Outline of methodological work with preschool teachers in the form of a business game

Business game as a form of methodological work in preschool educational institutions

Definition 1
Methodological work in a preschool educational institution is an educational activity aimed at teachers mastering methods and techniques for organizing the educational process in a preschool institution and using them in their practice.

This type of activity is aimed at increasing the efficiency and quality of educational services provided by preschool educational institutions. It is associated with the use of measures for the development of each educator, improving his professional skills, expanding and deepening his experience.

The methodological work of preschool educational institutions is based on the use of various methods and means that involve the teacher in active work and the use of a creative approach in their activities.

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Active methods of methodological work contribute to the creative development of the teacher and the creative direction of his teaching and educational work in preschool educational institutions. They expand the professional skills of a teacher and help overcome passivity in the work of a teacher.

One of the active methods of methodological work is a business game.

Definition 2

A business game is a way of simulating the educational process and its individual aspects, during which the basics of management activities and the organization of educational work are mastered.

Business games allow you to create an image, a model of the educational process of a preschool educational institution and develop effective directions for its implementation, taking into account specific conditions, resource support, and teacher capabilities.

A business game helps:

Forming the teacher’s experience of activity, which can be used in the real educational process of a preschool educational institution.
Development of skills for resolving problematic educational situations.
Developing an active position in the educational process.
Self-training and self-development for teachers, increasing their professionalism.
Decision-making in various circumstances and areas of educational work of preschool educational institutions.

Finished works on a similar topic

Course work Outline of methodological work with teachers of preschool educational institutions in the form of a business game 410 ₽ Abstract Outline of methodological work with teachers of preschool educational institutions in the form of a business game 220 ₽ Test paper Outline of methodological work with teachers of preschool educational institutions in the form of a business game 250 ₽

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The business game is carried out with preschool teachers on the basis of drawing up a summary of its implementation. It represents a plan for conducting a business game.

Summary of a methodological event for preschool teachers on the topic “Business game”

Municipal budgetary preschool educational institution combined type kindergarten "GOLDEN KEY" of the urban settlement "Workers' Village Vanino" of the municipal district of the Khabarovsk Territory

A methodological event is an organizational and activity game as part of advanced training for teaching staff on the issue of “Introduction of the Federal State Educational Standard for preschool education” through the internal training system.

Business game summary

“Innovative technologies in preschool educational institutions.

Pros and cons"

Goal: to stimulate the activity of preschool teachers on the use of innovative technologies in the educational process of our preschool institution, to increase the competence of teachers in this area.

Preliminary work:

Expert's choice
Creating a Clip
Independent formation of creative teams by teachers, selection of a team moderator.
Creation of presentations by teachers based on work experience in the use of innovative technologies.
Creating a presentation for a senior teacher on the topic “Innovative activities in preschool educational institutions”
Preparation of certificates for participation in a business game

Methods and techniques:

psychological (comfort of the environment, psychological compatibility of team members, motivation for the role of the game and the content of activities to achieve it, respect for the individual and his ideas, encouragement of individual actions, reflection, etc.);
organizational (clarity of regulations, preparedness of the playing field, specific distribution and observance of roles, choice of tempo of the game adequate to the capabilities of the players, etc.);
didactic (competence of players, visibility of the results of collective mental activity).

Equipment:

Projector, laptops, photographs, clippings from old newspapers, magazines, postcards, etc., cards with pedagogical situations, vessels from whatman paper for reflection, round chips - “Coins”.

Venue: MBDOU d/s “Golden Key”, Vanino village

Progress of the methodological event

Introductory part

Senior teacher:

Goal setting - message

The dynamics of development of modern society poses new and more complex challenges for the education system. The project “Federal State Educational Standard for Preschool Education” indicates the need to modernize the preschool education system. Today, when there is a search and development of innovations that contribute to qualitative changes in the activities of preschool institutions, the status of the teacher and his educational functions are also changing. There is a demand for a teacher who is able to build work with children on the basis of progressive programs and technologies, and modern educational approaches. He must be the creator of the pedagogical process, have flexible thinking, skillfully use innovations, making them the main mechanism in working with preschoolers.

