Summary of the event for educators and teachers of preschool educational institutions topic: “A look from the outside”
Summary of the event for educators and teachers of preschool educational institutions
topic: “A view from the outside”
Kiyaykina Natalya Fedorovna
educational psychologist
MBDOU kindergarten No. 31 “Zarya”
Pyatigorsk
Stavropol Territory
Target:
creating favorable conditions for the development of psychological competencies of kindergarten teachers, taking into account the implementation of the Federal State Educational Standard for Education.
Tasks:
increasing the psychological literacy of educators and teachers through film therapy;
development of sympathy and empathy;
developing discussion skills after watching a film;
diagnostics of the content of projection in the statements of teachers;
monitoring the emotional state of event participants while watching the film and discussing it;
generalization of teachers’ knowledge on children’s rights;
correction of negative emotional states;
formation of a successful outcome of the plot.
Equipment:
music center with soundtrack, computer, internet resource (video film “About the Hedgehog” https://www.family2children.ru/Kinoterapiya_kinolektorii_deti).
Participants:
kindergarten teachers and educators.
Progress of the event:
Music sounds, teachers enter the office of the educational psychologist and sit down on comfortable poufs.
1.
Greeting.
Teacher-psychologist: “Good afternoon, colleagues! I welcome you to our “little theater.” Greet each other using non-verbal means of communication.”
Teachers demonstrate nonverbal communication skills.
2.
Psychological attitude.
Neurogymnastics “Familiar Mudras”.
The educational psychologist invites participants to perform familiar “mudras” to activate brain activity.
All participants perform familiar finger and breathing exercises.
3.
Mini-conversation “Why have we gathered…”.
Discussion of the rules of communication in the process of activity.
Group work rules:
- speak on your own behalf;
— when asking questions, express your point of view;
- interpret what you see in the film, and not the statements of other participants;
- be aware of the subjectivity of your perception;
- speak up one by one;
- You are responsible for everything you do in the group.
Before watching the film, the presenter offers participants instructions: “Now we will watch a film called “About the Hedgehog.” Try to watch it carefully in order to understand how the behavior and speech of the kindergarten teacher affects the lives of children. We cannot understand people's feelings and thoughts except through their external manifestations, that is, through behavior and speech. You need to be attentive to how the characters in the film act and act. I wish you a good viewing."
4. Watching the film “About the Hedgehog”.
https://www.family2children.ru/Kinoterapiya_kinolektorii_deti
The presenter announces the preface: “One day in the Soviet Union, an ordinary boy learns what it means to be different from the rest. In kindergarten, he comes to the New Year's party in a costume that is different from the costumes of other children... Does he have the right to simply be the way he is. We have to answer this question.”
5. Diagnostics-discussion of the film watched.
The content of the activity consists of the statements of the group participants, on the basis of which the discussion is based. The facilitator supports the discussion at this stage.
Participants in a circle are asked to describe their feelings and sensations from the film they watched and identify the most memorable episodes.
The teacher-psychologist creates conditions for the audience to “I-statement”:
— What did you see in this film?
— What did you see that allows you to say that?
The use of first-person statements creates conditions for developing the ability to differentiate one’s views, assessments and positions from the assessments of other people. Participants construct “I-statements” about the content of the film, while they always have the opportunity to speak out about their own experiences.
By observing the teachers, the facilitator determines what emotions they have accumulated in excess and how to help them free themselves from them. The teacher-psychologist creates the general psychological situation and carries out correction.
An educational psychologist monitors the state of group members while watching a movie and discussing it (help, support). The content of the film may cause noticeable emotional reactions in group members during viewing.
Working with negative experiences.
6. Mini-conversation with the participants of the meeting on violations of children’s rights in the video film watched:
— What rights of the child were violated by the teacher?
— What rights do preschoolers have?
— How could the current situation be resolved?
Discussion of the situation taking into account the implementation of the Federal State Educational Standard for Educational Education at the present stage of development of a harmonious personality.
Child's rights
After the discussion is completed, the facilitator summarizes the discussion.
7. Reflection.
The meeting ends with feedback from the event participants.
Literature
1. Film therapy: a flexible method for correcting psychological problems
https://psixika.ru/146-filmoterapiya.html
2. Berezin S.V. Cinema therapy and film training. A practical guide for psychologists and social workers.
3. Video film “About the Hedgehog”
https://www.family2children.ru/Kinoterapiya_kinolektorii_deti
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Seminar - workshop for kindergarten teachers
Workshop for preschool teachers. Topic: "TALK TO ME!"
