Methodological development “Model of interaction between teachers and parents and employees of preschool educational institutions. Organization of interaction between educators and preschool employees on issues of education, training and development of preschool children Structure of interaction between educators and employees

Municipal autonomous educational institution

Korolev urban district, Moscow region

"General education kindergarten No. 40" Yablonka "

Educator:

Abramova A.G.

Korolev, 2018.

Interaction between the teacher and preschool staff educational institution.

Preschool teacher must clearly know the conceptual foundations of organizing educational educational process in a preschool institution, the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of the teacher with specialists in a preschool educational institution is an integral part successful learning and raising children.

Interaction between the teacher and the administration of the educational institution.

The interaction of the teacher with the administration of the educational institution is aimed at creating optimal conditions for the full comprehensive development and training of students, protecting and strengthening their health in accordance with the state educational standard and programs implemented in the institution. Also to organize work among parents (persons replacing them) on the issues of raising and educating children in the family, promoting pedagogical and hygienic knowledge, attracting parents (persons replacing them) to participate in the activities of the institution, determined by the charter and parental agreement.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes the current and forward planning activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness. The interaction between a teacher and a senior teacher at an educational institution is continuous throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with fire safety standards and regulations in the educational process, traffic, behavior on the street.

Interaction between a teacher and a music worker at an educational institution.

The general and musical-aesthetic development of preschool children in kindergarten is carried out musical director, well versed in theory and methodology pedagogical process, and a teacher with general musical training.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Music classes in kindergarten are the main form of organizing children's musical activities. In preparation music lessons The music director and the teacher participate. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.

The activities of the music director and teacher also include conducting music and speech classes. These classes are the connecting link in the activities of teachers. The classes are aimed at developing speech through expressive singing and are additional. The teacher actively helps the music director in carrying it out. The content of the lesson includes literary and musical material.

In music classes, children's singing skills are developed, improved and consolidated, and a stereotype of correct pronunciation of words is formed. The emotional basis of musical lessons contributes to better learning of various skills. The teacher, being present at such classes, enriches the methodology of his work on the development of children’s speech and brings it closer to the methodology of the music director.

The teacher and music director create a subject-development environment, which is carefully thought out by them. The subject-development environment is given fundamental importance in the pedagogical process of a children's educational institution.

The essence of the tasks of joint interaction between the music director and the teacher is to awaken the creative activity of children, develop their musical imagination and thinking, and stimulate the desire to independently engage in musical and creative activities.

Together, teachers must develop children’s musicality, educate their moral sphere, mental processes and personal developments. Thus, the music director and teacher must provide for the integrity of music education: training, education, development. All these tasks can be implemented only if the following conditions are met:

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

The music director and educator must keep the development of the entire holistic set of personality qualities at the center of the music education system, and this is the main result. The goal of the humane-personal approach, proclaimed by the pedagogy of cooperation, is an approach to the child’s personality, his inner world, where undeveloped abilities, strengths and possibilities lurk. The task of teachers is to awaken these forces and use them for more complete development.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) for learning. Game motivation, the presence of dialogue and polylogue (i.e. the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

In the process of subjective interaction, teachers constantly put children in the position of an experimenter, ask them a lot of questions, encourage them to constantly think and look for an answer to the question posed. It is this interaction that has a great effect on the development of intellectual abilities.

The process of music education is long, don't wait quick results. Only the joint activity of the music director and teacher leads to desired results in solving problems of general and musical aesthetic development children preschool age.

Interaction between the teacher and the leader physical education educational institution.

Currently, one of the most important problems is the state of population health. Children's health is the wealth of the nation. The most accessible means of increasing health potential is physical education and physical activity.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activity is aimed at the child, so their actions must be coordinated with each other. Planning them joint activities carried out on the basis of an annual plan preschool and is drawn up in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings

They are equally:

Know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

Conduct diagnostics of the physical condition of children according to the program implemented by the preschool institution;

Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;

Form in children ideas about the hygiene and aesthetics of physical exercise (posture, exemplary display of physical exercises, conducting classes in sportswear and shoes, etc.);

Use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

Control physical activity external signs fatigue;

Use physical education tools to develop normal gender-role behavior in children;

Hardening is carried out during physical exercises;

Ensure the safety of children during physical exercise;

Provide children with first aid medical care in case of accidents;

Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

Inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activities, different types and forms of activity.

Interaction between the teacher and medical worker educational institution.

The interaction between the teacher and the medical worker is aimed at:

control of the sanitary condition of premises and area kindergarten;

compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;

ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;

accounting for sickness absence, isolation of sick children;

There is a joint daily morning reception of children;

participation in pedagogical councils dedicated to the problem physical development and children's health;

health education work of parents;

compliance with the group's food schedule;

maintaining food tables for children in the group;

organizing meals in a group.

