Self-education plan for the teacher of the senior group of preschool educational institutions. Self-education plan according to the Federal State Educational Standard

Why do we need a self-education plan for a preschool teacher in the senior group? As part of the requirements for preschool education by new federal educational standards, the teacher is obliged to systematically improve professional skills.

In order for this work to be systematic, a self-education plan for the preschool teacher is needed. The senior group in the Federal State Educational Standard involves conducting a variety of events, so the teacher must think through a sequence of theoretical and practical classes that would help him fulfill the social order - to raise a harmoniously developed personality (a planning option is shown in the photo).

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Self-development plan option

Self-education of a kindergarten teacher is a purposeful process of studying teaching materials and their practical application in working with their students. A good teacher is a person who never stops there. He is trying to look for new effective methods that allow us to identify gifted and talented children and select effective developmental trajectories for them.

The second generation Federal State Educational Standard, which has been introduced into preschool educational institutions of the Russian Federation, involves a self-education plan for preschool educational institutions. The senior group of kindergarten requires the teacher to possess innovative methods. How can you improve your professional level? For example, a self-education plan in ecology could look like this.

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Stage 1. Study of theoretical issues related to the arrangement of a living corner in a preschool educational institution (September-October).

Stage 2. Analysis of materials (methods) related to preparing children to perceive environmental knowledge (November).

Stage 3. Advanced training courses on environmental education for preschool children (December).

Stage 4. Introduction of acquired knowledge (knowledge, ability, skills) into practical activities (January-May).

Long-term work plan for self-education in the senior group.

Transcript

1 Long-term work plan for self-education in the senior group. Prepared by: Zelenina E.K. Topic: “Formation of a culture of communication and friendly relationships among children of senior preschool age through fiction” Relevance of the chosen topic: The problem of developing interpersonal communication based on human relationships is associated with a lack of good manners, kindness, culture, unstable moral criteria in raising a child in today’s conditions. The need for early development of positive communication experience in children is due to the fact that its absence leads to the spontaneous emergence of negative forms of behavior in them and to unnecessary conflicts. Children strive, but often do not know how to make contact, choose appropriate ways of communicating with peers, with adults, show a polite, friendly attitude towards them, observe etiquette when speaking, and listen to their partner. Early education of children in preschool institutions allows them to be prepared for school, primarily developing their cognitive processes (perception, attention, memory, speech, thinking). To understand other people you need to have well-developed thinking and emotional-volitional processes. Consequently, one of the directions in the moral development of a child is the cultivation of a culture of behavior, the ability to behave in society both with adults and with their peers. My goal is to prepare children for life, to give them a start in school childhood. If a worthy present is formed, then the state and society will receive a worthy future from them. After all, children will become creators of new life. Goal: To cultivate friendly relations with comrades. Systematize and generalize the rules of culture of communication with peers. Objectives: To foster friendly relationships between children, to enrich children’s vocabulary with “polite” words. To develop in children the ability to evaluate their own actions and the actions of their peers through artistic images and plots. Continue to develop children's interest in fiction.

2 November October September Month Work of a teacher Work of a teacher with children 1. Carrying out diagnostics 1. Ethical conversations “Why do children say Hello?”, such integrative qualities “Polite request”. as “Emotionally 2. Exhibition of children's responsive”, “Able to artistic manage their literary behavior”, “Mastered works of moral means of communication and content in the book corner interaction methods. with peers." 2. Writing a plan for the year. 3. Planning for replenishment of the subject-development environment. 4.Preparing a speech for a parent meeting on the topic: “Cultivating friendly relationships among children of senior preschool age.” 1. Selection of methodological 1. Organization of literature on the topic; theatrical 2. Study of methodological activities “Fairy tales - literature; good friends” once a week in the evening. 2. Reading the works of the authors: A. Barto “The Good Soul of the Wolf”, V. Suteeva “Apple” and identifying the main meaning. Examination of illustrations of works, brief retelling. 3. Ethical conversations “The secret of politeness”, “Good manners” and 1. Creation of a multimedia presentation on the topic: “Formation of a culture of communication and friendly relationships among children of senior preschool age through fiction.” politeness". 1. Preparation for the dramatization of V. Suteev’s fairy tale “The Apple”. 2. Staging and showing the fairy tale “Apple” for groups of primary preschool age. Work of the teacher with parents 1. Preparing and holding a parent meeting on the topic: “Moral education of children of senior preschool age.” 1. Interaction with parents on the production of table screens for theatrical activities. 1. Making attributes for V. Suteev’s fairy tale “Apple”;

