Organization of interaction between educators and preschool employees on issues of education, training and development of preschool children. Theoretical and methodological foundations of interaction between a teacher and employees of a preschool institution Interaction with teachers in a preschool
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Ministry of Education and Science Russian Federation
Fraternal Pedagogical College
federal state budget
higher professional education
"Brotherly State University"
OPOP specialty 050144 Preschool education
REPORT
in production practice (educational, according to the specialty profile) in practice PM.04. Interaction with parents and preschool employees and PM.05. Methodological support educational process. Type of practice: according to specialty profile
Dates: 03/30/14-04/12/14
Group 3 student - B
Practice heads:
A.V.Naumovich
N.T.Khoroshikh
A.T. Khokhlova
Bratsk 2014
Introduction
1. Practice assignment
2. Main part
Conclusion
Introduction
Pedagogical practice took place within the time limits established by the curriculum as a preschool teacher.
The teaching practice plan included assignments for the interdisciplinary course (IDC):
MDK 05.01. Theoretical and applied aspects methodological work and MDK 04.01. Theoretical and methodological foundations of interaction between educators and preschool employees.
The objectives of industrial practice are:
Introducing students to the pedagogical reality of a preschool educational institution;
Direct participation in the organization methodological support educational process in preschool educational institutions.
Objectives of industrial practice (according to specialty profile):
Gaining practical skills;
Gaining experience in theoretical and methodological activities, organizing monitoring of teaching activities;
Obtaining initial skills in conducting advisory and methodological work with preschool employees;
Operating mode: from March 30, 2014 until 04/12/2014, working week - 36 hours.
Schedule - attached
Admission to practice - 03/28/2014
The teaching practice took place on the basis of MBDOO No. 101 “Solnyshko”. During the training practice, acquaintance with the pre-school educational institution, the practice plan and the requirements for organizing and completing tasks on the MDC was organized. I met the group, children, teachers, specialists and methodologists. Documentation has been completed. During the practice, I learned to observe, analyze, and establish contact with teachers.
In order to get to know the preschool institution more deeply, MBDOO passport No. 101 was compiled.
Municipal budgetary preschool educational institution - kindergarten No. 101.
Actual address Bratsk, st. Pogodaeva 6a
Phone - 33-43-67
Founder - Department of Education of Bratsk.
Working hours: 12-hour stay for children from 7 am to 7 pm
Number of groups - 12 gr.:
Groups early age -3;
Preschool groups - 9.
Number of children - 287 people. The kindergarten was built according to a standard design; the building is two-story, single-building. The MBDOO has a music hall, a sports hall, group rooms, an art studio, a psychologist’s office, a doctor’s office, and areas for each age group. The equipment of groups and areas complies with established sanitary and hygienic standards. Daily routine in kindergarten pedagogically justified, compiled in accordance with the maximum load on a child in a preschool educational institution.
The main priority areas in the activities of the institution are:
In groups with a general developmental focus - the artistic and aesthetic development of children.
Main directions educational activities preschool are set out in the “Basic general educational program of MBDOO No. 101”, developed on the basis of the program for the development and education of children in the Rainbow kindergarten.
1. Practice assignment
Curriculum and program for the specialty PM. 05.
« Methodological support of the educational process" The following types and tasks for teaching practice are assumed.
Types of jobs:
MDK 05.01. Theoretical and applied aspects of methodological work.
1. Complete instructions on organizing practice in the specialty profile and receive advice from the head of the practice “Peculiarities of behavior and relationships with parents and employees in preschool educational institutions.”
2. Analyze the activity method. Cabinet with recording of the results in the table “Assessment of functional suitability of the method. Office of the preschool educational institution."
3. Analyze the content of the stand for parents in 2 age groups, make a comparative analysis. Select and arrange materials for the stand.
4. Compose thematic summary on organizing and holding joint events between children and parents.
5. Make a plan for an individual conversation with parents.
6. Create a script for a group parent meeting.
7. Develop a leaflet “Professional interaction in preschool educational institutions.”
8. Take part in ped. advice, ped. hours, family meetings held in preschool educational institutions during practice; reflect the results of your own activities and analysis in your practice diary.
9. Develop topics for group consultations for parents, indicating the purpose and main issues.
2. Main part
Before completing the internship, I received instructions on organizing the internship, and also gave lectures on the topics “Features of interaction between subjects of pedagogy. process" and "Professional competence of a teacher."
