- preparation of calendar and thematic planning;

- diagnostics of skills and abilities of a young specialist.

Development of an individual professional development plan

- pedagogical self-education;

- participation in events at various levels;

- classes of a young teacher.

during a year

Emotional stress resistance of a young teacher. Communication function in class

- workshop on solving and analyzing pedagogical situations;

- analysis of different styles of pedagogical communication

during a year

How to conduct an effective lesson. Secrets of mastery

- demonstration of work experience of a mentor and other colleagues;

- preparation of plans - lesson notes;

- conducting and analyzing classes by a young teacher

during a year

Image of a teacher.

- consideration of issues of pedagogical ethics, rhetoric, culture, etc.

Certification. Qualification Requirements

- study of normative documents on certification of teaching staff;

- compiling a portfolio of achievements of a young teacher

Teacher self-education

- selection of a methodological topic;

- planning work on a thematic topic for the year

Diagnostics of pupils

- studying the methodology for conducting monitoring, diagnostic examinations

Pedagogical situation.

- advice and recommendations from a mentor

during a year

A collection of interesting activities.

- development of classes by the youngest specialist

during a year

Generalization of teaching experience

- technology for describing experience

Methodological exhibition of the achievements of a young teacher.

- systematization of professional developments

Organization of the work of the “School for Young Educators”

Stands out as an independent unit or as a type of structure of a kindergarten of excellence. Beginning educators are united under the guidance of one experienced educator or senior educator. The work is carried out according to a special plan, which includes a discussion of such issues as techniques and methods for setting lesson goals, features of planning the teacher’s work, taking into account the level of education of the team and much more. Classes at the “School of Young Educators” involve the implementation of practical tasks related to the development of options for technological maps of activities with children and parents of students, using information and communication technologies. Communication between young educators under the guidance of experienced teachers contributes to the development of professional stability and creative self-realization of the personality of a novice teacher.

A study of the work experience of educators indicates that one of the reasons for the insufficient manifestation of pedagogical creativity and initiative is the sharp transition from the active theoretical activity of future educators during the training period to purely practical activity in the first years of work at the MADU.

During this period, it is important not only to preserve the theoretical special and psychological-pedagogical training of the teacher, but to develop and deepen it through direct application in practice. “The School for Young Educators” is able to solve this important problem.

Internship

An internship is a specially organized mutualactivities to transfer knowledge and experience to an intern in order to improve qualifications in a specific profile.

Internships were carried out on the basis of the order of the RAO,educational program “Professional Developmentmastery of preschool groups of rural general educationinstitutions", Regulations on internships and plans for jointactivities of educational institutions. Headinternships in each educational institution were assignedsenior teacher whose responsibilities included:

organization of theoretical and practical events;

monitoring the results of mentors’ activities.

A novelty in the organization of internship work isdrawing up an individual educational route by a teacher- mentor and internship supervisor based onprofessional needs and requests of each trainee.

The content of the individual educational routeincluded:

observations and analysis of classes;

studying the organization of the educational process;

studying plans, programs for organizing educationaleducational process;

participation of teachers in meetings of pedagogical councils,methodological activities;

organization of workshops and seminars;

studying methodological literature on internship topics, etc.

Internships were conducted in the following areas:

physical education and health;

intellectual and cognitive;

social and personal;

artistic and aesthetic.

Throughout the internship period, mentors andtrainees actively collaborated using direct and remotecontacts. This communication grew into a business and friendly relationship that continues to this day.

The internship required the mentors to have in-depth knowledge, skills in transferring their professional experience and skills,additional responsibility. Workload has increasedmentors. Mentors of preschool educational institutions of the city showed professional competence, pedagogicalskill, great culture of communication, tact, createdatmosphere of trust. In turn, the trainees showed patience,diligence, we gladly adopted the knowledge and experience of mentors, which they now apply in their work. Internship as a formadvanced training provides a personal approach andmeeting the needs of teachers to improve knowledge,theory, practice of organization and management of educationaleducational process.

At the end of the internship, each intern providedthe following documents:

- internship log;

- analysis of attendance at classes and other open events;

- five own developments on the internship topic;

- creative work presented at methodological eventskindergarten, where the village teachers underwent internships.

Based on the results of the work, internship supervisors and mentorscompiled analytical reports. All documents provided by the trainees were reviewed and assessed.

To monitor the results of work, mentors went totrainees and analyzed their teaching activities, as well asattracted to display the results of work in the form of openactivities for children of this institution. The performance of the work was monitored using incoming and control diagnostics, which revealed the level of knowledge and professional skills before and after the internship.

This form of individual methodological work, such asinternship helped to generate high activity among teachers -trainees, improve their skills in solving pedagogical problems, and connect theory with practical experience. Big role inFlexible visiting hours played a role in job performancevarious methodological activities during the internship.

Thus, as a result of the internship in 2008, 2009, the teaching experience of 22 village teachers was studied and generalized. Internship as one of the forms of methodological work to improvequalifications contributed to improvementprofessional excellence, the development of creative initiative in teachers, the practice of providing suchhelping teachers has proven to be viable. Internship asa new form of improving professional skillsteachers meets modern requirements and has a positive impact on the quality of education in preschool groups at schools.

Methodological work is the main way to improve a teacher’s skills and competence.

The work reflects the principles, goals and objectives of organizing methodological work.

Characteristics are given to common forms of methodological work - pedagogical council, business game, conference, round table, consultation, seminar, seminar - workshop.

In this work, you can get acquainted with such new forms of methodological work as the relay race of pedagogical skills, a creative lounge, KVN, a review competition, mentoring, mutual visits and many others.

At the end of the report, you can get acquainted with the advice of L. Seiwert, a German scientist, a leading expert in streamlining the work of managers for successful meetings.

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Municipal budgetary preschool educational institution kindergarten No. 65 of a combined type

REPORT

TRADITIONAL AND NEW FORMS OF METHODOLOGICAL WORK IN PRESIDENTIAL EDUCATIONAL INSTITUTIONS

Senior teacher

Kabankova Olga Anatolevna

Odintsovo

PLAN

1. Introduction.

2. Definition of the concept of “methodological work”.

3.Principles, goals and objectives of organizing methodological work.

4.Pedagogical council - as a permanent self-government body of the preschool educational institution.

5. Traditional and new forms of methodological work in preschool educational institutions.

6. Conclusion.

7 Literature.

According to Lizinsky V.M., methodological work is an activity aimed at the successful organization of the educational process. This is a systematic collective and individual activity of teaching staff, aimed at increasing their scientific, theoretical, general cultural level, psychological and pedagogical training and professional skills.

Durova V.P. believes that methodological work in a preschool institution is largely aimed at studying the experience, style and methodology of the teacher’s work, and at providing him with methodological assistance by preschool teachers or experienced methodologists. The main goal is to ensure the continuous education of the teacher and his creative growth. According to Falyushina L.I., methodological work is a function of managing the quality of educational work in pedagogical systems, which consists in a two-way process of teaching and learning its object, aimed at deepening and expanding the knowledge, skills and abilities of teachers necessary for the high-quality implementation of pedagogical activities for the comprehensive education of children.

All researchers agree that methodological work is the main way to improve a teacher’s skills and competence. So, K.Yu. Belaya, Yu.A. Konarzhevsky, A.A. Orlov and others in their studies specifically consider the relationship between the concepts of “methodological work” and “teacher training” through the identification of the subject (control subsystem) and object (managed subsystem) of methodological work in the process of organizing teacher training, aimed at deepening and expanding knowledge, the formation of professional skills and skills necessary for the quality implementation and education of children. Thus, methodological work in preschool educational institutions can be called an integral component of a unified system of continuous education of teaching staff, a system for improving their professional qualifications.

