Psychological and pedagogical seminar-training for teachers Components of effective teacher activity in preschool educational institutions

Seminars, workshops and games in preschool educational institutions

Seminars are group classes according to a specific plan under the guidance of experienced teachers and specialists. The seminars are aimed at increasing the theoretical level of educators on a specific issue of educational work with children; the topics of the seminars are related to the objectives of the plan, to the goals of development of educational institutions. A seminar may consist of several sessions, which combine discussion of theoretical issues, practical problems, introduction to new literature and best practices. Their number and frequency depend on the specific topic. The head of the seminar can be the head, deputy head, specialists from kindergartens, schools, etc. The head of the seminar, together with the deputy head, thinks through its program and work plan. Participation in the seminar is voluntary, therefore, when choosing a topic, it is necessary to take into account the wishes and needs of the teachers of a particular kindergarten. It is necessary to provide for the preparation of seminar participants for classes. Together with the workshop plan in the method. In the office, a list of literature recommended for a specific lesson is posted, a card index is selected, and an exhibition is prepared. Each teacher can be given personal tasks: conduct diagnostics, survey a group of children, etc. The seminar ends with the development of recommendations on the possibility of using the studied problem in work or the development of a plan for further study of specific issues of this topic.

Seminars - workshops aimed at increasing the level of practical training in children, improving practical skills necessary in working with children. The topics of the workshops are based on the needs of educators and are also related to the objectives of the annual plan. Leaders can be people who have a good command of the necessary skills. The work of workshops always has some kind of material result. You can arrange an exhibition of the work of educators; participants can prepare an evening of relaxation at which songs or poems will be performed. The result of the work can also be visual materials prepared by hand, recommendations for their use (for example, stages of learning to draw, the use of different appliqué techniques, paper construction, etc.) which can be used by all teachers. The venue can be a method room, a museum, an exhibition hall, etc.

Business games allow participants to become more active to achieve their goals. Business game is a method of imitation (imitation, image, reflection) of making decisions in various situations according to rules given or developed by the participants themselves.

Preparing and conducting a business game is a creative process. Taking a model of an already developed game, you can change its individual elements or content without changing the model. The direct development of business game materials includes the following stages: creating a business game project; description of the sequence of actions; description of the organization of the game; preparing tasks for participants; preparation of equipment. The business game is developed based on the methodology for enhancing teacher training.

Requirements for the general sanitary and hygienic condition of preschool educational institutions

1. General rules.

Sanitary rules and regulations for the design and maintenance of remote control facilities apply regardless of departmental subordination and forms of ownership (children's/gardens, school/gardens, etc.). children's preschools are organized for children aged 2 to 7 years, and groups are formed taking into account age: Nursery from 1 to 2 years 10 days; from 2 to 3 years – 15 days; preschool from 3 to 7 years old; mixed ages up to 12th day. for children with poor health – 10-20 days. The capacity of general type control rooms in cities is up to 200 days, in rural areas up to 100.

2.Plot

. The land plot of the remote control must have a fence with a height of at least 1.6 m; external electric lighting; Provides for group, physical education, household, playgrounds. The equipment on the site must be appropriate for the age and height of the children and secured. Walking areas for toddlers should have grass and compacted soil; sandboxes will be closed at all sites.

3.Building.

no more than 3 floors. Zoning and separate exits to the site from the catering unit and laundry room must be observed. The control room building has exits: central, in group cells, service and utility. Group cells include the following rooms, dressing rooms, group rooms, playing rooms, bedrooms, toilets, resource rooms (for storing benefits, etc.). cells for toddlers - on the 1st floor, preschool age - 1st-2nd floor.

4. Natural and artificial lighting.

The main room must have natural light; overhead side lighting is allowed for halls, swimming pools, music rooms and gyms. The natural light factor must be at least 1.5%. Sockets and switches must be installed at a height of 1.8 m from the floor.

5. Sanitary and technical improvement

. The building must be equipped with running water, have hot (in all main blocks of the premises) water supply and sewerage. The water temperature is not lower than 37 degrees. Heating appliances are protected by removable wooden grilles.

