Methodological work of a kindergarten teacher

Methodological work in kindergarten

Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice.

Individual and group consultations, consultations on the main areas of work of the entire preschool educational institution team, on current problems of pedagogy, at the request of educators.

Methodological work in a preschool institution is a holistic system of interrelated measures, based on the achievements of science and advanced pedagogical experience, aimed at comprehensively improving the qualifications of the teacher.

In the section of the site, methodological work in kindergarten for different groups contains many interesting publications for educators on teaching children on various topics:

Sample application “On enrollment in kindergarten”
Consent to the processing of personal data in kindergarten
Excursion along an ecological trail in a kindergarten using electronic educational resources
Map of observations of child development in various types of activities of children of primary preschool age
Poems about kindergarten
Development of fine motor skills in preschoolers in preschool educational institutions
Speech at the educational meeting by preschool teachers on the specifics of health-improving work with frequently ill children
Methodological development of a synopsis of the direct educational field of ecology in kindergarten “Medicinal plants - means of healing the human body”
Model of organizing the educational process in kindergarten
Organization of play activities for older preschoolers in the context of the implementation of the Federal State Educational Standard
Development of fine motor skills in children of primary preschool age using non-traditional methods
Mini-museum as a means of educating children in kindergarten in Russian national traditions
Preschool educational institution service and its legal and regulatory support
Experimentation corner in a kindergarten group
Continuity of preschool and primary education
Methodological development of a kindergarten teacher “Poems are always to the aid of children”

In order to improve and achieve the optimal structure of methodological work in a preschool educational institution, it is necessary to understand its essence, its main purpose, leading tasks and functions, and correctly formulate important fundamental requirements for its organization and implementation.

Methodological work in educational institutions of the Russian Federation is part of the system of continuous education.

Methodological work is a holistic system of measures, based on the achievements of science, best practices and analysis of teachers’ difficulties, aimed at improving the skills of each teacher, at generalizing and developing the creative potential of the team, and at achieving optimal results in the education, upbringing and development of children. The goal of methodological work in kindergarten is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process. Creating effective conditions for the comprehensive continuous development of children.

Methodological work in a preschool educational institution is a link between the activities of the teaching staff of a preschool institution, the state education system, psychological and pedagogical science, and advanced pedagogical experience.

Methodological service in kindergarten is a comprehensive and creative work, which includes not only practical training of teachers in methods and techniques of working with children, but also increasing the level of knowledge of the latest techniques, studying pedagogy, child psychology, and anatomy. The senior educator, as the head of the methodological service, provides direct assistance to educators and specialists in self-education. Constant updating of the content of methodological work is interconnected with the activities of teachers, which ensures a continuous process of improving the skills of each educator.

Methodological work with kindergarten teachers

Bibliographic description:

Rybina, N.P. Methodological work with kindergarten teachers / N.P. Rybina.
— Text: immediate // Current issues of modern pedagogy: materials of the II International. scientific conf. (Ufa, July 2012). - Ufa: Summer, 2012. - URL: https://moluch.ru/conf/ped/archive/60/2513/ (access date: 01/18/2022). Nowadays, the importance of such business qualities as competence, a sense of the new, initiative, courage and willingness to take responsibility is increasingly increasing; the ability to pose a problem and complete its solution. A skilled methodologist clearly defines the tasks of the teaching staff and clearly outlines ways to solve them.

The effectiveness of the work of the entire team of a preschool institution depends on the correct choice and use by the methodologist of various forms of methodological work in the preschool institution. All areas of methodological work contribute to the development of a unified line of action for the teaching staff.

The main directions of the methodologist’s work are organizing the methodological work of the team, improving the qualifications of educators, studying, generalizing and disseminating advanced pedagogical experience, and improving the level of work of teachers. In accordance with these directions, the main forms of work of the methodologist are determined.

One of the significant features of the education system of the last decade is the variability of the work of preschool institutions. Polyprogramming and variability are the conditions in which preschool institutions currently operate.

An indisputable advantage is that the variability of modern preschool education allows it to respond to the needs of society. The variety of pedagogical services offered by the preschool institution meets the increased demands of parents. The main thing is that the priorities of education are preserved: promoting health, providing favorable conditions for the development of children, respecting the child’s right to preserve his individuality [1, p.8].