Principles, goals and objectives of organizing methodological work.

The principles of organizing methodological work that contribute to achieving this goal - improving professional activity - are the following (according to L.I. Ilyenko)

• The principles of relevance, unity of theory and practice - the practical implementation of the Russian Federation Law “On Education”, taking into account the modern order of society for education, focusing on the social significance of the child in modern difficult living conditions, taking into account problems close to a particular teaching staff.
• The scientific principle, which aims to ensure that the entire system of advanced training for teachers is in line with modern scientific achievements in a variety of fields.
• The principles of consistency and complexity, which require the implementation of an approach to methodological work as an integral system, the optimality of which depends on the unity of purpose, objectives, content, forms and methods of working with teachers, the unity and interconnection of all aspects and areas of advanced training for teachers.
• The principles of direction, consistency, succession, continuity and mass character, collectivity provide for the transformation of methodological work into part of the system of continuous education, the full coverage of teachers with various forms of methodological work throughout the entire academic year.
• The principle of creating favorable working conditions - moral, psychological, hygienic, the availability of free time for the creative activity of the teacher.
• The principles of efficiency, flexibility, mobility and individual approach require methodologists to demonstrate the ability to quickly receive educational information and transmit it, taking into account

Individual characteristics of teachers of an educational institution.

The principle of constant self-education of teachers, provision of qualified assistance, both in matters of theory and in practical activities; increasing the effectiveness of his teaching work.

The principle of creativity presupposes the creative nature of methodological work, the creation in an educational institution of its own system of methodological work.

I.V. Klemesheva, A.I. Tebyakin also believe that the global goal of methodological work - ensuring the quality of education and the development of the system of continuous education of teaching staff of an educational institution - is determined by the principles of methodological work, among the diversity of which can be identified as the leading principles of democratization and humanitarization of education.

V.P. Simonov considers the following to be the main objectives of methodological work:

Improving the professional and cultural level of the teacher.

Improving methods and styles of interaction with children on the principles of democratization, humanization and transparency.

Improving the teacher’s ability to organize creative, research, and independent work of children, both in class and outside of class.

Formation of skills in the teacher’s analysis of the educational process as a whole and self-analysis of his work.

Involving teachers in research activities based on accessible and understandable methods.

Every year, when planning methodological work with teachers at his institution, the senior educator uses well-known forms that are widely used in practice. Group (teaching councils, seminars, workshops, consultations, methodological exhibitions, mutual visits, creative microgroups, schools of excellence, business games, etc.) and individual (self-education, individual consultations, interviews, internships, mentoring, etc. .).

In the practice of preschool educational institutions, a wide variety of forms and methods of holding meetings of pedagogical councils has developed. Conventionally, they can be divided into three groups: traditional (classical); modernized (representing one or another improvement of traditional ones) and non-traditional (based on the high activity of all participants).

Correctly chosen forms of methodological support allow teachers to reveal their creative abilities, talents, activity and organizational capabilities.

The pedagogical council is a council of professional teachers on issues of the educational process, making a joint decision to coordinate specific issues and pedagogical tasks that arise in the everyday life of a preschool educational institution. At the meetings, teachers come to a common decision on improving the educational process, activating teachers, organizing experimental and research work. The pedagogical council determines the development prospects of the institution. His decisions are binding on all members of the team.

The pedagogical council in the form of a collective creative activity involves the active cooperation of all teachers in the process of finding solutions to current theoretical practical problems, allows you to unite all teachers and direct their efforts to achieve common goals, increase motivation to overcome emerging difficulties, distribute responsibilities and delegate powers, carry out individual and collective control over the achievement of the results of a common cause.

Let us dwell on the most common forms of methodological work in order to highlight the features and emphasize the need for each in a holistic system of methodological support for preschool teachers.

Business game.

A pedagogical council in the form of a business game can be held to summarize the team’s work on a particular problem or for a certain period. The main place in such a teachers' council is occupied by group work. It is important for organizers to think through the scenario down to the smallest detail, define roles, tasks, and calculate regulations. Group members complete tasks, develop goals and objectives, and develop programs that will form the basis for the decisions of the teachers’ council.

Most often, business games are used for educational purposes - educational games. Among them are:

Imitation business games are a type of games related to such abstract concepts and topics that cannot be played out in other ways, for example, teachers are required to play with the concept of “development” using micro-sketches. “game”, “education” and “learning”.

Positional business games are a type of games in which the interaction between the participants in the game is structured as a clarification of positions on known, traditional and non-traditional methods, technologies, programs through a clash of views and pedagogical attitudes, a struggle of opinions.

Role-playing business games are a type of games in which the characteristics of the roles and positions of interaction participants regarding a particular issue or problem are determined.

Situational business games are a type of games in which the roles and positions of the participants in the interaction are determined, but the leading component is the situation, that is, intense action in a relatively short time. Situational games are associated with playing out situations - illustrations, exercise situations, assessment situations and problematic pedagogical situations.

Story-based business games are a type of game in which the roles and positions of interaction participants in a certain plot are determined.

Organizational-activity business games are the most complex type of business games associated with the development of theoretical concepts of practical recommendations within the framework of a problem, collective writing of recommendations, methodological developments.

Functional business games are a type of business games that are associated with the work of initiative creative groups in preschool educational institutions that have been operating for a long time.

Conference .

Pedagogical council - the conference can consist of several components, for example: a main theoretical message and a dialogue organized by a senior educator with a group of specialists (music director, psychologist, physical education instructor, speech therapist). These experts' responses to questions asked will encourage everyone else to ask questions to develop the topic and express their opinions. In conclusion, recommendations are made on the issue under discussion.

Round table .

Pedagogical Council in the form of a “Round Table”. To prepare such a teacher council, leaders need to select important issues that are interesting for discussion and think through the organization. For example, give some topics in advance to a group of educators and offer them relevant literature. Then they will have the opportunity to get acquainted with different theories, approaches, opinions, think about and develop their point of view on this issue (topic). The main rule when organizing a round table is the preparedness and interest of each participant. It is important to choose a presenter who knows how to navigate the issues and direct the conversation in the right direction.

Discussion.

The pedagogical council, in the form of a discussion, requires that teachers divide into subgroups in advance and prepare their concepts of the problem being discussed. During the discussion, a plan to solve the problem is jointly developed.

Teachers' council - debate.

This is a type of teacher council - discussion. Such a teacher council is a collective reflection on a given topic or problem. The subject of the dispute should be a problem that causes conflicting judgments and is solved in different ways. The dispute does not exclude, but presupposes the depth and comprehensiveness of the disclosure of the problem. Where there is no subject of dispute, but only speeches that complement or clarify the arguments, there is no debate, this is, at best, a conversation. The formulation of the topic should be acute, problematic, awaken the thoughts of teachers, contain a question that is solved differently in practice and in the literature, causing different opinions, for example:

Do you need kindergarten standards?

What should we teach preschoolers today?

Innovative technologies: pros and cons.

What is the role of family education today?

A variant of the pedagogical council-dispute is the solution of pedagogical situations. Senior teacher selects a bank difficult situations on the problem and proposes it to the team. The form of presentation can be varied: targeted, by drawing lots, divided into groups. The administration of the preschool educational institution can play the role of jury, presenter, consultant, opponent, etc.

