"Forms and methods methodological work modern preschool institution"

Work completed:

Mukhamedova Z.F.

Kazan 2014

Forms and methods of methodological work of a modern preschool institution.

Methodical work is a holistic system of measures based on the achievements of science, best practices and analysis of teachers’ difficulties, 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 at MADOU 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.

To a preschool educational institution in modern conditions development of our society is assigned very responsible social tasks - to train, 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 the future. In this regard, shortcomings and errors in the teaching and educational work of the MADU, in education management and in pedagogical science itself are becoming increasingly intolerant.

The task of the manager and senior The task of a preschool teacher is to develop a system, to find accessible and at the same time effective methods of 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, the correct organization of which is the most important means of improving the quality of education, and the real level of methodological work in a preschool institution is becoming 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.

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

System-active approach: understanding goals and objectives activities of preschool educational institutions, its status and conditions, as well as ensuring the integrity of the educational process in the conditions of using 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 of 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.

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

Form - This internal organization content, 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, and MADU; 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 MADOU;

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 pedagogical activity 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 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.

Art. The teacher for 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 MADOU, this is facilitated by such forms of work as pedagogical readings, open viewings, mutual visits, exhibitions, etc.

Having studied the features of the organization of methodological work at the MADU, 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 at MADOU 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.

Introduction…………………………………………………………………………………......
	Forms of methodological work in preschool educational institutions……………………………………..
	Methods for organizing methodological work in preschool educational institutions…………………………………………………………………
	Non-traditional forms of work in preschool educational institutions. Mentoring…………………………………………………………
Conclusion……………………………………………………………………
Bibliography…………………………………………………………
Applications
Appendix 1. Business game for preschool teachers to study the Federal State Educational Standard preschool education “New Federal State Educational Standard – new opportunities”……….
Appendix 2. Pedagogical council on the topic “Project method in the activities of a preschool institution”…………………………………

Introduction

Methodological work in a preschool educational institution is a holistic, based on the achievements of science, advanced pedagogical experience, and a specific analysis of the educational process, a system of interrelated measures, actions and activities aimed at comprehensively improving the qualifications and professional skills of each teacher, at developing the creative potential of the teaching staff, at improving the educational process, achieving the optimal level of education and development of students.

The goal of methodological work in preschool educational institutions is to constantly improve the level of professional skills of teachers and teaching staff. The primary task of methodological work is to provide real help teachers in the development of their skills as an alloy of professional knowledge, skills and abilities and the personality traits and qualities necessary for a modern teacher.

Thus, methodological work significantly influences the quality and effectiveness of training and education, and the final results of the work of a preschool institution.

The main role of methodological work is manifested in the activation of the human factor - the personality and creative activity of teachers. Hence, the main guidelines for methodological work in kindergarten are:

• serious controlled qualitative growth of the professional skills of each teacher;

Increased integration capabilities of the entire team.

The purpose of the work is to study the forms and methods of methodological work in preschool educational institutions

Object of study: forms andmethods of methodological work of preschool educational institutions.

During the study, the following questions were raised: tasks :

1. Reveal the essence of the forms of methodological work in preschool educational institutions;
2. Consider the classification of methods and their main components;
3. Explore a non-traditional form of work in a preschool educational institution - mentoring;

Research methods: studying psychological and pedagogical literature on the research problem.

I. Forms of methodological work

There are various forms of methodological work for the successful implementation of the annual tasks facing the teaching staff.

The main ones are:

Teachers' councils

Seminars

Methodological associations

One of the most important forms of methodological work is the pedagogical council. In a preschool institution, the pedagogical council is the highest governing body of the entire educational process.

According to the forms of organization, the pedagogical council can be traditional, non-traditional and using separate methods of activating teachers. Different forms of pedagogical councils are defined in the works of Volobueva L.M., Gazin O.M., Fokin V.P. Let's consider non-traditional forms of pedagogical councils that have proven themselves in the practice of preschool educational institutions.

Volobueva L.M. defines the pedagogical council as “a permanent body of self-government, an exponent of collective pedagogical thought, a kind of school of excellence and a tribune of pedagogical experience.”

Belaya K.Yu., considering the forms of methodological work, gives the following characterization to the pedagogical councils of an educational institution: the pedagogical council is a permanent body for collegial review of the activities of a preschool institution, a tribune of advanced pedagogical experience. He discusses and resolves issues related to the main activities of the preschool institution.

The pedagogical council approves the organizational structure of the educational institution, participates in the development of the Charter of the educational institution, the concept of its development; formulates the main goals and objectives of the activity, selects educational programs, forms and methods of organizing the educational process, determines the directions of experimental work; carries out analysis and control educational activities, approves the composition of the methodological council certification commission; considers issues of personnel selection, advanced training, conducts methodological seminars, establishes connections between the teaching staff and scientific and methodological institutions, etc.

This could be a pedagogical council - a discussion or debate, a round table, a creative report from methodological associations or an initiative group of teachers, a business game, a festival, etc.

Pedagogical meetings are an element of the management activities of the leadership of a preschool educational institution, the most common form of management, which allows the use of the collective wisdom, knowledge and experience of specialists to solve complex social problems; organize the exchange of information and accumulated experience between individual employees and structural divisions of the educational institution; promptly bring specific tasks to the direct performers.

Pedagogical meetings provide an opportunity for subordinates, employees of an educational institution, to acquire the ability to solve difficult issues, and for its leaders to obtain the necessary information. In this regard, there are several types of meetings:

• informational - a type of meeting, the purpose of which is to summarize certain information and study by the management of an educational institution various points of view on emerging problems;
• operational - a type of meeting, the purpose of which is to obtain information from the head of the kindergarten about the current state of affairs in the educational institution, develop operational decisions and set appropriate tasks for the performers - employees of the educational institution;
• problem-based - a type of meeting, the purpose of which is to develop collegial decisions on emerging common acute and complex problems related to the management of the educational process and cooperation with parents of students;

• explanatory - a type of meeting, the purpose of which is to explain and convince employees of an educational institution of the correctness of new strategic objectives and (or) a change in priorities;
• educational and instructive - a type of meeting whose purpose is to promote certain knowledge, innovative technologies and advanced training of teachers of a preschool educational institution.

An equally common form of methodological work in an educational institution for children preschool age are consultations.

The topic of group, subgroup and individual consultation can be suggested by questions from teachers or determined by a senior educator, depending on what difficulties educators experience in their work. At the same time, modern practice of working with teachers often requires the choice of non-standard forms of consultation.

Thus, in the works of N.S. Golitsina we find a description of such a form of methodological work asconsultation-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-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 methodologist names the number of mistakes he will make during the two-hour consultation. Listeners are asked to distribute the material on a sheet of paper into two columns: on the left - reliable, on the right - erroneous, which is then analyzed.

