Pedagogical activity of the teacher
Pedagogical activity of the teacher.
Pedagogical activity can be characterized as a type of social activity that is directed from older generations to younger generations of the culture and experience accumulated by humanity, creating conditions for their personal development and preparation for fulfilling certain social roles in society.
The personality of a preschool teacher is formed, manifested and changed in the process of his professional pedagogical activity, in which the goal, motives, subject of activity, methods of carrying it out, and the result are identified. A feature of the content of educators’ pedagogical activities is pedagogical monitoring, which is aimed at studying:
- the child’s activity skills;
— interests; preferences; child's inclinations;
— personal characteristics of the child;
— behavioral manifestations of the child;
— features of the child’s interaction with peers;
— features of the child’s interaction with adults.
A comprehensive study led by N.V. Kuzmina showed that pedagogical activity and its structure consist of the following internally interconnected components: constructive, organizational, gnostic, communicative.
The structure of pedagogical activity according to N.V. Kuzmina.
| Components | Contents of components of pedagogical activity |
| Structural component | Includes planning, design, selection of material for educational and educational work, as well as interaction with children and parents. Constructive skills are revealed in the ability to foresee possible difficulties in work and in creating conditions for their elimination. Such skills allow you to plan a child’s activities at all scheduled moments, both for a short and longer period, to draw up a plan, lesson notes, entertainment scenarios, and the ability to select factual material in specific areas of knowledge in accordance with the goals and objectives of learning at each age stage. |
| Organizational component | The teacher is able to organize the process of both the activities of children (collective, group, individual), parents (aimed at enhancing joint efforts in raising children, providing assistance to a kindergarten, group), and their own activities. For a good result, you must be able to charge people (both adults and children) with your energy, captivate, activate them, quickly and flexibly apply your knowledge and experience in solving practical problems when leading various types of activities. |
| Gnostic component | The effectiveness of gnostic activity is associated with knowledge of psychology, understanding of the patterns and characteristics of children's development, and the presence of interest in the spiritual world of the child. This component is aimed at understanding the family microenvironment of the child, parents, analyzing one’s own teaching activities, and the work of colleagues. Those skills that are used by the teacher in the process of this activity provide an opportunity to study the subject, identify the level of development of processes (cognitive, emotional, volitional), states, discover the motives of his behavior, the personal qualities of the child, identify the relationships of pupils in children's society, as well as the degree emotional well-being of each of them. |
| Communication component | This component includes establishing and maintaining relationships with students, parents, administration, and colleagues. It is the attitude of the teacher that determines the success of constructive activities and the emotional well-being of the preschooler in the learning process. |
It is generally accepted that the specificity of the activities of a preschool teacher is that he is obliged to provide children with emotional well-being, create psychological and pedagogical conditions for the development of children’s abilities and inclinations, provide them with a wide choice of different types of activities, and individualize education. Education in preschool age does not imply the mandatory acquisition of certain knowledge in a strictly specified volume, which distinguishes it from education at other age stages of child development. A kindergarten teacher raises and teaches children who have their own age characteristics. The teacher also organizes and manages the elementary work and educational activities of his pupils, and is guided by play, everyday activities, and communication activities. These types of activities, due to the age of the children, require special conditions. There are various ways and means for a teacher to get to know his students. In addition to conversations, special experiments, sociometric methods, children's drawings used for this purpose, a teacher can obtain a lot of valuable information about the inner world of children, their attitude towards others, towards kindergarten by observing the behavior of children in everyday life.
The psychology of trust, so necessary for success in working together with a family to raise children, is determined here not so much by objective circumstances or the merits of the teacher (education, the opinion of the administration and colleagues, etc.), but by emotional factors that sometimes allow parents to intuitively guess sensitivity or coldness, kindness or excessive severity of the teacher. The conditions for successful interaction with parents are that the teacher has an internal readiness to act together with the family and a desire to find an approach to the parents, who, in turn, expect the teacher to show attention, warmth, and love for their child, and it is important to meet these expectations. Without this, it is difficult to count on cooperation with them in education.
Professional and personal requirements for a teacher.
In my opinion, the modern requirements for a preschool teacher are slightly different from their usual, classic version. A teacher working with young children has to use more different techniques and use knowledge in order to interest modern children, instill discipline, responsibility, literacy, and a desire to learn.