A specially organized methodological service in our preschool educational institution is designed to help educators with personal and professional development. Therefore, one of the goals of my activities in today’s business game is to develop a system for improving the qualifications of teaching staff through active forms of methodological work. To achieve this goal, I identified the following tasks:

Tasks:

- identify the initial level of knowledge, pedagogical abilities and skills of each teacher (Exercise association, presentation of work experience in the use of innovative technologies - each creative group);

— create an educational environment for the realization of a teacher as a professional; to realize his creative potential (analysis of pedagogical situations, Brainstorming task for teachers, ICT)

— carry out reflection on the educational movement (summarizing).

Senior teacher

: Dear teachers, now determine the main goal of your activities within the framework of this methodological event.

Senior teacher

: In order to tune in to the pace of the business game, watch a video clip where children occupy the central place
. (watch the clip)
Why is it about children, but the theme of our business game is completely different. Because in our teaching activities we do everything for the sake of children and their development.

Senior teacher:

presentation

Slide 2. Today, the implementation of the Federal State Educational Standard in the work of preschool educational institutions requires us to switch to introducing innovations into the education system. The development of preschool education and the transition to a new qualitative level cannot be carried out without the development of innovative technologies.

Slide 3 Read from slide

Slide 4 What is innovation? Innovation is innovation. Innovation (innovation) is a complex process of creation, dissemination, implementation and use of a new practical tool, method, concept, etc. - innovations to meet human needs.

Slide 5 read from the screen + The purpose of using innovations in the educational process of preschool educational institutions is to create conditions for innovative processes in preschool educational institutions, the use by teachers of knowledge, skills and abilities acquired in professional activities.

The goal (Game innovative technologies) is to increase the importance of organizing games in the educational process of preschool educational institutions.

The goal (Health-saving technologies in the educational process) is to form in preschoolers an idea of the importance of human physical and mental health; develop the ability to protect and strengthen your health.

The goal (Technology for creating a subject-developing environment in a preschool educational institution) is to create and improve a subject-developmental environment in a preschool educational institution.

The goal (Project and research activities of preschool children) is the formation in preschoolers of a scientific-cognitive, practical-active, emotional-moral attitude to reality.

ICT means the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for children to communicate and increase their cognitive activity.

Slide 6 – read from screen

Senior teacher

Exercise association - the participants of the game are passed a ball in a circle and called associations to the phrase - innovative technologies.

The main part is a business game

In the game, participants will be assessed by an expert (Sokolova O.A. - head of the preschool educational institution).

Head of preschool educational institution

: During the business game, the main unit of measurement for the teacher’s experience will be a “Coin” (round chip), which you will receive if you complete tasks correctly.

Senior teacher:

The business game involves enriching teachers’ experience in using innovative technologies in working with children.

The game participants are divided into 3 teams (homework).

Business game plan:

1. Presentation

: (presented by group moderators) “From experience in the application of innovative technologies” (Time 5 minutes) Clearly indicate the name of the innovative technology; its purpose and objectives (direction); pros and cons of this technology. What do you see as the prospects for using this technology in working with preschoolers? AND ALL!

2. Pedagogical situations

Senior teacher: The family plays an important role in the upbringing and development of preschoolers. What a family carries within itself cannot be noticed by anything. In a family, a child must see that he is cared for, loved, and his opinion is taken into account. The work of teachers with families is of particular importance. How competently we build interaction with parents depends on the well-being of children. I suggest you play out situations encountered in everyday practice, where the reason is parents’ rejection of innovative technologies used by the teacher and solve them by offering possible solutions. You have 3 minutes to prepare.

(Pedagogical situations are given. Teachers must find the optimal way out of a specific situation and act it out, taking on different roles: teacher, parent, child)

1st situation.

The teacher asks parents and their children to develop the project “Dolls of our grandmothers.” One mother refuses, citing incompetence, lack of time and even lack of materials. Your actions?

2nd situation.

The teacher implements the technology of museum education and development of preschool children. An excursion to the museum is organized for children. The mother of one boy is worried about the safety and health of the child during a trip to the museum, and doubts the need for this event. I’m even ready to refuse my child’s participation in it. Your actions?

2nd situation.

After successfully introducing the gaming technology “Cuisinaire’s Sticks” into the work of her group, the teacher at the parent meeting recommended that parents use her experience at home. A child from her group asked his mother to buy him a set of play equipment to play at home. The mother refused the child, arguing: “Why do you need such difficulties, let’s buy a simple construction set, it’s the same thing.”