Seminars as a separate form of methodological work play an important role in increasing the scientific and theoretical level of educators and in 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 actively used.

Seminars perform a multifaceted role: they stimulate teachers’ regular study of primary sources and other literature, as well as attentive attention to methodological work; consolidate the knowledge gained by listening to lectures in courses and independent work on literature; expand the circle of knowledge thanks to the speeches of comrades and seminar presenters; allow teachers to check the correctness of previously acquired knowledge, to isolate the most important, essential ones; contribute to the transformation of knowledge into firm personal beliefs, dispel doubts that could arise during lectures and when studying literature, which is especially well achieved as a result of a clash of opinions and discussion; instill the skills of independent thinking, oral presentation on theoretical issues, sharpen thoughts, teach teachers to freely operate with terminology, basic concepts and categories; provide an opportunity for managers to systematically monitor the level of professionalism of teachers and the degree of their attentiveness during methodological events; allow you to study the opinions and interests of teachers, serve as a means of monitoring your own work as a methodologist and seminar leader, consultant, etc.

On seminars and 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 methods of work without the participation of students. For example, in a kindergarten, a senior teacher or educator shows techniques for guiding the actions of educators - participants in a workshop.

Briefing seminar differs in that it allows participants to become as active as possible both in the process of preparing for the seminar and during the lesson itself: the group is divided into subgroups in accordance with the number of questions 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.

Another form of methodological work with teachers is training, which involves preliminary and final diagnostics, at least using the method of questionnaires and expert assessments, 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 skills professional activity, which are carried out in situations of programmed success, and then transferred to situations of real practical activity of teachers of an educational institution. Therefore, training can be short-term if we're talking about 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 a holistic educational process, and not its individual elements.

Creative groups are the next form of methodological work with teachers of a preschool educational institution. 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 for 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 scientific 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 creative group are creative reports from teachers who talk about the results of the implementation 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.

One of the most important aspects of methodological work with teachers is the organization of studyadvanced pedagogical experience,because This is one of the ways to improve teaching skills.

In the literature, pedagogical experience is defined as a set of knowledge, abilities, skills acquired by a teacher in the process of practical work, as the basis of pedagogical skill, as one of the important sources of development of pedagogical science. Pedagogical experience includes certain interconnected elements: a teacher who teaches and educates; the child who is the subject of education, the goals and objectives of education and training; forms and methods and techniques of teaching; an environment that significantly influences the entire process of formation of the child’s personality. The essence of best pedagogical practice is to find the most effective connection between these structural elements.

accepted forms, methods and techniques of educational work.

When identifying, studying and implementing advanced pedagogical experience, it is necessary to clearly understand the entire scope of this work and its main stages. Here we can study both the entire system of the teacher’s work, where the totality of pedagogical techniques and methods with which he achieves good results will be revealed, as well as individual aspects of the teacher’s activity, any one relevant pedagogical topic.

At the first stage of this work, it is necessary to identify the best pedagogical experience available in the preschool institution. The following methods are used: observation of the pedagogical process, conversations with the teacher, children and their parents, assistance in the selection of methodological, pedagogical and psychological literature related to the topic of best practices, recommendations for studying the work of master teachers in order to compare the techniques and methods used in their work, with the experience of the best teachers, in the teacher’s own understanding of his innovations in work, his methods that give high results.

At the second stage, which consists of generalizing experience, the following methods are used: to help the teacher deeply analyze the accumulated facts, penetrate into the essence of the observed phenomena, separate the essential from the unimportant, the main from the secondary; assists the teacher in describing the pedagogical process, showing achievements and failures, so that the dynamics of the described pedagogical experience are visible.

It is necessary to interest educators in new experiences, to arouse in them the desire and creative readiness to master them.

Each teacher has his own teaching experience and teaching skills. Highlight the work of a teacher who achieves the best

results, his experience is called advanced, he is studied, he is “looked up to.” According to Turbovsky Ya.S. “Advanced pedagogical experience is a means of purposefully improving the teaching and educational process, satisfying the current needs of teaching and educational practice!”

Advanced pedagogical experience helps educators explore new approaches to working with children and distinguish them from mass practice. At the same time, it awakens initiative, creativity, and improvement of professional skills. Best practices are the fastest, most efficient form of resolving contradictions that have arisen in practice, quickly responding to public demands and a changing situation.

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 must set several goals:

Promotion of experience;

Training teachers in methods and techniques of working with children.

The forms of organizing an open display may be different. For example, before the viewing begins, the leader himself can talk about the topic of the teacher’s work and suggest questions to which special attention should be paid. 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.

Such preparation for an open lesson will help the leader organize an interesting discussion of what he saw and develop a common opinion of the team. It must be remembered that the first word in a discussion

provided to the teacher demonstrating his work with children. Based on the results of the open review, a decision is made: for example, to introduce this experience into one’s work, submit the notes to the methodological office, or continue to generalize the teacher’s work experience in order to present it at district pedagogical readings.

Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms dissemination of experience: open display, work in pairs, original seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, day open doors, master classes, etc.

Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, permeating the content and all its forms and methods. The importance of pedagogical experience can hardly be overestimated; it trains, educates, and develops teachers. Being essentially closely connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies into practice.

As L.M. Volobueva notes, collective viewing of the educational process of practice is often not differentiated from viewing open classes with children. In the latter case, we are most often talking about the form of certification of kindergarten teachers, so their task is to demonstrate their own success and level of pedagogical competence. In the case of collective viewing, the task is different: 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 (the formation of motivation in children, changing types of activities, dynamic perception, development of higher mental functions, productive processing of information, repetition of educational material, ensuring the transfer of methods of activity, a playful form of conducting classes and 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 so that all teachers can attend. 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.

During the collective viewing process, teachers make notes on them.

After the viewing, a discussion is organized: first, the teacher talks about the goals and objectives that he set for himself, the methods and techniques that he used during the demonstration of the educational process, then the audience asks questions, and he answers them. At the same time, he is encouraged to explain the reasons for choosing a particular method or technique of working with children, his behavior during the organization of a collective viewing, and give reflection 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.

Round table - this is one of the forms of communication between teachers. When discussing any issues of education and training of preschoolers, circular pedagogical forms accommodation of participants allows

make the team self-governing, allows you to put all participants in an equal position, 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. This is a creationliterary or pedagogical newspaper.Purpose: to show the development of creative abilities of adults, as well as children and parents. Teachers write articles, stories, compose poems, and are evaluated personal qualities, professional qualities required in working with children - writing, mastery of speech skills - imagery of statements, etc.

Belaya K.Yu. believes that a system of continuousadvanced training (self-education)each teacher, which involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It does following functions: expands and deepens the knowledge acquired in previous course preparation; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.

Self-educationis the independent acquisition of knowledge from various sources taking into account the interests and inclinations of each specific teacher.

As a process of acquiring knowledge, it is closely related to self-education and is considered its integral part.