Situational pedagogical councilconsists of considering one or more pedagogical situations that can be played out here by pre-prepared members of the teachers' council.

Consultations.

An equally common form of methodological work in educational institutions Preschool children are consulted. The topic of group, subgroup and individual consultation can be suggested by questions from teachers or determined by a senior educator. At the same time, modern practice of working with teachers often requires the choice of non-standard forms of consultation. One can distinguish such a form of methodological work as consultation-dialogue. Such a consultation is carried out by two teachers who have different points of view on the issue under discussion. When considering topics, they can present their arguments for each thesis, and listeners can choose the point of view that corresponds to their pedagogical views.

Consultation - a paradox, or consultation with planned errors, is aimed at drawing the attention of teachers to the most complex aspects of the problem being presented, and increasing their activity. The senior teacher names the number of mistakes (at least ten) that he will make during the consultation process. Listeners are asked to distribute the material on a sheet of paper into two columns: on the left is reliable, on the right is erroneous, which is then analyzed.

Seminars and workshops.

Seminars as a separate form of methodological work play an important role in increasing the scientific and theoretical level of educators and improving their professional competence. Seminars can be prepared and conducted in different ways depending on the content of the topic and the purpose of the lesson.

Before the seminar, teachers are offered special tasks, the completion of which will allow everyone to actively participate in the seminar. In this regard, it often turns out that preparing for a seminar involves reading additional literature, studying primary sources, and taking notes. Teachers learn to critically evaluate what they read and select the information they need. They must understand the essence of the material being studied in order to assimilate and use it in their practical activities. Therefore, during the seminars, such forms of organization as open classes or events, the use of video materials and multimedia presentations, analysis of the results of children's activities and products of children's creativity, etc. are used.

At workshops, consisting of theoretical (seminar) and practical (workshop) parts, educators generalize and systematize best practices, show in action the necessary techniques and methods of work, which are then analyzed and discussed. This form also involves practicing certain working methods without the participation of children. The choice of the topic of the seminar is not accidental and is explained by the increased requirements for the quality of preschool education, the technological effectiveness of the educational process, and the urgent need for mandatory anticipation of results and development prospects. The implementation of modern goals of the pedagogical process determines the use of innovative technologies in the activities of the educator, which are guaranteed to lead to the achievement of the expected result.

The seminar-briefing is distinguished by the fact that it allows the maximum activation of participants both in the process of preparing for the seminar and in the lesson itself: the group is divided into subgroups in accordance with the number of issues proposed for discussion. In this case, the number of participants in subgroups can be arbitrary. Since the entire subgroup answers the question, and repetitions are not allowed, then, naturally, the participant finds himself in a situation where it is necessary to answer thoroughly and to the point. After each member of the subgroup has spoken, the discussion begins; At the same time, additions, clarifications, and questions to each other are possible.

Trainings.

The training involves preliminary and final diagnostics, at least using the method of questionnaires and expert assessments, of professional skills of teachers in a certain area of ​​their teaching activity, selection of practical tasks and game exercises aimed at developing missing or insufficiently developed professional skills that are performed in situations of programmed success, and then transferred to situations of real practical activity of teachers of a preschool educational institution. Therefore, the training can be short-term, if we are talking about the formation of highly specialized skills, for example, the use of physical education minutes in the process of conducting classes with children, or long-term, if we are talking about the formation of a whole complex of professional operations and actions related to the organization of an integral educational process, and not its individual elements.

Teachers' Council - practical conference.

A pedagogical council in this form can be prepared and held by combining the efforts of several preschool educational institutions on the basis of an institution that has the status of an experimental site. When preparing it, open days for teachers should be organized in advance. It is important to set the agenda so that each institution participates on an equal basis in demonstrating its experience, discussing problems and proposals for developing solutions. Decisions at such a teachers' council can be made both general for everyone and for each team separately, taking into account its specifics.

Creative groups– the next important form of methodological work with teachers of preschool educational institutions. It involves the implementation of such an approach to the implementation of methodological work in an educational institution, which allows teachers to be involved in experimental and research activities. The work of the creative group is based on the following algorithm:

• identifying problems and justifying the relevance of their solution to identify the practice of an educational institution, diagnostic and analytical stage;

Development of an extensive program of experimental work or research activities, prognostic stage;

Organizational stage, creating conditions for the implementation of the program;

Implementation of the program, practical stage, adjustment of the used methods and technologies, control “cuts”;

Registration and description of the results of experimental or research work, generalizing stage;

Dissemination of teaching experience, introduction of innovations into the activities of an educational institution.

The logical conclusion and result of the work of the creative group are creative reports from teachers who talk about the results of the program of experimental, research and scientific-methodological work, share their experience, talk about problems arising in the practice of an educational institution, and propose to introduce innovations.

Collective viewing of the educational process.

The task of collective viewing is to show the most effective conditions, forms or methods and techniques of working with children and their parents. Particular importance is attached to the implementation of methodological principles that determine the optimal impact of upbringing and teaching factors (formation of motivation in children, change of activities, dynamic perception, development of higher mental functions, productive processing of information, repetition of educational material, ensuring the transfer of methods of activity, playful forms of conduct, etc. .). At the same time, the collective show concerns not only the conduct of classes with children, but also the organization of free types of children's activities and routine moments.

Collective screenings are organized once every 3 months, in the first and second half of the day, so that all teachers can attend them. At the same time, each of them receives a questionnaire for observation with a set of phrases-statements and phrases-questions in a constructive form. (These phrases do not make it possible to use the discussion situation to aggravate the conflict and clarify relationships. For example, a senior educator may recommend that teachers use the following formulations : “I liked the fact that...”, “It’s good that you”, “It would be good if you...”, “It would probably be more effective if...”, “Where else do you use..?”) During the collective viewing process, teachers make notes on these questionnaires.

After the viewing, a discussion is organized: first, the teacher talks about the goals and objectives that he used during the demonstration of the educational process, then the audience is asked questions, and he answers them. At the same time, he is encouraged to explain the reasons for choosing this or that behavior during the organization of collective viewing, and to reflect on his own activities and the activities of the children. The senior teacher continues this line, thanks the teacher for the work done, analyzes its advantages (and not disadvantages), and highlights those forms and methods that, in his opinion, could be used in the work of the entire teaching staff.

Brain attack (brainstorm).

It is a rational way of collectively generating new ideas to solve practical problems that cannot be solved by traditional methods. In essence, brainstorming is a collective thought process: solving a problem through logical analysis, putting forward a hypothesis, its justification and proof. Teachers are divided into two groups. The first group is “idea generators”, the second is “analysts”. The former should, within a short period of time, offer as many options as possible for solving the problem under discussion. In this case, proposals are not discussed and everything must be recorded in the minutes. “Analysts” carefully consider each idea, choosing the most reasonable ones. Any criticism of ideas is strictly prohibited. The selected proposals are grouped and announced to the team. Then the participants change their roles.

Bank of ideas.

A type of brainstorming is"Bank of Ideas". Educators are introduced to the problem statement and asked to give their solution in writing. The deadline for opening the “bank” is set (at the next teachers’ council, final meeting). The “bank” is opened in the presence of the team, ideas are read out and discussed, the most rational ones are adopted as decisions of the teachers’ council.

Consilium.

