Oh A. Danilova

Professional communities of educators in Russia: experience of creation and development

Danilova Olga Anatolyevna - psychologist, methodologist ANO "Legal center for the implementation of social projects "Status"" (Moscow, Russia)

Modern preschool education needs competent specialists who constantly improve their professional level. Today, professional communities of teachers have been created in Russia preschool education- All-Russian, regional, city, on the basis of individual kindergartens. They create conditions for the exchange of experience, access to methodological resources, and demonstration of their achievements. At the same time, the further development and improvement of the system of professional communities of preschool education workers is hampered by the local interaction of participants within the same community, the often superficial nature of the membership of participants in the community, the lack of development of mechanisms for financing and raising funds and mechanisms for integrating communities into a single system of interaction. It is advisable to solve these problems by creating a single association of professional communities.

Keywords Keywords: professional community, educators, preschool education, teachers, regional experience, preschool educational organizations, exchange of experience, advanced training.

Professional community of educators in Russia: the experience of creation and development Danilova Olga, Psychologist, methodologist of the Legal Center for social projects "Status" (Moscow, Russia) Modern preschool education needs qualified professionals who constantly improve their skills. Today in Russia professional communities of pedagogues of preschool education - federal, regional, urban, on the basis of individual kindergartens are established. They create conditions for experience exchange and open access to learning resources. Further development and improvement of the professional community of preschool education is hampered by the lack of the websites, local interaction of the participants within the same community, perfunctory membership in the community, lack of financing and fundraising mechanisms and lack of integration of communities into a united system of interaction. It is advisable to address these problems through the creation of a unified association of professional communities. Keywords: professional community, educators, early childhood education, teachers, regional experience, pre-school organizations, exchange of experience, training.

Modern preschool education needs competent specialists who constantly improve their professional level. One of the conditions for achieving this goal is participation in professional communities. In professional communities, new ways of organizing the pedagogical process are being formed and tested, original pedagogical ideas are being put forward, approaches are being developed to improve the activities of a preschool educational organization (hereinafter - PEO), as well as the preschool education system as a whole.

The solution of a number of problems of modern preschool education is closely related to the formation of an innovative professional environment that is actively involved in the development of the system of preschool education included in public life, accumulating new ideas and approaches in working with children and the parent community.

At the same time, the professional association has ample opportunities for organizing interaction with municipalities, executive authorities of the regions, various public organizations, business representatives, opportunities to attract sponsorship and organize social partnership. But, perhaps, the most important result of the activities of professional communities is the personal and professional growth of its participants, the creation of conditions for professional communication, the exchange of experience, the formation of a database of information resources in areas professional activity which has a direct impact on improving the quality of educational services provided.

Therefore, the development of a network of professional associations of educators and leaders of preschool educational institutions should receive comprehensive financial, methodological, advisory and informational support from the state.

Like other categories of teachers, preschool teachers need to attend advanced training courses, seminars, and participate in the exchange of experience. Therefore, the development of professional communities of preschool educators, which are groups of people united on a professional basis in order to exchange experience and practices, develop knowledge and search for new, more effective approaches to solving their professional tasks, is an urgent task.

Participation in professional communities not only helps to increase the level of competence of teachers - members of the community, but is also one of the factors contributing to increased satisfaction from professional activities, which, in turn, leads to an increase in the motivation of community members to realize professional and personal growth.

Art. 19 of the Law on Education in the Russian Federation dated December 29, 2012 No. 273-F3 provides for the creation of educational and methodological associations of teachers to ensure the participation of teachers in the development of the main directions for the development of education, especially in terms of developing educational standards. Membership in these associations is carried out on a voluntary basis. The right to association in public professional organizations in the forms and in the manner established by the legislation of the Russian Federation, Art. 47 of this law.

Federal target program Development of Education for 2011-2015 provides for active work on the formation of such communities of educators.

Today in Russia, professional communities are being actively created and developed, and in a variety of forms. These can be methodological associations based on a kindergarten or even groups of preschool educational institutions, regional associations of educators, professional communities of educators and leaders of non-state kindergartens and child development centers. Some of them have their own representation on the Internet (website or portal).

In addition, educators and teachers of preschool education interact with each other and exchange experience in large all-Russian pedagogical communities, such as " Social network educators" (http://nsportal.ru/), "Network of creative teachers" (http://www.it-n.ru/), professional community of teachers "Methodists" (http://metodisty.ru/ ), portal of information support for specialists of preschool organizations "Education Resources" (http://www.resobr.ru/), educational resource"Open class" (http://www.openclass.ru).

Heads of kindergartens are active participants in the information support portal for heads of educational institutions "Education Manager" (http://www.menobr.ru).

There are also separate "profile" communities (in the direction of the activities of a preschool teacher), for example, a professional network community of musical directors of kindergartens.

The following benefits are noted in the above communities:

Conditions are created for professional communication of teachers of different categories and levels of education;

Some communities are integrated into global teacher networks, which allows access to information resources of foreign professional groups and associations;

Opportunities are provided to create a personal website, forum, groups on topics of interest and areas of professional activity;

Flexible and effective conditions for the exchange of advanced pedagogical experience and relevant information related to professional activities.

At the all-Russian level, the annual All-Russian Congress of these workers can also be considered a professional association of preschool education workers, however, it should be noted that its main goal (based on the analysis of the documentation about the congress presented on its official website http://do-school.kubannet.ru ) - “combining the efforts of the family, society and the state in the development and implementation of the main directions public policy in the field of preschool education, the introduction of preschool education as a level general education, identification of key problems and determination of ways to solve them”. Thus, the congress can be characterized as an association that provides a platform for the exchange of experience, professional development, and demonstration of one's achievements, but has limitations in time (it is held only a few days a year) and the number of participants (as a rule, the best representatives from region, while the availability of such an association for all preschool education workers is low).

On the basis of individual kindergartens and kindergarten groups, they actively position themselves and are represented on the Internet:

Professional association of educators of the preschool educational institution " Kindergarten No. 4 "Bura-tino" a. Vochepshy Teuchezhsky district of the Republic of Adygea (http://www.maam.ru/users/

cherkesenka1964). The professional interests of the association are educational programs in the preschool educational institution for FGT, work plans;

Methodological association in the preschool educational institution MBDOO kindergarten No. 16/59, Nizhny Novgorod;

Professional community MBDOO kindergarten No. 45 "Cosmos", Almetyevsk, Republic of Tatarstan (https://edu.tatar.ru/almet/dou41/dr-rebyata/dou45/kosmos).

What do educators get from such local associations? First of all, they ensure close cooperation between the teaching staff, the parent committee, the board of trustees, and the sponsors of the preschool educational institution. The activity of such a community is of an applied nature, aimed at finding effective forms of work within the framework of this ECE. In the association, special attention is paid to mentoring, training of young professionals, exchange of experience, work on training personnel for this preschool educational institution, there is an orientation of the community to the growth of professional achievements of participants (participation in city, district, regional, federal competitions, publications in methodological collections, specialized publications , publishing teaching aids, holding exhibitions, etc.).

In addition to professional communities based on their place of work or neighboring kindergartens, teachers also participate in regional associations.

Examples of such regional associations are:

Professional network community of teachers of preschool education of the Kamchatka Territory "Kolobok" (http://www.openclass.ru/node/185026). The community provides information on current professional issues, as well as conducts networking seminars;

Association of Teachers of Preschool Educational Organizations of the Moscow Region (http://mocdo.mgogi.ru/index.php/deyatelnost/assotsiatsiya-pedagogov-dou);

Community of Preschool Education Teachers “Our Bee” of the Vladimir Region (http://www.wiki.vladimir.i-edu.ru/index.php?title = Community_of_Preschool_Education_Teachers/Our_Bee), etc.