In the process of self-education, a person develops the ability to independently organize his activities to acquire new knowledge.

Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. Volume scientific knowledge is increasing every year. Scientists say that the knowledge that humanity has doubles every ten years.

This obliges every specialist, regardless of the education received, to engage in self-education.

Self-education is the first step to improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, and teachers’ work experience.

Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs and help the teacher who has chosen the topic of self-education to get acquainted with the different views of scientists and practitioners on the problem. A library catalog is a list of books available in a library and located in a specific system.

To summarize what has been said, we emphasize that the forms of self-education are diverse:

Work in libraries with periodicals, monographs, catalogues;

Participation in scientific and practical seminars, conferences, trainings;

Receiving consultations from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;

Work with a bank of diagnostic and correctional development programs, etc.

The result of these and other types of teacher work is a process of reflection on the experience gained and, on its basis, the construction of a new experience.

II. Methods for organizing methodological work

Modern educational organizations also use methods for organizing methodological work.

A method is a way of interaction between a methodologist and teachers.

The most common classification of methods is as follows.

1. By the method of presenting information: verbal (oral, printed), visual (illustration methods and demonstration method), practical (workshops, trainings).

2. According to the degree of independence in acquiring knowledge: reproductive, partially search, search, research.

3. By the method of obtaining knowledge: explanatory-illustrated, programmed, heuristic, problem-based, model..

In the first option, methods similar to those used when working with students are more often used.

However, for organizing activities to improve the professional competence of educators, the methods identified in the second and third paragraphs are most adequate.

At the same time, new ones that differ from traditional ones are increasingly being used, interactive methods of working with the teaching staff of an educational institution: they make it possible to simultaneously solve educational, cognitive, communicative and orientation tasks due to the fact that

• allow you to organize an educational communication space;
• allow you to adequately present the new content of education through analysis and solution of specific pedagogical situations and tasks;
• thereby facilitating the acquisition of professional knowledge, skills and abilities.

A method in which participants directly discuss business situations and problems taken from real practice is a method of analyzing and solving pedagogical situations.

Problematic pedagogical situations are divided into three groups:

1. A group of problem situations, including conditions in which the need to master actions that affect the effectiveness of pedagogical interaction between the teacher and children is specified;
2. A group of problem situations aimed at mastering actions that generalize practical and theoretical actions that are familiar or well known to the teacher. They relate to the choice of technologies for raising and teaching children. At the same time, technologies can be subject-oriented and person-oriented.
3. A group of problem situations that encourages you to independently set goals for raising and educating children and plan their implementation.

When analyzing situations, it is necessary, firstly, to determine what type it belongs to.

Then you need to choose a method to justify the way to solve the pedagogical situation. This can be done using the following methods:

• Information method (quoting the provisions of famous teachers and scientists who tried to solve this problem);
• Method of expert assessments (assessment of the situation from different points of view, most often psychological, pedagogical and social);
• The reference comparison method (consists of searching for a standard, most often, the age norm of development and comparing it with the given example);
• Analogy method (giving an example from practice);
• Anticipation method (consists in anticipating the positive and negative results of modeling the pedagogical process for the teacher, child, parents).

The next method of organizing methodological work is conversation. Conversation - an independent type or additional method of pedagogical research in order to obtain the necessary information or clarification about what was not clear enough during observation. In this regard, conversation refers to oral (verbal) research methods. On the other hand, conversation can also be a teaching method. In that case, it is a dialogue aimed at discussing or clarifying an issue or exchanging opinions. Therefore, as a teaching method characterized by the presence of questions and answers, conversation helps to plan or support a conversation between the head or senior teacher and teachers on a specific topic. In kindergarten, when working with the teaching staff, reproducing, generalizing and problem conversations are mainly used. For other qualifications - introductory, heuristic, final and generalizing conversations. Exactly the same types of conversation are used when working with preschool children, which makes it easy to transfer pedagogical attitudes from one situation (communication with colleagues and heads of an educational institution) to another (pedagogical interaction with students). Thus, the conversation is used by the teacher with the aim of activating the child’s mental activity in the process of forming an attitude towards acquiring new knowledge (introductory conversation), their “discovery” (heuristic conversation), repetition and consolidation of previously acquired knowledge (final conversation and generalizing conversation).

Business game is also one of the methods for organizing methodological work, because Thisa form of recreating the substantive and social content of professional activity, modeling a system of relationships characteristic of a given type of practice, i.e. for the development, education and training of children and the organization of interaction with their parents when it comes to the use of business games in the work of teachers of a preschool educational institution. Belaya K.Yu. distinguishes the conduct of a business game from the method of game simulation.

Conducting a business game involves the deployment of special (game) activities of participating teachers within the framework of a simulation model that recreates the conditions and dynamics of the educational process or cooperation with parents of students. There are also games associated with simulating the interaction and relationships of members of the teaching staff with each other and with the leadership of a preschool educational institution, with members of the certification commission, etc. One way or another, depending on what type of human practice is recreated and what the goals of the participants are, educational , research, management, certification business games.

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

• Imitation business games are a type of games associated with abstract concepts and topics that cannot be played out in other ways, for example, teachers are required to play with the concepts of “development”, “game”, “education”, “training” using micro-sketches.
• 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. At the same time, the team of teachers is divided into teams, microgroups, one of which seeks and defends the advantages of the programs and methods under discussion, the second - their shortcomings.
• 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. They are similar to the previous type of games, but teachers must practice not a specific position, but a social role: for example, the role of a project manager, the role of a leader, the role of a Flatterer, the role of an Idea Generator, the role of a Buffer, the role of an Oppositionist, the role of Touch-No-One. don't-touch-me, etc.
• 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, i.e. intense action in a relatively short time. Situational games are associated with playing out illustration situations, exercise situations, assessment situations, and problematic pedagogical situations.
• Plot-based business games are a type of games in which the roles and positions of interaction participants in a certain plot are determined. Storylines can be followed by presenting various documents on a particular issue.
• Organizational and activity business games are the most complex type of business games associated with the development of theoretical concepts And practical recommendations within the framework of the problem, collective writing of recommendations, methodological developments. In this case, the leader first determines the problem that the team will work on, then roles are distributed, united in microgroups and discussed the problem, development common point view of it, presentation of the results. Discussion of the results of work in small groups and development of a draft solution methodological recommendations.

Functional business games are a type of business games that are associated with the work of proactive creative groups of a preschool educational institution that operate over a long period of time. For example, they may concern the development of game techniques for working with children in classes using health-saving technologies.

According to Belaya K.Yu. There are theoretically based methods for designing and conducting business games. Knowing them is necessary to avoid mistakes that could ruin your work. If a business game is used for educational purposes, then it must be remembered that it cannot precede seminars, special courses, or practical exercises. It should be carried out at the end of training.