Interaction between the teacher and junior teacher educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;

creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

together with medical workers and under the guidance of a teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, and their adherence to the daily routine;

organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;

participation in work to prevent deviant behavior, bad habits in pupils;

bearing responsibility for their lives and the health of children;

dressing and undressing children, conducting hardening activities;

ensuring the protection of life and health of students during the educational process;

compliance with labor protection and fire safety rules;

ensuring the protection of children's lives, maintaining and strengthening their health;

working together with children;

interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

Summarizing the above, I would like to once again note that modern goals and objectives preschool education, cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and uniform style work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

A model of interaction between preschool specialists in solving educational problems within the framework of the introduction of the Federal State Educational Standard for preschool education

in MADOU "Kindergarten No. 48" in Seversk

Deputy Head for SMR E.Z. Shaidulina

MADOU "Kindergarten No. 48" is included in the list of preschool educational institutions - basic sites for developing models for introducing the Federal State Educational Standard preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard for Education) (based on the order of the educational institution TO No. 310-r dated May 21, 2014). In this regard, a working group was created at the preschool educational institution and a plan was developed - a schedule of activities for the implementation of the Federal State Educational Standard for Educational Education, which includes organizational, regulatory, legal, information, methodological and personnel support for the implementation of the Federal State Educational Standard for Educational Education.

Purpose of activity working group– determine and provide conditions for the implementation of a model of interprofessional interaction between preschool education specialists to solve educational problems.

Relevance and objective prerequisites for creating a model of interaction between specialists.

The most important area of activity of the model is the preparation of all participants in the educational process to work within the framework of the implementation of the Federal State Educational Standard for Education.

As part of the implementation of the Federal State Educational Standard, there is a need to update the content of activities, to select modern forms methodological influence, building more advanced mechanisms of interaction with the educational society; the need to further develop the problem of close interaction between the kindergarten and the families of the pupils. This is due to modern requirements for the quality of preschool education, the implementation of such principles educational activities, as “adaptability”, “integrativeness”, “complexity”, the principles of “assistance and cooperation of children and adults”, “cooperation of the organization with the family”, which act as the leading principles of modern public policy Russian Federation in the field of education. This dictates the requirement to adapt the education system itself to the level of training and developmental characteristics of students.

The identified problems determined the ways of formation and development of methodological activities as marketing, personality-oriented, which was the basis for the creation of the Program of interprofessional interaction of specialists “Under a Happy Roof”, which determines the directions of work in the “Teacher – Child – Parent” system (reviewers: Candidate of Philological Sciences, Associate Professor of the Department of Preschool Education and Speech Therapy of the Pension Faculty of the TSPU O.I., Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education and Speech Therapy of the Faculty of the TSPU T.N.

The novelty of the developed model lies in the creation of mechanisms for effective interaction of subjects in the educational methodological environment of preschool educational institutions.
Essential characteristics of the model.

The model of interprofessional interaction between preschool specialists offers one of the options for creating psychological education and cooperation of all participants in the educational process in the “Teacher – Child – Parent” system and opens up directions and wide opportunities in working with families in order to create a “ responsible parenting”, promotes changes in the psychological attitudes of parents on the role of the family in the formation of the child’s personality, using various forms of work with parents, and also provides conditions for the interaction of specialists within the framework of the implementation of the directions for the introduction of the Federal State Educational Standard for Education.

Target: improving the quality of education and development of children through connections “Teacher - Child - Parent”.

Expected results:

creating conditions that ensure the subjective position of each specialist in advanced training, which involves reflexive self-analysis of activities, mastering methods of self-education and self-development;
support for positive initiatives of teachers related to innovative developments in the field of education;
increasing the productivity of specialists by including interactivity in various forms of interaction with the family;
creation in preschool educational institutions of a unified system “Teacher – Child – Parent”, which allows constructively solving issues of child upbringing and development, building partnership communication with parents, using various forms of communication with parents, and also increasing social status the profession of a teacher, a narrow specialist of a preschool educational institution in the eyes of the parents of pupils;
development of pedagogical reflection and professional competence of teachers in communicating with parents and in issues developmental psychology children;
increasing the psychological and pedagogical competence of parents of pupils, as organizers of raising a child in a family, as part of the implementation of systematic information about the interaction of specialists in the context of the introduction of the Federal State Educational Standard for Education.

Model structure.

We understand the model of interprofessional interaction of specialists as an organizational structure in the system of an educational organization, uniting subjects methodological work and implementing the functions of methodological support for participants in the educational process (Appendix 1).

The basis of the model is the idea of optimizing the relationship “Teacher – Child – Parent”.

