Classification of forms of methodological work in dow. Forms of methodological work

3. FORMS OF ORGANIZATION OF METHODOLOGICAL WORK

WITH THE PEDAGOGICAL STAFF OF DOU 9

3. FORMS OF ORGANIZATION OF METHODOLOGICAL WORK WITH THE TEACHING STAFF OF DOU 19

APPENDIX 21

INTRODUCTION
Methodological activity is usually defined as the activity of generalization and dissemination teaching experience.

IN pedagogical practice has developed the whole system methodological services at different levels. For example: city, district (district) methodological services and methodological service of an educational institution (school, kindergarten). In a preschool educational institution, methodological work is carried out by a senior teacher or deputy head of educational work.

The task of methodological activity is to create such educational environment in an institution where the creative potential of the teacher and teaching staff would be fully realized.

Experience shows that most teachers, especially beginners, always need help - from more experienced colleagues, managers, senior teachers of preschool educational institutions, from the professional teaching community. Currently, this need has increased many times due to the transition to a variable education system. Teachers now need special additional training and constant methodological support in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and capabilities of children in the practice of teaching and upbringing.

Methodical work V preschool institution- complex and creative process, which provides practical training for educators in methods and techniques of working with children.

1. TYPES OF METHODOLOGICAL WORK IN DECREE
For the effectiveness of the pedagogical process, a constant search for new, more effective methods of education and training is necessary, with the help of which the content of education is transmitted to children. It is methodological activity that plays the leading role in the creation and implementation of the most effective methods of raising and teaching children.

Methodological activity is a specific type of educational activity, the content of which is the systemic unity of creating a method, its testing, implementation of the method (obtaining methods), application of methods.

Methodological activity includes three “activity spaces”: the space of creating methods, the space of disseminating and implementing methods (receiving methods), the space of applying methods.
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2. CONTENT OF METHODOLOGICAL WORK IN THE PRESENTER
The activities of the senior educator are aimed at solving priority and urgent tasks. Therefore, it is necessary to design and determine its content for the entire composition of management functions: information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic and regulatory-corrective.

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3. Methodological work in kindergarten is built in relation to common system continuing education, which involves a creative understanding of regulatory documents, the introduction of scientific achievements and best practices. In each kindergarten, a system of advanced training for teachers is built in a differentiated manner through self-education and all forms of methodological work.

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

To evaluate the system of methodological work in a preschool institution, it is necessary to identify evaluation criteria. Their number may vary and depend on the specific kindergarten, but the most common ones should always be taken into account.

The first criterion for the effectiveness of methodological work can be considered achieved if the results of children’s development grow, reaching an optimal level for each child or getting close to it in the allotted time without overloading the children.

The second criterion for rational expenditure of time. The economy of methodological work is achieved where the growth of teachers' skills occurs with a reasonable investment of time and effort on methodological work and self-education, in any case, without overloading teachers with these types of activities.

The third criterion for the stimulating role of methodological work is that in the team there is an improvement in the psychological microclimate, growth creative activity teachers in their satisfaction with the results of their work.

It is important to remember that the true assessment of the effectiveness of methodological work is given by the final result, and not by the number of various activities carried out 1.

3. FORMS OF ORGANIZATION OF METHODOLOGICAL WORK WITH THE PEDAGOGICAL STAFF OF PRESIDENTIAL INSTITUTIONS
All forms can be represented in the form of two interconnected groups:

- group forms methodological work (pedagogical councils, seminars, workshops, consultations, creative micro-groups, open screenings, work on common methodological topics, business games, etc.);

- customized forms methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.). Let's consider the main forms of methodological work.

When combining forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other. I would like to remind you that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by organizational, pedagogical, and moral-psychological conditions in the team that are specific to this institution 2 .

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The question is increasingly being raised about the need to train parents, especially young mothers, in methods of person-oriented communication with a preschool child. Therefore, organizing a workshop for parents is an important form of work. Various specialists may be involved in conducting such a seminar, who will tell you which toy is preferable to buy for your baby; They will also teach you how to organize the game. You can organize an evening of games for children and adults, in which the leader of the seminar will be an attentive adviser and observer. He will tell parents about his observations and notes at the next lesson and give specific recommendations regarding methods of individual communication with the child.

The seminar is not limited within certain limits time and is not related to permanent place carrying out. A seminar can be considered effective if it helps to quickly and timely make changes to the educational process.

Properly organized preparation for it and preliminary information play a big role in the effectiveness of the seminar. The topic of the seminar should be relevant to a specific preschool institution and take into account new scientific information.

If the seminar is long, then it is good to prepare a memo for the participants of the seminar, in which they indicate the topic, place and order of conduct, a list of questions that need to be thought about, a mandatory list of literature that is useful to get acquainted with in advance. It is important to think through methods and forms of including all seminar participants in an active discussion of the topic. For this purpose, situational tasks, work with punched cards, discussion of two opposite points vision, work with regulatory documents, game modeling methods, etc. The seminar leader must clearly think through the tasks for each topic of the lesson and the assessment of their implementation. At the end of the seminar, you can arrange an exhibition of the teachers’ works.

