Cyclogram of a junior teacher - what to pay attention to?

Introduction and addition

I was suggested to understand this topic by one of my readers - a junior teacher in groups of children with disabilities, who has to work for one pay in two positions, performing additional duties as a corridor nanny.

As is known, publicly available cyclograms of junior educators can only roughly indicate the working day schedule, but the employee receives clear instructions and familiarization with job responsibilities when applying for a job from his immediate supervisor - the head of the preschool educational institution.

Future employees of private kindergartens should study the documentation especially carefully, since management has the right to supplement the junior teacher’s cyclogram according to the Federal State Educational Standard with their own requirements, if they do not run counter to the legislation of the Russian Federation.

Be fully prepared

One way or another, having decided on the position of junior teacher, you need to be prepared for the fact that there is a lot of work and little pay. I have already talked about this in the article “Responsibilities of a junior teacher - who are they suitable for?” distinctive features of a nanny and a junior teacher.

The latter helps the main specialist with the educational part and organizational work. He must have at least a secondary specialized education.

Thus, to be fully equipped, it is better to turn to additional training resources. Offline webinars and courses, in my opinion, are an excellent solution for advanced training for a specialist in further education.

And here is another option in order to undergo professional retraining under the teacher education program in specializations: teacher-tutor, junior teacher, assistant teacher, teacher-animator.

However, let’s return to our reader’s questions - what does the job description of a junior teacher-nanny tell us in accordance with the rules of the Federal State Educational Standard?

They forgot to state it in the law

By law, a junior teacher can replace a temporarily absent colleague, receiving material compensation for this, that is, a similar salary, which is calculated in accordance with the tariff according to the number of hours worked. But this is the case if there is a second personnel unit in the state. If not, then you initially agreed to such conditions.

It is quite difficult to involve a legal party in the investigation of your issue, since the number of children that should fall on one teacher (junior teacher) is not regulated by the state. Groups of preschool institutions are formed in accordance with the following document - SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations.” It says that the formation of groups in kindergartens is based on the calculation of square meters per pupil. Clauses 1.11 and 1.12 regulate the number of kindergarten children specifically for groups with disabilities.

Let's break it down point by point

So the law regulates the optimal number of pupils for preschool groups based on the age and health characteristics of the children. Clause 1.11 assumes that the maximum number of children with disabilities under the age of 3 years and older should be as follows:

• 6 – 10 children with severely impaired speech;

• 12 preschoolers of older groups, if there are phonetic-phonemic speech disorders, that is, incorrect perception and reproduction of sounds by children. For example, if a child cannot distinguish the sound “k” from “g” or “b” from “p”;

• 6 children under 3 years of age and older with hearing loss;

• for children with hearing impairments, groups of no more than 8 children are expected;

• 6 children with no vision;

• but groups of children who are visually impaired or diagnosed with “strabismus” and “amblyopia” can reach 10 children;

• 6 – 8 preschoolers with musculoskeletal disorders;

• if a child has mental retardation, he should attend a group of no more than 10 children;

• 6 – 10 children with mild mental retardation;

• for pupils over 3 years old whose mental retardation is moderate or severe - 8 children;

• children diagnosed with autism should attend groups of 5 people;

• if the children have several developmental defects, be they mental or physical disabilities, then the number of pupils should also not exceed 5 children;

• and, finally, children with other health limitations study in large groups of 10–15 people.

If in a preschool institution groups of children of a combined orientation are expected, then the number of children in them is assumed to be somewhat different.

What is shown in paragraph 1.12

Firstly, as in the first case, we need to take into account the age of the guys. Children of primary preschool age study in groups of 10 children and no more. However, only three of them may have health limitations. At older preschool ages, groups of preschool children are divided into 3 categories:

• If among the kindergarten students there are children with hearing and vision impairments, with musculoskeletal disorders, as well as moderate and severe mental retardation, then they should study in groups of 10 people, where there should be no more than 3 preschoolers with disabilities x person;
• children with hearing, vision, speech impairments, amblyopia and strabismus, as well as mild mental retardation are divided into groups of 15 people, where children with disabilities should have no more than 4 people;
• if preschoolers have mental retardation, then they can attend groups of 17 people, 5 of whom have a disability status.