Tasks:

to form the psychological culture of parents, increase their psychological and pedagogical competence;
create conditions for active restructuring in relations between teachers, children and parents, optimization of these relations, involving parents in joint activities in the upbringing and development of children, participation in the life of preschool educational institutions;
study families of pupils, conditions family education and the needs of parents;
provide parents with assistance in trusting the educational institution, create conditions for the transition of parents from passively receiving important information in educational and educational plan, active participants in resolving important issues;
improve the psychological and pedagogical competence of teachers;
promote the development of the psychophysical health of pupils, as well as the formation in children of an idea of moral values and qualities (kindness, philanthropy, love and respect for parents, politeness, caring, attitude towards a healthy lifestyle), adequate emotional development and moral behavior;
promote the positive experience of family education and the creation single space"Family - preschool educational institution."

Practical novelty:

the possibilities for improving the quality of education, development and upbringing of children are shown through the implementation of effective interaction between the kindergarten and the families of pupils in the system of relations “Teacher – child – parent”;
usage shown various forms work with parents, children and teachers in a unified system of psychoprophylactic and pedagogical work, the possibilities of introducing innovations in kindergarten through the use of modern pedagogical technologies have been identified;
transition from the traditional model of transmitting experience to learning by “action”;
focus on productivity (creation of original programs, projects, effective techniques, teaching aids etc.).

The subjects of pedagogical support are teachers, parents, children.

The model involves three main blocks: work with teachers, with children and parents.

For each block in the program, goals, objectives, forms of activities, and methodological recommendations are defined.

Main areas of work with teachers:

development of individual trajectories of educational activities of teachers to improve the level of professional skills through the practical implementation of the relationship “Teacher - child - parent”;
methodological and psychological-pedagogical support for teachers in the system of dissemination of best practices.

Performance indicators: desire for professional growth and continuous improvement of the level of professional training, active participation of teachers in various forms ah presentation and generalization of experience, professional skills competitions, grant competitions, initiation of educational initiatives.
Mechanism for implementing the model of interprofessional interaction

The interaction of structural units of each level can be represented in the form of a diagram (Appendix 1).

The interrelation of all levels is laid down in the principles of constructing the model; it presupposes the presence of both horizontal and vertical connections, subordination and subordination, when each of the participants methodological environment can be a participant and at the same time a tutor of any activity. When solving the problem of individual methodological influence, preference is given to teaching by “action”.

The system of interprofessional interaction between specialists is built on the basis of the following principles:

the principle of consistency, which includes not only the organizational aspect of the system and the interaction of its individual components, but also compliance with the goals, content, forms, methods, and means of developing the professionalism of specialists with their educational needs and difficulties; development of psychological and pedagogical competence of parents;
the principle of network interaction;
the principle of optimal activity;
the principle of complementarity and compensation.

The basis for determining the content of methodological support activities is monitoring the professional and information difficulties of teachers and parents, identifying difficulties of a didactic and methodological nature. For this purpose, the requests of the educational community are being studied.

Various diagnostic methods are used, optimal for each level: questionnaires, surveys, interviews, analysis of teachers’ activities, diagnostic data on the level of professional competencies of teachers, data on the effectiveness of pedagogical influence on the child. The information received is processed and systematized. Based on the data obtained, mechanisms for providing services are selected, taking into account existing (or, if possible, created) conditions.

The process is accompanied by monitoring the quality of services provided; the incoming information allows the system to predict their demand. As a result, feedback is provided from subjects at all levels.
Technological support of the project.

The implementation of the model of interprofessional interaction of specialists in solving educational problems within the framework of the introduction of the Federal State Educational Standard for Education is based on the technological component of the activity .

Every teacher and preschool specialist needs to navigate a wide range of educational technologies. This, in particular, is indicated by the professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)", approved. by order of the Ministry of Labor of Russia dated October 18, 2013 No. 544 no.

One of the tasks of the Federal State Educational Standard for Educational Education is to “ensure variability and diversity of content educational programs and organizational forms of preschool education, the possibility of developing programs of various directions, taking into account the educational needs, abilities and health status of children.”

To solve new problems, new tools are needed. Along with technologies that have long established themselves in the practice of organizing work with families, in order to effectively implement the model of interaction between specialists, it is necessary to master modern technologies and methods aimed at both the development of the system itself and each of its representatives.

The novelty of interprofessional interaction of specialists within the framework of the “Under a Happy Roof” program lies in the use of various forms of work with parents, children and teachers in a unified system of psychoprophylactic work, as well as in the introduction of innovations in preschool educational institutions through the use of modern pedagogical technologies (ICT, problem-based learning technologies, research, project activities).

As a result of the interaction of specialists, the following are developed, introduced and implemented: health-saving technologies:

ensuring the socio-psychological well-being of the child;
health preservation and health enrichment for teachers;
educational technologies.

In addition, it is worth noting one more pedagogical technology, which is implemented through this program and is also innovative for our preschool educational institution. This - pedagogy of cooperation. It is worth noting the value of the target orientations of cooperation pedagogy, which consist in the transition from the pedagogy of requirements to the pedagogy of relationships, in a humane-personal approach to the child and adult, in the unity of teaching and upbringing, and which are successfully implemented through this program.

