The concept of methodological work in preschool educational institutions Methodological work is an important educational component of the educational infrastructure, along with scientific support, training and retraining of personnel, the formation of an educational environment, designed to maintain the normal course of the educational process, to promote its renewal (K.Yu. Belaya). Methodical work is understood as “a holistic system of interrelated measures based on the achievements of science and advanced pedagogical experience aimed at improving the professional skills of each teacher, improving the quality and efficiency of the educational process (K.Yu. Belaya). Methodical work is a systematic, purposeful, collective and individual activity of teaching staff to improve the scientific and theoretical level, methodological training and professional skills (A.N. Morozova).

The purpose of methodological work in the preschool educational institution Methodological support of educational educational process(T.I. Shamova. G.M. Tyul, E.V. Litvinenko). Mastering the most rational methods and techniques for teaching and educating preschoolers. Increasing the level of general didactic and methodological preparedness of the teacher for the organization and conduct of educational work. Exchange of experience between members of the teaching staff, identification and promotion of relevant pedagogical experience (K.Yu. Belaya).

Tasks of methodological work in the preschool educational institution According to K.Yu. Belaya 1. In relation to a specific teacher (enriching the knowledge of teachers, developing motives creative activity, development of pedagogical technique, performing arts). 2. In relation to the teaching staff (the formation of a team of like-minded people, the development of a pedagogical credo, traditions, the organization of self-diagnosis, the identification, generalization and dissemination of advanced pedagogical experience, the involvement of the team in scientific and experimental work. 3. In relation to the general system of lifelong education (comprehension of normative - legal documents, the introduction of the achievements of science and best practices). According to L.N. Buylova, S.V. Kochneva 1. Study of the educational needs of the society. 4. Introduction of new generation programs, new pedagogical technologies of education and training 5. Identification, study and evaluation of the effectiveness of pedagogical experience in preschool educational institutions Generalization and dissemination of advanced pedagogical experience 6. Forecasting, planning and work to improve the skills of teaching staff, providing them methodically what help. 7. Providing support in innovative activities, organizing and conducting experimental work, assistance in preparing for certification.

Directions of methodological work in the preschool educational institution 1. Improvement pedagogical activity. 2.Updating the software of the educational process (changing the content of preschool education). 3. Introduction into the practice of preschool educational institutions of scientific research and achievements of advanced pedagogical experience. 4.Organization of work to improve the skills of teachers. 5. Familiarization of teaching staff with legal documents, the achievements of modern science and practice. 6. Studying the level of professional training of teachers, their professional needs and problems.

The content of the methodological work in the preschool educational institution 1. Regulatory documents that give a general target orientation for all methodological work. 2. Improved programs, technologies that help expand and update the traditional content of methodological work. 3. Achievements of scientific and technological progress, new results of psychological and pedagogical research, raising the scientific level of methodological work. 4.Instructive-methodical letters, giving specific recommendations and instructions on the selection of the content of work with teachers and pupils. 5.Information about innovative pedagogical experience, giving samples of work in a new way.

Directions of the content of methodological work in the preschool educational institution 1. Worldview and methodological preparation. 2. Particularly methodical preparation. 3. Didactic preparation. 4. Educational preparation. 5.Psychological and physiological preparation. 6. Ethical preparation. 7. General cultural preparation. 8.Technical preparation.

Functions of methodological work in the preschool educational institution 1. Information - collection, processing of information on the problems of preschool education, identification and creation of a data bank. 2. Analytical - the study of the actual state of pedagogical activity, the rationale for the use of methods, means, influences to achieve goals, Objective assessment the results obtained and the development of regulatory mechanisms. 3.Planning and prognostic - the choice of goals, the development of programs to achieve them. 4. Design - development of content and creation of projects activities of the preschool educational institution. 5. Organizational and coordinating - based on the data of a problem-oriented analysis, taking into account a specific situation. 6. Educational - improving the professional level of teachers, developing general erudition. 7. Control and diagnostic. According to L.N. Buylova, S.V. Kochneva