6.Premises equipment

must correspond to the height and age characteristics of children, taking into account hygienic and pedagogical requirements. Tables and chairs are marked according to the number of children. Furniture must be secured.

7. Sanitary maintenance of the premises and area.

The equipment must be wiped down daily and the sand in the sandbox must be changed at least once a month. Before the game, the sand is moistened, periodically shoveled, the contaminated sand is replaced with fresh sand, and the lid is closed at night. The site is cleaned daily. Cleaning wet rooms Methods daily with detergent, floors at least 2 times a day; general cleaning with deserters 1 ruble per month.

8.Air thermal regime.

9. Personal hygiene of personnel.

10.Organization of food.

11. Requirements for the design and maintenance of a swimming pool.

12.Organization of the educational process.

13. Admission rules.

14.Hygienic education and training

Methodological development of a workshop for teachers of preschool education materials on the topic

Municipal budgetary preschool educational institution combined type kindergarten No. 32 “Forest Fairy Tale”

Proletarsk, Proletarsky district, Rostov region

Methodological development of a workshop for teachers of MBDOU

“Interaction between a teacher and students’ parents: formality or dialogue?”

teacher: Ivleva N.G.

September, 2015

Abstract of the methodological development of a workshop for teachers of MBDOU.

Topic: “Interaction between a teacher and students’ parents: formality or dialogue?”

Goal: To promote the teacher’s awareness of his position in communication with parents.

Objectives: To update the knowledge of teachers on issues of organizing cooperation with parents of students; develop initiative and creativity among teachers.

Form: workshop seminar.

Time: 1 hour.

Preliminary work: survey of teachers.

Progress:

1. Greetings to the participants of the seminar/workshop. Relevance of the topic.

The interaction of teachers with the families of pupils is one of the most important conditions for the development of a child’s personality and his socialization in the course of public and home education. Each family has a lot of individual characteristics and reacts differently to outside interference. In this regard, it is necessary to select different approaches to interaction with different types of families.

Analyzing the current situation in the sphere of interaction between teachers and families, the following facts can be noted:

• Focus on the family in general, without taking into account differences in age, education, cultural orientation, views on raising children;

• Inability to set specific goals when working with parents and choose adequate methods;

• Underestimation of the role of the family in raising children and the resulting formality in working with parents;

• Using mainly traditional methods of communication with parents.

• The main reasons for interaction between parents and teachers are situational related to the child’s behavior and education (what he did, how he slept, what he ate, how he felt) and organizational (bring something, learn at home, pay for visiting the kindergarten, helping a group)

The main task of interaction between the teacher and the family is to find ways to solve all kinds of problems. Traditional forms of working with parents do not provide such an opportunity, since for the most part they are created to influence a wide group of parents of the entire group.

In order for work with parents not to be a formality, relations between family and kindergarten should be built on the basis of the following concepts:

— “cooperation” is communication on equal terms, where no one has the privilege to indicate, control, or evaluate.

— “interaction” is a way of organizing joint activities through communication, based on the openness of both parties.

2. Interaction between preschool educational institutions and parents involves a variety of forms and methods of work. It is aimed at exchanging experiences, increasing the pedagogical competence of parents, and developing their skills in raising children.

All types of meetings with parents can be divided into several types.

•Organizational

, at which work plans are drawn up and approved, a parent committee is elected, public assignments are distributed, and events are developed with the participation of parents;

•Thematic

dedicated to discussing the most pressing and complex issues of upbringing, development and education of group students;

•Debate meetings

aimed at identifying and reconciling different points of view in the community of parents and teachers;

•Workshop meetings,

aimed at parents mastering specific techniques and methods of family education and assisting children in education.

•Reporting, final

, with the goal of drawing the attention of parents to the positive and negative phenomena of the group’s life.

• Information and educational, dedicated to the consideration of problems related to education and training.

Practical exercise “Forms of communication with parents.”