Particular importance in the context of the development of innovative activity is attached to the system of consulting and examination.

The created model of interprofessional interaction of specialists is based on the ideas of partnership, effective interaction, focused on revealing the personal potential of each participant in the educational process and feedback.

In this model, this process is carried out through a system of projects of various types: informational, practice-oriented, research, creative.

One of the effective technologies that contributes to the successful implementation of the model is technology of pedagogical design. Pedagogical design is a type of project activity, the purpose of which is the creation of didactic units (educational programs, subject material, etc.).
Conditions for implementing the interprofessional model

interaction between specialists.

Regulatory.

The regulatory and legal basis for activities are: federal. Regional, municipal regulatory documents.

Logistics:

specialists' offices (10);
music and physical education hall (2);
music room (1);
multimedia installations (3);
digital video camera;
digital camera;
swimming pool (1);
computers (8).

Personnel:

manager – 1;
Deputy Head of VMR – 2;
senior teacher – 2;
music director – 4;
Head of FV – 2;
speech therapist teacher – 2;
educational psychologist – 2;
swimming instructor (1);
educators (56).

Of these, 11 people have the highest qualification category, 20 people have the first category, 10 people have the second category, and 14 teachers have the qualification category. Six specialists have diplomas in the specialty “Organization Management”.
Criteria for the effectiveness of model implementation.

The first group of criteria and indicators is designed to provide quality assessment at the macro level through the analysis of the external social effects of the activities carried out.

These criteria are:

availability of services offered;
the effectiveness of services in terms of compliance of their results with the needs of families of pupils in terms of the level of socialization.

The second group of criteria and indicators characterizes the quality of activity at the micro level, allowing you to obtain the necessary information to improve work processes.

Criterion	Indicators
Formation of the information support system	Novelty, relevance, usefulness. Technological characteristics of information
Formation of the regulatory and legal support system	Work with legislative normative documents. Development of our own local acts.
Efficiency of scientific and methodological support	Optimality and rationality of goal selection. Compliance of work content with goals. Efficiency of using research methods in innovation activities. Development of skills for designing innovative ideas.
State of human resources	Security. Readiness to realize goals. Level of methodological training. Availability of conditions for advanced training.
Level of socio-legal, psychological, professional security	Expansion of the educational services market. Stimulating creativity. Psychological climate.
Funding level	Regulatory financing. Share of extra-budgetary investments.

In the process of implementing an innovative model of interprofessional interaction between specialists, the following risks and negative consequences may arise:

the spontaneous, spontaneous nature of the organization of interaction, due to the internal characteristics of the preschool educational institution;
rigidity to innovation on the part of teachers, their reluctance to take part in the activities of the teaching community;
the emergence of a situation of a gap between “pedagogical knowledge and pedagogical action”;
teachers’ lack of professional identification and ability to self-present their own achievements;
parents' passivity in perceiving information about preschool educational institutions.

Ways to overcome risks.

Clear planning and regulation of the activities of preschool educational institutions specialists in order to implement effective management of activities.
Timely adjustment of specialist interaction plans in accordance with accepted obligations.
Organization of a system for improving the professional qualifications of teachers on an individual and differentiated basis.
Organization of a monitoring system for the condition and results of interprofessional interaction between specialists for the purpose of timely correction and identification of best practices.

Meaningful results for 2014-2015.

In the process of developing a model of interprofessional interaction between specialists, certain results have been achieved:

an increase in the number of teachers who can adequately assess their internal potential and successfully realize themselves in various types professional activity;
high level of motivation in mastering the most valuable experience of colleagues, searching and implementing mechanisms for presenting one’s own teaching experience;
there is a great activity of teachers in presenting their own teaching experience (notes of GCD and parent meetings, workshops, consultations, recommendations for parents, materials of thematic exhibitions, etc.);
a social and personal program “Under a Happy Roof” and 15 programs in the main areas of development and education of children were developed in accordance with the Federal State Educational Standard for Education;
increasing the intensive inclusion of parents and other legal representatives of the child in joint educational projects, close cooperation of all adults around him, united by common goals of education.

As part of the implementation of the model, dissemination activities of preschool educational institutions specialists are carried out. The positive experience of specialists is presented at events at various levels.