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Promotion of experience;

Training teachers in methods and techniques of working with children, etc.

Preparation of assignments for participants;

Preparation of equipment.

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

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

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Next form - work on a single methodological topic. With the correct choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people. Exists a number of requirements, which must be taken into account when choosing a single topic. This topic should be relevant and truly important for a preschool institution, taking into account the level of activity it has achieved, the interests and requests of teachers. There must be a close connection a single theme with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the work of other institutions. These requirements exclude the invention of what has already been created and allow you to introduce and develop everything advanced in your team. The above does not exclude such an approach when the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, breaking down a major topic by year.

United methodological topic should run like a red thread through all forms of methodological work and be combined with the topics of self-education for educators 4.

Continuous system advanced training Each preschool education teacher requires different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the intercourse period, active pedagogical activity there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It does following functions: expands and deepens the knowledge acquired in previous course preparation; promotes understanding of best practices at a higher level theoretical level, improves professional skills.

In kindergarten, the senior teacher must create conditions for self-education of teachers.

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

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

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

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This is a voluntary desire of the teacher. In the methodological office, only the topic on which the teacher is working, and the form and deadline of the report are recorded. In this case, the form of the report may be as follows: speaking at a pedagogical council or conducting methodological work with colleagues (consultation, seminar lesson etc.). This could be a demonstration of working with children, in which the teacher uses the acquired knowledge in the course of self-education 5.

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

Work in libraries with periodicals, monographs, catalogues;

Participation in scientific and practical seminars, conferences, trainings;

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

Work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.

The result of these and other types of teacher work is the process of reflection on the experience gained and, on its basis, the construction of a new experience 6.

CONCLUSION
For the head of a preschool institution, it is important to search and select the optimal option for operating a kindergarten. The staff of each pedagogical institution must have its own identity, there must be individuality in the system of work of the preschool institution.
To do this, it is necessary to use new forms and methods of working with teachers to increase their interest in work and creative dedication; look for ways non-standard solution many issues that arise in the practice of planning the work of a preschool institution. So that the end result is always high and effective.

In modern conditions, it is possible to build an effective system of methodological assistance to the teacher only with knowledge of the specific characteristics of each teacher. After all, the work of educators with children depends on the work of the leader with teachers. The main thing is to teach the teaching staff to think together to improve the ways and means of education. The teacher must have pedagogical freedom, independence in choosing the most effective course of action in the current situation, and have moral qualities kindness and responsiveness, breadth and sincerity, decency, and respect for others.

And the main task of the leader in this regard is to promote the creativity of teachers.

When working with teachers, it is necessary to provide feedback, a frank exchange of opinions, analyze specific situations, accept necessary solutions. It is also necessary to teach a culture of discussion, to unite the team, and to improve the level of relations between employees.

BIBLIOGRAPHY

Belaya K. Yu. Methodological work in preschool educational institutions. Analysis, planning, forms and methods. – M.: TC Sfera, 2007. – 96 p.
Vasilyeva A.I., Bakhturina L.A., Kobitina I.I. Senior kindergarten teacher. M.: Education, 1990. - 215 p.
Volobueva L.M. Work of a senior preschool teacher with teachers. M.: Creative Center "Sfera", 2003.
Golitsina N. S. Organization and content of the work of a senior preschool teacher. – M.: “Scriptorium 2003”, 2008. – 104 p.
Skorolupova O. A. Planning as one of the stages of work in a preschool educational institution. – M.: “Scriptorium 2003”, 2009. – 101 p.
Tavberidze V. A., Kalugina V. A. Diagnostics and criteria for assessing the activities of a teacher in a preschool educational institution: organizing the management of methodological work. – M.: School press, 2008. – 154 p.

APPLICATION

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1 Volobueva L.M. Work of a senior preschool teacher with teachers. M.: Creative Center “Sfera”, 2003, p. 64-65.

2 Vasilyeva A.I., Bakhturina L.A., Kobitina I.I. Senior kindergarten teacher. M.: Education, 1990, p. 36 pp.

3 Tavberidze V. A., Kalugina V. A. Diagnostics and criteria for assessing the activities of a teacher in a preschool educational institution: organizing the management of methodological work. – M.: School press, 2008, p. 92-93.