The humanization of modern education is associated, first of all, with a change in attitude towards education, the center of which is the child. The issue of choosing a program has been and remains very relevant. In this regard, the kindergarten methodologist faces a rather responsible task - to choose a program of work with children that can not only be successfully implemented by the teaching staff, but will also contribute to the effective development and upbringing of children. Therefore, teaching staff of preschool educational institutions should be oriented in the main trends of the program and methodological flow.

The work of preschool educational institutions in conditions of polyprogramming and variability of technologies ensures self-determination and self-organization of participants in the educational process: preschool educational institutions model programs, projects, participate in experimental testing and implementation of new program and methodological materials, and parents are given the opportunity to choose one or another type of preschool educational institution for their child. The process of creating general developmental and specialized educational programs and innovative pedagogical technologies continues. The introduction of various approaches to the organization of the pedagogical process is very promising for the preschool education system as a whole. In this regard, the question arises about the role and significance of methodological work for the effectiveness of the educational process.

Increasing the skills of teachers, improving their theoretical and practical knowledge is carried out in a preschool institution through various forms of methodological work. All areas of methodological work contribute to the development of a unified line of action for the teaching staff.

The manager’s work is made easier if the child care institution has a methodologist on staff. The head is obliged to lead and direct the educational work in the children's institution, the methodologist is his first assistant [3, p. 12].

In order for methodological work to be effective, the methodologist needs to know how things are in the preschool institution: what conditions are created for raising children, what is the level of pedagogical work in the kindergarten, what are the relationships in the team, etc.

The real center for organizing methodological work in a preschool institution is the methodological office. The room intended for this purpose is equipped with the necessary materials and manuals for all sections of educational work with children [1, p. 110].

The methodologist performs the following professional functions:

— Maintains personal records of teaching staff who improve their qualifications in courses and seminars, in advanced training institutes, in faculties for training and advanced training of educational organizers and students in correspondence and evening departments of higher and secondary specialized educational institutions.

— Coordinates and directs methodological work with teaching staff; organizes seminars, workshops, lectures, consultations on the most complex and pressing issues of training and education. Uses a variety of active forms in the practice of working with teaching staff: interviews, debates, conferences, business games, analysis of pedagogical situations.

— Conducts group and individual consultations; provides assistance in self-education of teaching skills.

In the teaching room, it is necessary to have materials on best pedagogical experience, diary entries of the methodologist, reports for kindergarten teachers, calendar plans for educational work with children, materials that clearly illustrate best practices: photographs, sketches, tape and electronic recordings, children's work, manuals , made by the teacher [2, p.252].

It is very important that all materials available in the teaching room are correctly selected and placed. Their placement can be carried out in different order: either by type of children’s activities (organizing the life and upbringing of children, learning in the classroom, holidays and entertainment, games, work), or by educational areas (“Health”, “Safety”, “Physical Education” , “Socialization”, “Work”, “Cognition”, “Communication”, “Reading fiction”, “Artistic creativity”, “Music”).

If the placement is by type of activity, then within each section there should be material allocated for each age group; if for educational purposes, then the materials are allocated both by type of activity and by age group. When systematizing materials, one should take into account the principle of construction of the “Program of education and training in kindergarten”.

For example, materials on gaming activities are arranged by type of game; for labor education - by types and forms of labor organization, etc. All sections should contain instructional and methodological documents, methodological recommendations, material from work experience, visual and illustrative materials.

Instructional and regulatory documents on preschool education are located in a separate folder. Materials on organizational and other issues (for example, on managing a kindergarten, equipping an institution, working with personnel, etc.) are also presented in a specific place.

Care should be taken to ensure that the classroom has sufficient materials on the education of young children, for teachers of speech therapy groups, and music directors.

One of the key issues in improving the system of public preschool education is improving the management of educational, administrative and economic activities of children's institutions. Therefore, in the methodological room it is necessary to equip a special section “Management of preschool institutions”, in which legislative and instructional documents, methodological recommendations, and materials from work experience would be concentrated.

The methodologist also organizes various forms of methodological assistance to educators, for example: consultations, thematic conversations with educators. Some problems of raising children require a longer conversation and discussion, and if they concern several educators, then it is advisable to organize a collective form of methodological assistance, which is a seminar.