Result (place, diploma, certificate, medal, diploma, etc.)	Event form, name
International
Publication in the collection	I International Scientific and Practical Conference “Psychology and Pedagogy: Domestic Traditions and International Practice.” Article “Approbation of Federal State Educational Standards for Preschool Education by testing a model of interaction between specialists of a preschool organization to solve educational problems”, Moscow
All-Russian
Laureate diploma, gold medal, Chest sign"Best Manager - 2014"	All-Russian competition “100 Best Preschool Educational Institutions of Russia – 2014” within the framework of the III All-Russian Educational Forum “Looking into the Future. Problems and prospects for the development of preschool education in Russia.”
Laureate diploma, Golden medal	All-Russian competition “100 Best Preschool Educational Institutions of Russia – 2015” within the framework of the IV All-Russian Educational Forum “School of the Future. Problems and prospects for the development of modern education in Russia.”
Laureate diploma, Golden medal	All-Russian competition “Best preschool educational institution – 2015”
Silver medal, 3 laureate diplomas	All-Russian correspondence competition “Sprout: children will save the world” under the auspices of the International Slavic Academy of Sciences, Education, Arts and Culture (West Siberian branch of the ICA), October 2015
Interregional
Diploma in the category “Complex presentation of educational activities”	Competition “Siberian Athens” within the framework of the Interregional exhibition-fair “EDUCATION. CAREER. EMPLOYMENT"
Regional
Letter of thanks, certificates	Regional competition-exhibition “Innovation-2015”

Annex 1

Stage 1 – diagnostic

Exchange of information about the child’s health status, behavior, character traits, level and pace of development, family history;

The discussion of the results;

Identification of development prospects

Model of interprofessional interaction between specialists of the MADOU “Kindergarten No. 48”

Stage 2 – planning and organizational

Coordination of directions, methods and techniques of interprofessional interaction in the “Teacher-child-parent” system;

Use of modern pedagogical technologies;

Drawing up individual programs

for solving educational problems

TEACHER-PSYCHOLOGIST

EDUCATORS Speech therapist

Stage 4 – final evaluation

Joint assessment of the effectiveness of pedagogical influence and interaction;

Assessment of the level of implementation of individual programs;

Forecasting tasks for the next period of work

Stage 3 – activity

Methodological support for teachers in solving educational problems;

Providing psychological and pedagogical support for the family and increasing the competence of parents;

Corrective and developmental work with children

Interaction between the teacher and the staff of the preschool educational institution.

A preschool teacher must clearly know the conceptual foundations of organizing the educational process in a preschool institution and the main directions of development of the institution. The teacher must be able to reflect on the reasons for successes and failures, mistakes and difficulties in the educational process in order to make changes in subsequent activities and achieve better results.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The interactions between a teacher and a senior teacher at an educational institution are inseparable throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.

Interaction between a teacher and a music worker at an educational institution.

The general and musical-aesthetic development of preschool children in kindergarten is carried out by a music director who has a good command of the theory and methodology of the pedagogical process, and a teacher who has general musical training.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Music classes in kindergarten are the main form of organizing children's musical activities. The music director and the teacher participate in the preparation of music lessons. These activities often start in a group setting where there is something interesting going on for the children. For example, children discovered that some toys were missing and went to look for them. They come to the hall... and the playful music lesson begins. This creates motivation and interest in musical activities in children. Teachers think through all this and carry it out together.

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Teachers must interact with children subjectively. This style of interaction between the teacher and the child gives the child the right to choose (songs, games) for learning. Game motivation and the presence of dialogue (i.e., the interaction of the music director with the teacher, the game character and the children) make the lesson very dynamic. During the lesson, when asking a question to a child, the music director (teacher) forms the question in such a way that it contains two answer options. For example: “What mood did the music make you feel, happy or sad? ", "Do chicks sing in a high or low voice? " Children usually always answer correctly.

The process of music education is long, you should not expect quick results. Only the joint activity of the music director and the teacher leads to the desired results in solving the problems of the general and musical-aesthetic development of preschool children.

Interaction between the teacher and the staff of the preschool educational institution.

Teacher Rastrogin G.S.

The interaction of a teacher with specialists in a preschool educational institution is an integral part of the successful education and upbringing of children.

Interaction between the teacher and the administration of the educational institution.

Comply with labor protection and fire safety regulations.

Interaction between a teacher and a senior teacher at an educational institution.

The senior teacher organizes current and long-term planning of the activities of the teaching staff of the preschool educational institution. Analyzes the implementation of educational, methodological and educational work in preschool educational institutions and develops proposals to improve its effectiveness. The interaction between a teacher and a senior teacher at an educational institution is continuous throughout the entire educational process. The senior educator assists teaching staff in mastering and developing innovative programs and technologies, and helps prepare for certification. Measures are being taken jointly to equip groups with modern equipment, visual aids and technical teaching aids, and to replenish them with educational, methodological, fiction and periodical literature.

Work is being carried out to comply with the rules and regulations of fire safety, traffic safety, and behavior on the street in the educational process.

Interaction between a teacher and a music worker at an educational institution.

The work of teachers is complex, varied, and must be carried out in close, mutual understanding and contact.

Involvement in musical activities brings children only positive emotions;

A humane and personal approach has been thought out to ensure emotional comfort for children;

A comfortable musical and educational environment has been created in all forms of organization.

Close interaction between the teacher and the music director ensures the effectiveness of the tasks of music education and an individually differentiated approach to children.

Interaction between a teacher and the head of physical education at an educational institution.