We should not forget that the competence of the pedagogical council includes discussing the problems of the development of individual children. At the meeting they often talk about the group as a whole, forgetting about the individual characteristics of certain children. In practice, situations arise when it is necessary to attract the attention of the administration, psychologist, speech therapist, parents to the problems of upbringing and development of a particular child (for example, a gifted child, a child lagging behind in his development, etc.). For this purpose, you can hold a small pedagogical council in the form consultation. This form of work will contribute to the development of strategies and tactics for working with a specific child based on in-depth study and collective analysis of his development. Bearing in mind that the pedagogical council is a tribune of best practices, it is periodically possible to hold it in the formauction, presentation. At such a meeting, it is appropriate to present new educational programs, technologies, methodological and didactic aids, gaming materials, etc.

Work on a single methodological topic.

With the right choice, a single methodological topic can really captivate teachers. There are a number of requirements that must be taken into account when choosing a single topic: relevance for a preschool institution, taking into account the achieved level of activity, interests and requests of teachers, close connection with specific scientific and pedagogical research and recommendations, and the pedagogical experience of other institutions. It is also possible that the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, broken down by year. A single methodological theme should run like a red thread through all forms of methodological work and be combined with the themes of self-education for educators.

Literary newspaper.

An interesting form of work that brings employees together. The goal is to show the creative capabilities of teachers, children and parents. All participants write articles, stories, compose poems, and make drawings.

Relay race of pedagogical excellence.

A competition between several groups of teachers, where one teacher begins to cover a problem, and the next continue and reveal it together. The last participant sums up and draws conclusions.

Artistic piggy bank.

Depending on the pedagogical objectives, the collection may include reproductions of works of fine art, photographs, drawings of objects, animals, natural phenomena, diagrams, signs (any necessary information). A good way to attract children's attention. The materials from the piggy bank can form the basis of an exhibition.

Creative living room

A form of organizing interaction between teachers in accordance with their interests and preferences. An atmosphere of free, relaxed communication is created.

KVN.

An excellent opportunity to show your creative abilities, theoretical and practical knowledge in competition, quickly resolve a pedagogical situation, and be able to objectively assess the knowledge of your colleagues. Stimulates the activity of participants in acquiring knowledge, skills and abilities.

The review is a competition.

A method for testing professional knowledge, abilities, skills, and pedagogical erudition. Demonstration and evaluation of creative achievements of teachers. Assumes the ability to evaluate results by comparing one's abilities with others.

Music salon.

One of the forms of aesthetic communication between teachers, children and parents, the preservation of the best folk traditions and customs. Technique for creating a favorable microclimate in a team.

Thematic exhibitions.

Presentation of visual materials: drawings, products, literature. They contribute to the enrichment of knowledge and are a meaningful form of exchange of experience among teachers.

Individual forms of work with teachers.

The purpose of individual forms of methodological work is to assist a specific teacher in solving those problems that only cause difficulty for him or which are the subject of his interests.

Traditionally, such forms of work as individual consultations, conversations, mentoring, mutual visits, and self-education are distinguished.

Observation of the educational processwith children the largest place is allocated in the work plan of the senior educator. His presence in the group should not be an event, but a normal working atmosphere of the preschool institution. An indicator of the systematic nature of this aspect of the leader’s activity is an invitation to teachers to attend this or that lesson, this or that routine moment. Each observation should end with a conversation with the teacher, which is held at the end of the teacher’s working day.

Conversation – one of the most frequently used individual forms of methodological work in working with teachers. The purpose of the conversation is to clarify the teacher’s positions and views on the process of raising and educating children, identifying the teacher’s level of self-esteem, developing pedagogical reflection, expressing wishes, recommendations aimed at improving the observed aspects of teaching activity.

Whatever form the teacher council takes, decisions must be made. They are recorded in protocols. The wording of decisions must be specific, indicating those responsible and the deadline for implementation. After all, each new teachers’ council begins with a brief summing up of the implementation of the decisions of the previous one.

Regardless of the form of holding, the teachers' council needs careful preparation. Here the organizational and methodological aspects are distinguished. Organizational preparation involves informing the meeting participants in detail about the purpose, topic, time and place of the meeting, preparing the premises (selection and arrangement of furniture, aids, equipment, TSO). There are special studies on the topic “Are large rooms suitable for mental activity?” or “What is the best way to arrange meeting participants and seating furniture?” You shouldn’t brush aside such “little things.” After all, the productivity of his participation largely depends on how comfortable the teacher is at the meeting. The problem with preschool institutions is that they have to hold meetings behind children's furniture. Uncomfortable posture leads to poor circulation, and the result is low performance as the lesser of evils.

The methodological preparation of the pedagogical council includes consulting speakers, studying the pedagogical process on the topic of the pedagogical council (comprehensive and thematic checks, comparative control, diagnostics, etc.), collective viewings, development of teaching materials, design of exhibitions, etc.

Speaking about the course of the meeting, it is interesting to get acquainted with the advice of L. Seiwert, a German scientist, a leading expert on rationalizing the work of managers: “Start the meeting exactly on time. Express confidence in the success of the meeting. Keep breaks under control, recognize critical points. No telephone conversations or absences. Every 45 minutes there is a short pause for a breath of air, a change of position and usually very useful behind-the-scenes clarifications. Repeat the decisions made, clarify them, and obtain the consent of the performer to eliminate discrepancies. End the meeting on time. End the meeting on a positive note."

Today, one of the tasks of preschool institutions is to improve the pedagogical process and improve the quality of educational work with children. To solve this problem, first of all, it is necessary to create conditions for increasing the activity and initiative of educators, encouraging their creative searches. In this case, a correctly structured strategy for the work of a senior educator is of particular importance.

The main thing in the activities of a senior educator is to improve the quality of the educational process. The senior educator is a strategist and tactician of the educational process. The key to the success of the educational process is the timely, well-thought-out strategy and tactics of the work of the senior educator. It is very important to determine the strategy together with the team.

The problem of improving the quality of training and conducting pedagogical councils worries the majority of heads and senior teachers of preschool educational institutions. It is relevant for both beginners and experienced managers.

The pedagogical council, as the highest governing body of the entire educational process, solves the specific problems of a preschool educational institution; it is the central link in the organization of all methodological work. How to hold a teachers' meeting that would amaze colleagues with the originality of the topic and methodological equipment? How to turn it into an event

Bibliography

1. Directory of senior educators, No. 9, 2008.

2. Directory of senior educators, No. 3, 2008.

3. Methodological work in preschool educational institutions. Effective forms and methods: method. Benefit / N.A. Vinogradova, N.V. Miklyaeva, Yu.N. Rodionova. – M.: Iris-press, 2008. – 192 p. (s – 4-8, 21, 24-26, 29, 30, 34-36, 47-51).

4. Pedagogical council in a preschool educational institution / N.F.Dik. – Rostov n/d: Phoenix, 2005. – 288 p. (from – 17, 18).

5. Methodological work in preschool educational institutions: Analysis, planning, frames and methods. – M.: TC Sfera, 2007. – 96 p. (58-60).

6.Pedagogical council in a preschool educational institution: preparation and implementation / K.Yu. White. – Moscow, 2002 (from 7-9).

7. Senior's work preschool teacher with teachers. – M.: TC Sfera, 2005 – 96 p. (p46.47).

All forms can be presented in the form of two interconnected groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative micro-groups, open screenings, work on common methodological topics, business games, etc.); individual forms of methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.). Let's consider the main forms of methodological work.

When combining forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational, pedagogical, and moral and psychological conditions in the team that are specific to this institution.

The pedagogical council is one of the forms of methodological work in preschool educational institutions.

The pedagogical council in kindergarten, as the highest governing body of the entire educational process, poses and solves specific problems of the preschool institution.