3.
TASK for teachers “Brain attack”
Senior teacher:

Offer your innovative technology and prove the importance of your idea, which you can implement in your teaching activities at a preschool educational institution.

Task for teachers “Brain attack”

Teachers are invited to create a collage of one technology and present it. To help teachers, ICT tools (laptops with Internet access) are offered to obtain additional information in real time about any technology.

Collages are made from various materials: photographs, clippings of old newspapers, magazines, postcards, etc. The main idea of a collage is to tell about a certain system, diversity. To help you - whatman paper, glue, old color magazines and time - 7 minutes.

4. Reflection, summing up: two vessels from whatman paper

Senior teacher:

At the end of the game, discuss the following questions:

• Who felt comfortable throughout the game? (attach stickers that say what teachers would like to transfer into their practical activities from what they learned and heard today)

• Who had difficulties, what exactly? (attach stickers that describe the difficulties that arose during the business game, what exactly are the teachers experiencing difficulties)

The main question for teachers: “Are you FOR or AGAINST the use of innovative technologies in the educational process of preschool educational institutions?” »

Senior teacher: Then count the collected coins - points. Thus, teachers develop a “methodological piggy bank”. Some have more, some have less, but the wealth of communication and accumulation of teaching experience cannot be compared with anything.

6. The jury sums up the results of the business game and presents certificates.

Conclusion - conclusions

Senior teacher: Pedagogy, like any other science, is subject to numerous changes and development. This is due, first of all, to the fact that society has more and more new demands on teachers.

The consequence of constant development and improvement of pedagogical methods has become innovative technologies, i.e. technologies, thanks to which the integrative process of new ideas in education occurs.

However, the introduction of such technologies is associated with a number of difficulties (financial resources, conservatism of some officials in the educational sphere, insufficient development of technologies). In addition, despite the obvious need for innovation, it should still be implemented with caution. Otherwise, careless innovation activities can lead to a crisis in the educational system.

And yet, it is important to understand that pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.

Developed by: senior teacher Zhironkina O.V.

Structure of a business game summary with preschool teachers

Drawing up a summary of a business game with preschool teachers begins with choosing the topic of methodological work, focused on the development of certain methods of educational and educational activities by teachers.

The outline of a business game includes the following sections:

Target aspect of methodological work. Here the purpose of using a particular game is determined, i.e. what it is aimed at, what work skills it will teach preschool teachers, what its successful implementation will lead to.
Tasks of gaming activity. Here is a list of tasks that need to be solved to achieve the goal of using a business game in methodological work.
Organizational activities. This reflects the preliminary preparation activities in the game: division into teams, equipment used, distribution of roles between game participants, use of preliminary exercises and tasks, questions, etc.
Methods and techniques used in the work. This reflects the methods of methodological work used during the game action. This may include:
- Organizational methods. They are associated with an adequate distribution of roles, the development of clear rules of action, adherence to the sequence of operations, and determination of the pace of game action;
Didactic methods. They are focused on developing the competence of game participants, the clarity of the rules and the results of the game action.
Tools. All equipment that will be used in the game is listed here.
Venue of the game. The game can be held in a specific room of the preschool educational institution or transferred to some other setting. For example, on the street, if this is required to achieve its intended purpose.
Progress of the methodological event. The stages of the game action are described here. As a rule, a business game takes place in three stages: preparatory, main and final. The main stage of the game can be divided into sub-stages if necessary.
Summarizing. The plan reflects the expected results of the business game, i.e. a set of competencies of teachers that should be developed in them during the game action.

Theater. Summaries of events with preschool teachers.

Municipal preschool educational institution

Belogorsk kindergarten "Snezhinka"

Summaries of events with preschool teachers

Author-compiler: I.A. Popova,

additional education teacher

2015

The methodological manual is intended for specialists of educational institutions. The main purpose of the manual is to provide methodological assistance to educators, theater teachers and music directors in organizing and planning work with children who need to relieve tension and emotional liberation and their parents (legal representatives).

Workshop

Topic: “Theater and play activities in kindergarten”

Goal: systematization of teachers’ knowledge on organizing theatrical activities for preschool children.