PEDAGOGICAL UNIVERSITY OF "THE FIRST SEPTEMBER"

K.Yu. WHITE

Preschool educational institution - management based on results

The purpose of this course is to help students understand their own experience management and systems of methodological work with personnel, as well as the introduction into practice of the latest achievements in the field of management. The preschool education management technology developed by P.I. is based on Tretyakov and K.Yu. Belaya, lies the concept of results-based management proposed by Finnish authors (T. Santalainen and others). This course will help the manager draw up a development program for his preschool institution, taking into account the social order.
When managing by results, each participant in the pedagogical process must be able to link their participation in common cause with the activities of other team members - this will be discussed in the lecture “Organizational foundations of effective methodological work.”
The control function is an integral part of management activities. The author examines the features of constructing a system of intra-garden control. Mastering a management course allows you to move from a vertical command-administrative management system to a horizontal system of professional cooperation. The proposed course reveals the main management mechanisms that ensure the transition of a preschool institution from a functioning one to a developmental one.

Curriculum for the course “Preschool educational institution- management based on results"

Lecture No. 5
Organizational basis for effective methodological activities in a preschool educational institution

Plan

1. Methodological activity and its importance in the preschool education system.

2. Types of methodological work: research, experimental, correctional.

4. Forms of organizing methodological work with the teaching staff.

Literature

1. Belaya K.Yu. Diary of a senior preschool teacher. M.: AST, 2002.

2. Volobueva L.M. Work of a senior preschool teacher with teachers. M.: Creative Center "Sfera", 2003.

3. Vasilyeva A.I., Bakhturina L.A., Kobitina I.I. Senior kindergarten teacher. M.: Education, 1990.

4. Senina A.I. Methodical office.

1. What is methodological activity, its importance in the preschool education system

Methodological activity is usually defined as the activity of generalizing and disseminating pedagogical experience. In the book “Modern School Management,” edited by M.M. Potashnik (M., 1992) defines:

“By methodological work in school we understand a holistic system of interrelated measures, actions and activities, based on the achievements of science, best practices and a specific analysis of teachers’ difficulties, aimed at comprehensively improving the professional skills of each teacher and educator, at generalizing and developing the creative potential of the teaching staff in general, and ultimately - to achieve optimal results of education, upbringing and development of specific students and classes.”

This definition fully applies to preschool education.

In pedagogical practice, a whole system of methodological services at different levels has developed. For example: city, district (district) methodological services and methodological service of an educational institution (school, kindergarten). In a preschool educational institution, methodological work is carried out by a senior teacher or deputy head of educational work.

The task of methodological activity is to create an educational environment in an institution where the creative potential of the teacher and teaching staff would be fully realized.

Methodological work in a preschool institution is a complex and creative process in which practical training of educators in methods and techniques of working with children is carried out.

In August 1994, the Ministry of Education issued a letter “On the forms of organization and areas of activity of methodological services in the education system of the Russian Federation” No. 90-M. The letter highlights the main directions in the activities of methodological services, implemented in such areas as information, diagnostic and prognostic, innovative and experimental, areas of educational content, advanced training, and certification.

Thus, the methodological service is an essential component of the educational infrastructure (along with scientific support, training and retraining of personnel, the formation of an educational environment, etc.). It is designed to support the normal course of the educational process - to promote its renewal.

2. Types of methodological work: research, experimental, correctional

For the effectiveness of the pedagogical process, a constant search for new, more effective methods of education and training is necessary, with the help of which the content of education is transmitted to children. It is methodological activity that plays the leading role in the creation and implementation of the most effective methods of raising and teaching children.

Analysis of psychological and pedagogical literature, scientific research allows you to highlight different approaches to the definition of activity. According to the definition of S.Zh. Goncharova, “methodological activity is a specific type of educational activity, the content of which is the systemic unity of creating a method, its testing, introducing the method (obtaining methods), applying methods.”

The author has developed a model of methodological activity, which includes three “spaces of activity” (the term of G.P. Shchedrovitsky): the space of creating methods, the space of dissemination and implementation of methods (receiving methods), the space of applying methods.

In the process of methodological activity, these spaces are interconnected into 3 types of methodological activity, which are a single chain of certain elements, in which each stage has a final product: method, technique, guaranteed result. This is clearly presented in the diagram presented.

Types of methodological activities
(according to S.Zh. Goncharova)

Focusing on this diagram, we can highlight the main actions of the methodologist (senior educator) in each of these spaces.

When creating and searching for methods of working with children used: study of methods used in practice, observation, description, comparison, identification of patterns, expert opinion on significance, etc.

When introducing the method into the work of teachers the senior educator informs, teaches, disseminates, organizes experimental work and reproduction this method etc.

When applying a technique, method The main emphasis is on monitoring the implementation of the main provisions and correcting this methodology.

The activities of the senior educator are aimed at solving priority and urgent tasks. Therefore, it is necessary to design and determine its content for the entire composition of management functions: information-analytical, motivational-target, planning-prognostic, organizational-executive, control-diagnostic and regulatory-correctional (P.I. Tretyakov).

Let's try to fill these functions with the content of the senior educator's activities. It should be supplemented taking into account the specifics and characteristics of the work of each particular kindergarten (see table).

In each kindergarten, methodological work with personnel is planned annually. It is important to recall that at present we need to talk about the system of methodological work, the modernization of its tasks, and content. And here there is both general and specific.