A variety of forms and methods of work helps to find common ground with different categories of parents. Sometimes teachers cannot abandon outdated forms and methods due to their professional habits.

Now we will try to create a classification of methods of working with parents, using the translation of traditional (formal) forms of cooperation into non-traditional (informal) ones.

Traditional forms of work Non-traditional forms of work

Parent meetings Round table, question and answer evening, interest meetings, teachers' lounge, games, hikes, parent parties

15-minute conversations, discussions, tea breaks

Consultations Helpline, oral journals, workshops, Meetings of fathers, meetings of mothers, “Discussion swings”, “round table with sharp corners”.

Questioning Reflective sheets, video survey, testing

quick poll

Information and poster material Issue of a preschool educational institution newspaper, memos, booklets, advertisements, exhibitions and presentations, relay albums, etc.

Exercise “Enter the circle”

Goal: to demonstrate to educators the need for a flexible attitude to communication with parents.

Procedure: All teachers 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, that is, choose the right tone of address and the necessary words.

Execution Analysis:

-Was it easy for you to enter the vicious circle? Did it succeed the first time? Why?

-What feelings did you experience while doing the exercise?

-What do you think, when communicating with the parents of the children in your group, are you in the circle or outside the circle?

3. There are a number of methods that promote the integration of parents and teachers and make communication between both parties informal.

•Exchange of correspondence cards

At the end of the day, the teacher writes down information about the child on a pre-prepared cardboard card. In this case, a mandatory condition must be observed: information is presented only in a positive form. Then the parents must fill out their part of the card, also writing down what the child did in the evening at home, what successes and achievements he had. The teacher, having received new information about the child in the morning, can also draw certain conclusions, as well as encourage the child, based on the information received from the parents. This contributes to the establishment of mutual understanding and trusting relationships between the teacher and the parent, and the emergence of consistency in the actions of adults.

•“Flower of Achievement”

In the daily information for parents, you can attach a flower cut out of bright cardboard to your locker in the locker room. In the center of the flower there is a photograph of the child, and on the petals corresponding to the days of the week there is information about the child’s results, which he is proud of. In younger groups, teachers enter the text, and in the preparatory group, filling out the achievement flowers can be entrusted to children. Parents, coming to kindergarten in the evening, rush to find out what their child has achieved during the day, what his progress is. Here, several pedagogical tasks are solved at once: establishing mutual understanding between the family and teachers, increasing the child’s self-esteem, increasing the knowledge of parents.

•“Album – relay race”

Teachers invite the parents of the group to talk about their family traditions, rules, and methods of education on the pages of an “album”, which can be presented in the form of a folder with files. The story can correspond to a specific topic and be supplemented with photographs of the family. This non-traditional form of work develops interaction between parents and teachers and expands the self-awareness of parents.

•"Mailbox"

This is a form of correspondence between teachers and parents, through which questions, suggestions, and advice from parents on various aspects of the upbringing and development of children are added to the Box. Answers to questions can be addressed to preschool specialists, documented at the stand, or an individual conversation with parents can be organized.

•Memos

This is a well-structured short text that reminds of something, and also encourages parents to consciously raise children in the family and cooperate with the kindergarten.

There are also a number of non-traditional methods that can be used to activate parents in traditional meetings.

•"Spicy dish"

Short questions on the topic of the meeting, placed in pepper shakers, are distributed to parents accompanied by music. Time to respond – 1-3 minutes. Parents answer only if they wish.

•“Successful communication”

begins with the words: “I’m proud...”, “I’m pleased to say...”, “I’m good at...”, “I like myself...”, etc. The opportunity to talk about your positive qualities is extremely rare, and this technique increases self-esteem , teaches you to look for the positive in yourself.

•"Interview"

. One of the participants in the parent meeting sits in the center of the circle. For a while, he becomes the Minister of Education, the head of a preschool educational institution or a teacher, etc. The group can ask him 3-5 questions, one way or another related to the topic of the meeting.