The seminar is intended for the teaching staff of preschool educational institutions.
The goal is to find ways to solve problematic situations in communication with parents of preschool children. Greetings. Good afternoon, dear colleagues! Today I propose to discuss a very important topic - communication with parents and students. The theme of our workshop is “Talk to me.” Exercise: “Hello!” Goal : relieving emotional stress, uniting participants.
All participants stand in a circle. The first player says: “Hello. This is who I am today!” (shows his condition with facial expressions and gestures). All participants say: “Hello. …. today it’s like this” (repeats gestures and facial expressions...). The game ends when all participants greet those around them, all participants say in unison: “Hello!” The presenter names the topic of the round table. "TALK TO ME" Main part:
Let's consider effective means of interaction between teachers and parents"
"Verbal means of communication." The psychological dictionary interprets the term “communication” as “the interaction of two or more people, consisting in the exchange of information between them of a cognitive or affective-evaluative nature” (positive or negative feelings towards another person) (Psychological Dictionary, 1997, p. 232). In the process of interaction, a person uses different means of communication, these include: verbal (verbal), non-verbal (gestures), paralinguistic - these are means involved in the organization of the text of verbal language, forming the communicative aspect of the text. These include the following: graphic segmentation of text, its location on paper, font and color sets, typographical characters, numbers; iconic signs (drawings, photographs, tables, diagrams, etc.), unusual spelling, non-standard placement of punctuation marks, etc. The list of these means is not strictly fixed and can be expanded and vary depending on the nature of the specific text. Today we will talk about verbal means of communication. Verbal communication refers to the words we say when interacting with people. There are principles for constructing verbal communication - the principle of cooperation (the message must correspond to the purpose and subject of the conversation), the principle of politeness (tact, agreement, modesty, benevolence, etc.). In order to involve a communication partner in contact, it is necessary to make the very first minutes surprising, unexpected, bright. This is especially important to consider if the teacher experiences anxiety before the conversation. You shouldn’t start with comments or criticism; it’s better to create a positive emotional mood at first. Pedagogical practice shows that an incorrectly structured verbal message can lead to both misunderstanding by partners and to open conflict. In complex (conflict) situations, it is desirable to use effective techniques of verbal communication, one of which is the “I-statement” (proposed by Thomas Gordon in 1975). The “I-statement” does not contain a negative assessment or accusation of another person, unlike the “You-statement”. statements." “I-message” is frank information about you, what you need, what your needs are, what your reaction is to certain words of the interlocutor, his behavior and/or the current situation. “You-message” is an attempt to directly influence another, bypassing explanations of one’s own state; in essence, it is an order, criticism, and often accusations. A simple example from SMS correspondence: The message “Where are you?” We are all familiar with this – perhaps we ourselves have sent and received similar messages more than once. How does such a message make the recipient feel? Does he need to report, give explanations, perhaps even justify himself? Is this what the sender of the message wanted? Maybe he/she wanted to say “I’m waiting for you!”, “I miss you!” or “I don’t have time to wait anymore, let’s reschedule our meeting for another day”? Do you feel the difference? These are examples of “You-messages” and “I-messages”. And although at first glance the difference between “I” and “You-messages” may seem insignificant, the message that the interlocutor receives is radically different in the messages! Since conflict is often accompanied by mutual accusations, the use of “I-statements” helps reduce tension and promotes the development of mutual understanding. Instead of blaming the partner, the speaker expresses the problem, the feelings he has in connection with this, the reason for their appearance, and expresses a specific request to the partner, which includes an option for an acceptable resolution of the conflict. To learn how to use “I” statements in difficult situations, it is advisable to practice this skill in a classroom setting. This ensures that it turns on automatically in stressful circumstances. Algori: • An objective description of what happened (without your own assessment of what is happening). For example: “When Dima responded to my request not to offend Sasha: “He’s coming at me himself...” (Compare: “When Dima attacked Sasha with an aggressive look...”). • Accurate verbalization of the speaker’s feelings in a tense situation. Try not to blame either the parents or the student, but express your feelings: “I was upset...”, “I was angry...”