I believe that the basic requirements for a preschool teacher should be:
High civic responsibility and social activity;
Love for children, the need and ability to give them your heart;
Genuine intelligence, spiritual culture, desire and ability to work together with others;
High professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
The need for constant self-education and readiness for it;
Physical and psychological health, professional performance.
Based on my experience, I can say that all these requirements for a kindergarten teacher affect the level of education of students. I believe that the requirements for the professionalism and personality of a teacher should be as follows:
| Requirements for the professionalism and personality of the teacher | |
| The teacher must KNOW: | The teacher must BE ABLE TO: |
| Psychology of giftedness, diagnostics and methods for its identification, types, stimulating conditions for its development Age-related features of the manifestation of signs of giftedness Programs (comprehensive and specialized) Regulatory framework on the problem Innovative technologies Qualitative characteristics of the necessary developmental subject-spatial environment of the group Modern scientific and methodological literature on the problem Specifics of methods and techniques for developing abilities Individual characteristics and personal potential of the child Specifics of methods and techniques for developing abilities Individual characteristics and personal potential of the child Child's interests Social and material capabilities of the family, family psychological microclimate Opportunities for child development in a family environment Effective forms and methods of working with parents | Create an emotionally comfortable environment and a favorable emotional and psychological microclimate in the group Timely identify children with signs of early giftedness using observation and diagnostic tools Implement a diagnostic and analytical approach to planning and organizing work with children Create a development environment Apply innovative technologies and techniques Stimulate the development of abilities through various forms of work with children Showcase your personal creativity Select activity motivation that is relevant for children Self-improvement (plan a system of self-education) Interact with all preschool specialists working with a gifted child |
| Build positive interpersonal relationships with your child Develop an educational program for circle work Master problem-based learning methods and questioning techniques Organize optimal forms of work with children Organize work with parents Select relevant and accessible information for parents | |
Thus, it can be noted that a modern teacher today needs special professional training. To do this, you need to seriously work on increasing the teacher’s competence, which will allow him to work according to the standard.
A professional standard is a characteristic of the qualifications that an employee needs to carry out a certain type of professional activity or perform a labor function (Part 2 of Article 195.1 of the Labor Code of the Russian Federation). The professional standard combines all the requirements for teachers at all levels of education, approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered with the Ministry of Justice of Russia on October 6, 2010 No. 18638). Professional standards are needed in order to determine the qualifications of an employee and the responsibilities for the corresponding position, and are also necessary when developing educational programs (vocational education (part 7 of article 11 of the Law of December 29, 2012 No. 273-FZ); vocational training (part 8, Article 73 of the Law of December 29, 2012 No. 273-FZ) additional professional education (Part 9 of Article 76 of the Law of December 29, 2012 No. 273-FZ).
Two types of standards are now applied to preschool educational institutions (educators, teachers, specialists):
• Federal State Educational Standard, approved by the Ministry of Education and Science of the Russian Federation;
• Professional standard approved by the Ministry of Labor of the Russian Federation.
Both standards were developed in 2013, but relate to different areas: the Federal State Educational Standard concerns educational institutions in general, and the professional standard refers to personnel policies, certification work, the development of job instructions and other actions relating to specific employees.
Safety
The kindergarten teacher's instructions also contain a clause that states that the employee must monitor the safety of children. And this is true, because parents give their children to the actual care of a stranger. And the latter is obliged to hand the babies back to their relatives safe and sound at the end of the day.
We have to constantly monitor the safety of children. Especially during excursions. In fact, this is not such a simple task. When the group is small, it is still possible to cope with it. But if a kindergarten teacher is busy with a large group of children, then he will have to try hard. Usually a junior teacher helps with this.
In addition, the work of a teacher involves a daily report to parents about the health status of their children. In case of any serious deviations or danger, you can call your family and ask them to immediately come to the kindergarten to pick up the child. Unfortunately, quite often teachers try not to talk about any observations regarding the children’s health, and call relatives only in very dangerous cases.
History of the profession
In Russia, the profession of a kindergarten teacher appeared in the 50-60s of the 19th century along with the first preschool educational institutions, which began to open in Helsingfors, St. Petersburg and Moscow, and then in other cities. The institutions were paid, so only children from rich families could study there.
In the USSR, preschool education became completely free (parents paid small amounts for meals). In 1959, the first nurseries appeared, where children could be placed from 2 months of age. Nowadays, most children at the age of three begin their education in preschool institutions, of which there are over 45 thousand in Russia.