Theater! How much he means to a child’s heart, how impatiently children look forward to meeting him! When children hear this word, joyful sparkles light up in their eyes, cheerful laughter is heard, and their hearts are filled with joy in anticipation of a miracle! After all, theater really works wonders: it entertains, educates, develops the creativity of preschool children, and corrects their behavior. It contributes to the acquisition of new knowledge, develops abilities, expands the circle of friends, creates a full-fledged development environment, and helps each child find his special place.

How can you make the joy of theater become daily? We need to create it in kindergarten! Understanding the importance of theater in the upbringing and education of children, we use this simple but incredibly effective means in our work. Teachers are helped in this by organizing theatrical and play activities, which contribute to the development of children’s theatrical creativity.

Types of theaters for all age groups

1st junior group

Finger theater – promotes better control of the movements of your own fingers.

2nd junior group

Puppet theater on the table - promotes mastery of the technique of controlling tabletop theater puppets (dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.

Middle group

Spoon theater, riding puppets (bibabo, gapit puppets*) – introducing children to the theater screen and the basics of puppeteering

Senior group

Acquaintance with marionette dolls, dolls with a “living hand”, learning how to control these dolls

Preparatory group for school

Introduction to living hand puppets, human puppets and cane puppets; training in techniques for working with these dolls.

Practical part - “Business game”

Theatrical activities in kindergarten organizationally can permeate all routine moments; it helps to make the life of children in the group more exciting and varied.

I. "Reflection"

1. By theatrical activities of children, I understand.

2. Theatrical activities of preschoolers develop in certain pedagogical conditions, the most important of which, in my opinion, are (use the artistic word, evoke an emotional response, cultivate children’s interest in theatrical activities, equip theatrical games, serious selection of literary works).

3. How is theatrical activity related to visual activity? (making posters, making costumes and scenery, drawing invitation cards, making theaters (pictures on the hand, on a flannelograph, drawing after watching performances, using handicraft toys in the performance).

4. Task “Name the types of theater” by passing the toy to each other. (bi-ba-bo, toys, tabletop, mitten, cone, on flannelgraph, on spoons, theater of hands, masks, finger, etc.).

II. “Izrazhalka” (Individual performances)

— Imagine yourself as a person who won 1 million. Show it.

- Using pantomime, depict the proverb “Shallow, Emelya, your week”;

— Show how you feel when a cat’s tail is stepped on.

- Imagine yourself as a fashion model. Show her walk.

III. "Shadow Theater"

Shadow theater is one of the types of work that can be used to develop hand motor skills in children, starting from an early age. In addition to the fact that shadow theater allows you to develop precise, differentiated and coordinated movements of the fingers and hands, it arouses and maintains the child’s interest in performing exercises to develop motor skills, allows him to concentrate for a longer time, be diligent and active, etc.

Assignment: Draw an animal with your hands.

Master Class

Topic: “Creative cooperation between a teacher and children based on theatrical activities”

Participants: Music directors, teachers of preschool educational institutions, heads of clubs.

Purpose: Presentation of work experience in developing the creative abilities of preschoolers in theatrical activities.

Tasks:

1. Systematize teachers’ knowledge about theatrical activities in preschool educational institutions.

2. Introduce methods and techniques for conducting theatrical games.

3. To increase the professional competence of teachers in developing the creative abilities of preschoolers through improvisation games.

Planned result: motivation of those present to work on developing the creative abilities of children in theatrical activities. A creative atmosphere has been created for the participants of the master class.

Educational product: theatrical mini-performances.

Preliminary work of the teacher:

Selection of costumes, theatrical attributes, bi-ba-bo dolls.

Making a flower “Flower – seven-flowered”.

Selection of musical material.

Cards are symbols for reflection.

Organization of an exhibition of photographs on the theatrical activities of the kindergarten.

Equipment and materials: photographs, markers, a set of cards, TSO, costumes, theatrical attributes, methodological literature on theatrical activities.

Progress of the master class:

1. Speech on the topic “Development of creative abilities through theatrical activities.”

There are many forms of education and upbringing as a process of comprehensive development of children, but theatrical activity stands out among them. This type of activity where play, education and learning are inextricably linked. The theater allows you to build interaction and communication between its participants, taking into account age capabilities and individual characteristics. And at the same time, children learn to look at themselves from the outside, sometimes portraying characters and actions that are condemned by everyone: greed, cunning, laziness, etc.