Participation in the community at the regional level makes it possible to unite not individual specialists, but their entire communities (kindergarten, city and others). Regional

The community already provides an opportunity to establish and develop contacts with similar foreign associations, as well as with specialists from other fields of science (lawyers, psychologists, social workers) to provide consultations to participants. Many regional associations today, they are either created on the basis of experimental and scientific platforms in the field of preschool education, or work closely with them - this gives the participants of such a community an advantage in professional development and improvement. Among other things, many regional professional communities of educators organize and conduct professional competitions for their members.

Private kindergartens today do not lag behind state ones - their teachers create professional associations and actively participate in them. An example of successful professional communities of educators and leaders of non-state preschool organizations can be called an association for supporting non-state preschool organizations Sverdlovsk region, professional association of kindergarten teachers RAO Russian Railways.

Thus, today in our education system a teacher participating in a particular professional community is modern and fashionable. However, the following problems hinder the further development and improvement of the work of professional communities of preschool education workers:

The lack of information platforms on the Internet for a number of associations (mainly methodological associations based on a kindergarten or kindergarten group);

Lack of interaction between professional associations of various forms and activities (for example, between regional associations and professional associations of non-state kindergarten teachers);

Lack of integration between professional associations of educators and associations of other categories of kindergarten teachers (music directors, junior educators, medical workers);

Often, membership in a professional community is superficial and does not affect the results of the activities of educators (participation in competitions, organization of exhibitions, methodological publications, etc.);

In the activities of a number of communities, a discrepancy between the goals and the nature of the activity is found;

In most cases, there are no developed mechanisms for financing the activities of communities and encouraging community members (newsletter, participation in seminars, preferential subscription to specialized journals, etc.);

There are no developed schemes, mechanisms and regulations for the interaction of professional communities and public authorities, research centers and institutions dealing with the problems of child psychology and pedagogy, developmental psychology;

There is a low interest of professional communities in attracting sponsorship funds and resources for their development (except for professional communities of educators and heads of non-state preschool educational institutions);

There are no developed mechanisms for integrating professional communities into a single system of interaction between public authorities and private companies.

The condition for solving these problems is the creation of a single professional association (Association) of preschool education workers. Such a task has now been set by the Ministry of Education and Science of the Russian Federation as part of a project commissioned by the above-mentioned executive authority by the Autonomous Non-Commercial Organization Status. The projected Association is a permanent professional association, and its main focus is the integration not of individual specialists, but of established and already successfully established professional communities in regions, cities, and individual kindergartens. When establishing the Association, much attention is paid to ensuring the possibility continuing education(both formal and informal, and self-education) for all its members, including through the use of modern information and communication technologies. Such a professional association will ensure both uniform standards and mechanisms for the work of professional communities in the system of preschool education, and take into account regional specifics. ■

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Test "Theory and methodology of preschool education in the framework of the implementation of the Federal State Educational Standard"

FREE TESTING AND CERTIFICATE FOR TEACHERS

Standards and methodological materials for preschool institutions

• Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 27, 2011 N 2562 Moscow "On Approval of the Model Regulations on a Preschool Educational Institution"
• Educational system School-2000 (preschool education: Age characteristics of children. Organization of life. Protection and promotion of the health of preschoolers. Physical development. Game activity. Social and personal development. Cognitive activity.)
• Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations
• Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock
• Structure and content of new generation programs in preschool education
• Children's portal Leon4ik. Everything for Kindergarten.
• Scenarios of holidays, articles, development of classes on the site "Festival of Pedagogical Ideas"
• Smart games for smart kids, parents, teachers. The site presents computer technologies for the education and development of children from 3 to 12 years old, developed on the basis of the software and methodological complex (PMC) "Rainbow in a Computer", recommended by the General Secondary Education Development Department of the Ministry of Education of the Russian Federation for use since 1996. They include didactic and educational computer games, methodological programs and manuals for preschoolers and younger students and can be used both in educational institutions and in home activities.
• Soon to school. Educational preparatory programs for preschoolers
• Preschool education - website of the Center for the Development of Preschool Education. Teachers of children's institutions, parents, everyone who is interested in the comprehensive development of a preschooler will get acquainted here with publications on the programs "Rainbow", "Baby", "From Childhood to Adolescence", "Soon to School", "Preschool World", "Continuity", series for joint leisure of children and adults “Reading. We listen. Let's play" and "Magic workshop", new program for preschool education "SUCCESS", as well as with news and other materials on preschool education.
• "Visual Aids" is a project created within the framework of the Center for Preschool and Primary Education. As part of the project, sets of demonstration tables and, in the future, interactive whiteboards are being produced.
• Classes with Children (classes with children, methods and recommendations)
• Doshkolyonok.ru. Website for kindergarten teachers. The pages of the site contain materials necessary in the daily work of teachers of preschool educational institutions. In the section "Summaries of classes" are collected abstracts of classes with children on various topics. On the page "Working with parents" there are materials that will be useful to the educator in working with the family. The "Scripts" section contains scripts for holidays, matinees and games held in kindergarten. You will find the necessary documentation in the sections "Forms" and "Instructions".
• Information materials on preschool education. Bank of pedagogical information IPKiPPRO OGPU
• Section Preschool childhood on the website of the Department of Education of the Mayor's Office Tolyatti
• Methodological support for a preschool teacher
• Unified Education Portal Metior.ru. It is a social network of educators, teachers, educators and parents. This is a good tool for communication between teachers, generalization of experience and self-development. Finally, it's just an opportunity to make new friends among colleagues, no matter where you are!

Newspapers, books and magazines

• Modern preschool education. Theory and practice. Magazine for specialists of preschool educational institutions, students and teachers of pedagogical universities
• "Papmambook" - An online magazine for those who read to children.
• Magazine Kindergarten. Everything for the teacher! . Scientific and methodological magazine for kindergarten teachers, beginners and experienced, seeking and finding answers to their questions; for those who educate, develop, teach and learn on their own; for those who consider their work difficult, but necessary and make it joyful and interesting. The headings of the magazine are varied. They contain methodological and practical materials for organizing walks, conducting classes, parent meetings, educational activities- in general - on the upbringing, development and education of preschool children. As well as consultations of psychologists, speech therapists, physicians and other specialists.
• Newspaper for parents of young children: GROW, BABY (Tolyatti)

Personal blogs and websites of educators

On the pages of personal websites and blogs of elementary school teachers, you can find many interesting materials(development of educational and extracurricular activities using information technology tools, examples of didactic materials, etc.).

