work, adjustments (if necessary);
— formulating conclusions based on the studied material;
- evaluation of lesson results;
- summarizing;
- homework (not always).
The structure of a combined lesson (it usually has two or more didactic goals):
- organization of the beginning of the lesson;
— checking homework, setting lesson goals;
— preparing students to perceive new educational material, i.e. updating knowledge and practical and mental skills;
- studying new material, including explanation;
- consolidation of the material studied in this lesson and previously covered, related to new ones;
- generalization and systematization of knowledge and skills, connection of new ones with previously acquired and formed ones;
- summing up the results of the lesson;
- homework;
- preparation (preliminary work) necessary for students to study a new topic (not always).
Lesson requirements
Didactic requirements for a modern lesson:
— clear formulation of educational objectives in general and its constituent elements, their connection with developmental and educational objectives. Determining the place in the general system of lessons;
— determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of training and readiness of students;
— forecasting the level of students’ assimilation of scientific knowledge, the development of skills and abilities, both in the lesson and at its individual stages;
- selection of the most rational methods, techniques and means of teaching, stimulation and control, their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the learning of students;
- implementation of all didactic principles in the lesson;
— creating conditions for successful learning of students.
Hygienic requirements for the lesson:
— temperature regime;
— physical and chemical properties of air (the need for ventilation);
— lighting;
- prevention of fatigue and overwork;
- alternation of activities (changing listening to performing computational, graphic and practical work);
— timely and high-quality physical education sessions;
— maintaining the correct working posture of the student;
— classroom furniture matches the student’s height.
Requirements for lesson technique:
- the lesson should be emotional, arouse interest in learning and cultivate the need for knowledge;
— the pace and rhythm of the lesson must be optimal, the actions of the teacher and students must be complete;
— full contact is necessary in the interaction between the teacher and students in the lesson, pedagogical tact and pedagogical optimism must be observed;
— an atmosphere of goodwill and active creative work should dominate;
— whenever possible, the types of activities of students should be changed, optimally combining various methods and techniques of teaching;
- the teacher must ensure the active learning of each student.
Stages of lesson planning and teacher preparation for it
The successful conduct of a lesson and the achievement of set goals are largely determined by the coordinated activities of the teacher and students, which, in turn, depends on their preparation for the lesson. Careful preparation for the lesson is especially necessary for young teachers who do not have sufficient experience in teaching.
Teachers are recommended to plan thematic work on the subject. A single form of thematic plan that is mandatory for everyone is not established, since it depends on the specifics of academic subjects and the characteristics of each teacher’s work.
The teacher’s direct preparation for a lesson consists of concretizing thematic planning in relation to each lesson, thinking through and drawing up plans for individual lessons. A lesson plan (working lesson plan) is necessary for every teacher, regardless of his erudition and work experience, since in the process of drawing up a plan, the teacher predicts the future lesson, preparing, as it were, its script.
The scope of the lesson plan, as well as its content and structure, are not regulated. Beginning teachers usually draw up lesson plans, while experienced teachers limit themselves to preparing short and concise plans. And yet, the presence of a detailed lesson plan indicates that the teacher has thought through all the details of the upcoming lesson.
So, the stages of lesson planning:
— development of a system of lessons on a topic or section;
— determination of educational, educational and developmental objectives of the lesson based on the program, teaching aids, school textbook and additional literature;
- selection of the optimal content of the material, dividing it into a number of semantically complete blocks and parts, highlighting supporting knowledge, didactic processing;
- highlighting the main material that the student must understand and remember in the lesson;
— development of the structure, determination of its type and the most appropriate methods and techniques of teaching on it;
- finding connections between this material and other subjects and using these connections when studying new material and in the formation of new knowledge and skills of students;
- planning all actions of the teacher and students at all stages of the lesson, primarily when mastering new knowledge and skills, as well as when applying them in non-standard situations;
- selection of teaching aids for the lesson (films and filmstrips, paintings, posters, cards, diagrams, auxiliary literature, etc.);
— checking equipment and technical training aids;
- planning notes and sketches on the board by the teacher and performing similar work by students on the board and in notebooks;
— providing for the volume and forms of students’ independent work in the classroom and its focus on developing their independence;
— determination of forms and methods of consolidating acquired knowledge and acquired skills in the classroom and at home, methods of generalizing and systematizing knowledge;
— compiling a list of students whose knowledge will be tested by appropriate methods, taking into account their levels of development, planning to test students’ skills;
— determining the content, volume and forms of homework, thinking through methods for assigning homework;
— thinking through forms for summing up the lesson;
— planning extracurricular activities on this topic;
- recording the plan and progress of the lesson in accordance with the requirements.
The main task of the teacher is to bring all lessons closer to the level of open ones, characterized by harmonious structural construction, skillful combination and selection of methods, techniques, means and forms of teaching.
Types of planning
The preschool educational institution uses a three-level planning system. It includes:
- Strategic (long-term) planning. It defines the main goals of the kindergarten for 5-10 years, as well as ways to achieve these goals and the resources used. Planning includes the concept and development program of the preschool educational institution, educational program and graduate model. Strategic planning is carried out by the head of the preschool educational institution with the participation of the institution’s staff and parents.
- Long-term (short-term) planning . It covers the development of the child care facility for the coming year. Responsibility for developing annual plans lies with middle managers: senior educator or methodologist. Educators are also involved in this work - they participate in drawing up general plans for preschool educational institutions, and also develop long-term plans for their group. The annual plan includes not only educational, educational and recreational activities in groups, but also advanced training of employees, methodological work with preschool teachers, and work with parents.
- Scheduling . The calendar plan describes the work of a preschool teacher for a month, a week and a day.
For a senior educator, this is a monthly or weekly plan for working with educators, and for an educator, the plan can be weekly or daily and describe work with children and their parents.