Of the various forms of methodological work in kindergarten, such a form as consulting teachers has become especially firmly established in practice. Individual and group consultations; consultations on the main areas of work of the entire team, on current problems of pedagogy, on requests from educators, etc.

Any consultation requires training and professional competence from the senior educator.

Seminars and workshops remain the most effective form of methodological work in kindergarten.

The annual plan of the preschool institution determines the topic of the seminar and at the beginning of the school year the head draws up a detailed plan for its work.

A detailed plan with a clear indication of working hours and well-thought-out tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions to which educators would like to receive answers.

An open screening makes it possible to establish direct contact with the teacher during a lesson and get answers to your questions. The show helps to penetrate into a kind of creative laboratory of the teacher, to become a witness to the process of pedagogical creativity. The manager organizing an open display can set several goals:

Promotion of experience;
- training teachers in methods and techniques of working with children, etc.

The forms of organizing an open display may be different. For example, before the viewing begins, the leader himself can talk about the teacher’s work system and suggest questions that should be paid special attention to. Sometimes it is advisable to distribute the questions, for one teacher to calculate the activity of the children, for another - a combination of different methods and techniques used by the teacher, the rational use of aids, and assess whether the children are comfortable.

Currently, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. It has been repeatedly noted that the use of business games has a positive effect. The positive thing is that a business game is a strong tool for shaping the personality of a professional; it helps to most activate the participants to achieve the goal.

“Round table” This is one of the forms of communication between teachers. When discussing any issues of upbringing and training of preschoolers, circular pedagogical forms of placing participants make it possible to make the team self-governing, puts all participants on an equal footing, and ensures interaction and openness. The role of the round table organizer is to think through and prepare questions for discussion aimed at achieving a specific goal.

Some preschool educational institutions use an interesting form of work that brings together employees. Purpose: to show the development of creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, assess personal qualities, professional qualities necessary in working with children - writing, speech skills - imagery of statements, etc.

Work on a single methodological topic With the correct choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people.

Self-education The system of continuous professional development for each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years.

One of the leading forms is pedagogical council, which is called upon to be an exponent of collective pedagogical thought, a body of collegial management of educational work, a school of excellence and a tribune of pedagogical experience. The head, being the chairman of the pedagogical council, organizes its work on the basis of the “Regulations on the pedagogical council of a preschool institution.”

During the year, at least 6 meetings of the teachers' council are held, at which topical issues of the work of this kindergarten are discussed, aimed at increasing the professional level of teachers' work, at eradicating shortcomings in the educational process.

Meetings of the teachers' council can be devoted to: general issues strengthening children's health, reducing morbidity, preparing children for school.

The preparation of the teachers' council includes the selection of topical issues, the discussion of which is dictated by the educational program in the kindergarten and the actual state of affairs in the kindergarten, which are included in the annual work plan.

Already at the beginning of the school year, the entire teaching staff knows what issues will be discussed, who speaks at the teachers’ council and when, each speaker must prepare in advance for the teachers’ council: develop a specific plan of events on their topic.

The effectiveness of pedagogical councils depends mainly on the work of the methodologist aimed at implementing the decisions made.

Consultations - permanent form providing assistance to teachers. In a children's institution, consultations are held for teachers of one group, parallel groups, individual and general (for all teachers). Group consultations are scheduled throughout the year. Individual consultations are not planned, since their conduct is dictated by the need of educators to obtain certain information on a specific issue.

However, not all questions can be answered comprehensively in a short period of time. Some problems of raising children require a longer conversation and discussion, and if they concern several educators, then it is advisable to organize such a collective form of methodological assistance, which is seminar.

Experienced educators who have good results in working on a particular problem can also be appointed to lead the seminar. At the beginning of the school year, the methodologist determines the topic of the seminar and appoints a leader. The duration of classes depends on the topic: they can take place over a month, six months or a year. Attendance at the seminar is voluntary.

Preschool workers can reinforce the theoretical knowledge acquired at the seminar with practical skills, which they consolidate and improve by participating in seminar - workshop. How to make a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to read a poem expressively, how to make didactic games with your own hands, how to decorate a group room for the holiday. Educators can get answers to these and other questions from an experienced teacher - methodologist.

In order to organize special practical classes, the head studies the need of teachers to acquire certain practical skills and abilities. Teachers can use the teaching aids produced during the workshops in their further work with children, and some of them remain in the teacher’s office as samples - standards.

A common form of methodological work is conversations with teachers. The methodologist uses this method when summing up the results of testing pedagogical work, when studying, summarizing best practices, and in a number of other cases.

Before starting a conversation, you need to think about its purpose and questions for discussion. A casual conversation encourages the teacher to be frank.

This form of methodological work requires great tact from the methodologist. The ability to listen carefully to your interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily through your behavior.

Talking with the teacher, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if they occur), and strives to provide effective assistance.

An effective form of improving the qualifications of educators and providing them with methodological assistance are collective viewings of the work of experienced teachers. Depending on the topic discussed at the teachers' meeting, it is advisable to conduct such screenings for the purpose of demonstrating, illustrating the theoretical positions expressed in the reports, and for the purpose of studying and introducing advanced methods into the work practice of other employees.

When discussing such a lesson, the methodologist must emphasize that the teacher did a lot of multifaceted work and was able to generalize the knowledge and ideas of the children, based on their impressions, forced them to think, reflect, and draw independent conclusions.

Those teachers who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of every teacher. Having noticed certain successes of the teacher in any section of the program, he designs its further development: selects certain literature, advises, and observes the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to be well prepared for them: both those who demonstrate their experience and those who adopt it. Preparations should include: right choice topic (its relevance, the need for all teachers in it, connection with the topics of teacher councils, etc.), assistance to the teacher-methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), drawing up a summary of activities indicating educational tasks, methods and techniques, material used.

For all the teachers to watch open lesson(or play, work, holding routine moments), it is necessary to duplicate it for those employees who at that time worked with children in groups. In this case, it is advisable to show a similar activity, but not a copy of the previous one.

In order to study and borrow the best experience, such a form of improving pedagogical skills is organized as mutual visits to workplaces. In this case, the role of the methodologist is to recommend that the teacher attend a lesson with a partner to develop common requirements for children or a lesson with a teacher in a parallel group to compare the results of work. The methodologist must give this work a purposeful, meaningful character. For this purpose, mentoring is organized. When a new, novice teacher appears in the team, at first he has many questions and needs help.

Due to his busy schedule, the manager cannot always provide such assistance. Therefore, he appoints a mentor from among the more experienced teachers, taking into account that mentoring must be voluntary on both sides.

The mentor's candidacy is approved by the teachers' council, and his report is also heard there. The mentor should help the new employee establish the necessary business and personal contacts, get acquainted with the traditions of the team, its successes, as well as difficulties in work.

The methodologist also supervises the self-education of educators. First of all, he creates the necessary conditions: together with teachers, he selects literature that interests them, materials highlighting best practices, advises on the choice of topic, form of self-education, and presentation of the results of improving knowledge and pedagogical skills in working with children. When recommending topics for self-education, the methodologist proceeds from the interests of each teacher and his need for education.

Considerable effort is required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, skills, and abilities acquired by the educator in the process of practical educational work. Only such experience can be considered advanced if, as a result of creative search, it opens up new opportunities for raising children and contributes to the improvement of accepted forms, methods and techniques of pedagogical work.

An indicator of best practice is the sustainability of positive, methodologically sound results in the upbringing and education of children.