. • Description of the reason for the feeling. For example: “After all, I talked to the children the day before about how it’s not good to offend each other.” • Expressing a request. For example: “I ask you to talk to Dima about relationships with the guys in the group, and I, in turn, will select appropriate games...” Of course, not every parent will be pleased to hear your problem even in this form, and they may have unpleasant feelings. However, this form of broadcasting negative information about the child to parents will cause the least resistance and dissatisfaction, because it shows your interest in constructive methods of solving the problem (and not impotent anger and accusation), your (despite the difficulties encountered) positive attitude towards the child, as well as doing working together with parents. Exercise “Say it correctly” Purpose: to develop the skill of using “I-statements”. Participants are divided into pairs: parent-educator. “Teachers” are given cards with the child’s problem behavior (see Appendix 1), task: inform parents of information using “I-statements”, then “You-messages”. At the end of the exercise, the “parents” speak out about which message caused less negative emotions. • “Lawyer” and “Prosecutor” styles. Another effective verbal communication technique is to use the “lawyer” and “prosecutor” styles. Experienced teachers often complain that they develop a special way of communicating with others; they begin to view the world from the perspective of “good” and “bad,” “right” and “wrong,” as a result of which categorical judgments appear. This categorical attitude does not contribute to the formation of a friendly atmosphere and mutual understanding. This position of the teacher can be attributed to the “prosecutor” style, since here, one of the main goals of the teacher is to accuse the parent or child. The opposite of the “prosecutor” style, the “lawyer” style implies the teacher’s protection of the child or parent. The “lawyer” style is recommended to be used in communication with parents when: • Parents ask for advice from the teacher, ask for help. They share their problems, take an interest in the child’s behavior; • Parents place excessive demands on their child and expect too high results from him; • The teacher is required to provide negative information about the child. In this case, you can start the conversation from the “advocate” position, telling the good things about the child, and then move on to the unpleasant moments. When talking about a child’s problems, a teacher can speak from the position of his defender—a person who sincerely wants to help both the child and the parents. The main thing in the “lawyer” position is not to blame, but to find a way out of the current situation. The lawyer style is easier to use in narrative form, but asking questions is much more difficult. We ask questions. To help, not to blame. “Lawyer” position: • No matter how serious the situation is, we will try to find a way out; • I do not blame you or your child for what happened. If this happened, then there are some reasons. We will resolve this situation. Position “prosecutor”: • In the current situation, there is a share of your fault; • You are obliged to keep the current situation under control. There is also the sandwich PRINCIPLE. According to the sandwich principle, communication is structured like this: the beginning and end must be positive, and the middle must include all the negative aspects (which are really necessary). • Start with the good. • Continue to be difficult and unpleasant. • End on a good note. Exercise “Communication with a parent is...” Purpose: to summarize knowledge.
Participants are divided into two teams, and for 10 minutes. Each subgroup performs the following task. The first lists the criteria for effective communication with parents using the letters of the first word of the phrase “communication with a parent.” The second is the first letters of the second word. Then the teams take turns reading out the criteria they have created. SO WHAT DOES IT MEAN TO BE A TEACHER NOT ONLY FOR A PARENT, BUT FIRST OF ALL FOR A CHILD? What does it mean to educate, to be an educator? Alien point of view, or “Martian point of view” “The teacher is the person who screams.” “A teacher is a person who monitors.” “A teacher is a person who says: “Look at me!” Hearing these statements, an alien from a distant planet will be puzzled. He can understand these words: “I have” and “look.” What does their combination mean? To these mysterious expressions is added a question that is still untranslatable into a “transgalactic language,” such as “Why are you?” Children are aliens in a sense. They just recently came into this world. Everything is a first for them. They see the world differently than adults. Perhaps, having learned what he is like in the eyes of the alien, the teacher will not agree with what was said about him. Individual moments will be recognized, “moments,” but not the image as a whole. What does it mean to educate? Seventy-two practical workers (educators) of preschool educational institutions were asked this question in an anonymous online survey in the Leningrad region. The largest number were occupied by those that were directly related to various kinds of influences on the child, with the desire to change something in him, to somehow remake him, as well as with educational tasks that were of an ideal nature, distant from reality. The rarest responses were those that characterized upbringing as the all-round development of the child, and also reflected thoughts about the child himself, his uniqueness, the understanding of the child, the ability to become not his position. There were 