Direct development of business game materials includes the following stages:

Creation of a business game project;

Description of the sequence of actions;

Description of the organization of the game;

Preparation of assignments for participants;

Preparation of equipment.

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.

III. Non-traditional forms of work in preschool educational institutions. Mentoring

Currently, taking into account the increased active position of educators, in methodological work with teaching staff in kindergartens preschool institutions Non-traditional active forms are increasingly used. These include round table meetings, debates, pedagogical rings, business games, brainstorming, KVN, solving situational and pedagogical problems, crossword puzzles on the topic of preschool pedagogy, etc.

One should also mention such a recognized form of assistance as mentoring. A young, novice teacher can always seek advice from his mentor, come to his group, and watch how he works with children. And the mentor, in turn, is always ready to help, show, tell. He becomes an older friend, an adviser both in personal matters and in matters of relationships in the team. Mentoring can be the subject of study, synthesis and implementation of best practices. Such an experience should be described and made available to everyone.

The most important factor in professional adaptation, successful personal and professional development of beginning teachers is schoolyoung teacher.

Various forms of work with young specialists contribute to the development of his cognitive interest in the profession, the active development of techniques for working with children and their parents, and have a positive impact on the growth of his professional significance.

Carrying out systematic work throughout the academic year to develop mentoring traditions allows:

• To practice the content and methods of pedagogical support for children’s development, interaction between parents and teachers in practice, learned during the period of study at the university;
• Master techniques aimed at uniting the teaching staff and transferring teaching experience from one generation of teachers to another.

Then comes the time for independent teaching activity, and here it is important to provide assistance to the young specialist, to make sure that the work becomes a joyful event for him, and not a serious test. Solving this problem is considered a priority for the senior teacher and teaching staff.

The senior educator orients the teacher to constantly replenish knowledge, mastery of advanced methods and techniques in working with children, and comprehension of the secrets of education.

The senior educator builds his work with young specialists taking into account three aspects of his activity:

• “Senior teacher - young specialist” - creating conditions for easy adaptation young specialist in work, providing him with the necessary knowledge, skills and abilities;
• “Young specialist - a child and his parent” - the formation of the teacher’s authority, respect, and interest in him among children and their parents;
• “Young specialist - colleague” - providing all possible assistance and support from colleagues.

Meanwhile, the main task is the development special attention to the skills of practical application of theoretical knowledge acquired by the teacher.

In this context, we can recall the statement of A.S. Makarenko. “Dozens of young teachers worked with me. I became convinced that no matter how successfully a person graduates from a pedagogical university, no matter how talented he is, and if he does not learn from experience, he will never be a good teacher, I myself studied with more senior teachers...”

For this purpose, a “Young Teacher School” is being organized, the purpose of which is to help beginning teachers improve their professional competence. Experienced, creative specialists are involved in the work, and the planning of the work of the “Young Teacher’s School” is drawn up taking into account the requests and difficulties of novice teachers. Discussions in which they discuss controversial issues pedagogical theory and practice. Each teacher expresses his opinion and defends it. Open classes are actively used, followed by a discussion of what was seen, and workshops, where theoretical material is supported by examples from practice, showing individual techniques and ways of working.

When conducting classes at the “School of a Young Teacher”, various techniques are used: solving pedagogical situations, a method of simulating a teacher’s working day, “brainstorming”, solving crossword puzzles. All this allows you to clarify your knowledge on a specific topic and broaden your horizons.

In the theory of organizing methodological work, there are stages of scientific and methodological work that correlate with the forms used.

For example, on theoretical stageIn carrying out methodological work, priority is given to such forms as lectures, consultations, research conferences, debates, theoretical seminars, testing the professional preparedness of teachers, an auction of pedagogical knowledge, etc.

On methodological stageMethodological consultation, conducting a methodological week, a methodological colloquium, a psychological-pedagogical or methodological seminar, a scientific-methodological conference, a pedagogical lounge, come to the fore. psychological training, pedagogical ring, operational meeting, etc.

On practical stageBasically, business games, round tables, mutual visits, teaching hours, open classes, workshops, creative reports, scientific and practical conferences, etc. are used.

On analytical stageIt becomes necessary to hold pedagogical councils based on the results of thematic inspections, control “snapshots”, summarizing the results of the academic year, organizing relay races of teaching experience and professional skills competitions, auctions of pedagogical ideas, etc.

Conclusion

The identified forms and methods of methodological work are interconnected, interdependent and require their mandatory differentiation according to significance and continuity:

• the principle of significance is implemented through the selection of the most appropriate forms and methods of work for each stage in the development of professional competence and its compliance with the leading type of activity of the teacher;
• the principle of continuity is that each subsequent form of work is a logical continuation of the previous one.

It is possible to build a system of methodological work based on an analysis of the achieved results of the preschool educational institution: the results of the educational process, the level of pedagogical skills and qualifications of teachers, the maturity and cohesion of the teaching staff, the specific interests, needs and requests of educators. The search and selection of the optimal methodological work option is always relevant for the manager. At the same time, it is necessary to take into account the versatile nature of its content and the variety of forms and methods of working with personnel.

In a preschool educational institution, it is very important to raise the question of the quality and effectiveness of methodological work. The results of methodological work should be considered in accordance with the dynamics of the final results of the entire pedagogical process in kindergarten, the level of education and upbringing and development of children, and the positive dynamics of the level of these indicators.

The main criteria for the optimality of the final results of methodological work in preschool educational institutions are:

• performance criterion; is achieved if the results of education, upbringing and development of pupils increase to the optimal level (or approach it) within the allotted time without overload;
• criteria for rational expenditure of time, cost-effectiveness of methodological work; is achieved where the improvement of teachers’ skills in order to optimize training and education takes place with a reasonable investment of time and effort by teachers on methodological work and self-education, in any case, without overloading teachers with these types of activities. The presence of this criterion stimulates a scientific, optimization approach to the organization of methodological work;
• criterion for increasing teacher satisfactionby your labor; can be considered achieved ifThe team has seen an improvement in the psychological microclimate, an increase in the creative activity of teachers, and teachers’ satisfaction with the process and results of their work.

A holistic system of methodological work inkindergarten should develop in accordance with a number of the most important fundamental requirements, namely:

• connection with life, practical implementation of tasks for restructuring the education system in kindergarten, relevance, which obliges the organizers of methodological workfully take into account the modern social order of society in the context of changes in the country;
• scientific nature, so that the entire system of advanced training for teachers corresponds to modern scientific achievements in a variety of fields. At the same time, the scientific nature of methodological work should not be transformed V deliberate scientificism, which sometimes causes teachers to have a negative attitude towards the very concept of “scientificness”;
• systematicity, i.e. systematicity of all methodological work;
• complexity , which provides for the unity and interconnection of all areas of advanced training;
• systematicity, consistency, continuity, which ensures the employment of teachers in different forms methodological work throughout the entire academic year;
• unity of theory and practice; the general focus on solving practical problems allows the correct use of theory as a means of such a solution;
• efficiency, flexibility, mobility; the creative essence of methodological work in conditions of dynamic growth of preschool life, constant change of environment, complication of problems being solved requires the ability to quickly and flexibly respond to changes in it, and rebuild the system of methodological work if necessary;
• collective nature with a reasonable combination of general preschool, group and individual, formal and informal, mandatory and voluntary forms and types of methodological work and self-education of teachers;
• creating favorable conditions for effective methodological work and creative search for teachers.