•“Question header”

The essence of the task is that parents write questions-notes for each other, which they put in a hat, then take turns taking them out, answering them and passing the hat on.

4. CONCLUSIONS OF THE SEMINAR:

The effectiveness of interaction between a teacher and parents largely depends on the positive attitude of both parties, a flexible individual approach, and the ability to attract interest through informal communication methods.

Annex 1

Questionnaire for teachers

Dear teachers!

Please take part in the survey in order to study the characteristics of the teacher’s work with parents and the difficulties that you experience in this complex aspect of the activity. Your sincere and complete answers will allow us to provide targeted methodological assistance in preparing for interaction with parents.

1. Do you consider it necessary to work with parents of students in preschool educational institutions? Justify your opinion.

2. Do you experience difficulties in organizing communication with your parents?

3. What are the reasons for these difficulties?

-lack of knowledge on the part of the teacher,

- inability to enter into dialogue,

-excessive shyness, timidity,

- parents’ misunderstanding of the intrinsic value of the preschool period,

other

4. What forms of communication do you use in your work?

5. Do you think special training is needed for educators to work with parents?

6. If so, what do you think it should be?

7. Name the non-traditional forms of working with parents that you use in practice.

Consultation and workshop as an effective form of methodological work in a preschool institution

Anna Katkalova

Consultation and workshop as an effective form of methodological work in a preschool institution

Consultation and workshop as an effective form of methodological work in a preschool institution . Purpose: Increasing the competence of teachers in understanding the meaning and methodology of conducting such forms of methodological work as consultation and workshop .

Preparation of any methodological event begins with defining the goal. It is important to answer the questions “What do we want to achieve by organizing this event?”

,
“What should be the result?”
,
“What will change in the activities of teachers?”
. If the goal is real, then it encourages the teacher to act and makes him active.

Answering the question “What is teaching experience?”

, K.D. Ushinsky explained: “More or less facts of education, but, of course, if these facts remain only facts, then they do not provide experience. They must make an impression on the mind of the educator, qualify in it according to their characteristic features, generalize, and become a thought. And this thought, and not the fact itself, will become the correct educational activity.”

I would like to start my speech by explaining what a consultation .

Consultation (Latin consultatio - meeting)

— discussion of any special issue with a specialist; meeting of specialists.

Consultations can be occasional, unscheduled or pre-planned. Unscheduled consultations arise on the initiative of both parties: both teachers and specialists responsible for methodological work . Consultations are divided into : individual and collective, informational and problem-based .

Basic consultations are planned for a year , and changes and additions are made to the plan as necessary. When drawing up the annual plan of a preschool educational institution, each task is solved through consultation , through active teaching methods for teachers , through thematic testing and pedagogical council. Consultation is the first form of work in a holistic system of methodological support for preschool teachers, which helps eliminate shortcomings identified as a result of monitoring and prepare teachers for open events. Consultations by a monologue form of presentation of information .

for each consultation . The quality of the material can only be ensured by a professionally competent specialist. Therefore, I believe that information consultation for teachers should meet the following requirements:

1. The content must be scientifically reliable, in accordance with the achievements of modern pedagogy, psychology and pedagogical practice.

2. The material must be logical and consistent, and clearly presented.

To do this, when preparing for a consultation , it is necessary to draw up a plan for presenting the material in advance. It is advisable to formulate the problems that will be considered during the consultation .

3. Provide a differentiated approach to the presentation of material, taking into account the experience of teachers, the age group of children, and the type of group.

Plan separate consultations for teachers of groups of different ages and specializations: early childhood, speech therapy groups, full-time and short-term groups.

4. During the consultation , it is necessary to specify advice and recommendations that should be realistically feasible, to ensure synchronicity in the study of the theoretical and practical aspects of each issue.

5. Consider the use of forms of active inclusion of teachers during the consultation .

Active forms and methods of work should motivate the teacher to study the topic and ensure the consolidation and reproduction of the content of the consultation .

6. Select methodological literature on the problem, which teachers can subsequently become familiar with.

Each method and form of consultation is not universal. They are purely individual for each topic and group of preschool educational institutions.