7 such answers out of 72. A teacher is a person who professionally takes responsibility for the comprehensive development of another person - a student. It is known that three parties participate in the upbringing of preschool children: family, kindergarten and society. Each of these parties brings something of its own to the upbringing of children, so the exclusion of one of them will have negative consequences for the further upbringing of the child in general and his preparation for school in particular. It is appropriate to emphasize the special role of the family in this process. Parents know their child better than anyone else. The family is the main link between the preschooler and the wider social environment. The interaction between family and kindergarten is the most important condition for preparing children for school. As T.A. emphasizes Markova, educational psychologist, only in the close relationship and interaction of the educator and the parent is a successful result achieved in raising and preparing a child for schooling. Of great interest to us was the question of what forms of interaction with parents a modern educator uses in the process of preparing children for school. The corresponding analysis showed that Russian educators rely on various forms of interaction with parents, with the majority of educators choosing traditional forms of contact (conversations, consultations, parent-teacher meetings). There are 17 different forms of interaction between educators and parents to prepare children for school: 1) conversation, 2) consultations, 3) parent meeting, 4) “corners” for parents, 5) “round tables”, 6) visits to families, 7) exhibitions , individual work, 9) folders, 10) thematic stands, 11) recommendations, 12) conferences, 13) information for parents about pedagogical literature, 14) homework, 15) surveys, 16) holidays, 17) albums.
I would like to talk specifically about the methods of our preschool educational institution. Colleagues, confer in mini-groups: what innovative forms of communication with parents could you offer? All these forms are used in educational practice with varying degrees of intensity. Thus, new forms are used much less frequently: “round tables”, conferences, “mailboxes”, workshops for parents, etc. Most often, as practice shows, traditional forms of interaction (conversation, consultations, meetings) are used. Currently, there are a number of serious problems in the interaction of educators with parents in preparing children for school, which require resolution both in the direction of parents and educators understanding the need for systematic cooperation, and in the direction of creating a general emotional atmosphere for this interaction and enriching it with new, more effective forms. A characteristic feature is the contrast in the attitude of the teacher to different parents, which is reflected in the manifestation of various aspects of communication - from meaningful, emotional, personally colored to episodic, formal business, neutral personal. Often, communication between a teacher and parents shows that teachers do not have sufficient knowledge of the technology and culture of communication. There is often an official tone and some coldness towards individual parents. The teacher often begins his conversation with parents with negative information about the child, which does not contribute to the establishment of a trusting relationship between him and the parents. The problems of communication between the teacher and parents should also include the teacher’s insufficient knowledge of the psychology of cultural and effective communication. The interaction between educators and parents is the most important factor in raising a child and preparing him for school. It is in the process of meaningful interaction between educators and parents that conditions are created for developing the correct individually differentiated approach to the child. The positive, emotional nature of the interaction between the teacher and parents presupposes the emotional and personal nature of communication. In this regard, it is necessary to solve the following problems: 1) specifically train educators in the techniques of pedagogical communication; 2) carry out targeted work to deepen the understanding of educators and parents in the field of preparing children for school, primarily in terms of modern approaches to solving this problem (providing appropriate pedagogical education for parents and educators using new forms of education and cooperation); 3) improve the existing practice of interaction between educators and parents on the issues of preparing children for school, both in the direction of enriching the content and in the direction of improving the emotional and communicative side of communication; 4) develop new, more effective and personally colored forms of cooperation between parents and educators (it is necessary to create between teachers, parents and children); 5) overcome the existing practice of episodic interaction between educators and parents as insufficiently effective and move from random interactions to a planned joint individually differentiated approach to children, focused on solving specific problems of preparing for school that are relevant specifically for a given child. How to work with parents
Combining the efforts of kindergarten teachers and parents in the process of raising children is not an easy task in organizational and psychological-pedagogical terms.