In a preschool institution, physical education and health activities are organized by the teacher and the head of physical education. The effectiveness of physical culture and educational work in a preschool institution is largely determined by their interaction. Each of them performs work in accordance with their job responsibilities. The requirements for the activities of these specialists differ depending on the tasks being solved: general physical training of children, motor rehabilitation. Pedagogical activities are aimed at the child, so their actions must be coordinated with each other. Planning of their joint activities is carried out on the basis of the annual plan of the preschool institution and is formalized in the form of plans: consultations for educators, speeches at pedagogical councils and medical-pedagogical meetings

They are equally:

They know the program according to which the physical improvement of children is put into practice (goals, objectives, predicted results);

Conduct diagnostics of the physical condition of children according to the program implemented by the preschool institution;

Know the characteristics of the health status of pupils and plan physical exercises in accordance with these characteristics;

Form in children ideas about the hygiene and aesthetics of physical exercise (posture, exemplary display of physical exercises, conducting classes in sportswear and shoes, etc.);

Use the means of physical education to educate moral

(moral - volitional) qualities of pupils;

Monitor physical activity based on external signs of fatigue;

Use physical education tools to develop normal gender-role behavior in children;

Hardening is carried out during physical exercises;

Ensure the safety of children during physical exercise;

Provide children with first aid in case of accidents;

Plan, conduct and analyze physical education and health activities during the day (morning exercises, physical education, outdoor games between classes and on the street, invigorating gymnastics);

Inform parents about the level of physical condition of their children and success in physical activity.

The life of every child in a preschool educational institution is built on the basis of a thoughtful alternation of physical activity, different types and forms of activity.

Interaction between a teacher and a medical worker at an educational institution.

The interaction between the teacher and the medical worker is aimed at:

control of the sanitary condition of the premises and area of the kindergarten;
compliance with the sanitary regime as prescribed by the doctor, organizing activities to harden children;
ensuring the organization of recreational activities, adherence to the daily routine, proper conduct of morning exercises, physical education classes and children’s walks;
accounting for sickness absence, isolation of sick children;
There is a joint daily morning reception of children;
participation in pedagogical councils devoted to the problem of physical development and health of children;
health education work of parents;
compliance with the group's food schedule;
maintaining food tables for children in the group;
organizing meals in a group.

Interaction between a teacher and a junior teacher at an educational institution.

The interaction between the teacher and the junior teacher occurs daily, throughout the entire day of the children’s stay in kindergarten, and includes:

participation in planning and organizing the life activities of pupils, in conducting classes organized by the teacher;
creating conditions for socio-psychological rehabilitation, social and labor adaptation of pupils;

together with medical workers and under the guidance of a teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psychophysical development, and their adherence to the daily routine;
organization, taking into account the age of pupils, their work on self-care, compliance with labor protection requirements, providing them with the necessary assistance;
participation in work to prevent deviant behavior and bad habits among students;
bearing responsibility for their lives and the health of children;
dressing and undressing children, conducting hardening activities;
ensuring the protection of life and health of students during the educational process;
compliance with labor protection and fire safety rules;
ensuring the protection of children's lives, maintaining and strengthening their health;
working together with children;
interaction in work to improve the efficiency of the educational process and to create a favorable emotional climate for students in the group during their stay in a preschool institution.

To summarize the above, I would like to once again note that the modern goals and objectives of preschool education cannot be realized by each participant in the pedagogical process individually. All specialists should strive to have a unified approach to raising each child and a unified style of work in general. To ensure such unity in the work of all teachers and specialists, their close interaction is necessary.

The interaction of specialists in a preschool educational institution is an integral part of the successful education and upbringing of children. In this article, we will examine this process in detail, using the example of a preschool educational institution for children with speech impairments.

Experts who study children with general speech underdevelopment (R.E. Levina, G.V. Chirkina, T.B Filicheva, T.V. Tumanova and others) note the need for an integrated approach to the training and education of children with speech pathology. The organization of specialized kindergartens reveals the need for speech therapists to interact not only with teachers, but also with other specialists within the kindergarten, namely with the music director, psychologist and physical education instructor.

M.A. Povalyaeva made a great contribution to the study of the problem of interaction between specialists. She developed a model of correctional and developmental activities in an educational institution, which included:

· creating a team of like-minded people, increasing the professional level of teachers, parents and medical personnel;
· organization of a correctional educational environment that stimulates the child’s speech and personal development;
· development of an integrated correctional and developmental calendar and thematic plan, built on the basis of comprehensive diagnostics;
· direct correction of all components of children’s speech;
· selection of linguistic material taking into account the stage of work and the compensatory capabilities of each child individually.

This model of interaction between specialists in a preschool institution contributes to effective changes in speech development children, professional training of teachers, expanding the boundaries of parental knowledge in the field of correctional pedagogy. In the educational process of any child, timely early support from teachers and doctors is important, which warns the majority and allows them to be corrected quickly and in a timely manner.