Thus, the implementation of the complex of the above requirements in the methodological work system ensures optimal results, which are indicators of the effectiveness of methodological work in modern DOW.

Bibliography

1. Belaya K.Yu. Methodological work in preschool educational institutions: Analysis, planning, forms and methods [text]: methodological manual / K.Yu. Belaya-M: TC Sfera, 2007. – 96 p.

2. Belaya K.Yu. Methodological work in a preschool educational institution [text]: methodological manual / K.Yu. Belaya-M: MIPKRO, 2000.- 81 p.

3. Belaya K. Yu. Business games in the methodological service system [text]: methodological manual / K. Yu. White - M: Education, 1994.- 84 p.

4. Belaya K.Yu. Pedagogical council in a preschool educational institution: Preparation and implementation [text]: methodological manual / K.Yu. White - M: Sphere, 2009.- 48 p.

5. Volobueva L.M. Senior's work preschool teacher with teachers [text]: methodological manual / L.M. Volobueva - M: Sphere shopping center, 2009. – 96 p.

6. Vinogradova N.A., Miklyaeva N.V., Rodionova Yu.N. Methodological work in preschool educational institutions. Effective forms and methods [text]: methodological manual / N.A. Vinogradova, N.V. Miklyaeva, Yu.N. Rodionova – M: Iris-press, 2008.-192 p.

Annex 1.

Business game for preschool teachers to study the Federal State Educational Standard

preschool education

“New Federal State Educational Standard – new opportunities”

Tasks:

1. To intensify the mental activity of teachers in knowledge of the basic provisions, concepts and principles of the Federal State Educational Standard for Education.
2. To identify the level of professional preparedness of teachers for the introduction of the Federal State Educational Standard.
3. Develop the ability to argue your point of view.
4. Clarifying the knowledge and skills of teachers on the problem of implementing the educational field “Cognitive Development” in accordance with the Federal State Educational Standard.

Equipment: cards with questions, signal cards for evaluating the speaker: green - “you are well versed in the aspects of the Federal State Educational Standard”, red - “you need to pay attention to the main provisions of the document.”

Presenter: (senior teacher): As it has been noted more than once that the leading type of children’s activity is play, we invite you to play the business game “New Federal State Educational Standards - New Opportunities”

Progress of the game.

Divided into two teams

Before the start of the game, the senior teacher offers each participant (or group of participants) from the pack one ticket with a question. Time is given to prepare. The answer is assessed by colleagues using signal cards. If the answer is correct, teachers raise a green card; if the answer is incomplete or incorrect, they raise a red card.

QUESTIONS:

1. Theoretical block “BRAINSTORMING”

Questions for teams: (questions are asked in order)

1. When the Federal State Educational Standard for Education was adopted - October 17, 2013 No. 1155.
2. In what year did it come into force? – January 1, 2015.
3. A document ensuring the child’s rights to high-quality and accessible preschool education in the country:

Constitution;

Family code;

Education Act";

Convention on the Rights of the Child;

4.What is the leading activity in preschool childhood? (a game)

5. What educational area includes the study of FEMP in the program for preschool children? (“cognitive development”)

1. What type of work begins the development of work skills in children. (self-service)
2. What is the amount of time for implementing the part of the program formed by the participants of the educational institution - 40%
3. What are the areas of child development? – There are 5 of them: cognitive, speech, physical, social-communicative and artistic-aesthetic.
4. In which educational area is the task of developing a cautious attitude towards potentially dangerous situations for humans and the surrounding natural world? (Social and communicative development)
5. In which educational area is the problem of developing children's play activity solved? - “in all five.”
6. Which educational institution solves the problem of practical mastery of speech norms by students? – “Speech development.”

8. What educational area does the development of communication and interaction of a child with adults and peers relate to?

(socio-communicative development)

9. Determine the implementation time of OOP BEFORE:

a) from 65% to 80% of the time children are in kindergarten;

b) only during classes;

c) can be implemented during the entire period of children’s stay in the organization.

10. What educational area does acquaintance with book culture and children's literature belong to?

b) cognitive development;

c) speech development;

e) physical development.

11. What educational area does the perception of music, fiction, and folklore belong to?

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

12. What is the DO Standard aimed at?

a) formation of knowledge, skills and abilities;

b) formation of integrative personality qualities;

c) targets for preschool education.

Task 2. The Standard specifies the requirements for the results of mastering the Program - these are target guidelines. Let's consider the target guidelines, highlighting those characteristics that are closely related to the NGO “Cognitive Development”. The Auction of Pedagogical Ideas will help us with this.

Here are the criteria (targets). List the conditions that contribute to their successful, full achievement.

Targets	Conditions
Shows curiosity; Asks questions to adults and peers; Interested in cause-and-effect relationships; Tries to independently come up with explanations for natural phenomena and human actions; Tends to observe and experiment; Has basic knowledge about himself, about the natural and social world...; Capable of making his own decisions.	Technologies: TRIZ, search and practical activities, project method... Game problem situations, observations, ... Developmental environment: Ecological trail, experimentation area, …

Practical block:

3. “From theory to practice”

Material: cards - types and forms of organizing children's activities.

Assignment: determine the forms of work with children by type of children's activities:

Gaming

Perception of fiction and folklore

Communicative

Cognitive and research

Productive

Musical

Fine

Motor

Self-care and household work

Time: 7 minutes.

Evaluation criterion: 5 points – complete, detailed correct answer;

3 points – the answer is partially correct, but incomplete;

0 points – no answer to the question.

Presentation form: oral message from one of the team members.

Presentation time: 2 minutes.

Musical competition

4. “Musical improvisations on the theme of integration”

take out a card with a certain “ Educational field” and the topic, and in 3 minutes the team selects as many musical excerpts from songs on the topic of this area as possible. The winner is the team that provides the audience and jury with the most a large number of musical excerpts.

5. “Integration of educational areas”

They take out a card with a specific GCD topic and in 3 minutes the team selects integration with other areas. The participant must tell what integration can be used, what forms and methods of joint activity are used to address this topic.

Summarizing.

So, today, during the business game, we have intensified your knowledge and skills in the field of Federal State Educational Standards of preschool education; determined the pedagogical conditions for the successful and full cognitive development of preschool children.
I invite each teacher to evaluate his contribution to the work of the group: red - not happy, did not do everything he could;

yellow – could have done better;

Green – did everything in my power for the success of the group.