3 January December 1. Preparation of consultation for parents “Child and Book”. 2. Preparing questionnaires, surveying parents “How often do you read to your children at home.” 1.Creation of a visual aid “Magic Basket” to determine the positive and negative qualities of a person. 1. Introduce children to reading fiction through filmstrips. Consideration and discussion of emotional behavior and features of facial expressions and gestures of the heroes of the works. 2. Interview with children “Friendship, good and evil.” 3. Acquaintance with the works of L. N. Tolstoy, reading the works “The Lion and the Dog”, “Karasik”, etc. 4. Discussion with children of moral meaning. 1. Excursion to the library (introductory). 2. Preparing with children for a book exhibition (reading short stories that determine the positive and negative qualities of people), 3. Retelling stories; 4. Writing your own fairy tales and stories. 5. Drawing illustrations for them; 6.Production of books containing moral concepts. 1.Creation of a visual aid “Flower of Morality”, interaction with parents. 2. Folder for parents “What was read in the group”, “Teach with us”. 3. Questioning parents “How often do you read to your children at home.” 1. Folder-movable for parents “Raising children through the means of fiction - tours”

4 April March February 1. Preparation and holding of the thematic week “Books about cowardice and courage”. 2. Preparation of an exhibition of books “Russian folk tales”. 1. Interim results for the year, survey of children about the concepts of “friendship”, “good”, “evil”. 1. Creating a multimedia presentation, writing a report on the work done with children on the topic. 1. Thematic week “Books about cowardice and courage.” 2. Preparation for the show of the puppet theater “Zayushkina Izbushka” - a Russian folk tale (reading a book, watching a filmstrip, looking at illustrations, rehearsals). 3. Learning new games with children to create a friendly atmosphere in the group: “Let’s say hello,” “Goodbye, everyone.” 4.Continue to introduce children to foreign writers: Charles Perrault, Andersen. 5. Reading and discussion of some works “Donkey Skin”, “The Swineherd”. 6. Puppet theater show of the Russian folk tale “Zayushkina’s Hut” for senior preschool age groups. 1. Continue to create stories of your own composition. 2. Reading the story by V. Oseev “The Magic Word”. 3. Discuss with children the meaning of “magic” words. 1. Ethical conversations: “Take care of the book”, “If you put things away, you don’t have to look for them” (about frugality). 2. Reading and discussion of K. Chukovsky’s poem “Fedorino’s Mountain.” 1. Making attributes for the Russian folk tale “Zayushkina’s Hut”. 1.Memo for parents: “List of fiction to read at home.”

5 May 1. Conducting final diagnostics of children on the formation of such integrative qualities as “Emotionally responsive”, “able to manage their behavior”, “Mastered the means of communication and ways of interacting with peers.” 2. Preparation of a speech for the final teaching council “Formation of a culture of communication and friendly relationships among children of senior preschool age through fiction.” 1. Conducting a parent meeting using non-traditional methods (Round table and tea party). 2. Multimedia presentation for parents on the year-end topic: “Moral education.” 3. Final analysis of the results of diagnosing children based on integrative qualities “Moral education”.

Setting goals

Among the factors that determine the importance of self-education for educators of 5-6 year old children are:

• studying the experience of colleagues, mastering innovative pedagogical technologies;
• systematization of the studied methods that allow us to systematize work with children of the older group;
• creating conditions for normal mental, mental, physical, emotional development of pupils.

"Education of preschool children through work."