Job descriptions for employees of special preschool institutions for children with speech impairments

Let's consider the job descriptions of employees of special preschool institutions for children with speech impairments.

According to job descriptions, the music director of any preschool institution is entrusted with the main function of ensuring the implementation of the aesthetic development program and musical education children, taking into account the age of the pupils.

Music director of a preschool educational institution

To do this, the music director must:

1. Monitor the work of teachers of the educational institution and parents on issues of musical and aesthetic development;

2. Conduct integrated classes with preschool students, together with educators and teachers additional education and other specialists;

3. Actively participate in the activities of the Council of Teachers of Preschool Educational Institutions and methodological associations;

4. Conduct consultations for parents and teachers on issues of musical and aesthetic education children;

5. Present your work experience at competitions, festivals, holidays and within a preschool educational institution.

Relationships and connections for the position of music director:

Instructor physical culture preschool educational institution

A physical education instructor in a preschool educational institution is responsible for the following: functions:

1. Implementation of a program for the physical education of children, taking into account their psychophysical and age characteristics;

2. Preserving and strengthening the health of preschool children.

3. Formation in children in their classes:

A) fundamentals and concepts healthy image human life;
b) motor skills and abilities;
V) motor activity in independent and collective activities;
d) healthy lifestyle culture;
e) maximum conscious mastery of the educational program.

In his activities, a physical education instructor is obliged to:

1. Competently and step by step carry out work on the physical education of preschool children;

2. Ensure, together with medical personnel, monitoring the health status of children and their physical development;

3. Provide individual approach to recruiting subgroups of children for physical education classes;

4. Carry out recreational activities;

5. Ensure the safety of children;

6. Protect the health of children;

7. Monitor emotional comfort during physical exercise;

8. Conduct physical rehabilitation of pupils with health problems;

9. Actively participate in the activities of methodological associations and the Council of Preschool Teachers;

10. Conduct consultations for parents and teachers on issues of physical education of children;

11. Present your work experience at competitions, festivals, holidays and within a preschool educational institution

Relationships and connections by position andphysical education instructor:

1. During the period that does not coincide with vacation, the administration of the preschool institution is involved in pedagogical, methodological or organizational work within the established working hours;

2. Systematically exchanges information on issues within its competence with the administration and teaching staff preschool;

3. Accountable to the head of the preschool institution and the Council of Teachers.

Teacher-psychologist of a preschool educational institution

A teacher-psychologist in a preschool educational institution is responsible for the following: functions:

1. Ensuring the mental, somatic and social well-being and comfort of the institution’s residents;

2. Providing psychological assistance to needy pupils of the institution, their parents (persons replacing them) in matters of behavior, education and upbringing of the child, and the teaching staff.

A teacher-psychologist is obliged to:

1. Carrying out his activities, the educational psychologist is obliged conduct:

· Analysis of the work of teachers of a preschool educational institution, to provide assistance in case of difficulties that arise that are associated with the characteristics of individual development some children;

· Educational activities and games for preschool children;

· Trainings for teachers and parents on issues of education, upbringing and interaction with preschool children.

2. A teacher psychologist must be able to identify the causes and degree of deviations in the development of children (intellectual, emotional, personal, socially), carry out psychological and pedagogical correction;

3. In cases of special need, refer children for consultation to medical, psychological and medical-pedagogical Centers;

4. Be able to draw up psychological and pedagogical conclusions and conduct conversations with parents and teachers in order to orient them in the problems of development of a preschooler;

6. The teacher psychologist must carry out:

· assistance to children, parents and teachers throughout the entire adaptation period to a preschool institution;

· psychological assistance and support for gifted children and children with certain difficulties;

7. Develop psychological culture in preschool institutions among pupils, teachers, specialists and parents;

8. Conduct consultations for participants in the educational process (parents, teachers, specialists);

9.The teacher psychologist must participate:

· at a meeting of the Pedagogical Council of a preschool institution;
· at a meeting of the council of the psychological and pedagogical service of a preschool institution;
· carry out “psychologization” of the educational process in a preschool institution, carrying out scientific experiments;
at meetings for parents and round tables for teachers;

10. Participate in the work of the Council of Teachers of a Preschool Educational Institution.

Relationships and connections by positioneducational psychologist:

1. A teacher psychologist must be able to independently plan his work for a year, half a year, or month. All developed plans are coordinated and approved by the head of the preschool institution, consistent with
psychological and pedagogical service.

2. The teacher psychologist must exchange the information received with employees of the psychological and pedagogical service and the teaching staff of the institution.

3. The educational psychologist must inform the head of the psychological and pedagogical service and the head of the preschool educational institution about emerging difficulties in working with children, parents, and various social services.

4. The educational psychologist must convey to his supervisors the information received at meetings and seminars.

Teacher-speech therapist of a preschool educational institution

The speech therapist teacher is responsible for the following: functions:

1. Active participation in the educational process of preschool children aimed at diagnosis,
prevention, compensation, correction of deviations in the development of the institution's pupils.