It should be emphasized that theatrical classes simultaneously perform cognitive, educational and developmental functions and are in no way limited to preparing performances. Their content, forms and methods of implementation contribute to the simultaneous achievement of three main goals: the development of speech and theatrical and performing skills; creating an atmosphere of creativity; personal and social development of children.

In our kindergarten, under my leadership, the theater group “Chest of Fairy Tales” has been operating for many years. Children studying in the circle enjoy playing out small sketches, scenes from familiar fairy tales, and participate in creating scenery and stage design. They learn to apply makeup: they paint on mustaches, freckles, and blush their cheeks, and they do it with outright pleasure. It is not difficult to include children in theatrical activities, because they love to dress up and portray some heroes.

We also have a tradition of organizing theatrical performances. Choosing a performance is a serious task for children. Children are given the right to free choice and voluntary participation in the performance. I make sure that no child is left out of solving this problem. Children discuss the number of roles, appoint actors, think over scenery, and voice acting.

Here they learn to resolve issues through dialogue and democratic communication. They learn to correctly assess their capabilities, the capabilities of their comrades, and satisfy the need for personal communication with adults. I try to make every child feel needed and important in this work.

I usually prepare performances according to the following scheme:

We read the fairy tale script together, discuss it, choose who would like to be who;
we draw fairy tale characters, sketches of proposed costumes and scenery;
we listen to music and together select fragments for scoring scenes, if necessary, select noise instruments;
If possible, we create the necessary costumes or elements of costumes, make scenery, decorate the room (music hall);
we rehearse, play, listen to music to create the right mood, the necessary atmosphere.

In my work, I also take into account the fact that children will want to change roles, and I provide them with this opportunity.

But just as every job has its difficulties, theatrical activity cannot do without them. In particular, when staging a play, you have to work with each child individually, and to do this, think through the children’s activity schedule, select the optimal difficulty option for each, so that there is no overload. Compliance with the principle of voluntary participation in the performance allows us to stimulate the activity of each child in accordance with his individual capabilities, because if the child does not like what is offered and does not correspond to his internal capabilities, he has the right not to participate in the performance itself. But he does not remain on the sidelines; there is work for everyone.

The habit of expressive public speech can be cultivated in a person only by involving him from an early age in speaking in front of an audience. Here, a big role is played by screenings of excerpts from fairy tales, where favorite fairy-tale characters are present: Baba Yaga, Koschey, old Godovik, Kikimora, as well as performances in front of large audiences, for example, at the “Theatrical Spring” competition, the “People's Carousel” festival. To develop the expressiveness of children’s speech, in my work I use articulatory gymnastics, exercises for the lips and tongue, breathing exercises, and onomatopoeia with the voices of birds and animals. This serves as good training for the development of the speech apparatus, facial muscles, and most importantly, children love these exercises, which contributes to a positive emotional mood for classes. It also included folklore: tongue twisters, riddles, nursery rhymes, teasers, chants, which also contributes to the development of the emotional sphere and speech development in general. To develop the range of voice, emotionality and rhythm, I used game exercises by V. V. Emelyanova. To develop memory, imagination, and fantasy, I used sketches by M. Chekhov, M. Chistyakova, finger games, finger theater, and acting out poetry. To develop stage speech when working on productions, I used speech sketches by N. F. Sorokina.

Games—motor improvisations in pairs—proved to be effective for developing empathy skills. They are built on non-verbal interaction between two partners, based on facial expressions, gestures, movements, tactile sensations, and postures taken. A prerequisite for each game is to change the roles of the leader and the follower. Dialogue games on instruments are also effective, based on the natural sense of rhythm and develop children’s ability to emotionally and rhythmically adjust to each other.

To develop the expressiveness of movements, I included finger games, exercises by V.V. Emelyanov, dance movements, imitation exercises, story games, pantomimic movements represented by gestures: “come here”, “hello”, “desire”, etc. This is very is close to children and they easily cope with tasks, acting directly.

Theatrical activities contribute to the formation of children's experience of social behavioral skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows, but also expresses his own attitude towards good and evil. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that allows me to have a positive influence on children through theatrical activities.

