Work plan on the topic of self-education in the second junior group “Speech development in preschool children through non-traditional drawing techniques.”

Forms of work

Self-education of a teacher in a preschool educational institution (junior group) involves working directly independently, with parents, children and colleagues. It is important to think through the expected forms of work. Thus, the independent work of a teacher consists of:

• analysis of methodological literature;
• exchange of teaching experience;
• implementation of acquired theoretical knowledge in practice;
• performance evaluation;
• drawing up the results.

When working with parents, you can use such forms of work as consultations, round tables, pedagogical trainings and others.

Working with children is also varied. Activities on a topic chosen by the teacher can be carried out directly during the educational process, as well as when organizing children’s leisure time. It is important to take into account the age of the pupils when planning the self-education of a teacher in a preschool educational institution: the 2nd younger group is only a year or even six months older than the first, but the older pupils have already adapted to kindergarten and managed to gain a certain amount of knowledge and skills according to the program. While 1 younger group is just adapting to new conditions.

Self-education of a teacher in a preschool educational institution (junior group): topics of work

As noted above, the topic of pedagogical activity is determined in each specific case, taking into account the individual characteristics of the children's team and the teacher himself (his priorities, views and methods of work, as well as the relevance of the problem in a particular preschool educational institution). We offer only approximate topics that can be used to plan teacher self-development activities:

1. Using interactive teaching and education methods in kindergarten.
2. Modern methods of early development: forms, types, effectiveness.
3. Integrated classes for children of the younger group: preparation and implementation.

You can choose a topic for self-education within the framework of the preschool educational institution’s annual plan; it is also recommended to consult with the educational institution’s methodologist. It is important that the question is relevant and corresponds to the general focus of the kindergarten’s activities.

Play for preschool children is the main content of life; it acts as a leading activity that is closely intertwined with work and learning. Many serious matters at this age for a child take the form of play. All aspects of the personality are involved in it: the child moves, he speaks, he perceives, he thinks; It is during the game that his imagination and his memory actively work; in addition, emotional and volitional manifestations intensify. According to the great Russian teacher K.D. Ushinsky, in the game the child “lives, and the traces of this life remain deeper in him than the traces of real life...”.

According to domestic scientists and teachers, including L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyev, B.G. Ananyev, A.Ts. Usov, it is games that are varied in content and form that help the child enter the circle of real life phenomena, while ensuring the unintentional development of the social experience of adults.

Role-playing games also occupy a certain place among the variety of existing games. It is this type of game that develops in preschoolers the ability to play the role of another person, to see themselves from the position of a communication partner. It focuses children on planning their own speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and give an objective assessment of the actions of others.

Famous Russian psychologist D.B. Elkonin gives the following definition of role-playing game: “Role-playing, or so-called creative, play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationship between them."

Many Russian teachers, psychologists and methodologists wrote about the pedagogical significance of the game, among which are the studies of R.I. Glukhovskaya, R.I. Zhukovskaya, N.K. Krupskaya, A.S. Makarenko, A.P. Usova, D.B. Elkonina.

L.S. Vygotsky, A.N. Leontyev and D.B. Elkonin revealed the importance of role-playing games for mental development.

Numerous studies by psychologists (L.A. Wenger, V.V. Davydov, Ya.L. Kolomensky, S.L. Novoselova, D.B. Elkonin, etc.) confirm that it is in the role-playing game that the symbolic (sign) ) a function of consciousness consisting in using their substitutes instead of real objects.

This determined the choice of this topic for self-education.

Goal: to create conditions for organizing work on the use of role-playing games in the activities of the teacher of the first junior group” (2-3 years).

Tasks:

create an object-based gaming environment that meets modern requirements and promotes the development of independent gaming activities;

master modern technologies and methods of organizing role-playing games in relation to pupils of this age category;

developing children's interest in play;

teaching children of primary preschool age elements of role-playing games according to the age of the children;

developing positive communication skills with peers and adults.

nurturing self-esteem and self-control in accordance with age characteristics.

Bibliography.

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Zamorev S.I., Kudryavtseva S.V. From play to personality development // Preschool education. – 1995. – No. 3. - With. 78-81.

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Mendzheritskaya D.V. To the teacher about a children's game. – M., 1982.

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Ushinsky K.D. About nationality in public education / Anthology of humane pedagogy. Ushinsky. - M., 1998

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