• LOGOPEDICS and Russian language in Togliatti (Togliatti)
• Blogs of educators on the portal "Social network of educators"
• Blog teacher kindergarten "Kolobok" Serpukhov district
• Education of preschool children in kindergarten and family

Communities and virtual clubs of kindergarten teachers

• Information and educational environment VIRTUAL KINDERGARTEN
• Maaam.ru is a project for parents, educators, teachers. Ideas, abstracts, classes, programs, open lessons, games, presentations and many more useful information for the development and education of children in kindergartens and at home.
• Nachalka.com is a community for people ages 6 and up related to elementary school.
• Children's site for parents Your child.ru is a coloring book, presentations for children, a forum for parents!
• Media schoolchildren.rf. Internet world for preschoolers
• ANO Planet Childhood "Lada" (Tolyatti)
• Preschool education and upbringing. A community of creative parents who themselves are involved in the upbringing and education of their children, as well as kindergarten teachers, where a piggy bank of lessons on various subjects(portal Creative Teachers Network)

Internet resource directories

• Catalog: Preschool education on the website of the publishing house "Prosveshchenie"
• Fairy tale library Hobobo - online library and media library of fairy tales

Methodological materials on the upbringing and development of children

• Educator (to help the kindergarten teacher). The Educator website is aimed at kindergarten teachers and young parents. Also, the site can be useful for students of the faculties of preschool education. The site contains a lot of informative articles, abstracts of classes in kindergarten, useful tips and recommendations.
• Children's lessons BabyLessons.ru. Games for children, crafts, applications, origami, coloring books, recipes.
• Ko-ko-Ko-Kids This blog will mainly focus on things to do with or for kids. Especially good games, different ways of drawing and other types of creativity for the little ones.
• CREATIVITY OF BUTTONS AND KIDS. We draw, sculpt, make an application, play, do math and reading with our children.
• Children's Radio FM - the radio station takes into account the age characteristics and daily routine of listeners: the morning block is addressed to preschoolers, daytime programs - to children over seven years old, late in the evening - a block for parents, at night - music for sleep.
• A site for teachers and parents presents materials for extracurricular activities of elementary school
• Country of Masters. The site brings together teachers and students, parents and children, experienced masters and beginners on the subject: applied art, craftsmanship in all its manifestations and the environment.
• REAL PHYSICS for modern kids and their parents on the children's portal Sunshine
• Educational cartoons for preschoolers and younger students.
• Megaencyclopedia of animals (virtual "zoo club")
• IgraZa.ru. Games, puzzles, riddles A site about "mind sports", about entertaining tasks, about what they are and how to work on them, as well as how to compose them yourself. Here are almost all kinds of entertaining problems that a person can meet in modern periodicals and non-periodicals, as well as on the Internet.
• APUS.RU is one of the most significant wildlife projects in Runet. There are photos of different animals, descriptions of their species, competitions and quizzes for schoolchildren. Support and development of the server is carried out by the Direction.RU Internet agency.
• My joy. Children's family educational TV channel - on the site you can find programs and films dedicated to the main life values: the warmth of the “Home”, “Work with faith in the soul”, “Kind word”, love, which is “Once in a lifetime”. Children will be able to study at the Academy of Entertaining Sciences, walk around the Shishkin Forest, listen to Tales and Stories, and sometimes receive a Gift Song. With the whole family, you can take part in the “Careful Conversation”, “With Your Own Eyes”, see “One Hundred Wonders of the World” and go up “Above the Roof” to listen to “Monologues about the Beautiful”.
• Mom's everyday life - the site contains a huge amount of material for raising children from 0 to 7 years old.
• Visiting Vasilisa - the site will help to revive the good tradition of family evenings in your home. Family home reading is one of the most beneficial educational tools. The site contains poems, stories, fairy tales written in different time. Preschool education specialists, elementary, middle and high school teachers participated in the selection of works.
• Teremok is a site for preschool children where children can learn how to solve logic problems, play children's games and have fun, watch cartoons, solve riddles and puzzles.
• 50 best sites for preschoolers - logic puzzles, copybooks, tutorials and much more.
• More than a lesson! is a unique archive of video lectures for schoolchildren, allowing you to expand the scope of the educational process.
• IQsha - This is a site for children from two to eleven years old, where everyone will find interesting developmental activities and workouts. Practice, learn, earn rewards and get pleasant surprises!

Children's Internet magazines and projects

• The website of the children's publishing house "Pink Giraffe" is the first publishing house in Russia where children and their parents choose books. The publishing house publishes books by domestic authors, foreign classics, fiction and popular science literature for children and adolescents. Distinctive feature The books published by the publishing house have a good style, elegant illustrations, high-quality printing.
• Children's site "Klepa.ru" - the first information and entertainment portal for children from 5 to 12 years old and their parents (in Russian, English and French). The motto of the site: together - more interesting! The site is accessible from almost any mobile device - cell phone, PDA.
• Children's safety portal "Spas-Extreme" - a portal for children and parents about the rules of children's safety in various extreme situations. The pages of the portal present safety rules and advice on how to behave in extreme situations in a fascinating way. Separate sections are devoted to the history of disasters, the children's movements "School of Safety" and "Young Rescuer", emergency incidents with children. The "World of Animals" page tells how animals and birds survive and escape from enemies, and in the "Our Guests" section young visitors of the portal will have interesting meetings with scientists and writers, rescuers and ecologists. You can discuss the work of the portal, make your proposal, or simply ask a question to professional rescuers by looking at the "Communication" page.

Formation of the pedagogical community in a preschool institution - a resource center.

In the context of the modernization of the entire education system in Russia, the basis of modern preschool pedagogy should be a community of children, teachers and parents, as well as networking between teachers and educators of different qualifications from all departments. educational institution.

The individual efforts of individual teachers will not bring the desired success if they are not coordinated with the actions of other teachers, if there is no unity of action.Pedagogical activity is collective in nature, and its results largely depend on the combined efforts of the entire staff of the educational institution. With such a team approach, a team of like-minded people is formed who are interested in choosing the best ways to educate and educate children.

Under certain conditions, most members of the team are able to reach the level of the pedagogical community. So what is a community? According to S. I. Ozhegov: “COMMUNITY is an association of people, peoples, states that have common interests and goals.”

One of the examples of the pedagogical community can be the Resource Center - it is the coordinator of network interaction of the most diverse types of educational institutions (experimental sites of different levels, innovative networks, mass educational institutions, scientific institutions in the field of education, etc.)

The purpose of organizing networking is to develop the innovative potential of preschool educational institutions.

The work of our resource center in GBOU kindergarten No. 2458 SZOUO "A bilingual child - a dialogue of languages ​​and cultures" is being built as part of a joint pilot project of the Moscow Department of Education and UNESCO"Moscow education: from infancy to school".

The main activity of the Resource Center: organization of preschool education of children in conditions of two- and multilingualism.

The purpose of the project:development of a model for the functioning of a preschool educational institution.

Project implementation tasks:

1. Develop recommendations for creating a unified educational space subject environment preschool educational institution with the inclusion of a multicultural component;

2. Develop and test the content of educational and educational work;

3. Determine effective forms of cooperation between preschool educational institutions and multinational families of pupils;

4. Practice forms and methods interactions with various organizations.

When creating the Resource Center, we relied on theoretical basis and the practical experience of our preschool educational institution in the formation of a team of like-minded people - the pedagogical community.

We have developed resources:

1. Methodicallye,

2. Educationale,

3. Informationale,

4. Socio-legale.

We have studied the available foreign and domestic experience in this area.

Today our Resource Center is a multi-level system for providing resource assistance to design and creative teams.

scientific adviser resource centerILevel I - Buzuk L. A. (GBOU No. 2458).

Design and creative team: GBOU kindergarten No. 2578, GBOU kindergarten No. 2244, GBOU kindergarten No. 1837, GBOU kindergarten No. 2409.

Our Resource Center is an organizational structure, a pedagogical community that brings together people to work in the interests of the development of education in the capital.

Our goals:

1. Improving the quality of preschool education through the availability and openness of the results of the work of our Resource Center and preschool educational institutions included in the network.