2. Protection of children's personal rights in accordance with the UN Convention on the Rights of the Child.

3. Conducting a speech therapy examination of preschool children aged 3 to 7 years.

4. Use in work with preschool children only proven methods for correcting deviations in speech development and restoring impaired speech functions.

5. Conducting consultations for parents (persons replacing them), teachers and specialists of the institution, on emerging issues of diagnosing speech disorders in children, and the use of techniques.

To perform the functions assigned to him or her, the speech therapist must

1.Conduct:

·Annual examination of pupils in order to determine the structure and degree of existing deviations and speech defects;

·Recruitment of subgroups for speech therapy sessions taking into account the psychophysical state of the pupils;

·Subgroup, group and individual classes with preschool children to correct speech disorders;

2. Identify the causes and degree of deviations in the intellectual, neuropsychic and speech development of children;

3. In cases of special need, send students for consultation to psychological, medical and medical-pedagogical centers;

4. Draw conclusions based on the results of a speech therapy examination;

5. Bring to the attention of teachers and parents the results of the examination in order to orient them in the problems of development of a preschooler.

6. Develop and use in your activities:
· correctional programs, cycles of classes that are aimed at eliminating speech disorders in preschool children;

· recommendations for teachers, institutional specialists and parents regarding the specifics of working with children with problems in speech development; consultations on possible delays and gaps in cognitive activity and when preparing children for school; on the socio-psychological readiness of pupils for schooling; on organizing assistance to children with developmental disabilities and speech defects in a family setting;

7. Interact with educators and additional education teachers to consolidate the results;

8. To develop students’ speech culture skills;

9. Conduct consultations for all participants in the educational process in order to prevent speech disorders;

10. Select technologies for speech therapy assistance for children.

11. Participate:

·at meetings of the Pedagogical Council of a preschool institution;
·at meetings of the council of psychological and pedagogical services;
· experimental activities of a preschool institution;
·at parent meetings for parents and round tables for teachers of the institution;

5. Be equipped with visual aids, materials and tools for examining and conducting correctional and developmental work with preschool children.

Relationships and connections in the position of speech therapist teacher:

1. The speech therapist teacher independently plans his activities for the year, half a year and month. All plans are coordinated with the head of the psychological and pedagogical service, the deputy head of educational work and are approved by the head of the preschool institution.

2. Exchanges information within its competence with service employees and teaching staff on issues;

3. Informs the head of the psychological and pedagogical service and the head of the preschool educational institution about difficulties encountered in working with parents, children and various social services;

4. Transfers information received directly from meetings and seminars to higher-ranking managers;

5. Accountable to the Council of Teachers.

Teacher of a preschool educational institution

The teacher of a preschool educational institution is assigned the following functions:

1. Protecting the lives and promoting the health of pupils;
2. Preservation and support of the child’s individuality;
3. Education, training, development of preschool children;
4. Assisting in the socialization of pupils;
5. Interaction with children's families;
6. Conducting consultations and providing practical assistance in matters of education and development of preschool children;

To perform the functions assigned to him, the teacher is obliged to:

1. Contribute to the creation and consolidation of a favorable atmosphere and psychological climate in the group for each student.

2. Realize:

· individual educational and health work with kids;
· study the developmental characteristics of each child;
Monitor the health status of each child;
· be sensitive to the baby’s emotional well-being;
· carry out monitoring;
· promptly notify the manager about accidents;
· be able to provide first aid;
· carry out recreational activities recommended by medical personnel and psychological and pedagogical services;
· carry out current and future thematic planning work on instilling patriotism and patriotism in preschool children civic position, teaching the basics of life safety, organizing independent artistic and speech activities, forming concepts of a healthy lifestyle for a child;
· Prepare and conduct parent meetings. Frequently once a quarter;
· provide consultations for parents;
· design of thematic stands for parents;

3. Provide:
· together with a medical professional, strengthening and preserving the health of children;
· training of students in accordance with the requirements of the State educational standard;
Regularly inform parents of children about the child’s health status;
· comply with the requirements of medical staff;
· work closely with the head nurse, exercise therapy nurse and physical therapy nurse;
· implement the daily routine of children and the institution;
· observe the motor activity of children;
· informing medical services and parents about changes in the health status of pupils;
· informing parents or their guardians about planned preventive vaccinations.

4. Monitor the visual load of children;

5. Take an active part in the preparation and conduct of children's matinees, holidays, sporting events, entertainment, visiting museums. excursions, open classes, parents' living rooms.

Relationships and connections in the position of teacher:

The teacher transmits to the deputy head of educational work the information received at meetings and seminars immediately after receiving it.

Thus, despite the fact that all specialists of a preschool institution are endowed with specific functions and job responsibilities, within the framework of the correctional and educational process their functions intersect, and all teachers must work closely with each other.

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