As a general matter, we consider building a system of methodological work in three planes.

1. In relation to a specific teacher, where the main task is the formation of an individual, original, highly effective system of pedagogical activity of the teacher. Therefore, methodological work in kindergarten should be aimed at enriching the teacher’s knowledge, developing his motives for creative activity, and developing pedagogical techniques of performing arts.

2. In relation to the teaching staff of the kindergarten, methodological work solves the problem of forming a team of like-minded people. It is aimed at developing a pedagogical credo, traditions of the team, organizing diagnostics and self-diagnosis, monitoring and analyzing the educational process, identifying, generalizing and disseminating advanced pedagogical experience. At present, it is important to involve the team in scientific and experimental work.

3. Methodological work in kindergarten is built in relation to the general system of lifelong education, which involves a creative understanding of regulatory documents, the introduction of scientific achievements and best practices. In each kindergarten, a system of advanced training for teachers is built in a differentiated manner through self-education and all forms of methodological work.

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

The third criterion for the stimulating role of methodological work is that there is an improvement in the psychological microclimate in the team, an increase in the creative activity of teachers in their satisfaction with the results of their work.

It is important to remember that the true assessment of the effectiveness of methodological work is given by the final result, and not by the number of various activities carried out.

4. Forms of organizing methodological work with the teaching staff

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

Within the framework of various forms, a variety of methods and techniques for working with personnel, which were discussed above, are used.

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

Pedagogical Council is one of the forms of methodological work in preschool educational institutions.

Pedagogical advice in kindergarten supreme body management of the entire educational process poses and solves specific problems of a preschool institution. We will talk in detail in lecture No. 6 about how to prepare and conduct a meeting of the teachers’ council, so I suggest you once again recall the contents of this lecture.

Consulting

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

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

The meaning of the word “competence” is revealed in dictionaries “as an area of issues in which he is well informed” or is interpreted as “the personal capabilities of an official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of decisions or resolve the issue himself due to the presence of certain knowledge, skills."

So, the competence that is so necessary for a senior educator to work with teachers is not only the presence of knowledge, which he constantly updates and expands, but also experience and skills that he can use if necessary. Helpful advice or timely consultation corrects the teacher’s work.

The main consultations are planned in the institution's annual work plan, but individual consultations are held as needed.

Using different methods when conducting consultations, the senior educator not only sets the task of transferring knowledge to teachers, but also strives to form in them a creative attitude to activity.

Thus, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.

When using the partial search method, educators actively take part in putting forward hypotheses, drawing up activity plans, and independently solving the problem. Most often, during consultations, the explanation method is used. This method has a number of positive qualities: reliability, economical selection of specific facts, scientific interpretation of the phenomena under consideration, etc.

To stimulate the attention of educators and encourage them to follow the logic of presentation, it is useful to formulate questions at the beginning of the consultation. Questions addressed to teachers during the consultation process help them comprehend their experience from the point of view of scientific conclusions, express their thoughts, guesses, and formulate a conclusion.

Depending on the level of qualification of teachers, the senior educator determines to what extent it is possible to draw on knowledge from their experience or limit oneself to one’s own explanation.

When exchanging experiences between educators, identifying knowledge, and analyzing specific situations, the method of heuristic conversation can be used. During the conversation, individual provisions of the read methodological literature are revealed in more detail, explanations are given on those issues that are of greater interest to teachers, the erroneousness of their opinions and shortcomings of professional experience are revealed, the degree of understanding and assimilation of knowledge is revealed, and orientation towards further self-education is carried out.

However, the effectiveness of heuristic conversation will be achieved if certain conditions are met. It is better to choose a practically significant, topical issue that requires comprehensive consideration as the subject of conversation. It is necessary that educators have a sufficient supply of theoretical knowledge and professional experience. The one who prepares the consultation must draw up a reasonable plan for the conversation, allowing him to clearly imagine what new knowledge the educators will receive and what conclusions they will come to. When organizing a heuristic conversation, it is advisable to alternate the statements of experienced and novice educators. A heuristic conversation conducted with the aim of transferring new knowledge requires serious preparation and thinking through the entire course of the lesson.

During the consultation, the discussion method is used.

In form and content, the discussion is close to the conversation method. It also involves choosing an important topic that requires a comprehensive discussion, preparing questions for educators, and introductory and concluding remarks. However, unlike a conversation, a discussion requires battle of opinions, staging controversial issues. During the discussion, many other additional questions have to be asked, the number and content of which cannot be foreseen in advance. Therefore, the use of discussion as a method requires high professional competence, pedagogical skill, great culture, and tact from the senior educator. The leader of the discussion must have the ability to quickly navigate the situation, capture the train of thought and mood of the participants, and create an atmosphere of trust. Participants in the discussion must have knowledge of theory and a desire to improve their activities.

The final speech briefly analyzes the participants' speeches and brings clarity to the solution of fundamental issues.