Analyzing the activity of the method. office, the results of which were entered into the table “Assessment of functional suitability of the method. office of preschool educational institution,” we can conclude that the method. The office is a “treasury of kindergarten traditions”, a collection center for teachers. information, “the brain of a preschool institution,” a laboratory for the creative work of educators, each visit here brings new knowledge, new thoughts and ideas, enriching the experience. The methodological room is of great benefit both in improving the skills of employees and in uniting the team in solving specific problems formulated in the Charter, development program and annual plan of the preschool educational institution. teacher preschool education
To analyze the stand for parents, I chose the second junior group"Rays" and senior group"Daisies". The information posted on the stands for parents is dynamic. The material changes every two weeks. The stands are colorfully decorated. Posters were used for decoration.
There is also a tablet about the age characteristics of children.
The “Our Vernissage” section presents materials about last day in the form of drawings, crafts.
Section “Daily routine” (in each age group appropriate for age). He is constant.
The groups also have “Lost Things” corners, where parents can find forgotten children’s things.
The groups have a “Notice Board” that informs parents about meetings, theaters, discos held in the group and kindergarten. There is information about the theme of the week.
After analysis, we can conclude: all corners for parents meet the requirements.
On October 1, 2013, a parent meeting was held on the topic: “What is important to know about a child of the third year of life in order to understand him.” The form of the meeting is a round table.
The purpose of the parent meeting: to coordinate the actions of teachers and parents in the new school year; determine directions for the further development of children in the group. Invite parents to exchange opinions on issues of relevance to them in their relationship with their third child.
Present: parents, teachers. The following were invited: a methodologist, a psychologist, a senior educator, a doctor.
The meeting passed calmly, with the parents playing a game about the leading driving forces of the mental development of a child in his third year of life. Parents also completed the “Your Family Values” questionnaire.
Then the methodologist spoke briefly. She introduced parents to the methods of conducting classes with children of the third year of life. The psychologist briefly introduced parents to the characteristics of the neuropsychological development of children. The doctor advised parents on hardening their children.
Parents and teachers were satisfied with the parent meeting. Everything that was planned was carried out successfully.
On February 17, 2014, I took part in teachers’ council No. 4, the topic of which was “Gender education for preschoolers.” I prepared a message on the topic “Games of our childhood” and played the game “Rubber Bands”. Together with the team, we happily remembered the games of our childhood and were ready to talk and remember about it forever.
On November 20, 2013, a concert dedicated to Mother's Day was held. The evening was delightful, mothers and grandmothers were not allowed to rest, after the end of the evening we had a tea party.
On April 1, 2014 we held fun party, which was called “April First”. The highlight of our holiday was that all the acting roles were performed by our parents (“Nesmeyana” - Gushkova T.A., “Petrushka” - Sytko S.V.). It was a lot of fun, and after the party, treats were distributed. I recommend more holidays like this to everyone.
In the process of practice, I developed plans for an individual conversation with parents, the topics of which were “IF A CHILD BITES NAILS” and “WHAT TO DO WITH A CHILD WHO DOES NOT SHOW A DESIRE TO INDEPENDENT ACTIVITY.” Conversations were held with parents and brochures were presented.
Group consultations for parents were also prepared, indicating the purpose and main questions. Topics of consultations: “Peculiarities of communication with children in the family”, “Teaching a child to work”, “Don’t be afraid, I’m with you, or something about children’s fears”, “Swear words”. In my opinion, the topics of consultations are very relevant, since often in our time we encounter abuse of children, children who are not accustomed to helping adults, unbalanced children, children who sometimes use profanity in their speech. Of course, this is not the children’s fault; I hope that my developments will help our parents avoid making mistakes.
During my teaching practice, I developed a memo (for teachers) “Professional interaction in preschool educational institutions.” The problem is relevant, the memo was placed in the methodologist’s corner.
Conclusion
The methodological work is quite complex, but interesting. In order for the work to be rich and productive, you need to know and be able to do a lot. I managed to establish contact with the methodologist.
It was not always possible to competently and meaningfully analyze my activities (see the positive, and especially the reasons for what did not work out in my work), and formulate conclusions. But, despite some shortcomings, I think that the practice was worked out successfully.
She helped me gain practical experience:
Search, analyze and evaluate the necessary information to solve practical problems;
Work in a team, interacting effectively with colleagues and management;
Conduct your professional activities in compliance with the legal norms governing them.
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"General education kindergarten No. 40" Yablonka "
Educator:
Abramova A.G.
Korolev, 2018.
Interaction between the teacher and the staff of the preschool educational institution.
Preschool teacher must clearly know the conceptual foundations of organizing the 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 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 organization musical activity children. 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.
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 pedagogical process 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 should 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 of preschool children.
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 activities are aimed at the child, so their actions must be coordinated with each other. Planning them joint activities 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:
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 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 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 the teacher, ensuring the preservation and strengthening of the health of pupils, carrying out activities that contribute to their psycho physical development, their compliance with the daily routine;
organizing, taking into account the age of the pupils, their work on self-care, compliance with labor protection requirements, and 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.
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.
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 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 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.
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 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.
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, 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.
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