It turns out that for the educational part, your management has provided 2 teachers, and you, as I understand it, perform the duties of a nanny, who, in groups with children without disabilities, just does your amount of work.

But I emphasize that this is my logical assumption. Only your management can answer you specifically. And, by the way, you have the right to request documentation with written job responsibilities, norms and rules governing your work process.

Auxiliary literature, such as this one, will always help in solving emerging issues of education and the work of a teacher.

How to distribute work with children?

When allocating time to work with children, you should take into account: the schedule of classes and the daily routine. As a rule, all classes of the teacher and other teachers included in the schedule of classes with children take place in the first half of the day, with the exception of the older group. SanPiN 1.2.3685-21 allows classes for older children to be held in the afternoon.

Based on this, the most productive time for a psychologist to work with children is the following periods of time:

• in the first half of the day: from 8.00 to 9.00 and from 11.00 to 12.00. At this time, you can plan individual work with children and conduct diagnostics;
• in the afternoon, the time period from 15.00 to 17.00 is suitable for planning the work of a teacher-psychologist with children. At this time it is convenient to conduct group classes with children.

If you draw up a work schedule in such a way that the psychologist will work 3 days in the first half of the day and 2 days in the afternoon. Then, taking into account the recommendations presented above on the distribution of time for working with participants in educational relations, the educational psychologist will spend 2 hours working with parents, 2 hours working with teachers, 10 hours working with children. Out of 18 hours, we will spend 14 hours of work. Where can I get another 4 hours to work with children?

I think the hours in the first half of the day, when other teachers are conducting their classes, are ideal for this. At this time, you can monitor children, assist teachers in interacting with children, and organize joint sessions between a psychologist and educators and other specialists.

All the remaining time in the work schedule of a teacher-psychologist is allocated to organizational and methodological work, participation in methodological associations of psychologists, improving their qualifications, etc.

Cyclogram of a junior preschool teacher

Finally, the question of whether it is legal for you to clean the music and physical education halls can also vary based on the structure of the preschool institution and the required documentation.

The corridor nanny, or more simply put, the preschool cleaner, must be assigned certain territories and premises that she regularly cleans. Most often, these include landings, corridors, public bathrooms and office spaces, and not classrooms.

Therefore, you again need to ask the question about the legality of such a distribution of responsibilities to the immediate head of the child care institution or raise it at general meetings where you have the right to be present. The job responsibilities of each staff unit must be reflected in the documentation and have a legal basis.

But I would like to add on my own behalf that the work of former nannies, and now junior teachers, was always “not grateful.” At all times, they had to carry out not only their direct duties, but also perform additional work, so to speak unscheduled. That is, cleaning up leaves on the territory of the kindergarten, helping with repair work, and cleaning pots in the kitchen.

Therefore, when deciding to master such a profession, you need to be prepared for its difficulties. It’s good if the team is friendly and the teachers will treat you with understanding and not burden you with additional work.

Do not forget that, as a junior teacher, you must have a qualification as a teacher, which means you are directly involved in the upbringing and training of preschoolers. It is especially difficult to find a common language with children who have health limitations.

Therefore, in order to be more knowledgeable in the upbringing and development of children, as well as to communicate correctly with the parents of such preschoolers, you need additional literature with theoretical and practical material on supporting the family of a child with disabilities, as well as methodological recommendations.

Cyclogram of interaction between a teacher and a junior teacher during the day

6. Monitoring of individual development of children (monitoring criteria and indicators, frequency)

Criteria (using the example of variable educational programs of preschool education “Childhood” and “Our Home - Southern Urals”, MDOU No. 137):

1. NGO “Social and communicative development”. Criteria: the world of social relations, value-based attitude to work, play, safe behavior in everyday life, society, nature.