2. Raising the professional level of teachers of the Resource Center;

3. Creation in each preschool educational institution of a single educational space: an adult - a child.

Our tasks:

1. Presentation of the results of its activities to the pedagogical community by the preschool educational institution;

2. Implementation of design developments, their testing and implementation;

3. Promotion of claimed results in educational space networks;

4. Creation of conditions for positioning preschool educational institutions;

5. Effective expedient cooperation based on the solution of common problems.

The successful functioning of the interaction involves:

1. Introduction to the network of new requests, new projects;

2.New forms of work;

3. New people informally involved in a wide range of educational activities.

In the practice of the work of the design and creative group, 2 forms of methods are used:

1.Method of individual counseling;

2. Including educators in collaborative interactions such as round tables, open events, master classes, presentations, trainings, seminars, consultations.

As part of the interaction, work is being carried out in three directions: with parents, with children, and with teachers.

The purpose of working with parents is to increase their competence, master the skills of effective interaction, and involve them in interaction in the design of the educational space.

Forms of work - trainings, consultations, holding parent-pedagogical conferences, joint activities etc.

In a specially created educational space, based on the needs of the children themselves, interesting activities acquaintance with various countries, learn the games of different peoples.

Work with teachers is based on programs that involve increasing psychological competence, personal and professional development.

Thus, our experiment (within each preschool educational institution) promotes closer contact of all specialists: senior educators, educators, music directors, physical education leaders, speech therapists, teachers - psychologists - all this unites the teachers of each preschool educational institution and the entire Resource Center as a team of like-minded people as a pedagogical community.

Association of teachers - the pedagogical community in our case, as a resource of education.

Our experimental work has shown important changes that have taken place in the professional consciousness of teachers and specialists, in the formation of the personality of children of different ages, in the involvement of the family in the process of raising children in a single educational space:

1. Our design and creative team united with one goal;

2. There was an active presentation of their developments;

3. Sociocultural ties have expanded;

4. The family is energetically involved in the activities of teachers;

5. An innovative developing socio-pedagogical environment began to take shape in the Resource Center - both for preschoolers and for adult subjects of education.

Participation in professional associations allows teachers of preschool educational institutions working in different districts of the capital to communicate with each other, solve professional issues, realize themselves and improve their professional level.

The result of the network interaction of our Resource Center should be the unification of the resources of our design and creative groups - our pedagogical community, in order to develop the system of preschool education in the city of Moscow.

The immediate prospects for the development of innovative activities of the Resource Center are mainly based on a wide approbation of the outlined strategic directions. Of particular importance is the introduction of pedagogical experience, that is, such a generalization and presentation of experience that allow you to use not only ideas, but also specific projects, methods, recommendations.

It is important to bring to completion the initiated scientific, methodological and methodological developments that are relevant both for the Resource Center and for preschool education institutions, and most importantly for the teacher, to contribute to the formation of a free, creative personality with self-esteem and respect for people, a personality with developed cognitive interests, aesthetic feelings, with a sound moral basis.

Bibliography:

1. Veraksa N.E., Boguslavskaya T.N., Nikitina T.A., Legova T.A. Criteria for assessing the quality of work of preschool educational institutions (by positions) as part of the transition to a new wage system. - M .: Center for psychological support of education "TOCHKA PSI", 2010. - P. 192.

2. Danilina T.A., Urmina I.A. Innovation activity in DOW: program. - method. provision: manual for hands. and adm. workers. – M.: Linka – Press, 2009. – P. 320.

3. Kozlova S.A. The program of social development of the child. Ed. 2nd add. - M .: School press, 2010. - P. 64.

4. Ozhegov S.I. Dictionary of the Russian language./Under. ed. Dr. philologist. Sciences prof. N.Yu. Shvedova./M.: Sov. Encyclopedia, 1972. - S. 846.

5. Protasova E.Yu., Proskurina Z.A., Rodina N.M. Features of teaching preschool children in conditions of multilingualism. / Under. ed. L.E. Kurneshova./M.: Center " school book", 2007. - S. 272.

Target: Development of curiosity and cognitive activity of children.

Tasks:

• To consolidate children's knowledge about the inhabitants of the seas, rivers;
• Continue to acquaint children with marine animals, their appearance, behavioral characteristics, adaptability to life in the aquatic environment, nutritional characteristics;
• Enrich and activate children's vocabulary;
• Cultivate a caring attitude towards wildlife.

Educational areas: playful, communicative, motor.

Equipment: illustrations with marine animals; globe, fish model, steering wheel, shells, split picture of a turtle.

Preliminary work: viewing illustrations on the topic: “Underwater world”, “Inhabitants of lakes and rivers”, reading educational literature, drawing, reading the story of E. Permyak “The First Fish”.

GCD progress:

Educator: - Guys, today we will talk about the inhabitants of the seas and oceans. (Picks up a globe.) And I came to you not with empty handed, and with assistants ( Shows a globe. Guys, what is this?

Children: - This is a globe.

Educator: What does the blue paint on the globe mean?

Children: - Blue paint on the globe indicates the seas and oceans.

Educator: - Seas and oceans occupy 2 times more space than dry land. Guys, all the seas and oceans are very deep. Even the highest mountain would hide in the salty abyss.

Educator: - I suggest that you go to visit the marine life. Shall we go?

Children: - Yes

Educator: - And on what we will go on a journey, we will find out by completing the task. Before you is an easel with dots, each dot is indicated by a number. Connect the dots with numbers in order from 1 to 11. And we will connect in a chain. What did you get?

Children: - We've got a ship.

Educator: - That's right, it's a ship. And now we will board our ship and set off!

(Children take their places on the "ship" made up of chairs).

Educator: - Sat down? Let's hit the road! Look carefully around! I see the sea, it is blue - the sky is reflected in it, I see light waves. Let's draw the sea and the waves. Bend your elbows in front of you, interlacing your fingers. Raise your elbows alternately, making wave-like movements. What do you see?

Children: - answers

Educator: - The underwater world is a whole country! She is attractive and very beautiful. Just like on land, animals and birds live there, trees and shrubs grow, fish, crabs, octopuses live under water. What marine life do you know?

Children: - answers

Educator: - Guys, look, a sea dweller appeared on the horizon. (image of a whale on screen)

Children: - It's a whale!

Educator: - The whale is the largest animal in the world. It looks like a huge fish, but not a fish, but a mammal. They feed their young with milk. What do you know about the whale?

Children: - The whale is big. It lives in water but breathes air. Feeds on small crustaceans.

Educator: - Look, who else do you see on the horizon?

(the image of a dolphin on the screen)

Children: - It's a dolphin!

Educator: - That's right, guys. What do you know about dolphins? - (children's statements).

Children: Dolphins live in the sea and breathe air. They are smart animals. Dolphins love to play. They feed on fish.

Educator: Well done! Guys, do you know that whales and dolphins are mammals. They feed their young with milk. They live near the surface of the water, since they do not have gills, they need to swim out to take a breath of air!

Guys! Look at the bottom. Who is that flickering among the algae?

Children: - They must be fish. (screen image of sea fish)

Educator: - These are one of the most numerous and interesting inhabitants of the water. They live in lakes, seas, oceans and even in aquariums.

Children: - What beautiful fish!

Educator: - Fish are aquatic animals. They adapt very well to different conditions. They breathe through gill slits. Fish are common in both salt and fresh waters. You are familiar with such fish names as: swordfish, sawfish, soldier fish, zebra fish, hedgehog fish, hornfish, elephant fish, butterfly fish, angel fish (images of called fish appear on the screen)

What kind of fish do you know?

Children: - Flounder, saffron cod, herring, crucian carp, pike…

Educator: - Guys, let's make a stop and throw anchor. That's where the island came in. We go out to the island, look here for images of fish. We need to separate them into marine and freshwater. We divide into two groups. One group is looking for sea fish, the other is looking for sea fish. Well done! We check each other. Everything is correct!