The leaves are pasted onto a poster with a picture of a traffic light.
- Let's discuss your impression of the business game.

Appendix 2.

Pedagogical advice on the topic

“Project method in the activities of a preschool institution”

Goal: introduction of design technology into the activities of a preschool institution.

Form of implementation: pedagogical council.

Literature:

1. Bliznetsova V.S. Management of project activities of preschool teachers // Directory of a senior teacher of a preschool institution. 2009. No. 9. P.33-40.
2. Vinogradova O.V. Research project activities in preschool educational institutions // Management of preschool educational institutions. Scientific and practical journal. 2009. No. 1. P.63-65.
3. Volkova M.S. Project “School of Preschool Sciences” // Directory of a senior teacher of a preschool institution. 2010. No. 9. P.6-9.
4. Evdokimova E.S., Kudryavtseva E.A. Design summer holiday preschoolers with their families // Preschool educational institution management. Scientific and practical journal. 2004 No. 2.P.40-56.
5. Zukau E.F. Project method in the patriotic education of preschool children // Preschool educational institution management. Scientific and practical journal. 2009. No. 1. P.96-98.
6. Kukhlinskaya V.V. Project method in organizing role-playing games // Preschool educational institution management. Scientific and practical journal. 2009. No. 1. P.52-62.
7. Website materialswww.pedsovet.ru , www.dosvozrast.ru
8. Timofeeva G.E. Project activities in nurturing love for one’s hometown // Preschool Education Management. Scientific and practical journal. 2009. No. 1. P.83-85.

Plan for the teachers' meeting:

1. The relevance of the topic of the teachers' council.
2. Pedagogical improvisation “Who wants to become an expert in the project method?”
3. Making a decision of the teachers' council.

Progress of the teachers' council:

1. The relevance of the topic of the teachers' council.

At the present stage of development of preschool education becomes relevant the issue of creating a system of work to introduce preschool educational institutions into the educational processproject method.

A project (literally “thrown forward”) is a prototype, a prototype of an object or type of activity, and design is the process of creating a project.

The project method as a pedagogical technology is a set of research, search, problem-based methods, techniques and actions of a teacher in a certain sequence to achieve a given task - solving a problem that is personally significant for the teacher, formalized in the form of a certain final product. In other words, the project method is the implementation of a plan from the moment of its inception to its completion with the passage of certain stages of activity.

The design technology assumes:

• the presence of a problem that requires integrated knowledge and a research search for its solution;
• practical, theoretical, cognitive significance of the expected results;
• independent activity of the pupil;
• structuring the content of the project indicating phased results;
• use of research methods, e.g. defining the problem, the research tasks arising from it, putting forward a hypothesis for their solution. Discussion of research methods, presentation of final results, analysis of the data obtained, summing up, adjustments, conclusions.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas. As a result, project activity makes it possible to educate a “doer” rather than a “performer”, to develop strong-willed personality traits and partnership interaction skills.

Advantages of the project method:

• is one of the methods of developmental education, because it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, and navigate the information space;
• improves the quality of the educational process;
• serves the development of critical and creative thinking.
• contributes to increasing the competence of teachers.

Thus, mastering design technology by teachers will improve the level of their professional skills and create conditions for effective educational work in preschool educational institutions.

1. Variability in the use of the design method.

Project activity is a type of knowledge acquisition that provides numerous opportunities, their use in various combinations, and integration of various types of activities.

The transition of a preschool institution to a project-based method of activity is usually carried out in the following stages:

• classes that include problem situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:

• partial integration (integration of fiction and artistic activities);
• full integration ( environmental education With fiction, fine arts, music education, physical development);

• project method:

• form of organization of educational space;
• method of developing creative cognitive thinking.

1. Types of projects used in the work of a preschool institution.

In the practice of modern preschool institutions, they use the following types projects:

• research-creative: completely subordinated to the logic of research and have a structure that approximates or completely coincides with genuine scientific research;
• role-playing, gaming (participants take on certain roles determined by the nature and content of the project);
• introductory and orientation (information) (collection of information about some object, phenomenon; project participants are expected to familiarize themselves with this information, analyze it and summarize the facts);
• practice-oriented (applied) (the result is necessarily focused on the social interests of the participants themselves);
• creative (imply appropriate presentation of results in the form children's party, children's design).

The leading activity of a preschooler is play, therefore, starting from a young age, role-playing, play and creative projects, for example, “Favorite toys”, “ABC of health”, etc.

Other types of projects are also significant, including:

• complex: “World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup: “Mathematical collages”, “The world of animals and birds”, “Seasons”;
• creative: “My Friends”, “We Love Fairy Tales”, “The World of Nature”, etc.;
• group: "Tales of Love", "Know Yourself", " Undersea world", "Fun Astronomy";
• individual: “Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”;
• research:“Underwater world”, “Breath and health”, “Nutrition and health”.

They can be short-term in duration (one or several lessons), average duration, long-term (for example, “The Work of Pushkin” - for the academic year).

Project topics may concern the problems of creating a culture of family life, taking into account the interests and abilities of students. Sometimes the topic of projects is proposed by the students themselves, while the latter are guided by their own creative, applied interests. But most often, the topic of projects is determined by the practical significance of the issue, its relevance, as well as the possibility of solving it by involving the knowledge of students from different fields of science. That is, knowledge integration is practically achieved.

1. Planning work to prepare the project.

Work on the project takes place in several stages:

Stage I – organizational and preparatory:

• selection of software and methodological support for project implementation;
• studying the experience of innovative teachers on the project topic;
• replenishment of the subject-development environment;
• selection of diagnostic tools to identify children's knowledge.

Stage II - reflective-diagnostic:

• analysis by the teacher of the reserve of his professional capabilities and expected difficulties, as well as the interest of colleagues in the topic of the project;
• identifying the interest and level of knowledge of children on the topic of the project;
• formation of a data bank on the level of parental competence in matters of the designated topic.

Stage II - practical:

• correction of individual plans of teachers participating in the project;
• determining the content of the work as a basic component in the priority area of ​​the teacher’s activity;
• implementation of the project through interaction with colleagues and parents, active introduction of non-traditional forms of work with children, including project and play activities of the child;
• generalization and dissemination of work experience;
• defense of the project at the second stage of certification of preschool teachers;
• participation in the city competition of pedagogical projects.

Stage IV - final:

• analysis of the achievement of goals and results obtained;
• determination of further directions for the implementation of the problem considered in the project in the educational process of preschool educational institutions.

1. Pedagogical improvisation “Who wants to become an expert in the project method”

Goal: to provide conditions for the development of creativity and professional activity of teachers in their mastery of design technologies through interactive forms of methodological work.

Equipment: multifunctional pyramid, cards indicating the stages of the project, prize for the winner.