There are certain stages and methods in the methodologist’s guide to identifying, summarizing and implementing pedagogical experience.

The first step is to identify best practices. For example, a head or methodologist, in the process of systematically observing the work of a teacher and the behavior of children in an older group, saw that everyone was constantly busy with interesting things. The guys clean the rabbit cages and work in the garden.

Children's games are meaningful, long-lasting, and reflect the work and relationships of the people around them. Much has been done for games by the children themselves and the teacher, etc.

The head or methodologist, in a conversation with the teacher, finds out how and by what methods he achieves good results. The main thing is that the teacher himself loves nature and work, reads a lot of special natural history literature.

Having received a general idea of ​​the interested, thoughtful, systematic work to familiarize children with the work of livestock farmers, the methodologist invites the teacher to describe his experience: how he started the work, what manuals he used, methodological literature, whose experience was an example for him, how a set of methods was developed and techniques for instilling hard work in children, respect for the work of adults, what was new in this work, etc.

The combination of various methods makes it possible to educate children on a positive emotional background such a very important personality quality as social activity.

The methodologist recommends keeping records of children's games, taking photographs, sketches of children's buildings, preparing games for open viewing, and classes to familiarize children with the work of collective farmers. The methodologist involves a substitute teacher and parents to help the teacher.

Thus, the methodologist leads the teacher to the second stage - generalization of his best experience. At this stage, the teacher needs to provide assistance in selecting and describing the most significant moments in the formation of positive qualities in children, identifying the dynamics of their development.

A teacher who has summarized his experience in the form of a report can present it at a teachers’ council, methodological associations, or at a conference. This is already the third stage - dissemination of best practices and propaganda for the purpose of using them by other educators in their work. It happens that there is no systematized experience yet, there are only individual finds, successful methods of working with children. In this case, it is necessary to clearly define the problem, the main pedagogical idea, according to which experience will gradually be accumulated and generalized. At the same time, the methodologist should not forget about a very significant indicator of best practice - its cost-effectiveness, which involves achieving positive results with the least amount of time and effort for the teacher and his students. An experience that cultivates one aspect of education at the expense of other sections of the program and to the detriment of them cannot be considered advanced.

The essence of using advanced pedagogical experience is to compensate for the weaknesses of one employee’s work with the strengths of another. Therefore, the leader must constantly look for talented people in the team who love their work, who willingly and skillfully transfer all their knowledge and experience to their colleagues: strive to concentrate and direct the efforts of all team members to improve pedagogical work.

In order to provide educators with methodological assistance and more effectively implement the requirements of the program for raising and educating children, a pedagogical office is being created, where each employee can find the necessary material, get advice from the head, senior teacher, and consult with colleagues.

The manager or methodologist selects literature and methodological manuals in all sections of the program, systematize materials on the upbringing and teaching of preschool children, draw up annotations and recommendations for their use, summarize the work experience of the best kindergarten teachers, develop and design stands, folders, exhibitions and other materials to help teachers in accordance with tasks of the annual plan, topics of teachers' councils.

The methodologist involves all educators in the equipment of the teacher's office: some are responsible for the timely change of materials in folders or on the information stand, others monitor the issuance and accounting of benefits, others - for the timely production, repair or write-off of materials that have become unusable, etc.

It is necessary to teach employees how to work properly with benefits, not to lose them, to take them in advance and return them in a timely manner, to put them back in place, to repair equipment on their own or to involve parents and bosses in this work. If these rules are followed, all manuals, books and teaching aids will serve the kindergarten for a long time, financial resources and teacher time will be saved, and most importantly, they will teach everyone to strict order. However, this should not prevent their active use in working with children.

All material in the teaching room should be divided into sections, and each section, in turn, into age groups. In order to save time in preparing for classes, a card index is created to help quickly navigate the abundance of information. Each program section should include instructional and directive documents corresponding to the topic of the section, methodological literature, lesson plans, recommendations, notes, descriptions of the work experience of the best educators, visual aids that meet all pedagogical and aesthetic requirements. The methodologist promptly replenishes the cabinet with newly published manuals.

The head and methodologist advise teachers on the effective use of visual material and the creation of additional aids. In the teaching office, all conditions must be created for a friendly exchange of opinions, experiences, creative work every employee.

2.2 Methods for activating teachers in methodological work

How can we ensure that every teacher is an active, interested participant in the work at teacher councils, consultations, and seminars? How to get rid of the passivity of individual teachers?

These questions are of particular concern to directors of preschool institutions today.

There are methods for activating teachers when conducting methodological activities that help the methodologist in working with personnel.

Practice has shown that the final result of any methodological event will be high and the impact will be effective if a variety of methods of inclusion in active work were used during preparation and implementation. The choice of methods for each event should be determined by its goals and objectives, the characteristics of the content, the contingent of teachers, and the specific state of the educational process. Some of the methods described below, in combination with standard methods of methodological work organizations, will allow, by selecting specific situations of the educational process, taking into account the gradual complication of complexity, to achieve the greatest interest and activity of educators.

Illustrative situations describe simple cases from practice, and a solution is given here.

Situations - exercises need to be solved by doing some exercises (drawing up a note plan, filling out a table of how children have mastered a section of the program, etc.).

In assessment situations, the problem has already been solved, but teachers are required to analyze it and justify the decision made, and evaluate it.

The most complex activation method is problem situations, where a specific example from practice is presented as an existing problem that needs to be solved. Several questions are given to help educators.

Dialogue and discussion have become a true sign of our time. However, not everyone masters the art of collective discussion of issues in the form of dialogue or argument.

Dialogue is a conversation between two or more people, their conversation. Each participant in the conversation expresses his point of view.

Discussion - consideration, research, discussion of a controversial issue, problem. This is a method of discussion in which it is necessary to arrive at common positions.

Discussion of two opposing points of view. The methodologist offers two points of view on the same problem for discussion. The teacher must express his attitude and justify it.

Practical skills training. This method is very effective, but it must be thought through in advance, and it must be decided which teacher can be entrusted with it. It is better to provide a learning element from work experience.

A method of simulating a teacher’s working day. The teacher gives a description of the children’s age group, forms goals and objectives that need to be solved, and is asked to model their working day. In conclusion, the methodologist organizes a discussion of all the proposed models.

Solving pedagogical crosswords and punch cards helps clarify teachers’ knowledge on a specific topic, develops their horizons, and therefore affects the quality of work with children.

Working with instructive and directive documents. Educators are invited to familiarize themselves with this or that document in advance, apply it to their work, and highlight one of the areas, think over a work plan to eliminate their shortcomings. Everyone does this work independently, and at the teachers' council different approaches to solving the same problem are discussed.

Analysis of children's statements, behavior, creativity. The methodologist prepares the material. Educators get acquainted with it, analyze it, assess the children’s skills and development, and formulate several specific proposals to help the educator working with these children.

The game modeling method increases interest, causes high activity, and improves skills in solving real pedagogical problems.

Generalizations by scientists and specialists make it possible to highlight the qualities that are required today by a methodologist or manager.

1. The erosion of traditional values ​​has led to a serious breakdown of personal beliefs and values. Therefore, the methodologist must clarify his personal values.

2. There is a wide range of choices. Therefore, the manager (methodologist) is obliged to determine the goals of the work being performed, his own goals.

3. Organizational systems are unable to provide all the learning opportunities required by the modern teacher. Therefore, each manager must support his own constant growth and development.

4. Problems often snowball, and the means to solve them are limited. Therefore, the ability to solve problems quickly and effectively is becoming an increasingly important part of management skills.