Seminars and workshops

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

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

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

The leader of the seminar can be the head or senior teacher, or invited specialists. Teachers, specialists, and medical workers can be involved in conducting individual classes. The main task Seminars and workshops are aimed at improving the skills of teachers, so they are usually led by educators who have experience working on this issue. For example, at an ikebana workshop, teachers, under the guidance of a specialist, learn the art of arranging a bouquet. These skills are subsequently used in decorating a group room and in working with children. And during the workshop on making Christmas tree decorations teachers not only master techniques for working with paper and other materials, but also develop a system for organizing a variety of exciting activities with children in a group room during the New Year holidays, where the main thing is a Christmas tree decorated with crafts from children, parents, and teachers. Teachers come up with surprise moments and select literary material to create a fabulous atmosphere in the group these days.

For the seminar “Features of organizing and conducting observations in nature in summer period» educators are offered questions in advance to discuss the problem. For example: How often do you observe natural objects during classes (excursions), walks, and in everyday life? What do you consider the main thing in the methodology of organizing and conducting observation? What difficulties do you encounter? What techniques do you use to develop children’s interest in nature and develop observation skills? What observations in nature arose on the initiative of children? How do you support, awaken, develop children's inquisitiveness and curiosity? What impact does their interaction with nature have on children's behavior? Do you use elements of environmental education in your work with children? During the workshop, it is possible to discuss different points of view, develop discussions, create problem situations that ultimately allow us to develop common positions in solving the problem. It is important that the results of the seminars are presented in the form of specific and feasible recommendations, and that their implementation is monitored.

It seems that such work will be useful for parents, children, and the preschool institution, whose authority in the eyes of parents will only increase. A seminar as a form of methodological work differs from the seminar practiced in higher education educational institutions.

First hallmark is its duration. It can include one or several classes. Sometimes an ongoing workshop is planned for a long period, such as several months or even an academic year. The second important feature is the location where it is held. This could be a kindergarten teaching room, a group room or other places (museum, showroom, square, etc.) depending on the goals and objectives that the seminar leader must solve. The third feature is the nature of the didactic tasks that are solved during the seminar classes. This is both an educational activity to systematize and improve knowledge, and work to develop skills. In addition, during the seminar the tasks of disseminating teaching experience are solved.

The fourth sign is the source of information. This is the word (reports and co-reports of the participants), and actions (completing various practical tasks at the seminar), and a visual demonstration on the topic of the seminar, and pedagogical analysis.

Consequently, the seminar is not limited to a specific time frame and is not associated with a permanent location.

If the seminar is long, then it is good to prepare a memo for the participants of the seminar, which indicates the topic, place and order of holding, a list of questions that need to be thought about, and a mandatory list of literature that is useful to get acquainted with in advance. It is important to think through methods and forms of including all seminar participants in an active discussion of the topic. For this, situational tasks are also used, working with punched cards, discussing two opposing points of view, working with regulatory documents, game modeling methods, etc. The seminar leader must clearly think through the tasks for each topic of the lesson and evaluate their implementation. At the end of the seminar, you can arrange an exhibition of the teachers’ works.

Open display

Each teacher has his own teaching experience and teaching skills. They highlight the work of a teacher who seeks best results, his experience is called advanced, he is studied, he is “looked up to.”

“Advanced pedagogical experience is a means of purposefully improving the educational process, satisfying current needs practices of teaching and education!” (Ya.S. Turbovskoy).

Advanced pedagogical experience helps educators explore new approaches to working with children and distinguish them from mass practice. At the same time, it awakens initiative, creativity, and promotes improvement. professional excellence. Advanced experience originates in mass practice and is, to some extent, its result.

For any teacher studying best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to compare your capabilities and make a decision about introducing experience into your work.

Advanced experience is the fastest, most efficient form of resolving contradictions that have arisen in practice, quickly responding to public demands, to the changing situation of education. Advanced experience born in the thick of life is very instrumental and, subject to a number of conditions, successfully takes root in new conditions; it is the most convincing and attractive for practice, because it is presented in a living, concrete form.

Due to this special role of best practices, every year, as part of methodological work, open screenings are held in kindergartens, at which the best experience in one of the areas of preschool pedagogy is presented.

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

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

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

Such preparation for an open lesson will help the leader organize an interesting discussion of what he saw and develop a common opinion of the team. It must be remembered that in the discussion the first word is given to the teacher, demonstrating his work with children. Based on the results of the open review, a decision is made: for example, to introduce this experience into one’s work, submit the notes to the methodological office, or continue to generalize the teacher’s work experience in order to present it at district pedagogical readings.

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

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

In the methodological office of a preschool educational institution, it is necessary to have addresses of teaching experience.

Business games

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

But increasingly, a business game is used in methodological work as an externally effective form. In other words: the one who conducts it does not rely on psychological-pedagogical or scientific-methodological foundations, and the game “does not work.” Consequently, the very idea of using a business game is discredited. So, what is a business game?