Oh, guys, look, here some animal crawled out onto land. Who could it be? Try to collect pieces of pictures around the island and recognize this animal. ( Children are looking for split pictures and collect an animal - a turtle). Who is it?

Children: - It's a turtle.

Educator: What can you say about a sea turtle?

Children: - Turtles are very ancient animals. They are sea and land.

Educator:- Do you guys know that May 23 is World Turtle Day. Among sea turtles there are also predators. Turtles spend their lives in the water, eating fish, crabs, squid and sea ​​urchins. Turtles lay their eggs in the sand on the seashore.

Educator: - And now again in a way. To the ship! Raise the anchor! Guess who I saw this time?

Everyone will be swallowed up.

This fish is an evil predator,

Showing her teeth, she yawned

And went to the bottom...?

Children: - Shark.

Educator: - Of course it's a shark. (the image of a shark is on the screen). What do you know about sharks?

Children: - Shark is a predator. Sharks are large, fast, toothy fish. They are very greedy and mobile.

Educator: - What marine predators do you know?

Children: - Starfish, sea urchin, octopus.

Educator: - Guys, look carefully at the groans. Don't you see anyone? Then guess what next marine life I discovered:

For myself at the bottom of the sea

He builds a house with claws.

Round shell, ten paws.

Guessed? It..?

Children: - It's a crab.

Educator: - Right. (there is an image of a crab on the screen). The body of a crab resembles a smooth thick cake with small eyes and short antennae - antennae. The crab does not know how to swim, but quickly runs sideways, walks along the bottom of the sea. He has 10 legs: 8 serve to move, and the two front turned into claws. With their help, he defends himself from enemies and cuts his food into pieces, then sending it to his mouth. Crabs collect garbage, clean the seabed. Traveling along the bottom, crabs are forced to hide from predators and disguise themselves. They put on pieces of algae, often picking up everything that gets into their claws - empty shells, glass fragments, fish heads - and puts it on their backs. Such "decorations" perfectly mask the crab. When a crab is in danger, it exposes its back to the predator with rubbish. I suggest you guys stop. Swim in the sea. Jump into the water!

The game "The sea worries once"

( children freeze in the pose of a starfish, crab, shark)

We swim out of the water and onto the ship. It's time for us to go home. And here's the last riddle for you:

Guess what kind of horses

Rushing into the sea from the chase?

I could hide in the algae

Little marine...?

Children: - This is a skate (the image of a seahorse is on the screen).

Educator: - Well done! Why is it called a skate? -( reasoning of children: it looks like a chess piece of a horse).

Educator: - An unusual inhabitant of the sea is a seahorse. In fact, this is a fish, but they were named so because the shape of the body is similar to a chess horse. Seahorses live in thickets of sea grass. Hiding in it. Each mouth is a tube. They are good parents: dads have handbags on their stomachs, a little danger, fry - they hide in them.

Educator: - Well, we're on our way back home. Let's wave to the marine life and promise to meet them again. We leave the ship. Did you enjoy the trip?

Children: - Yes, I liked it.

Educator: - Wonderful! I suggest you color your favorite animal. Come to the table and choose a coloring page.

(coloring coloring pages)

Target: the formation of primary ideas about the properties and relationships of objects in the surrounding world (numbers and numbers 1, 2, 3, 4, 5; correlation of the number of objects with a number; the location of objects in relation to oneself).

Tasks:

1. Strengthen ordinal counting skills (within 5);

2. Correctly answer the questions: “how much?”, “What is the account?”;

3. Learn to correlate the number with the number of items;

4. Indicate in words the position of the object relative to itself on the screen ();

5. Continue to learn to guess mathematical riddles;

6. To consolidate knowledge about geometric shapes circle, square, triangle, rectangle, oval, learn to see geometric shapes in objects;

7. to form the ability to understand the learning task and perform it independently;

Equipment: toy doll "Pinocchio", envelopes with tasks, numbers, a projector with a board.

Handout: numbers, geometric shapes.

Methodical methods:

Questions;

Exercises;

Tasks.

Technologies used: health-saving, gaming, (quest technology) .

The circle is wide, I see

All my friends got up.

We'll go right now

Now let's go to the left

Let's gather in the center of the circle

And we'll all be back.

Smile, wink,

And we will start playing.

Knock on the door.

caregiver: Guys, I'll go see who came to us. Look, do you know who came to us?

Children: Pinocchio.

Educator: That's right guys, this is Pinocchio.

Educator: Let's say hello to Pinocchio and ask why he came to us?

Educator: Guys Pinocchio says that he came to us so that we could help him complete the tasks that Malvina asked him.

Educator: Do you guys want to help?

Children: Yes.

Educator: Pinocchio, where are the assignments? Malvina hid and gave a map, according to which it is necessary to find envelopes with tasks and complete them. Therefore, he came to us and asked us to help him find these envelopes and complete the tasks that Malvina had given him.

Let's take a card from Pinocchio and help.

Educator: We are looking for on the map where the number one is drawn?

Children: on the table

Educator: the envelope with the number one, open it and read: here is a very interesting task - to count.

Pinocchio, look at the animals sitting on the table, count how many animals came to visit?

Pinocchio says four.

Educator: Right guys?

Children: no.

Educator: Guys, let's teach Pinocchio to count, let's count how many animals came to the clearing?

Children consider:(One, two, three, four, five. Only 5 animals.)

Educator: How did we know?

Children: counted.

Educator: How many Stepan animals are there in total?

Children: Only five animals.

Educator: Dasha how many animals?

Dasha: five beasts

Educator: Arisha, what is the number of the dog sitting?

Children: fifth

Educator: Styopa, tell me what kind of a bunny is sitting?

Children: fourth Well done.

caregiver: Varya, what number is the bear sitting on?

Children: third.

Educator: Which fox is sitting in a row?

Children: second.

Educator: Dasha, what number is the squirrel sitting on?

Children: first.

Educator: Well done boys.

Educator: Pinocchio, have you learned to count?

Educator: We are looking for the number two on the map. Who found where it is drawn? On the screen

Let's go look for an envelope with the number two, and here we open the envelope with the number two and read the task of Malvina. Guys and you Pinocchio, look at the screen and say which number you need to find so that it matches the number of puppies on it. Slide number 1

Children: Number two.

Educator: Why two?

Children: because there are two puppies on the screen.

Educator: well done. Find number two.

Educator: Pinocchio, do you know what number you need to find here so that it matches the number of hedgehogs on it. Pinocchio says four. Slide number 2

Children: Number three.

Educator: Why three?

Children: because there are three hedgehogs on the screen.

Educator: Find the number three, well done.

Educator: What number should be found so that it matches the number of mushrooms on it. Slide number 3

Children: Number five.

Educator: Why five?

Children: because there are five mushrooms on the screen.

Educator: Find the number five, well done, did we teach Pinocchio to find numbers? Educator: And now what number should be found so that it matches the number of bears on it. Slide number 4

Children: Number three.

Educator: Why three?

Children: because there are three bears on the screen.

Educator: And now what number should be found so that it matches the number of butterflies on it. Slide number 5

Children: Number four.

Educator: Why four?

Children: because there are four butterflies on the screen.

Educator: Well done boys.

Educator: And now let's rest.

Fizkultminutka.

We thought, we thought

We are very tired.

They clapped their hands, one, two, three (clap their hands at the expense of an adult).

They stomped their feet one, two, three (steps in place).

Sit down, get up; got up, sat down,

And they didn't hit each other. (sit down).

We will rest a bit (turns of the torso).