Significant efforts are required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, abilities, skills acquired by the educator in the process of practical educational work.

One of the leading forms is the pedagogical council

, which is called upon to be an exponent of collective pedagogical thought, a body of collegial management of educational work, a school of excellence and a tribune of pedagogical experience. The head, being the chairman of the pedagogical council, organizes its work on the basis of the “Regulations on the pedagogical council of a preschool institution” [3, p.62].

During the year, at least 4 meetings of the teachers' council are held, at which topical issues of the work of this kindergarten are discussed, aimed at increasing the professional level of teachers' work, at eradicating shortcomings in the educational process.

Meetings of the teachers' council can be devoted to general issues of improving children's health, reducing morbidity, and preparing children for school.

The preparation of the teachers' council includes the selection of topical issues, the discussion of which is dictated by the educational program in the kindergarten and the actual state of affairs in the kindergarten, which are included in the annual work plan.

Already at the beginning of the school year, the entire teaching staff knows what issues will be discussed, who speaks at the teachers’ council and when, each speaker must prepare in advance for the teachers’ council: develop a specific plan of events on their topic.

The effectiveness of pedagogical councils depends mainly on the work of the methodologist aimed at implementing the decisions made.

Consultations

– a permanent form of assistance to educators. In a children's institution, consultations are held for teachers of one group, parallel groups, individual and general (for all teachers). Group consultations are planned throughout the year. Individual consultations are not planned, since their conduct is dictated by the need of educators to obtain certain information on a specific issue.

However, not all questions can be answered comprehensively in a short period of time. Some problems of raising children require a longer conversation and discussion, and if they concern several educators, then it is advisable to organize such a collective form of methodological assistance, which is a seminar

Experienced educators who have good results in working on a particular problem can also be appointed to lead the seminar. At the beginning of the school year, the methodologist determines the topic of the seminar and appoints a leader. The duration of classes depends on the topic: they can take place over a month, six months or a year. Attendance at the seminar is voluntary.

Preschool workers can reinforce the theoretical knowledge acquired at the seminar with practical skills, which they consolidate and improve by participating in the seminar-workshop.

. How to make a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to read a poem expressively, how to make didactic games with your own hands, how to decorate a group room for the holiday. Educators can get answers to these and other questions from an experienced teacher-methodologist.

In order to organize special practical classes, the head studies the need of teachers to acquire certain practical skills and abilities. Teachers can use the teaching aids produced during the workshops in their further work with children, and some of them remain in the teacher’s office as samples - standards.

A common form of methodological work is conversations with teachers

. The methodologist uses this method when summing up the results of testing pedagogical work, when studying, summarizing best practices, and in a number of other cases [3, p. 30].

Before starting a conversation, you need to think about its purpose and questions for discussion. A casual conversation encourages the teacher to be frank.

This form of methodological work requires great tact from the methodologist. The ability to listen carefully to your interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily through your behavior.

Talking with the teacher, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if they occur), and strives to provide effective assistance.

An effective form of improving the qualifications of educators and providing them with methodological assistance is collective viewing of the work of experienced teachers.

. Depending on the topic discussed at the teachers' meeting, it is advisable to conduct such screenings for the purpose of demonstrating, illustrating the theoretical positions expressed in the reports, and for the purpose of studying and introducing advanced methods into the work practice of other employees.

When discussing such a lesson, the methodologist must emphasize that the teacher did a lot of multifaceted work and was able to generalize the knowledge and ideas of the children, based on their impressions, forced them to think, reflect, and draw independent conclusions.

Those teachers who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of every educator. Having noticed certain successes of the teacher in any section of the program, he designs its further development: selects certain literature, advises, and observes the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to be well prepared for them: both those who demonstrate their experience and those who adopt it. Preparation should include: correct choice of topic (its relevance, the need for all educators in it, connection with the topics of teacher councils, etc.), assistance to the teacher-methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), drawing up notes etc.

Literature:

Dubrova V.P., Milashevich E.P. Organization of methodological work in a preschool institution. – M., 1995.
New information technologies in preschool education / ed. M.Yu.Gorvitsa. – M., 1998.
Organization of control in preschool educational institutions / ed. V.S. Basyuk. – M., 2010.