2. NGO “Cognitive Development”. Criteria: development of sensory culture; first steps in mathematics; primary idea of ​​oneself and other people; the child discovers the natural world; primary idea of ​​the small Motherland and Fatherland.

3. NGO “Speech Development”. Criteria: coherent speech (monologue and dialogic); grammatical structure of speech; development of speech creativity; speech as a means of communication and culture; book culture, children's literature; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

4. NGO “Artistic and Aesthetic Development”. Criteria: fine arts; presentation and experience of works of art; productive activity and children's creativity; collective creative work; recognition, understanding, analysis of the nature of music; mastery of vocal techniques; motor abilities; use of sound sensory standards.

5. NGO “Physical Development”. Criteria: motor activity; development of healthy lifestyle values ​​in children, mastery of its elementary norms and rules.

Indicators using the example of the NGO “Social and Communicative Development” (junior group).

Applications

a. Calendar plan of the educational process (MDOU No. 105)

Group____ Age____ Topic_________________________________________________________________________________________

Target _________________________________________________________________________________________________________________

Final event_______________________________________________ Date of the final event_________________

Responsible for the final event______________________________________________________________________________

And so on until the end of the week.

PRESENTATION OPTION – Calendar plan of the educational process (topic “Folk culture and traditions”, 1st junior group, MDOU No. 31)

Tasks:

1. Familiarize children with household items, their names, and purposes.

2. Develop the ability to distinguish household items in pictures and name them (washstand, stove, cast iron, grab, poker, samovar, rocker, bucket, trough, washboard, clay pot).

3. Familiarization with folk art using the example of folk toys.

Monday

PRESENTATION OPTION – Calendar plan of the educational process (September, topic “Day of Knowledge”, 1st week, preparatory group for school, MDOU No. 25)

Objectives: 1. Development of cognitive interest, interest in school, books.

2. Consolidating children’s knowledge about school, school supplies, the profession of a teacher (who teaches what at school, subjects studied at school).

3. Formation of friendly relationships between children (habits of playing together, working together, doing independently chosen activities, negotiating, distributing responsibilities, helping each other).

Final event: Travel game “On the road to the land of Knowledge”

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Approximate cyclogram

Work of two junior teachers in shifts: 1st shift from 07.30 to 13.00 2nd shift from 13.00 to 18.00

If there is one junior teacher in the group, the working day is shorter. For more accurate information, contact your employer.

I hope I was able to cover the topic of questions about the work of junior teachers. Write, ask - I'm always happy to help. That's all. Don't forget to subscribe to blog updates and invite friends to our friendly company. Goodbye and see you new topics!

Sincerely, Tatyana Sukhikh

By the way, I recommend reading:

Cyclogram of the teacher’s activities

KGBS(K)OU "Aleyskaya special (correctional) general education

boarding school of
the VIII type" Altai Territory
Educator: Firsova S.G.

Daily:

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meetings with health workers (if necessary);

—

meetings with a psychologist, social worker teacher, speech therapist (if necessary) and according to a separate schedule of work with children, implementation of the recommendations of the PMPK.

Weekly:

—

summing up the group's activities;

—

reception from home and sending home pupils, initial examination of children;

—

working with parents (according to the work plan and emerging situations);

—

attending educational and classroom hours of teachers and class teachers for the purpose of self-education;

—

organization of individual work with children.

Monthly:

—

providing monthly work reports.

Twice a quarter:

—

meetings of the Ministry of Education of educators.

Once a year:

—

providing reports on the work done for the year;

—

providing developments for open, school-wide events, educational hours, developments for walks and self-study (portfolio);

—

decorating a corner of the bedroom;

—

design of a safety corner;

—

design of a health corner;

—

participation in a school-wide competition - review of corners of interned groups (in accordance with the Regulations).

In accordance with the plan of school-wide activities:

—

participation in meetings, teachers' councils, etc.

During a year:

—

keeping observation diaries of group pupils;

—

holding an open or school-wide event;

-keeping a log of instructions for children;

—

organization of work with children in accordance with the educational work plan for the 2015-2016 academic year.