Game algorithm:

• introductory information from the game host;
• “playground” equipment;
• familiarizing participants with the rules of the game;
• playing a game;
• reflection.

Host: Dear colleagues, I invite you to the fantasy playground. Today, the owner of this site will be the well-known design method. Our communication will take place in the form of a game “Who wants to become an expert in the design method?” Three teachers will take part in the qualifying round. They will need to arrange the project phases in the correct sequence. Whoever does this first will take a place in the player’s chair. The player will be asked nine questions. Each question has three answers, you must choose one answer. The player can use only two tips: help from the hall and calling a friend. If he successfully completes the tasks, he is awarded the title “Expert in the Design Method”.

Questions for the player:

1. What is instructional design?

• tribute to fashion;
• dogma of the professional activity of a teacher;
• type of teaching activity.

2. Place of the epigraph in the project structure:

• at first;
• middle;
• they can finish the project.

3. Which of the three definitions emphasizes project types by dominant activity?

• collective;
• research;
• long-term.

4. What is a hypothesis?

• short summary of the project;
• the teacher’s concern about the unsuccessful implementation of the project;
• an assumption that requires explanation and confirmation.

5. Who is the founder of the design method?

• American educator Democrat John Dewey;
• great Russian teacher K.D. Ushinsky;
• French psychologist J. Piaget, about whom they say: “He was the first among equals.”

6. What content of teaching activity is not typical for the practical (research) stage?

• implementation of project activities in the interaction of the teacher with colleagues and parents;
• putting forward a hypothesis;
• open display of activities on the project topic.

7. What type of activity should be excluded from the final (control and regulatory) stage of the project?

• comparison of the goals and results of the project;
• reflective evaluation of the project;
• selection of content and forms of project activities for each stage of the project.

8. What nature of teaching activity is not an indicator of a teacher’s high level of proficiency in design technology?

• reproductive;
• search;
• creative.

9. When presenting the project, the teacher must:

• show your superiority over your colleagues in solving the problem identified in the project;
• prove yourself as a teacher who has the skills to develop a project as a teaching aid that will provide practical assistance to colleagues;
• attract the attention of listeners and direct colleagues to the indispensable use of the presented project in the practice of their work.

1. Making a decision of the teachers' council.

The decision of the teachers' council:

1. To improve the quality of the educational process, introduce the project method into the pedagogical process.

1. To improve the professional skills of teachers in organizing project activities through various forms of methodological work.

Responsible: senior teacher. Time frame: within a year.

1. At the end of the school year, in order to intensify the efforts of the teaching staff in developing non-standard forms of work with children and analyzing the work of teachers using the project method, organize a presentation of group projects.

Responsible: senior teacher, group teachers. Dates: April.

Forms and methodological work in an educational institution There are many forms of methodological work in educational institutions; they complement and to some extent repeat each other. Traditionally used: Pedagogical meetings; Pedagogical and methodological advice; Consultations; Seminars and workshops;

Professional associations in modern preschool educational institutions. Goals: increasing professional competence; development of development programs, increasing the efficiency of design and research activities; preparation of experimental programs and other management tasks.

CREATIVE GROUP Reasons for joining a group: unity of interest in the problem; compensatory capabilities; psychological compatibility, mutual sympathy. The goals of the creative group are a design solution to a specific, large-scale task; Preparation research project and its implementation; providing research of any issue, pedagogical developments with the subsequent presentation of a reasoned conclusion; creating conditions for the personal and professional development of teachers, drawing attention to their searches and findings.

CREATIVE GROUP Analytical group. - a temporary team engaged in “analytical and forecasting activities.” Composition: Head, Art. teacher teachers. Objective: analysis of development plans and concepts, forecast of performance results in order to create an effective system of educational process. "Research Group" is a voluntary association of teachers. Task: innovative and project activities. The basis of the group’s activities: the need for research work and the ability to research; Availability specific topic for research; the desire to explore the previously unexplored; coincidence of research interests and the ability to act together: non-standard thinking; free choice of research topic.

CREATIVE GROUP Group “I” - positions - a group of teachers working on the problems under study individually (due to their character traits, interests and desires). Task: implementation of the “I” - positions of teachers, which allows you to demonstrate individual achievements in pedagogy, methodology, psychology, your own innovation, your own approaches to organizing classes and their content. The basis of the group's activities: Conducting master classes. Pedagogical workshops. Generalization of advanced pedagogical experience.

CREATIVE GROUP A creative group is a voluntary association of teachers with a common goal - the creation of a “new, never existing pedagogical product, participating in creative activities. Task: development of comprehensive targeted programs in preschool educational institutions. The basis of the group’s activities: the need for creative activity and the ability to be creative; awareness of the need and importance of a task that is creatively introduced into practice; democracy, professional and creative compatibility; coincidence of creative goals and motives for joint activities; desire to implement one’s projects; personal interest in the active use of the results of creativity.

CREATIVE GROUP Scheme of work of the creative group 1. Study of documents on the problem. 2. Development of questionnaires and diagnostic package. 3. Work with teachers on theoretical issues of the problem. 4. Prospective - thematic planning. 5. Development and holding of consultations, debates, round tables, seminars and workshops. 6. Carrying out theme day, weeks, months and summing up. 7. Analysis of activities for the year on the problem and drawing up a plan for the next year.

Psychological - pedagogical council: Meeting or mutual consultation of specialists (experts) in a particular field, who discuss and evaluate according to a predetermined set of parameters real opportunities every child in the zone of proximal development. It is recommended for use in preschool educational institutions where innovative work is being done to manage the quality of education or to optimize the pedagogical process. (Teachers - innovators, teacher - psychologist, narrow specialists) meet 1-2 times a year

Annual teams of teachers. Managed associations of teachers formed on the basis psychological compatibility. Resolves the same issues as the psychological and pedagogical council. (Teachers - innovators, teachers - masters, experienced, active teachers, specialists) Monthly.

School of professional excellence. A professional association of teachers, formed on the basis of a differentiated approach to the level of development of their skills. There are four levels of school. First stage: group of increased attention of the administration. It includes both inexperienced teachers and those who for some reason do not want to engage in self-education, professional growth, as well as those who refuse to participate in innovative work. The goal of the group is to stimulate teachers who work below their capabilities.

Third stage: school for improving professional skills. Unites teachers with qualification categories. The goal of the work is to bring their knowledge and practical skills to the level of a master teacher. Fourth stage: school of higher pedagogical excellence. Unites innovative teachers. The goal of the work is to increase their knowledge and practical skills in the field of scientific research, training in methods of conducting experimental work, and assistance in mastering new pedagogical technologies.