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Development of plan objectives

What should a preschool teacher’s self-education plan include? The senior group involves carrying out a set of activities that are aimed at instilling in preschoolers a desire for self-development:

1. Carry out systematic monitoring of teaching materials.

2. Use the best theories and practices of preschool education.

3. Introduce elements of various pedagogical technologies into your own work.

4. Summarize and systematize experience.

Principles of self-education

What is the preschool teacher’s self-education plan based on? The senior group assumes building work according to the following principles.

1. Continuity. It will take one academic year to develop one topic. If the material is large, the teacher continues to work on it for 1.5-2 years. For example, if a teacher has identified serious problems with speech development in pupils, it is necessary to include changes in the self-education plan of the teacher of the senior group of the preschool educational institution). In terms of speech development, the teacher plans self-development in the following sequence:

• analysis of diagnostics that help identify the level of development;
• course preparation;
• determination of optimal work methods;
• introduction of knowledge of learning into practice in order to develop children’s speech skills;
• reflection in order to determine one’s own professional growth.

2. Continuity. It is necessary to choose a topic so that it is interconnected with the set goal and objectives of the developmental process in kindergarten. For example, the study “Fundamentals of Literacy” is an example of how you can deal with the same problem over a long period of time.

3. The reality of practicing planned activities. For example, when working on issues related to computer technology in a preschool institution, it makes no sense to use simulators for fast typing as part of classes with children.

They do not yet have precise finger movements and do not know all the letters. That is why it is better not to include this topic in the self-education plan of a preschool teacher. The senior group is the period when children strive to acquire practical skills; the teacher must take this into account.

Topics for self-education for senior group educators

The topics of the questions recommended by the Federal State Educational Standard are common to teachers working with children of different ages. But at the same time, the teacher of the senior group considers them in terms of relevance for working with children aged 5–6 years. In particular, these are topics related to the development of prerequisites for educational activities (development of writing, reading and elementary literary text analysis skills). When choosing topics related to the education of moral qualities (kindness, responsiveness, honesty and decency), the teacher needs to keep in mind that older children, unlike children of the second youngest, middle groups, do not simply copy the behavior and attitudes of adults, but colorize these characteristics from your own experience, your own ideas.

This is interesting. Blocks of questions related to the practical development of health-saving technologies and the formation of safe life skills will always be relevant.

1. Methods and means of amplifying the development (increasing the number of skills developed) of a preschooler.
2. Pedagogical diagnostics in a preschool institution.
3. Individual approach to working with senior group students.
4. Means and methods of developing safe life skills in older preschoolers (for example, learning traffic rules).
5. Development of emotional intelligence in preschoolers.
6. Guiding the play activities of senior group pupils.
7. Cultivating kindness in older preschoolers.
8. Raising responsiveness in children of senior preschool age.
9. Cultivating sense of purpose in preschool children.
10. Cultivating honesty and truthfulness in older preschoolers.
11. Formation of ideas about the small homeland among older preschoolers.
12. Development of creative abilities in children of the older age group.
13. Formation of prerequisites for educational activities in children of senior preschool age.
14. Cultivating curiosity in preschoolers (in classes, in communication, play, work).
15. Formation in children of the older group of ideas about the signs, qualities and properties of objects in the surrounding world.
16. Familiarization of older preschoolers with the biocenosis of the forest (meadows, ponds).
17. Formation of ideas about space among older preschoolers.
18. Formation of ideas about inanimate nature in children of senior preschool age (natural phenomena, seasons, change of day and night).
19. Formation of ideas about the shape, size, spatial relationships of objects among students of the senior group.
20. Formation of the concept of number in older preschoolers.
21. Development of forms of communication in older preschoolers.
22. Development of coherent speech in children of senior preschool age (in communication, play).
23. Teaching children 5–6 years old basic analysis of a literary work.
24. Teaching senior group students the retelling of literary works.
25. Teaching senior group students to expressively read poems.
26. Creative storytelling in kindergarten.
27. Literacy training in preschool educational institutions.
28. Non-traditional techniques of visual activity in kindergarten.
29. Health-saving technologies in preschool education.
30. Formation of cultural and hygienic skills in children of senior preschool age.
31. Formation of self-service skills in preschoolers.
32. Creating psychological comfort in the senior group of preschool educational institutions.
33. Computer technologies in preschool education.
34. Continuity of preschool and primary education.
35. Psychological and pedagogical assistance to families in the upbringing and development of preschool children.