5. Competition in the services market makes it necessary to put forward new promising ideas. Therefore, methodologists must be creative and able to respond flexibly to changing situations.

6. Many management methods are outdated. Therefore, new, more modern management techniques are required, and the manager must master different approaches in relation to his subordinates.

7. Large costs are associated with the use of personnel. Therefore, methodologists must skillfully use the available labor resources.

8. New approaches are required to combat the possibility of one’s own “obsolescence.” Therefore, the methodologist is required to be able to help others quickly learn new methods and master practical skills.

9. The methodologist must be able to create and improve groups that can quickly become inventive and effective.

A methodologist with the above qualities will be able to most effectively organize the work of a preschool educational institution.

Introduction

Structure, forms and methods of methodological work

Training and development of teaching staff, improving their qualifications

Conclusion

Bibliography

Introduction

The successful development of the system of additional education for children is unthinkable without the development of its theory and methodology. Methodological activity plays a significant role in this process. Methodological work is a holistic, based on the achievements of science, best practices and analysis of teachers’ difficulties, a system of measures aimed at improving the skills of each teacher, at generalizing and developing the creative potential of the team, at achieving optimal results in the education, upbringing and development of children.

The goal of methodological work in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process. The implementation of this goal of methodological activity is carried out through the organization of the activities of such organizational structures as methodological associations of preschool teachers, a scientific, methodological and pedagogical council, a monitoring service, as well as the active inclusion of teachers in self-education.

In the modern conditions of development of our society, a preschool educational institution is entrusted with very responsible social tasks - to teach, educate and prepare for life that generation of people, whose work and talent, initiative and creativity will determine the socio-economic, scientific, technical and moral progress of Russian society in future. In this regard, shortcomings and errors in the teaching and educational work of preschool educational institutions, in educational management and in pedagogical science itself are becoming increasingly intolerant.

The task of the head and methodologist of a preschool institution is to develop a system, find accessible and at the same time effective methods improving pedagogical skills.

Today, due to the need to rationally and quickly solve educational problems, the role of the activities of the methodological service is increasing, proper organization which is the most important means of improving the quality of education, and the real level of methodological work in a preschool institution becomes one of the most important criteria for assessing its activities. Therefore, it is necessary to consider the organization of methodological work in a preschool institution as something of paramount importance.

Planning methodological work

The methodological service is a link between the life of the teaching staff, the state education system, psychological and pedagogical science, advanced pedagogical experience, promoting the formation, development and realization of the professional creative potential of teachers.

The methodological service of the MDOU in accordance with the Law of the Russian Federation “On Education”, focusing on the humanization of the purposeful process of education and training in the interests of the individual, society, and the state, implementing the principles of state policy in the field of education, is designed to ensure:

Achievement by the student of educational standards established by the state;

Construction of an educational standard based on the priority of universal human values, human life and health, free development of the individual; education of citizenship, hard work, respect for human rights and freedoms, love for surrounding nature, Homeland, family, education of responsibility for one’s health, formation of the foundations of a healthy lifestyle;

Adaptation of preschool educational institutions to social orders and the developmental characteristics of pupils;

Planning of methodological work in preschool educational institutions is carried out on an analytical basis:

Analysis of the external environment of preschool educational institutions (taking into account the requirements of social order, regulatory documents at the federal, district, city levels);

Analysis of the state of preschool educational institutions (the level of health, development of children, the degree of their mastery of the educational program; the level of professional competence of the team, the characteristics and needs of parents, the school; a clear identification of factors influencing them);

The goals of the activity and the necessary means of their implementation are determined based on the results of the analysis.

Any educational institution exists in one of two modes: functioning or development.

Consequently, in a preschool institution that is in a stable functioning mode, the methodological service must ensure correction of the pedagogical process in cases of its deviation from the technology and methodology for implementing the program of education and training of preschoolers.

If the team intends to work in an innovative mode (new teaching content or implementation of new pedagogical technologies), then this requires the creation of a new model of methodological work that ensures the transition of a preschool educational institution from a functioning mode to a development mode.

In all cases, the goal of the methodological service is to create an educational environment in which the creative potential of each teacher and the entire teaching staff will be fully realized. This is where the main objectives of methodological work flow:

1. Training and development of teaching staff, management of their professional development.

2. Identification, study, generalization and dissemination of advanced pedagogical experience of MDOU teachers

3. Preparation of methodological support for the implementation of the educational process.

4. Coordination of the activities of the preschool educational institution and the family in ensuring the comprehensive continuous development of pupils.

5. Coordination of the activities of the preschool educational institution with institutions of the surrounding society to implement the tasks of the development of pupils and the preschool educational institution as a whole.

6. Analysis of the quality of work in order to create conditions for ensuring positive changes in the development of the personality of students through increasing the professional competence of teachers.

The restructuring of methodological work in a preschool institution inevitably poses the need to give correct answers to the questions of what teachers are taught, what information, what knowledge, abilities, skills and to what extent should a practicing teacher today master in order to improve his professional skills and qualifications.

Thus, it is necessary to note the importance of the optimal choice of the content of methodological work in a modern preschool educational institution. The relevance of this choice is confirmed by the results of the practice of methodological work in preschool institutions. To overcome these shortcomings and raise the content of methodological work to new level modern requirements, efforts should be made on two levels.

Firstly, to ensure and justify the optimal choice of the content of methodological work for preschool institutions, taking into account the most important issues and trends in the development of professional skills of teachers and the educational process in preschool educational institutions; develop a draft content of methodological work for a modern preschool institution. (This is the task of pedagogical science workers and senior officials of educational authorities, scientific and methodological services and centers.)

Secondly, to specify the general provisions based on the real, unique conditions of each preschool institution. (This is the task of the organizers of methodological work in the institution).

The main approaches to organizing methodological work in preschool educational institutions are based on:

System-active approach: understanding the goals and objectives of the preschool educational institution, its status and conditions, as well as ensuring the integrity of the educational process in the context of the use of variable programs and technologies, taking into account the influence of external and internal relations on it;

A person-oriented approach: ensuring a more complete disclosure of the capabilities and abilities of each teacher and child, the team as a whole, focusing on the development of professional and personal qualities teachers using the example of deputy head by BMP and senior teacher;

A differentiated approach: taking into account the level of professional competence and individual educational needs in building a system of methodological work in preschool educational institutions;

The approach of free self-determination: the free choice of educational programs and paths of self-realization by each teacher;

Motivational-stimulating approach: using various incentives that arouse interest and motives for activity;

Corrective approach: timely elimination of deficiencies identified during pedagogical monitoring and the causes that cause them.

Today there is a problem of low efficiency of methodological work in many preschool educational institutions. The main reason is the formal implementation of the systemic approach, its replacement with an eclectic, random set of recommendations of an opportunistic nature, the implantation of far-fetched techniques and ways of organizing upbringing and education.

Methodological work should be proactive in nature and ensure the development of the entire educational process in accordance with new achievements of pedagogical and psychological science.

Methodological support of the methodological process

One of the core conditions for the life of a preschool institution is methodological support for the methodological process. This is where the organization of methodological work begins in any preschool educational institution.

The program and methodological complex of a preschool institution is selected taking into account the focus on state requirements, the regulatory and legal status of a preschool institution (type, priority area), the characteristics and laws of the mental development of children, the specifics of teaching and children's teams that determine the possibility and feasibility of each program and technology.