For the formation of personal and social competence, joint creative activity of children and adults (parents, educators) also plays an important role. And therefore, I attract both educators and parents to actively participate in theatrical productions. They play the role of Baba Yaga, Basilio the cat, Alice the fox and other roles with passion and desire. Such joint activities allow adults to get to know children better, the characteristics of their character, temperament, dreams, and desires. A microclimate is created, which is based on respect for the personality of the little person and trusting relationships between adults and children.

Theatrical activities also allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. The work of the theater group contributes to the personal and social development of children. It allows each child to show their own activity, fully reveal hidden emotional capabilities, and liberate their movements. Children are not inhibited, expressive and emotional. They can apply the acquired knowledge, skills and abilities in any other type of activity, be it a home performance or a city event.

Work on this topic continues. In the meantime, the results of the work are encouraging. Diagnostics, which are carried out at the end of each school year, show that the level of development of children's creative abilities is increasing. Children's stage acting improves from performance to performance. Children do not just act out familiar actions, but fantasize, creatively approach the depiction of each fairy tale hero, and show the ability of facial expressions and pantomime. Children become more united and more attentive to each other. Increased interest in playing together. They distribute roles quite well and agree on the consequences of joint actions. To develop game actions, they use famous fairy-tale characters and express their emotions through them. They demonstrate their performing skills more easily and freely. Theatrical play reveals the spiritual and creative potential of each child, forms aesthetic taste, develops the communicative qualities of the child’s personality, and shows his individuality. In my opinion, it will be easier for children to adapt to school life and become successful creative individuals.

Theatrical play is one of the most democratic forms of art accessible to children; it allows solving current problems of pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of memory, imagination, thinking, fantasy, initiative, etc. And, in my opinion, theatrical activities are one of the most powerful, powerful types of activities for developing creative abilities in preschool children.

2. Conducting a simulation game

Participants sit on chairs arranged in advance in a semicircle. The “Greeting” exercise is carried out. The main purpose of this exercise is to create an emotional mood and involve participants in the overall process.

Invented by someone cleverly and wisely,

When meeting, say hello: Good morning!

Good morning! smiling faces.

And everyone becomes kind and trusting

May good morning last until evening.

The presenter stands in the center of the circle and invites each participant, passing the mask, to introduce themselves in turn.

— I’m sure that it’s no secret to everyone who gathered for this master class that today the conversation will be about theater. In my opinion, the most difficult and most interesting thing in theatrical activities is improvisation, improvisation in speech (theatrical monologues and dialogues, in facial expressions, gestures, in costumes.

— How do you understand what improvisation is? (improvisation - acting out a theme or plot without prior preparation).

— All types of theaters are preparing for improvisation.

— What types of theaters do you know? What types of theaters are most often used in kindergarten work? (drama and puppet theater)

— Do you think we can prepare a theatrical performance now?

-What is needed for this? (actors, costumes, dialogues, monologues, improvisation, etc.)

“And yet you will be at a loss if I suddenly invite you to act out this or that scene.” We need to prepare for this - choose a theme together, discuss how to portray it, what the roles will be, characteristic episodes, consider the available costumes and attributes.

— And now I will show an element of improvisation (“Hare and Cabbage”, “Meeting with Baba Yaga”).

— I want to offer you several topics for independent work: “What is good and what is bad”, “Pictures come to life”, “We have a holiday today.”

3. Co-simulation

The presenter invites those who wish to take part in the mini-performance.

— I suggest you divide into groups, choose costume elements and prepare improvised monologues and dialogues between the characters.

Working time is 5-7 minutes.

— I invite the first group to show their version of improvisation. Thank you.

- 2nd group.

— You were all expressive and creative in your work. Thank you all for your work.

4. Evaluation of the master class

And now, dear participants of the master class, try to answer the questions:

— What new things did you learn at this event?

— Will you be able to use what you see in your work?

— Do you have any questions about the proposed topic?

Dear Colleagues! I ask you to reflect your mood from our joint work by choosing “mood stars” during the master class and leaving your comments on them.