Functions of methodological work in the preschool educational institution In relation to the national education system, pedagogical science and advanced pedagogical experience of the FGT Implementation of the achievements of the PPO Implementation and use of the achievements of psychological and pedagogical science Promotion of the best pedagogical experience of the preschool educational institution In relation to a specific teacher Improving pedagogical skills Development of worldview, professional value orientations and beliefs Development of motives for increasing creativity in pedagogical activity Development of stable ideological and moral qualities of a person Development of a modern style of pedagogical thinking, performing skills Development of a culture of emotions, self-regulation of activities Formation of readiness for professional self-education According to P.N. Losev In relation to the teaching staff Cohesion of the teaching staff Development of a pedagogical credo, common values, traditions Analysis of the educational process and its results Analysis of d dynamics in the level of educational and educational attainment of pupils Prevention and overcoming of shortcomings and difficulties in the professional activities of teachers Identification, generalization and dissemination of PPE, exchange of experience Involving teachers in research, experimental and experimental activities

Forms of organizing methodological work in preschool educational institutions COLLECTIVE Work on a single methodological theme (problem) Methodical associations Seminar, workshop Open events Consultations Scientific and practical conferences and pedagogical readings Methodical exhibitions Master class Work in creative microgroups Council of teachers INDIVIDUAL Self-education Pedagogical experience Consultation Conversation

Criteria for evaluating methodological work According to K.Yu. Belaya 1. Efficiency - the growth of the results of the development of children, the achievement of the optimal level of development of each child without overloading children. 2. Rational expenditure of time - a reasonable waste of time and effort for methodical work and self-education without overloading teachers. 3. Stimulation - improving the psychological climate in the team, the growth of the creative activity of teachers, their satisfaction with the results of work. According to V.M. Lizinsky 1. Psychological criteria: 1.1. The authority of the preschool educational institution among parents. 1.2. High professional level of teachers. 1.3. The general positive tone of relations in the preschool educational institution. 1.4. Respectful attitude from parents. 1.5. Willingness of pupils, teachers, parents to help the preschool educational institution. 1.6. Creative mood of teachers and parents. 1.7. The desire of teachers to strive for excellence. 2. Educational criteria: 2.1. The ability to use a differentiated approach to pupils and parents. 2.2. The ability of teachers to apply modern teaching methods. According to T.I. Shamova, T.M. Davydenko, N.A. Rogacheva 1. Increasing satisfaction of teachers with their activities 2. Positive psychological and pedagogical climate. 3. High interest of teachers in creativity and innovation. 4. Mastering modern methods of education and upbringing. 5. A well-organized process of education and upbringing. 6. Positive dynamics of the quality of education and upbringing. 7. High level of professional activity of teachers. 8. Timely distribution of PPO. 9. Constant attention of the administration to the activities of teachers, the presence of an incentive system.

Recommended literature 1. Belaya K.Yu. Methodical work in preschool educational institution.– M.: Moscow Institute for Advanced Studies of Educators, Belaya K.Yu. Management of the preschool educational institution: control and diagnostic function. - M .: TC Sphere, Belaya K.Yu. Planning the work of a preschool educational institution. / Guidelines for leaders of preschool educational institutions. - M .: Moscow Institute for Advanced Studies of Education Workers Buylova L.N., Kochneva S.V. Organization of methodological service of institutions additional education children. - M .: VLADOS, Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. - M .: TC Sphere, Dubrova V.P., Milashevich E.P. Organization of methodological work in a preschool educational institution. - M .: New school, Ilyenko L.P. New models of methodological service in educational institutions. - M.: ARKTI, Ilyenko L.P. Theory and practice of methodical work management in educational institutions. - M .: ARKTI, Lizinsky V.M. Methodical work at school: organization and management. - M .: Center "Pedagogical Search", Lizinsky V.M. About methodical work at school. - M .: Center "Pedagogical Search", Morozova A.N. Management of methodological work in a preschool educational institution on a diagnostic basis. Abstract. - M., Pedagogical Council: ideas, methods, forms. - M .: Center "Pedagogical Search", Pozdnyak L.V. Special course: the basics of managing a preschool educational institution. - M., Pozdnyak L.V., Lyashchenko N.N. Management of preschool education. – M., Tretyakov P.I., Belaya K.Yu. Preschool educational institution: management of education by results. - M .: New school, Safonova O.A. Program - target management of the development of a preschool institution. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, Falyushina L.I. Quality management of the educational process in a preschool educational institution. - M .: ARKTI, Kolodyazhnaya G.P. Management of a modern preschool educational institution. - Publishing House "Teacher", Shamova T.I., Davydenko T.M., Rogacheva N.A. Management of an adaptive school: problems and prospects. - Vologda: Publishing House of the Vologda Institute for Advanced Studies and Retraining of Pedagogical Personnel, Shamova T.I., Tyulya G.M., Litvinenko E.V. Evaluation of the managerial activity of the head of the school. - Vologda: Publishing House of the Vologda Institute for Advanced Studies and Retraining of Teachers, 1995.