In 2016, a question related to working with children with disabilities was added to the list of recommended topics for the Federal State Educational Standard: “Inclusive education in preschool settings.” Since many kindergartens support the state initiative regarding the inclusion of children with disabilities in the educational process of regular preschool institutions, a teacher who is faced with the fact that there is such a child in his group will be interested and useful to consider this topic. The wording can be slightly adjusted at a meeting of the methodological council of the teaching staff to make the topic narrower, for example, “Game activities in the aspect of inclusive education in preschool educational institutions” or “Forms of working with parents within the framework of inclusive education in preschool educational institutions.” The last example is especially relevant, since not all families accept the fact that children with disabilities have the same rights to learning, development, education and communication as healthy children.

There are also a number of topics that relate to the specifics of working in a kindergarten in general, that is, regardless of the age of the wards:

1. Planning work in a preschool institution according to the Federal State Educational Standard.
2. Developing subject-spatial environment in preschool educational institutions.
3. Development of partial preschool education programs.
4. Innovative forms of working with parents of preschool children.
5. Variability of preschool education services at the present stage.
6. Experimental activities in preschool educational institutions.
7. Quality of preschool education: evaluation criteria.
8. Social relations in preschool education.

Typically, such topics are chosen by more experienced teachers who, from their rich experience, have found answers to all the working questions that arise in the group. In other words, the educator has something to share in terms of methodology: the time has come to systematize his work in the aspect of transferring experience to young colleagues, that is, mentoring.

Forms of work

To maximize the elaboration of the topic of self-education, the teacher must take into account that it is important for him to work in three directions at once:

• with colleagues;
• with kids;
• with parents.

In each direction, the teacher chooses specific forms and methods of his professional activity. Work with students is carried out in the following form:

• educational and educational activities (open lessons, performances, role-playing games);
• walks (observation, work, games, individual work);
• carrying out routine moments (as a basis for the implementation of topics related to the culture of health).

The teacher works with colleagues in the following form:

• attends classes of other educators (to exchange professional experience, monitor the success of using various proprietary self-education methods in practice);
• presentations with the results of activities at pedagogical meetings;
• participation in meetings of the Ministry of Education of teachers of preschool educational institutions (with reports, presentations);
• publications in pedagogical journals and professional communities;
• completing course training.

Self-education in the field of ecology

How should a self-education plan for a preschool teacher be drawn up? In the senior ecology group, systematic work is expected, so self-development of the teacher in this area is necessary. Its activities should contribute to the correct behavior of children in nature, the formation of their skills of caring for plants and animals.

The teacher includes the following steps in the work plan:

1. Study of teaching materials in pedagogical publications.

2. Analysis of regulatory documents.

3. Participation in seminars and conferences on environmental education for preschool children.

4. Creating a corner of nature.

5. Compilation of didactic environmental games in preschool educational institutions (senior group).

6. Participation in competitions and festivals on this topic.

Senior group. Senior preschool age. Children 5-6 years old

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Self-education program “Development of speech of senior preschool age children through play activities” Educator: Kolpakova E.I. 2022 – 2022 academic year d. Goal: to study the ways, methods and techniques of activating the speech of preschool children, to unite the efforts of teachers and...

Topics of self-education in mathematics

The self-education plan for the teacher of the senior group of preschool educational institutions) in mathematics should include theoretical questions. As part of the implementation of the Federal State Educational Standard of Preschool Educational Institution, the following algorithm is possible for teachers to increase their level:

1. Study of teaching materials (September-October).

2. Development of theory through role-playing mathematical games (November-December).

3. Conducting monitoring to identify the level of motivation in preschoolers to obtain mathematical knowledge (January).

4. Consultation with a psychologist in order to select effective corrective techniques.

5. Involvement in work aimed at developing elementary mathematical concepts among senior preschoolers and their parents (legal representatives).