The condition for its solution is the creation of a special form of communication between parents and educators, which can be designated as confidential business contact. The main characteristic of this type of communication is its stages. The first stage is broadcasting a positive image of the child to parents. Thanks to this, from the very beginning, a friendly relationship with an eye toward future cooperation develops between the teacher and parents. Often, in everyday communication with a child, parents lose sight of the positive traits of his personality, focusing on negative manifestations. This “forgetting” effect can be enhanced by anxious expectations regarding the child’s behavior in kindergarten. The second stage is the transfer to parents of knowledge that could be obtained in the family (features of the child’s communication with peers). The third stage is the teacher’s familiarization with the problems of the family in raising the child. At this stage, the teacher maintains a dialogue with parents, in which the latter play an active role. Only after the first two stages do parents, on the basis of achieved trust, have a need to share with the teacher information about the manifestations of the child’s individuality (his tastes, behavior, habits). The position of the teacher in such a dialogue is not so much a judge’s, but rather a partner’s (communication on equal terms) The fourth stage is joint research and the formation of the child’s personality. The motto of this stage of communication could be: “Let's find out together!” The most important result of such meaningful, emotionally rich, activity-mediated communication between educators and parents should be the active position of parents in raising a child, their willingness to correct their own attitudes, “transmitted” to the child. The dynamics of external and internal goals when organizing confidential business contacts are as follows: • at the first stage, the external goal is to “rearrange the emphasis,” and the internal goal is to establish a trusting relationship with parents. • at the second stage, the external goal is to familiarize yourself with the problems of the family in raising a child, and the internal goal is to form and reinforce an attitude towards cooperation • at the third stage, the external goal is to enable parents to show their readiness to cooperate, and the internal goal is to create a need for research and encouragement child • at the fourth stage, external and internal goals coincide Training “Talk to me” Goal: teachers’ awareness of their position in communication with parents Psychological entry Exercise “Name” Participants sit in a circle. You need to say your name and come up with an adjective using the initial letter of your name. The next participant must repeat the previous participant’s name and its adjective, as well as name their own, and so on in increasing order. Self-reflection: how difficult it is to remember a large amount of information (there are a lot of parents and children, and if we miss something, we can offend or offend). How did you feel, was it easy for you? Exercise “Enter the Circle” Participants stand in a circle and hold hands tightly - this is a circle of parents. One participant remains behind the circle - the teacher. He must convince the players to let him into the circle so that they want to do it, i.e. choose the right tone of address and the necessary words. Discussion: 1. what did you experience while doing the exercise? 2. Was it easy for you to enter the vicious circle? Did it succeed the first time? Why? 3. When communicating with the parents of your group, do you think you are in the circle or outside the circle? Relaxation “Humpty Dumpty” Humpty Dumpty Sat on the wall Humpty Dumpty Fell in his sleep Turning his body left and right, with his arms dangling freely, like a rag doll.
When you hear the words “fell in your sleep,” lean forward sharply. Summarizing. Self-reflection of teachers. Discussion. Appendix 1
Examples of problem situations: The child is picked up late from kindergarten. Sasha and Vitya got into a fight. The child carelessly splashes through puddles or somersaults in the snow, despite the comments. The child offends another pupil: sprinkles sand, pushes, hits or bites. The child's toy was broken with which he came from home. The child does not want to study. The child is lying. The child swears. The child often comes home with unfinished homework. The child often comes to kindergarten in dirty clothes. NEGATIVE STATEMENTS OF PARENTS “————————————————————————— (the child is picked up late from kindergarten) My child does not obey his grandmother, so she cannot pick him up from kindergarten. “————————————————————————- My child is very capable, I believe that he studies poorly because the teachers do not understand him. “————————————————————————- My daughter doesn’t listen to me at home, but she listens to her husband, who thinks I’m spoiling her. I don't agree with him. Please advise what I should do. “————————————————————————- I would like my daughter to become a ballerina, but while she is a little overweight, could you give her some for lunch? only the first? “————————————————————————- My child is very shy. That's why he doesn't raise his hand in class, I'm afraid you think he doesn't know anything. “————————————————————————- Could you make sure that my child does not communicate with Vasya? I really don’t like Vasya’s family. “————————————————————————- My child is constantly rude to me, I can’t cope with him. Maybe I should scare him? “————————————————————————- My child doesn’t like to go to kindergarten because he doesn’t like the way they feed here. “————————————————————————- I believe that some teachers constantly yell at my child, but he does not talk about it. “—————————————————————————- My daughter is talented. Natasha recites poetry wonderfully, why doesn’t she perform at matinees? “————————————————————————- My son, he is already 4 years old, said that you, Maria Ivanovna, hit him with a rag during a quiet hour neck. “———————————————————————— Why don’t you take my child to open classes?
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