5. Summing up the master class

SUMMARY OF METHODOLOGICAL DEVELOPMENT OF GND

METHODOLOGICAL RECOMMENDATIONS FOR REGISTRATION OF METHODOLOGICAL DEVELOPMENT

1- 3 SLIDE

— Good afternoon, dear colleagues! Today we have gathered to find out what methodological development is and its types.

Learn to plan educational activities correctly, competently and thoughtfully.

4 SLIDE

What is methodological development

- this is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of training and education themselves in relation to a specific topic of the lesson, the topic of the main or additional educational program.

Methodological development is aimed at professional and pedagogical improvement of the teacher or the quality of children’s preparation. It can be both individual and collective.

5 SLIDE

Methodological development can be:

development of a specific lesson or educational activity;

developing a series of lessons;

development of an educational program:

development of original teaching methods and preschool educational programs;

development of cultural and leisure activities;

development of new forms, methods or means of training and education;

GUIDELINES

FOR

METHODOLOGICAL DEVELOPMENT OF GND

6 SLIDE

In connection with the introduction of the Federal State Educational Standard for Preschool Education, many changes have occurred in the organization of educational work in preschool educational institutions.

One of these changes is the organization of direct educational activities.

A lot of time has passed since the release of the first document, but some teachers still have questions when preparing notes, organizing and conducting GCD. This is due to the fact that the previous model of conducting classes existed for a long time, and we got used to it.

Many teachers try to transform the lesson and turn it into a GCD, take the lesson notes “the old fashioned way”, first include some problematic situation, productive activity and - done!

But the essence has not changed!

This happens because teachers do not quite understand the essence of the joint activity of a teacher with children, they do not see how educational activity directly differs from a lesson.

To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”...

Distinctive features of directly organized activities primarily in –

Ø forms of its organization,

Ø in changing the position of the teacher in relation to children,

Ø in updating the structure of the GCD.

What does the Federal State Educational Standard offer us?

The educational block is excluded from the educational process, but the learning process is not excluded, that is, the form of classes changes. In the joint activities of children and adults, a new form appears - directly educational activity filled with new content.

7 SLIDE

This leads to the main tasks of a preschool teacher when conducting educational activities:

ü to achieve maximum activity of children,

ü include all students in the creative process,

ü to form a stable interest in the subject being studied,

ü encourage you to gain knowledge and acquire specific skills.

Making educational activities bright and interesting is possible only with careful preparation and planning.

To do this you need:

8SLIDE

ü Define the goal, select and clearly formulate educational, developmental, educational tasks in accordance with age and level of development. Determine the dosage and combination of different tasks.

When setting, there should be no dominance of learning tasks.

We take into account targets at the stages of completion of early and preschool age.

9 SLIDE

ü Think over the structure of the GCD, the appropriateness of time allocation, the rationality of organizing the work of the teacher and students.

The presence of a logic of transition from one structural part to another, their approximate duration.

ü Consider the beginning of educational activities, creating motivation in children, the course of educational activities and the end.

ü The content of the GCD must correspond to the implemented program (educational system), take into account the level of development of students, their age characteristics.

10 SLIDE

ü Select games and exercises to implement the assigned tasks. There must be a sufficient number of games, exercises, tasks, their variety, compatibility with each other, and effectiveness in achieving the assigned tasks.

ü Determine didactic tools: their placement, sequence of use.

11- 17 SLIDES

ü Choose a form of organization of OD (game, exercise, primary educational, in-depth cognitive, generalizing, complex);

Please note, colleagues, on the screen possible forms for organizing children's activities are provided. (Transfer)

18 SLIDE

ü Formulate tasks and questions for children, possible remarks, explanations, instructions. The teacher is required to be precise, precise, clear, and concise in the formulation of tasks, when explaining games, exercises, in instructions on what and how to do for children, in describing problem and game situations.

19 SLIDE

ü Important

take into account maintaining a balance between entertaining elements and educational content.

20 SLIDE

ü Maintaining a balance between the word and action of the teacher and children in the text of the summary. A teacher should not dominate children! It is important to identify and support children’s initiative, to create conditions for the manifestation of their activity and independence.

21 SLIDES

ü In the final part - summing up. Clarify what new things have been learned and where they can be applied. For children of senior preschool age, the primary formation of reflection skills is possible. To do this, it is important to think through questions that will push children to realize

own actions, emotions...