The end result of any methodological activity , including counseling , will be high and the impact will be effective if various methods of involving each teacher in active work .

Methods of consultation

Changes in state policy in the field of education, a change in priorities, an appeal to the personality of the teacher, to his creativity, and active beginning, have made adjustments to the working conditions of the teacher , in particular to the methodology of consultations .

Today, various methods of consultation .

1. Problematic presentation of the material. The teacher poses a problem and solves it himself, through the disclosure of a system of evidence, comparing points of view, different approaches, thereby showing the train of thought in the process of cognition. At the same time, listeners follow the logic of presentation, mastering the stages of solving holistic problems. At the same time, they not only perceive, realize and remember ready-made knowledge and conclusions, but also follow the logic of evidence, the movement of thought of the speaker or the medium that replaces him (cinema, television, books, etc.)

.
And although listeners with this method of counseling are not participants , but merely observers of the process of thinking, they learn to resolve cognitive difficulties. The purpose of this method is to show examples of scientific knowledge and scientific problem solving.
2. Search method . When using the search method, educators actively take part in putting forward hypotheses, drawing up an action , and finding ways to solve the problem. method used during . It has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc. To stimulate the attention of educators and encourage them to follow the logic of presentation, at the beginning of the consultation it is useful to formulate questions , contacting teachers helps them comprehend their experience, express their considerations, formulate conclusions . Thus, the essence method comes down to:

— not all knowledge is offered to students in a ready-made form; some of it needs to be obtained on their own;

— the speaker’s activity consists of operational management of the process of solving problematic problems.

The thinking process becomes productive, but at the same time it is gradually directed and controlled by the teacher or the students themselves based on work on programs

3. When exchanging experiences between educators, the method of heuristic conversation is appropriate. During the conversation, individual provisions of the studied methodological literature , explanations are given on topics that are of greater interest to teachers, errors in judgment are identified, the degree of understanding and assimilation of new information . However, the effectiveness of heuristic conversation will be achieved if certain conditions are met. It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of Anyone preparing a consultation in the form of a heuristic conversation must draw up a well-founded conversation plan that allows them to clearly imagine what knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. A heuristic conversation conducted for the purpose of transferring knowledge requires serious preparation.

4. Discussion method . In form and content, the discussion is close to the conversation method . It also involves choosing an important topic that requires a comprehensive discussion, preparing questions for educators, and introductory and concluding remarks. But unlike a conversation, a discussion requires a struggle of opinions and the raising of controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance. The leader of the discussion needs to have the ability to quickly navigate the situation, capture the train of thoughts and moods of the participants, and create an atmosphere of trust.

5. Business game. It brings the audience closer to the real conditions of professional activity, clearly shows behavioral or tactical mistakes made in a given situation, and develops the best approaches to solving various pedagogical and organizational problems. Direct development of business game materials includes the following stages:

— creation of a business game project;

— description of the sequence of actions ;

— description of the organization of the game; preparation of tasks for participants;

-preparation of equipment.

Psychologists have noticed that an experimenter-consultant who doubts the truth of the data obtained cannot be a good lecturer-popularizer. His thinking should be focused on accuracy and reliability of data. Of course, a lot depends on the personality of the consultant , on his self-confidence, and therefore in his achievements.

When organizing counseling, questions arise about establishing an adequate relationship between the person being consulted and the consultant . There are several professionally necessary qualities of a contact when organizing counseling :

• Sociability;

• Contact;

• Dynamism;

• Flexibility of behavior;

• Tolerance towards others;

• Professional tact;

• Delicacy, the ability to fully construct and maintain one’s line of behavior

• Ability to analyze the situation of difficulties with the counselee .

The basis of effective pedagogical activity is the continuous process of teacher education.