Educator: We are looking for the number three on the map, where should we go? There is an envelope with the number three on the board, look, the guys open it and read Malvina’s task “Where the objects are located” And now, I want you guys to show and teach Pinocchio where the objects are located.

Educator: What item is in the middle?

Children: cube

Educator: Alice what object is located in the upper right corner?

children: ball

Educator: Cooking what object is located in the lower left corner?

Children: doll.

Educator: Stepa what object is located in the lower right corner?

Children: bucket.

Educator: Dasha what item is located in the lower right corner

Children: car..

Educator: Well done guys, well done. We are looking for the number four on the map, where should we go? On the table next to the flowers. We go, open and read the task of Malvina. "Tricky puzzles"

Serezha has a pencil

And one more - Dasha.

How many babies

For two pencils?

Answer: Two

Misha has two cubes,

Three for Natasha.

You are all these cubes

Count quickly.

How many cubes do the two girls have? (Five)

The hedgehog walked through the forest and collected mushrooms: two under the birch, one near the aspen. How many will be in the basket? (3).

Educator: Well done guys, they coped with the puzzles, and Pinocchio learned to solve tricky puzzles. We are looking for the number five on the map, where should we go? We take the fifth envelope, open it and read Malvina's task. "Find out what figure"

Educator: And Pinocchio told me what these figures are? geometric. You said correctly?

Children: Yes

Educator: What geometric shapes do you see?

Children: Circle, square, triangle, rectangle, oval. Well done.

Pinocchio loves to play with geometric shapes. With which? You will find out if you guess what shape the object looks like (d / and “What it looks like” the teacher shows cards with the image of a clock, a ball, a carrot, a TV and a refrigerator, and the children guess which geometric figure these things are similar).

Educator: Pinocchio, I liked playing so much , he wants you to pick up patches for his boots. The game "Pick up the patch."

Invite the children to pick up a patch for each boot.

Educator: Guys, did we cope with all the tasks of Malvina, did we find all the envelopes with tasks on the map? They were friendly and helped Pinocchio.

Let's remember what tasks we performed together with Pinocchio?

Children's answers: counted, found numbers, guessed mathematical riddles, played with geometric shapes

Educator: You see, Pinocchio, how much our guys know and can do. Stay, Pinocchio with our guys and they will teach you everything. Guys, will you learn, Pinocchio? (Yes).

In the educational space of modern Russian society significant innovative changes are taking place, which are due to the social order, the annual growth in demand state institutions education, especially preschool educational institutions. Their goal is to increase competitiveness Russian education and social and innovative potential of society as a whole.

There is no more honorable profession than the profession of a teacher, there is no work more difficult and responsible than his work.

The modern rhythm of life requires continuous, professional growth, a creative attitude to work, dedication from the teacher. A real teacher has professional pedagogical skills and abilities, owns innovative technologies of education and upbringing. An important role is played by personal qualities, attitude towards life, colleagues, children and people in general.

In connection with changes in the education system, there is an urgent need for highly professional specialists who are able to respond flexibly to ongoing changes, who are forward-thinking, ready to take responsibility for the proposed solutions and implemented projects, in specialists who are ready to carry out pedagogical activities in the organization of preschool education. Great hopes are placed on graduates of higher and secondary pedagogical educational institutions.

However, recently the number of young professionals coming to preschool institutions is very small. A feature of the work of young novice teachers is that from the first day of work they have the same duties and bear the same responsibility as educators with many years of work experience, and parents, administration and work colleagues expect the same impeccable professionalism from them.

From work experience, I note that many young educators are worried because of their own failure in interaction with pupils, their parents; they are afraid of criticism from the administration and experienced colleagues, they are constantly worried, they are afraid to forget something, to miss important moments of professional activity. Such an educator is not capable of either creativity or, moreover, innovation. To prevent this from happening, young educators need to be purposefully helped, to create the necessary organizational, scientific, methodological and motivational conditions for their professional growth and easier adaptation in the team.

The professional adaptation of a novice teacher largely depends on the psychological climate in the preschool educational institution, management style, professional personal maturity of each teacher, working conditions, etc.

The professional adaptation of a novice educator in the process of his entry into the educational environment will be successful if:

ü professional adaptation of the educator is carried out in continuous connection with the process of his personal and professional development, and is determined by the methodological work of the institution;

ü in the organization of pedagogical work there is a maximum consideration of personal characteristics and level vocational training, active support for the personal and professional growth of the educator;

ü the material and technical support of the educational process meets modern requirements and helps the teacher to implement innovative approaches.

The initial period of entry into the professional environment is specific in its tension, importance for the personal and professional development of a novice teacher. It depends on how this period passes, whether the newly-minted teacher will succeed as a professional, whether he will remain in the field of education or find himself in another business.

During the first three years of pedagogical activity, a novice teacher acquires initial practical pedagogical experience, masters basic professional skills. It was during this period that one of the leading activities of a novice teacher changes: learning activities replaces "industrial" - pedagogical, which has the characteristic features:

ü pedagogical activity does not allow discounts for insufficient qualifications: high and stringent requirements for professional competence on the part of the educational environment are valid from the first to the last day of work;

The teacher is unable to stop pedagogical process postpone it in order to, for example, get a consultation;

ü the work of a teacher is a creative process, therefore there are no repetitions in the activities of a teacher that require repetitive patterns of behavior;

ü pedagogical activity often requires an instant, but professionally verified reaction;

ü a significant period of manifestation of the final results of pedagogical activity and the high cost of mistakes;

ü constant work in conditions of a high level of uncertainty (under similar initial conditions and similar technologies used, the final results of activities may be different);

ü the essential importance of the internal motivation of the teacher (this is partly due to the limited possibilities of external motivation).

In order for the adaptation not to be delayed, and for the novice teacher not to develop feelings of insecurity, inferiority, pessimism, timely provision of real support and assistance is necessary.

Work with novice teachers in our institution is planned taking into account:

Level of basic education;

individual characteristics;

The level of professional needs of the teacher;

Having work experience.

Various forms of work are used:

ü consultations;

ü seminars;

ü practical exercises;

ü methodological associations;

ü business games;

ü creative living rooms, workshops.

In our preschool educational institution, work with novice teachers is carried out in two directions:

1. Beginner teacher - senior teacher. The senior educator creates conditions for easy adaptation of a novice teacher at work; provides the necessary methodological literature, materials advanced planning, didactic materials, grants, provides the necessary advisory assistance.

2. A novice teacher is a colleague. A teacher-mentor is assigned to a novice teacher, who provides support.

The key point in this issue is the activity of teachers-mentors.

We have been mentoring for a long time. And if earlier we worked with young specialists who come to us after graduating from higher and secondary specialized educational institutions, now we have to reorient ourselves to novice educators who have received preschool education by correspondence or professional retraining under the program "Theory and Methods of Preschool Education". Therefore, work with novice teachers has to be reconsidered.

The purpose of mentoring in preschool- this is assistance to novice teachers in their professional development; the formation of personnel in the preschool educational institution.

The tasks of mentoring in a preschool educational institution dictated by the need:

ü instill in novice teachers an interest in teaching and consolidate them in the preschool educational institution;

ü accelerate the process of professional development of a teacher, develop his ability to independently and efficiently fulfill the duties assigned to him in his position;

ü contribute to the successful adaptation of novice teachers to the corporate culture, the rules of conduct in preschool educational institutions;

ü organize psychological and pedagogical support and assistance to novice teachers:

In design and modeling educational activities;

Designing the development of the personality of each child and the children's team as a whole;

Formation of skills theoretically justified to choose means, methods and organizational forms educational activities;

Formation of skills to define and accurately formulate specific pedagogical tasks, to model and create conditions for their solution;

Formation of the level of professional activity and pedagogical position.