A business game is a method of imitation (imitation, image, reflection) of acceptance management decisions in various situations, by playing according to rules specified or developed by the participants in the game themselves. Business games are often called simulation management games. The very term “game” in various languages corresponds to the concepts of joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the appearance of business games in the system of methodological work.

A business game increases interest, causes high activity, and improves the ability to solve real pedagogical problems.

In general, games, with their multifaceted analysis of specific situations, allow us to connect theory with practical experience.

The essence of business games is that they have features of both learning and work. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.

Practitioners ask the question: “How often can you plan and conduct a business game with the entire team?” It would be wrong to answer it unequivocally. Here it is necessary to take into account the fact how the business game fits into the holistic system of methodological activities for a given academic year. And then it can be used 1-2 times a year. If you have never conducted business games, then it is better to try using one of the game modeling methods to activate teachers when conducting a methodological event. It’s good if you yourself take part in the business game and feel it “from the inside.” And only then start preparing and holding a business game in your team.

Preparing and conducting a business game is a creative process. Therefore, the design of a business game bears the imprint of the author’s personality. Often, taking a model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.

However, observations allow us to conclude that games in which the gaming model of the participants’ activity is often poorly developed do not work.

There are theoretically based methods for designing and conducting business games. Knowing them is necessary to avoid mistakes that could ruin your work.

If a business game is used for educational purposes, then it must be remembered that it cannot precede seminars, special courses, or practical exercises. It should be carried out at the end of training.

Direct development of business game materials includes the following stages:

Creation of a business game project;
- description of the sequence of actions;
- description of the organization of the game;
- drawing up assignments for participants;
- preparation of equipment.

"Round table"

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

Literary or pedagogical newspaper

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

Creative microgroups. They arose as a result of the search for new effective forms of methodological work.

Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, new technique or develop an idea. Several teachers are united in a group on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group who seem to lead and take on organizational issues.

Each member of the group first independently studies the experience and development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is implemented in everyone’s work practice. Group members attend each other’s classes, discuss them, highlight best methods and techniques. If any gap is discovered in the understanding of the teacher’s knowledge or skills, then a joint study of additional literature takes place. Joint creative development of new things goes 3-4 times faster. As soon as the goal is achieved, the group disbands. In a creative microgroup informal communication, the main attention here is paid to search and research activities, the results of which are subsequently shared with the entire staff of the institution.

Work on a single methodological topic

With the correct choice of a single methodological topic for the entire preschool institution, this form makes all other forms of work to improve the skills of educators integral. If a single topic is truly capable of captivating and captivating all teachers, then it also acts as a factor in uniting a team of like-minded people. There are a number of requirements that must be taken into account when choosing a single theme. This topic should be relevant and truly important for a preschool institution, taking into account the level of activity it has achieved, the interests and requests of teachers. There must be a close connection of a single topic with specific scientific and pedagogical research and recommendations, with pedagogical experience accumulated by the work of other institutions. These requirements exclude the invention of what has already been created and allow you to introduce and develop everything advanced in your team. The above does not exclude such an approach when the team itself carries out experimental work and creates the necessary methodological developments. Practice shows the advisability of defining a topic for the future, breaking down a major topic by year.

A single methodological theme should run like a red thread through all forms of methodological work and be combined with the themes of self-education for educators.

Self-education

The system of continuous professional development for each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. This is why self-education between courses is necessary. It performs the following functions: expands and deepens the knowledge acquired in previous course training; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.

In kindergarten, the senior teacher must create conditions for self-education of teachers.

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

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

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

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

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

Korney Chukovsky wrote: “Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.”

The head of a preschool educational institution organizes work in such a way that self-education of each teacher becomes his need. Self-education is the first step to improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, and teachers’ work experiences.

For each book, a special card is created on which they write down author's surname, his initials, book title, year and place of publication. On the reverse side you can write a short summary or list the main issues covered in the book. Thematic card indexes include books, journal articles, and individual book chapters. The senior educator compiles catalogs and recommendations to help those engaged in self-education, studies the impact of self-education on changes in the educational process.

However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, notes).

This is a voluntary desire of the teacher. In the methodological office, only the topic on which the teacher is working, and the form and deadline of the report are recorded. In this case, the form of the report can be as follows: speaking at a pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This could be a demonstration of working with children, in which the teacher uses the acquired knowledge in the course of self-education.

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

Work in libraries with periodicals, monographs, catalogues;
- participation in scientific and practical seminars, conferences, trainings;
- obtaining consultations from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;
- work with a bank of diagnostic and correctional development programs in regional methodological centers, etc.

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

5. Contents of the senior teacher’s activities

The organizer of methodological work in a preschool educational institution is the senior teacher.

Together with the head of the preschool educational institution, he manages the preschool institution.