Seminar (from Latin seminarium - nursery, greenhouse)

-
a form of educational and practical classes in which students (students, interns)
discuss messages, reports and abstracts they have completed based on the results of educational or scientific research under the guidance of a teacher.
The teacher (
seminar ) in this case is the coordinator of discussions on the topic
of the seminar , preparation for which is mandatory. During seminars , the speaker presents lecture material to the audience. In this case, words can be illustrated with films and slides. Subsequently, a discussion begins, during which all participants can express their opinions or ask questions, and also try to apply the information received in practice . If we take into account such features, then answering the question about what a seminar , we can confidently say that it is an interactive form of training that allows you to achieve high efficiency.
A workshop is one of the effective forms of methodological work in kindergarten , as it allows you to study the problem at hand more deeply and systematically, support theoretical material with examples from practice, and demonstrate individual techniques and ways of working .

The main objectives of the workshops are :

— improving the professional skills of teachers in a certain type of activity;

— development of creativity and imagination of teachers;

— discussing different points of view, conducting discussions;

— creation of problem situations that allow us to develop common positions in solving the problem;

— creation of realistically implementable recommendations.

We can highlight a universal structure for carrying out this form of methodological work :

1. Preparatory work (thematic exhibitions, viewings of open classes, mutual visits, etc.) – the goal is to identify the problem;

2. Theoretical part (speech by the organizer of the workshop , a member of the creative team, multimedia presentation, “questions and answers”

etc. _ - the goal is a theoretical justification of what is being discussed;

3. Practical work (frontal, in groups)

– the goal of this stage is to disseminate teaching experience and acquire new skills by educators;

4. Summing up the outcome of the event - the result of the work can be visual materials (booklets, memos, didactic games, etc., made by the hands of educators, recommendations for their use that can be used by all teachers.

The workshop differs in that it includes practical tasks, observations work , followed by discussion. Teachers have the opportunity not only to master work , but also to develop a system for organizing activities with children in certain conditions.

In addition, during the workshops, it is possible to discuss different points of view, debate, and create problematic situations, which ultimately make it possible to develop a common position on the issue under consideration.

An important condition for organizing this form of work is the inclusion of all seminar participants in the discussion of the topic . To do this, opposing points of view are considered, methods , etc. Based on the results of the seminar, an exhibition of the teachers’ works can be arranged .

The content of workshops is creativity and awareness of the goals of their organizers

Thus, in methodological work at this stage of development of preschool education, it is necessary to use such forms of work that would contribute to the continuous education of teaching staff, improve their professional qualifications, provide real assistance to teachers in developing their skills as an alloy of professional knowledge and skills necessary for a modern teacher properties and qualities of personality.

Workshop “Organization of monitoring activities in preschool educational institutions”

Workshop plan

№

On October 21, 2015, the next regional methodological association was held at the Podgorensky Kindergarten No. 2 MKDOU, the purpose of which was to transfer the experience of introducing the Federal State Educational Standard for Preschool Education, at which the experience of organizing monitoring activities in preschool educational institutions was presented.

At the very beginning, senior teacher Elena Leontyevna Kursina introduced those present to the regulatory framework governing monitoring activities. She gave an idea of ​​the system of work in this direction that has developed in kindergarten. I paid attention to the frequency of diagnostics. She demonstrated the handout material and commented on the features of its use.

Next, Svetlana Viktorovna Pavlenko, head of the kindergarten, spoke. She talked about how preschool educational institutions assess the quality of the educational services provided. She presented diagnostic tools to those present. She noted the features of its development. She explained in detail how to organize a comprehensive quality assessment, drawing the attention of colleagues to the participants in monitoring activities.

Then we listened to educational psychologist Irina Yurievna Zabugina, who prepared an exhibition of tools for conducting psychological and pedagogical diagnostics and introduced in detail the methodology of its organization. She focused on the peculiarities of conducting the survey in each age category.

An active discussion of the presented material, a lot of questions from preschool workers allow us to draw a conclusion about the appropriateness of the presented topic, and the material proposed at the seminar will be a good help for colleagues in their work.

Regulatory framework governing monitoring activities.doc Presentation.pptx

Psychological and pedagogical diagnostics.docx