In accordance with the goal and objectives, a plan for the interaction of a teacher-mentor with a novice teacher is developed.

Training is carried out in different forms:

On-the-job training;

Participation in work methodical association DOW;

Self-education, including independent study of the educational program;

Viewing open classes of the teacher-mentor and colleagues;

Solution and analysis of pedagogical situations;

Practical training - drawing up detailed plans - notes of classes, etc.

Various forms of work with a novice teacher contribute to the development of his cognitive interest in the profession, the development of methods of working with children and their parents, and have a positive impact on the growth of his professional significance.

If an educational institution has built a system of methodological and managerial support for novice teachers, then their outflow from institutions is minimal.

Methodological association of preschool educational institutions as a factor in the development of professional competence of teachers in a preschool educational institution.

senior educator MADOU No. 185

Relevance. Federal state standard preschool education places high demands on preschool education, including the professionalism of educators working with preschool children. Therefore, the advanced training system for preschool educators today is more in demand than ever. How to organize work to improve the professional competence of teachers is decided in each preschool educational institution, depending on the teaching staff of the preschool educational institution.

In our educational institution, we are faced with a number of problems :

Young specialists do not come to work in the institution (a decrease in the number of graduates of preschool education faculties pedagogical universities and colleges)

A significant increase in the number of teachers who do not have a special (preschool) education (the majority of teachers in the institution are subject teachers);

Insufficient activity of teachers, lack of interest.

And as the experience and results of the diagnostics carried out show, not all educators fully realize the creative potential of their profession, and the educational process often turns into a reproduction of learned methods and techniques without taking into account the individual abilities of the child. But modern educator must combine such qualities as initiative, creativity, independence, self-confidence, motivation for continuous learning. He must plan his activities, following the child, observing his development. Since creativity is of great importance for the development of a child's personality, the level of creative potential of teachers was studied. Diagnostics was carried out at the beginning and at the end of the year. I used the "Your creativity" test. I was guided by it when choosing the forms of work.

Theoretical substantiation of experience. An analysis of the real situation and psychological and pedagogical literature has shown that the current educational situation requires the search for new approaches to improve the qualifications of teachers.

According to A.K. Markova, such work of a teacher is professionally competent, in which high level pedagogical activity, pedagogical communication is carried out, the personality of the teacher is realized, in which good results are achieved in the education of pupils. And K.Yu. Belaya believes: “the interaction of management subjects is carried out through the specialization of functions with their simultaneous integration. Leadership at this level is based primarily on personal contacts, is carried out on an individual basis and is informal.

Work system. The questions arose before me: “What should be prioritized for innovative transformations?” “What incentives to use to improve the quality of professional competence of teachers?” “How to unite employees and direct them in a single direction?” With these and many other questions, a guide to the team came out at one of the pedagogical councils.

As one of the ways to solve the problems that arose, the formation of a methodological association based on a preschool educational institution was put forward, where each employee of the institution will have the opportunity to self-realize their professional qualities. I considered the methodological association of preschool educational institutions as an effective form of professional development for teachers, providing the creation of an information space for the exchange of pedagogical experience and improving the level of professional skills of each teacher. The use of methodical association in work with teachers allows avoiding overorganization, monotony of forms and methods, when explanatory and illustrative methods prevail, and teachers become passive listeners of consultations and seminars.

Organizing the work of the methodological association of preschool educational institutions, I pursued goal: creation of a team of like-minded people, combining the efforts of teachers to improve the quality of the educational process; improving the skills and qualifications of teachers, generalization and implementation of advanced pedagogical experience.

Tasks of methodical association:

1. Organize information and methodological assistance.
2. To create motivation among teachers for joint activities, to strengthen the sense of cohesion.
3. Include teachers in scientific and methodological, experimental and pedagogical activities.
4. Create an information and pedagogical bank of achievements, popularize and disseminate advanced pedagogical experience.
5. To improve the quality and efficiency of the educational process, to preserve the health of preschoolers.

The methodological association has been working in our institution for several years and is a set of activities based on the achievements of science and advanced pedagogical experience. The basic principle of the work of the methodological association is voluntariness.

On the pedagogical council the regulation on the methodological association of the preschool educational institution was approved and a group of interested teachers who wanted to study the proposed topic was organized. The group included educators and narrow specialists of the institution. Problematic issues that they would like to study during the year and the frequency of meetings of the methodological association were discussed with them. A work plan was drawn up.

During the year, four meetings of the methodological association of teachers are held. At the first meeting, the work plan for the academic year is discussed, and teachers get acquainted with normative documents and the theoretical aspect of the issue. At subsequent, working sessions, a practical demonstration of activities is carried out, followed by a discussion, problematic issues are considered, practical materials and recommendations are developed, homework is given for teachers. At each subsequent meeting, homework is reviewed and new issues are discussed. At the final (final) meeting, the work of the methodological association for the year is analyzed, the product of joint activities is presented, and the main areas of work for the next academic year are discussed.

In the first years of the work of the methodological association, passivity, lack of interest, and insufficient activity of teachers in the work of methodological associations were observed. The desire to overcome this trend prompted the search for new active forms and methods of working with teachers, contributing to the development of creativity and professional skills.

Traditional forms of work, in which the main place is given to reports, have lost their significance due to low efficiency, insufficient feedback. Practice has shown that the final result of any methodological activities will be high if, in its preparation and implementation, various methods are used to include each teacher in active work.

For the last two years we have been working on the problem of "Creating an educational environment conducive to the preservation and strengthening of children's health." The topic was not chosen by chance, firstly, this problem is relevant for educational institutions. Secondly, physical development and the formation of a culture of health is a priority in the work of our institution.

My task, as the organizer of a methodological association, is to create an environment, the necessary conditions for self-realization, where each teacher would participate in a creative search. Therefore, special attention is paid to the choice of forms of work. Along with the traditional ones, we also used active forms of work:

• methodical association - presentation;
• joint viewing of the webinar by V. Parshina “The use of outdoor games in various activities”;
• master class "Formation of skills healthy lifestyle life of preschoolers in preschool conditions”;
• round table "Formation of healthy lifestyle skills in children and their parents";
• business game "Organization of interaction between the pedagogical staff of the preschool educational institution on the issues of preserving and strengthening the health of children";
• pedagogical crossword;
• workshop "Effective methods of recovery";
• search and creative tasks (development of the project “I will save my health, I will help myself”, healthy lifestyle quizzes for older preschoolers, etc.).

Such forms of meetings of the methodical association provide the psychological comfort of teachers, take into account the individual and personal qualities of the participants, their professional level, oratorical skills, abilities, psychological readiness.

For example, in the business game "Organization of interaction between the teaching staff of preschool educational institutions on the preservation and promotion of children's health," teachers systematized their knowledge on the problem and were able to better connect theory with practice.

When discussing the problem of developing healthy lifestyle skills in children and their parents, teachers were able to find new, more effective forms of joint work (with children and parents) and draw up a memo indicating these forms.

The work of the methodological association provides for open events with kids. These include various types of educational activities, both specially prepared and educational activities in regime moments(classes on physical development with fitballs, outdoor activities in the form of outdoor games, gymnastics after a nap, a healthy lifestyle quiz, etc.). It is important to include the teacher in the discussion of the event. For this, a variety of punch cards of observations are used, which help teachers to make the analysis more diverse.

Effective work analysis is helped by the use of the incomplete sentence method:

I saw that...

I was surprised that...

I like it…..