School of Excellence. Its goal is to disseminate the work experience of teachers of preschool educational institutions among young specialists, inexperienced teachers, teachers who do not have qualification category. Leading forms of work: lectures, seminars, viewings of open classes by the head of the school. The school's motto is “Do as I do!” one-on-one mentoring and teaching studio (School of Excellence Options). The brightest teacher of a preschool institution is appointed as the head of the studio, who is able to forget about his merits and credentials and talk with young teachers as equals. Leading forms of work: joint discussion of the problem, observation and analysis of the activities of the best teachers, joint development of notes for classes and events. (Teachers - innovators, teachers - masters, experienced active teachers, experienced inactive teachers, young specialists) 1 time per month

Pedagogical atelier or pedagogical workshop. The pedagogical studio is a challenge to traditional pedagogy. Its goal is to introduce preschool teachers to new technologies and non-traditional forms of work. As a rule, a master teacher introduces members of the teaching staff to the basic ideas of his educational system and practical ways of its implementation. Leading forms of work: joint discussion of the conceptual idea of ​​the teacher-master, performing individual practical tasks with an eye to their further use in working with children. (Teachers - innovators, teachers - masters, experienced active teachers, experienced inactive teachers, young specialists) According to the needs of teachers, no more than 1 time per month.

Master Class. A one-time and at the same time on-site form of work for teachers in order to disseminate their experience among other preschools, institutions in the district, and city. The main method is direct and commented display of your work. (Teachers are innovators, teachers are masters, experienced active teachers, experienced inactive teachers, young specialists). As needed.

Creative microgroups. Spontaneous associations of two or three experienced teachers for the purpose of professional communication and enriching each other’s experience. The main condition for the work of a creative microgroup is equality of opportunity for teachers. The purpose of creation is to find a way to solve a problem, develop a methodology, modernize a work plan, modify teaching aid, didactic material, etc. (Teachers are innovators, teachers are masters, experienced active teachers.) As necessary until the problem is completely resolved.

Quality mugs. They are organized at the initiative of the administration to solve a particular problem. The leading method is “brainstorming” or “brainstorming”. Required condition When organizing the work of a circle, it is necessary to have at least one teacher who is able to train colleagues without the participation of the administration. The administration is informed about the results of the work of the quality circle by the head of the circle. (Teachers are innovators, teachers are masters.) As necessary until the problem is completely resolved.

Temporary creative teams. They are created on the initiative of the administration or an experienced teacher to urgently solve a problem. The main method is “brainstorming”. The final product is a holiday script, lesson notes, etc. (Teachers are innovators, teachers are masters, experienced active teachers.) As necessary, it is impossible to interrupt activities until the problem is completely resolved. Duration of work from several hours to 2-3 days

Researcher School. It is organized for experienced teachers with the aim of developing their skills in research work with children. There must be a scientific supervisor. Teachers are innovators, teachers are masters, experienced active teachers. As needed. Duration of work from 1 year to several years. The frequency of meetings is once every 1-2 months.

Temporary research teams. They are created on the initiative of the administration to develop any fundamental document that requires a preliminary study and analysis of the situation, collecting data through questionnaires or interviews, analyzing and summarizing this data, and studying special literature. Working in a temporary research team requires good scientific training. Its members must master the methods of classification, systematization, comparison, generalization, abstraction, induction and deduction. A temporary research team has a scientific supervisor or consultant and a group of developers. (Teachers are innovators, teachers are masters, experienced active teachers). As necessary until the problem is completely resolved.

Creative laboratories. Creative laboratories. They are created for the purpose of theoretical development and practical implementation of innovative content of preschool education. Objectives: theoretical development of the document, testing it in practice, monitoring and analyzing the results obtained, disseminating work experience among teachers. (Teachers are innovators, teachers are masters, experienced active teachers, experienced inactive teachers). As needed. Meeting frequency - once a month

Department. It is created for the purpose of preparing for publication the results of the work of a preschool educational institution in the form of methodological recommendations, teaching aids, teaching materials, etc. It has the right to theoretically develop documents, introduce them into the practice of the institution, monitor results, and conduct advanced training courses. The department must have a scientific supervisor or consultant. (Teachers are innovators, teachers are masters, experienced active teachers). As necessary, until the problem is completely resolved. Duration of work - from 1 year to several years. The frequency of meetings is 1 time per month.

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, continuity, continuity and mass character, collectivity provide for the transformation of methodological work into part of the system of lifelong 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 skills, 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 Everyday life DOW. 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 literature, and raises different opinions, For example:

Do kindergartens need 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 for preschool children is consultation. 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, a brainstorming session is a collective thinking 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 teaching aids, game materials, etc.

Work on a single methodological topic.

At making the right choice united 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, preserving the best folk traditions, 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 most is given great place in the work plan of a 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 decisions made, clarify them, 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 teachers' council as the highest governing body educational process solves specific problems of a preschool educational institution, this 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

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

7.Work of the senior preschool teacher with teachers. – M.: TC Sfera, 2005 – 96 p. (p46.47).

In a preschool educational institution, this is a complex system of measures, interconnected, based on scientific achievements and pedagogical experience (including progressive ideas). It is aimed at professional skills, the skills of the teacher and the entire teaching staff.

Areas of work

Preschool institutions have already developed ways to improve the level of teachers' skills. But often there is no clear relationship between different types of methodological work in preschool educational institutions. Therefore, the task of the head of the kindergarten and the methodologist is to form a unified system and search for effective, accessible methods of mastery.

• educational - improving the qualifications of teachers in theoretical terms and mastering modern methods of interaction with children;
• didactic - obtaining knowledge to improve the efficiency of the kindergarten;
• psychological - conducting classes in psychology (general, developmental, pedagogical);
• physiological - conducting classes on physiology and hygiene;
• technical - the teacher must be able to use ICT in his work;
• self-education - reading specialized literature, attending seminars on current topics.

Such a wide variety of areas of methodological work in preschool educational institutions requires the selection of the most effective forms of interaction with teaching staff.

Forms of conducting

They are divided into two groups: individual and group.

1. - the highest management body of the entire educational process. Solve specific problems.
2. Consulting - the teacher can get advice on a question that interests him.
3. Seminars - they discuss a specific topic; specialists from other institutions can be invited. And at workshops, teachers’ skills are improved.
4. Open lesson.
5. Business games - imitation of making any important decisions in different situations.
6. "Round table".
7. Pedagogical newspaper - unification of the team through creativity.
8. Creative microgroups - they are organized to search effective methods work.
9. Work on a common methodological topic for everyone.
10. Self-education of educators.

It is advisable to use all forms of organizing methodological work in preschool educational institutions (which are more than those listed above) in order to achieve the most effective results.

Conclusion

Methodological work is one of important aspects that needs attention. At proper organization, not without the participation of the head and methodologist, she is able to motivate teachers to professional growth. Therefore, a search is underway for new, non-standard forms for advanced training. This does not mean that traditional ones will not be needed. Only in combination with established and modern methods can a professional and cohesive teaching team be created.