Through the self-government body of the MDOU - the pedagogical council, a program is approved for the implementation of the educational process that is most conducive to the conditions for the selection of methodological support.

Thus, the educational process in all groups of preschool educational institutions is carried out according to a comprehensive program that correlates with the social order and type of preschool educational institution.

Methodological support of the program is selected taking into account compliance with the time requirements for the content, methods of education and training of preschool children, basic and additional education carried out in preschool educational institutions, the unity of the conceptual foundations of comprehensive and partial programs, as well as the methods and technologies that implement them.

The effectiveness of the educational process in preschool educational institutions depends on the creation of conditions for its implementation. This determines the following directions of methodological work:

1. Organization of a developmental subject environment in preschool educational institutions that corresponds to the content of the program, interests and needs of children of different ages:

Ensuring the selection of toys, games, and manuals for working with children according to the program, taking into account modern requirements;

Activation of teachers in the development of attributes and teaching aids.

2. Correlation of the content of the educational process with the selected program and temporary (approximate) requirements for the content and methods of raising and teaching preschool children:

Formation of a data bank on the implementation of the program and its individual sections;

Analysis of the implementation of Temporary requirements for the content and methods of education and training implemented in preschool educational institutions;

Analysis of implementation of decisions of teachers' councils, medical and pedagogical meetings.

3. Updating the content of methodological support (technologies, methods) in accordance with modern requirements.

4. Development of a daily routine, a schedule of activities, and work schedules for clubs for each age group.

5. Monitoring the balance of motor and intellectual, organized and independent activities of students.

Structure, forms and methods of methodological work

Methods of methodological work are ordered ways of working to achieve goals.

Form is the internal organization of content, the design of segments, cycles of the methodological process, reflecting the system of its components and stable connections.

According to the forms, methodological work is divided into group and individual.

Group forms include: participation of teachers in methodological associations of the city, district, preschool educational institution; organization of theoretical and scientific-practical conferences; teachers' councils.

Individual ones include individual consultations, conversations, mentoring, mutual visits, and self-education.

It is necessary to learn the art of conversation, its universal nature is based on the fact that in any conversation the participants must skillfully adapt to each other, regardless of what is being discussed.

In order to make the right choice for your team of forms and methods, you must be guided by:

Goals and objectives of the MDOU;

Quantitative and qualitative composition of the team;

Comparative effectiveness of forms and methods of work;

Features of the educational process;

Material, moral and psychological conditions in the team;

Real opportunities;

The most effective forms of organizing methodological work are:

Teachers' Council;

Seminars, workshops;

Open views are effective;

Medical and pedagogical meetings;

Consultations;

The work of the creative team.

External advanced training occurs:

By attending advanced training courses;

Training in educational institutions;

Participation in the work of methodological associations of the region.

Internal professional development occurs through various forms of methodological work with teachers in preschool educational institutions:

Participation in the work of the council of teachers;

Training at seminars and workshops;

Consulting, etc.

In methodological work, a special place is given to the principle of an individually differentiated approach to the pedagogical activities of educators and specialists. In modern conditions, methodological work with personnel should be built on a diagnostic basis, taking into account the needs of each teacher.

The implementation of individually oriented methodological work allows us to develop the creativity and initiative of the teaching staff by including everyone in active professional activities.

In the field of methodological work, a complex of interrelated forms of cooperation between the teaching staff and parents is presented.

Methodological office as a center for methodological work

methodical preschool education teacher

Methodological support is the most important part of teacher training. It is designed to support the normal course of the educational process and promote its renewal.

Many teachers, especially beginners, need qualified assistance from more experienced colleagues, the head, the methodologist of the preschool educational institution, and specialists in various fields of knowledge. Currently, this need has increased due to the transition to a variable education system and the need to take into account the diversity of interests and capabilities of children.

The center of all methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous self-development, summarizing best pedagogical experience, and increasing the competence of parents in matters of raising and educating children. The teaching room is a collection of the best traditions of a preschool institution, so the task of the deputy. head according to VMR - to make the accumulated experience alive, accessible, to teach teachers to creatively transfer it to work with children, to organize the work of this methodological center so that educators feel in it as in their own office.

The methodological classroom of a preschool institution must meet such requirements as information content, accessibility, aesthetics, content, ensuring motivation and activity in development.

The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological room, where the sources, content, and direction of information are determined (see Table 1).

Table 1. − MDOU information bank

In the methodological office of the MDOU there should be permanent exhibitions, as well as materials reflecting the skills of teachers (material of workshops; a plan - schedule for advanced training of teachers; a plan for certification of teaching staff; advanced teaching experience, etc.)

Thus, as part of the implementation of the main tasks of methodological work, the methodological office is a center for collecting pedagogical information, as well as a creative laboratory for teachers and parents.

Informing teachers about new requirements for work and the latest achievements of science and practice.

Timely informing teachers about new developments in psychological and pedagogical science and best practices, methodological support in the preschool education system is an important condition for the high effectiveness of the educational process.

Increasing the awareness of teachers contributes to the establishment of a unified pedagogical strategy for the development of preschool educational institutions, which is discussed, approved and implemented through the main governing body - the pedagogical council and serves as the main resource for the development of the team in the preschool educational institution.

Training and development of teaching staff, their promotion

qualifications

The task of training and development of teachers should be recognized as fundamental in the management of methodological work. At the same time, the traditional system of informing and training teachers does not always produce tangible results, because it is focused on the team as a whole. Therefore, the model of the organization and content of teacher development and the improvement of their qualifications should be built in a differentiated manner so that the internal factors and mechanisms of the teacher themselves are involved, contributing to personal, professional and moral development.

The most important condition for ensuring a differentiated approach to working with pedagogues. personnel, is the analysis of staffing.

The most effective are the following forms of professional development: course training; participation in the work of creative groups and clubs; participation in methodological associations.

Deputy head for educational and methodological work, organizes and controls the work of teachers on self-education, related to active forms of advanced training, and helps to choose a topic, priorities in forms and means, and predict the result.

At the first stage, a preliminary detailed and comprehensive study of the teacher’s experience is carried out. Only the combination of using various methods of researching experience (observation and analysis of the educational process, conversations with the teacher and children, analysis of pedagogical documentation, conducting experimental work) will allow us to objectively evaluate and recommend it as advanced.

At the second stage, the PPO is generalized, i.e. described. There is an algorithm for describing PPO using the IPM complex (information and pedagogical module: message, recording of pedagogical information).

The third stage is the distribution and implementation of software. Within the framework of the preschool educational institution, this is facilitated by such forms of work as pedagogical readings, open viewings, mutual visits, exhibitions, etc.

Conclusion

Having studied the features of the organization of methodological work in preschool educational institutions, it can be noted that the teacher occupies a key position in the educational process: the solution to many educational problems depends on his qualifications, personal qualities and professionalism. Often, due to underestimation of this factor, the process of development of the institution is hampered, and therefore the task is to create conditions in which teachers could realize their creative potential.

The methodological service has real capabilities to solve this problem in the preschool education system

In the conditions of modern society, the organization of a methodological service should begin with the search for new ideas and modern technologies organization of methodological work . It needs a clearly structured system of activities that provides planning, forecasting, organization, execution, control, regulation and analysis.

The result of methodological work in preschool educational institutions should be:

Updating the content of education and improving the quality of the educational process;

Replenishment and expansion of the stock of psychological and pedagogical knowledge;

Assessment, analysis, diagnosis of the result of pedagogical work;

Design of the pedagogical process based on system analysis;

Formation of a data bank for the exchange of teaching experience.

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