I have a question…

During the two years of work of the methodological association on this topic, accumulated following:

1. A legal framework on the problem has been created.
2. A healthy lifestyle quiz was developed and conducted with older preschoolers.
3. A memo for educators "Effective forms of working with parents on healthy lifestyles" has been developed.
4. A plan-program has been developed and is being successfully implemented to involve parents in a healthy lifestyle.
5. A joint plan of the instructor and the teacher-psychologist “Look for the keys to happiness in the family” has been developed and is being successfully implemented.
6. Plans for outdoor physical education in the form of a game for all age groups have been developed.

Results. As signs of the successful work of the methodological association of preschool educational institutions, the following indicators can be distinguished:

Teachers demonstrate a fairly open and sincere behavior;

In relationships, a benevolent background of interaction prevails;

Relations are built on the principles of cooperation, mutual assistance;

The motivational environment of the teachers of the institution is characterized by the desire to improve the forms and methods of work, the focus on improving their professional level;

The indicators of creative potential and creativity of teachers have increased.

This was shown by the results of the survey “Satisfaction of teachers with the possibility of manifesting and implementing their professional and personal qualities". In addition, among the teachers of the institution there is a high motivational readiness for professional development. Over the past two years, the number of teachers certified for the highest and first qualification categories has increased (as of September 1, 2019, 61% of teachers were certified).

Achievements: The meeting of the methodological association in the form of a business game was presented as part of the participation of the institution in the city review - competition "Little Country" in 2017 and was highly appreciated by the jury members. The institution is the winner of the competition (Diploma of the 1st degree) in the nomination "Kindergarten - the best workshop teaching staff". In 2018, with work experience, she participated in the city competition of methodological skills, in the nomination "The best methodological association of preschool educational institutions." In March 2019, on the basis of the preschool educational institution, a methodological association was held for deputies for VMR and senior educators on this issue. In 2018, the institution joined the All-Russian physical culture and sports movement "Ready for Labor and Defense". Teachers of the institution and preschoolers aged 6-7 fulfill the TRP standards and receive gold, bronze and silver badges.

Thus, the work done allows us to conclude that the methodological association of preschool educational institutions is a school for improving the professional skills of teaching staff, an information space for the exchange of pedagogical experience. Recommendations developed on the basis of the activities of methodological associations help to improve the quality of the educational process, improve work with parents.

Perspective:

Further development and effective use of the educational potential of the institution;

Replenishment of the bank of ideas and innovations;

Increasing the level of personal and professional readiness of teachers to use effective developing technologies in the upbringing and education of preschoolers.

Literature.

1. Belaya K.Yu. Methodical work with preschool education: analysis, planning, forms and methods. M., 2010
2. Volobueva M.V. The work of the senior educator of the preschool educational institution with teachers. M, 2008
3. Denyakina A.M. New approaches to the management activities of a preschool educational institution. M., 1997
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5. Rozhina T.V. Organization of a methodological association of educators. //Methodist, 2015

Under project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent action students with a mandatory presentation of these results.

The essence of the project method- to stimulate children's interest in certain problems, involving the possession of a certain amount of knowledge, and through project activities to show the practical application of the acquired knowledge.

main goal method of projects in preschool education is the development of free creative personality child, which is determined by developmental tasks and tasks research activities children.

Project method- one of the teaching methods that promotes the development of independent thinking, helping the child to build confidence in their own abilities. It provides for such a learning system when children gain knowledge and master skills in the process of implementing a system of planned practical knowledge. It is learning through activity.

Project method- this is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real, tangible practical result, designed in one way or another. This is a set of techniques, actions of children in their specific sequence to achieve the task - solving a problem that is personally significant for children and designed in the form of a certain final product.

In educational DOW process project activity is cooperation in which children and teachers of the preschool educational institution, as well as parents and other family members take part.

Projects are implemented in a playful way, children are involved in various types of creative and practically significant activities.

The project is "5 P"

• PROBLEM(significant task),
• DESIGN(action plan, product selection, presentation form),
• SEARCH information (search and collection of material),
• PRODUCT ( result of work, product)
• PRESENTATION(representation of the product, result).

Project development algorithm

	Tasks	Stages
Initial (goal setting)	Definition of the problem (topic)	Clarification of available information, discussion of the assignment
Planning	Problem analysis. Identification of sources of information. Distribution of roles in the team.	Formation of tasks, accumulation of information.
Project implementation	Project implementation.	Work on the project, its design.
Project Protection	Preparing for the defense. Explanation of the obtained results, their evaluation.	Project protection. Participation in the collective evaluation of the results of the project.
Evaluation of results	Analysis of project implementation, results achieved (successes and failures).	Summarizing. Definition of tasks for new projects.

Project classification

• by target setting
• according to the composition of the participants,
• by topic,
• in terms of implementation,
• by content.

Project types

1. Research and creative: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design. For example, “Nature is our home”, “How people make supplies”, “Transport in our life”, “Animals and people”, “Let's get to know each other”, “Water world”, “Breath and health”, “Nutrition and health” .
2. Role playing: with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way. For example, “Favorite toys”, “In our boring garden”, “Fairytale bird”, “Secrets of the grandmother's chest”, “ABC of health”, “Secrets of Ilya Muromets”, “Heroes of the Russian land”, “Visiting a fairy tale”.
3. Information-practice-oriented( children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.).
4. Regulatory ( projects to create norms of conduct):

• forbidding
• positively normalizing
• normative - leading to the creation of a new norm and supporting the initiative of a preschooler

By number of participants:

1. Intergroup("The Seasons", "The World of Animals and Birds").
2. Group(“Merry Astronomy”, “Underwater World”, “Know Yourself”).
3. Individual(“Me and my family”, “Family tree”, “Secrets of the grandmother's chest”).

By duration:

• short-term(one or more lessons)
• middle duration (up to 1 month)
• long-term(up to six months to a year).

Project activity contributes to the development of thinking, imagination and speech of children only when the teacher seeks handle the problem situation.

This is what distinguishes project activities from productive activities in which problem situation removed as quickly as possible.

The sequence of the teacher's work on the project:

• the teacher sets a goal based on the needs and interests of the child;
• involves preschoolers in problem solving;
• outlines a plan for moving towards the goal (supports the interest of children and parents);
• discusses the plan with families at a parent-teacher meeting;
• asks for recommendations from the specialists of the preschool educational institution;
• together with children and parents makes a plan? scheme of the project;
• collects information, material;
• conducts classes, games, observations, trips (events of the main part of the project),
• gives homework to parents and children;
• encourages independent creative work of children and parents (search for materials, information, making crafts, drawings, albums, etc.);
• organizes the presentation of the project (holiday, occupation, leisure), composes a book, an album together with children;
• sums up (speaks at the teachers' council, summarizes work experience).

Thus, in the project activity, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.

Without play, there is not and cannot be full-fledged mental development. play is a huge bright window through which a living stream of ideas and concepts flows into the child's spiritual world. the game is a spark that ignites the flame, inquisitiveness, curiosity.

V.A. Sukhomlinsky

preschool childhood- this is a period of intensive development of all mental processes. One of the most important processes is thinking. What is thinking? Thinking is the process by which a person solves a problem. Thinking is closely connected with speech, with the help of thinking we gain knowledge.

In preschool children, the main types of thinking are visual-effective thinking and visual-figurative thinking. On the basis of figurative thinking, prerequisites are formed logical thinking.

What is logical thinking?

Logical thinking is thinking by reasoning or building cause-and-effect relationships. Logical thinking is formed on the basis of figurative thinking and is the highest stage of development. The development of logical thinking should begin in preschool childhood.