Senior teacher participates V:

Selection of candidates for the positions of educators, their assistants, and specialists;
- creating a favorable moral and psychological climate in the team, a system of moral and material incentives for employees;
- formulating a social order for your preschool educational institution, developing a philosophy, defining goals of the preschool educational institution;
- strategic planning, development and implementation of development programs and work plans of preschool educational institutions;
- creating the image of the preschool educational institution among the population;
- selection (development) of educational programs for children;
- organizing educational and educational work with children;
- organization of experimental and research work in preschool educational institutions;
- development, effective use intellectual potential preschool educational institution;
- developing cooperation with other preschool educational institutions, schools, children's centers, museums, etc.

In addition, the senior teacher plans educational, methodological work, taking into account the professional skills, experience of educators and with the aim of creating an optimal model of the educational process in preschool educational institutions, providing:

Proposals for the work plan of the preschool educational institution;
- advanced training of teachers;
- assistance to teachers in self-education;
- certification of teachers;
- drawing up a schedule of classes by age group;
- methodological assistance to educators (primarily beginners) in preparing and conducting classes;
- exchange of work experience of preschool educational institutions employees;
- familiarizing educators with achievements pedagogical theory and practices;
- development of continuity between preschool educational institutions and schools;
- improving work with parents;
- equipping groups with teaching aids, games, toys;
- constant analysis of the state of educational, methodological and educational work and the adoption on its basis of specific measures to increase the effectiveness of methodological work.

Organizes educational, methodological work:

Prepares and regularly conducts meetings of the pedagogical council;
- conducts open classes, seminars, individual and group consultations, exhibitions, competitions for teachers;
- organizes the work of creative groups;
- promptly acquires equipment necessary for educational, methodological work;
- maintains a card index of published educational, pedagogical and methodological literature;
- compiles and promotes among educators a library of educational, methodological and children's literature, manuals, etc.;
- organizes the work of teachers in the production of manuals, didactic materials;
- conducts joint events with school;
- prepares stands and folders about the experience for parents family education;
- prepares pedagogical documentation in a timely manner;
- forms and generalizes the best experience of teachers on various problems and areas.

Exercises control at the work of teachers:

Systematically checks plans for educational work;
- attends group classes according to schedule;
- monitors the implementation of the annual work plan and decisions made at meetings of the teachers' council.

Senior teacher organizes interaction V teacher's work, psychologist, speech therapist, music director, and other specialists.

Regularly conducts diagnostics of children's development, their knowledge, abilities, skills.

Studying teachers' plans for self-education.

Provides interconnection in the work of preschool educational institutions, families, schools.

The professional competence of a senior educator consists of several components, including:

The presence of a methodological culture, conceptual thinking, the ability to model the pedagogical process and predict the results of one’s own activities;
- presence of a high level of general communicative culture, experience in organizing communication with educators, carried out in dialogue mode;
- readiness for joint mastery of social experience with all participants in the pedagogical process;
- desire for the formation and development of personal creative qualities, which make it possible to generate unique pedagogical ideas;
- mastering the culture of receiving, selecting, reproducing, processing information in conditions of an avalanche-like growth information flows;
- having experience in systematically studying and researching the pedagogical activities of educators and their own professional pedagogical activities.

Questions

1. What is methodological work in kindergarten?

2. What are the three types of methodological activities aimed at?

3. Name and give a brief description of the most common forms of methodological work.

Exercise

Choose a topic, define a goal and make a plan for your self-education (in free form).

Test No. 2

For students of advanced training courses “Preschool educational institution - results-based management”

Dear students of advanced training courses!

Dear students of advanced training courses!
To receive credit for the completed part of the course (4th and 5th lectures), you need to complete test No. 2, which is a practical task.
Assessment of the test work will be carried out on a pass/fail basis. Please complete the test and send it no later than December 15 to the address: 121165, Moscow, st. Kyiv, 24, Pedagogical University "First of September" along with a completed printed form.

Surname:

Identifier (specified in your personal card):

If you do not yet know your ID, do not fill out this field.

Pedagogical Council

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

Consulting

Seminars and workshops

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

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

The leader of the seminar can be the head or senior teacher, or invited specialists. You can involve educators, specialists, medical workers. The main goal of workshops is to improve the skills of teachers, so they are usually led by educators who have experience working on this issue.

Open display

Each teacher has his own teaching experience and teaching skills. The work of the teacher who achieves the best results is highlighted, his experience is called advanced, he is studied, he is “looked up to.”

Advanced pedagogical experience helps the teacher learn new approaches to working with children; distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practice originates in mass practice and is, to some extent, its result.

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

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

Business games

A business game is a method of imitation (imitation, depiction, reflection) of making management decisions in various situations, by playing according to the rules given or developed by the game participants themselves. Business games are often called simulation management games. The term “game” itself, in various languages, corresponds to the concepts of joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the appearance of business games in the system of methodological work.

A business game increases interest, causes high activity, and improves the ability to solve real pedagogical problems.

" Round table"

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

Literary or pedagogical newspaper

The preschool educational institution uses an interesting form of work that brings together employees. Purpose: to show the development of creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, personal qualities, professional qualities necessary in working with children are assessed (writing, speech skills, imagery of statements, etc.)

Creative micro groups

They arose as a result of the search for new effective forms of methodological work. Such groups are created on a purely voluntary basis when it is necessary to learn some new best practices, a new technique or develop an idea. Several teachers are united in a group on the basis of mutual sympathy, personal friendship or psychological compatibility. There may be one or two leaders in the group who seem to lead and take on organizational issues.

Each member of the group first independently studies the experience and development, then everyone exchanges opinions, argues, and offers their own options. It is important that all this is implemented in everyone’s work practice. Group members attend each other's classes, discuss them, and highlight the best methods and techniques. If any gap is discovered in the understanding of the teacher’s knowledge or skills, then a joint study of additional literature takes place. Joint creative development New one is coming 3-4 times faster. As soon as the set goal is achieved, the group disbands. In a creative microgroup there is informal communication, the main attention here is paid to search and research activities, the results of which are subsequently shared with the entire staff of the institution.

Work on a single methodological topic

A single methodological theme runs like a red thread through all forms of methodological work and is combined with the themes of self-education for educators.

Self-education of educators

The system of continuous professional development for each preschool teacher involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher and senior teacher is carried out through advanced training courses every five years. During the inter-course period of active teaching activity, there is a constant process of restructuring knowledge, i.e. there is a progressive development of the subject himself. Self-education performs the following functions: expands and deepens the knowledge acquired in previous course training; contributes to the understanding of best practices at a higher theoretical level, improves professional skills.

In kindergarten, the senior teacher creates conditions for self-education of teachers.

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

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

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

The head of a preschool educational institution organizes work in such a way that self-education of each teacher becomes his need. Self-education is the first step to improving professional skills. For this purpose, in the methodological room, the necessary conditions: the library section for reference and methodological literature, experience of teachers.

Methodological journals are not just studied and systematized by year, but are used to compile thematic catalogs and help the teacher who has chosen the topic of self-education to get acquainted with different views scientists and practitioners on the problem. A library catalog is a list of books available in a library and located in a specific system. For each book, a special card is created, on which the author’s surname, his initials, the title of the book, the year and place of publication are written down. On the reverse side you can write brief summary or a listing of the main issues covered in the book. Thematic card indexes include books, journal articles, and individual book chapters. The senior educator compiles catalogs and recommendations to help those engaged in self-education, studies the impact of self-education on changes in the educational process.

“Forms and methods of methodological work of a modern preschool institution”

Work completed:

Mukhamedova Z.F.

Kazan 2014

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

Methodical work is a holistic system of measures based on the achievements of science, best practices and analysis of teachers’ difficulties, aimed at improving the skills of each teacher, at generalizing and developing the creative potential of the team, at achieving optimal results in the education, upbringing and development of children.

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

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

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

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

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

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

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

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

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

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

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

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

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

Methods of methodological work - These are ordered methods of activity to achieve goals.

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

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

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

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

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

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

Goals and objectives of MADOU;

Quantitative and high-quality composition team;

Comparative effectiveness of forms and methods of work;

Features of the educational process;

Material, moral and psychological conditions in the team;

Real opportunities;

The most effective forms of organizing methodological work are:

Teachers' Council;

Seminars, workshops;

Open views are effective;

Medical and pedagogical meetings;

Consultations;

Job creative group.

External advanced training occurs:

By attending advanced training courses;

Training in educational institutions;

Participation in the work of methodological associations of the region.

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

Participation in the work of the council of teachers;

Training at seminars and workshops;

Consulting, etc.

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

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

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

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

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

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

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

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

At the first stage, a preliminary detailed and comprehensive study of the teacher’s experience is carried out. Total usage only various methods experience research (observation and analysis of the educational process, conversations with the teacher and children, analysis pedagogical documentation, holding experimental work) will allow you to objectively evaluate and recommend it as advanced.

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

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

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

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

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

The result of methodological work at MADOU should be:

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

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

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

Design of the pedagogical process based on system analysis;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Classification of forms of methodological work in dow. Forms of methodological work

K.Yu. WHITE

Preschool educational institution - management based on results

Lecture No. 5 Organizational basis for effective methodological activities in a preschool educational institution

Plan

Literature

1. What is methodological activity, its importance in the preschool education system

2. Types of methodological work: research, experimental, correctional

4. Forms of organizing methodological work with the teaching staff

Consulting

Seminars and workshops

Open display

Business games

"Round table"

Literary or pedagogical newspaper

Work on a single methodological topic

Self-education

5. Contents of the senior teacher’s activities

Questions

Exercise

Test No. 2

For students of advanced training courses “Preschool educational institution - results-based management”

Dear students of advanced training courses!

Lecture No. 5
Organizational basis for effective methodological activities in a preschool educational institution