The task of methodological activity is to create such an educational environment in an institution where creative potential teacher and teaching staff. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators. Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.

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Introduction …………………………………………………………………………… .3

1. Theoretical foundations of methodological work in a preschool institution ...... 4

1.1. Goals and objectives of methodological work in the preschool educational institution………………………………....4

1.2. Types of methodical work ………………………………………………………9

1.4. Training and development of teaching staff, improving their qualifications ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Identification, study, generalization of the advanced pedagogical experience of the teacher ………………………………………………………………………………….16

2.1. Methodological support for the implementation of the pedagogical process…………………………………………………………………………..……19

2.2. Structure, forms and methods of methodical work of preschool educational institution …………………22

Conclusion ……………………………………………………………………………26

References ………………………………………………………………...28

Introduction

The development of the system of preschool education is characterized by an increase in its quality in accordance with the planned goals. At the same time, the main function of modern kindergarten of any kind - purposeful socialization of the child's personality: introducing him into the world of natural and human connections and relationships, transferring to him the best examples, methods and norms of behavior in all spheres of life.

As practice shows, the quality of education is ambiguously understood by different audiences. Parents, for example, correlate the quality of pre-school education with the development of their children's individuality and their degree of readiness to enter school. Quality for teachers, as a rule, means full methodological support with manuals and developments of the pedagogical process.

Quality is the result of the activities of the entire teaching staff. Determining the main goals of the development of his preschool educational institution, each leader, together with the team, organizes the pedagogical process, which means that he constantly compares the results obtained.

The task of methodological activity is to create such an educational environment in an institution where the creative potential of the teacher and the teaching staff would be fully realized. Most teachers, especially beginners, always need help - from more experienced colleagues, leaders, senior educators.

Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.

1. Theoretical foundations of methodological work in a preschool institution

1.1. Goals and objectives of methodological work

Methodological work is an important condition for improving the quality of the pedagogical process. Having gone through all forms of methodical work, organized in a certain system, educators not only improve their professional level, it becomes a need for them to learn something new, learn to do what they still do not know how to do. There are many definitions of the term "methodological work" in the literature.

K.Yu. White suggests understanding:methodical work- this is a holistic system of activities aimed at ensuring the most effective quality of the implementation of the strategic tasks of the preschool educational institution.

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

The purpose of the methodological workin the preschool educational institution is the creation of optimal conditions for the continuous improvement of the level of general and pedagogical culture of the participants in the educational process.

Pedagogical culture is the professional culture of a person engaged in pedagogical activities, the harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, contributing to the effective organization of the pedagogical process.

The main tasks of methodological work:

• develop a system of assistance to each teacher based on diagnostics, forms of work.
• include each teacher in a creative search.

You can select specific tasks:

1. Formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience in implementing the achievements of science.
2. Increasing the level of theoretical training of teachers.
3. Organization of work on the study of new educational standards and programs.

Enrichment of the pedagogical process with new technologies, forms in the education, upbringing and development of the child.

1. Organization of work on the study of regulatory documents.
2. Providing scientific and methodological assistance to a teacher based on an individual and differentiated approach (by experience, creative activity, education, categoricalness).
3. Rendering advisory assistance in the organization of self-education of teachers.

The main criteria for the effectiveness of methodological work, in addition to performance indicators (the level of pedagogical skills, the activity of educators), are the characteristics of the methodological process itself:

1. consistency - compliance with the goals and objectives in terms of the content and forms of methodological work;
2. differentiation - the second criterion for the effectiveness of methodological work - implies a large share in the system of methodical work of individual and group classes with educators, based on their level of professionalism, readiness for self-development and other indicators;
3. phasing - indicators of the effectiveness of methodological work.

The management structure of the preschool educational institution

The diagram shows the subjects of management of the educational process of a preschool institution, the types of connections between them. The effectiveness of the educational process in the preschool educational institution depends on the norms of the functioning of each type of communication.

The organization of high-quality methodological work in a preschool institution is provided by a senior teacher. The quality of the educational process in the preschool educational institution depends on his professional competence of an active personal position, professional abilities. These include:

1. Analytical

Analysis:

• the state of the educational process, the implementation of the educational program;
• the level of professional competence of teachers, improving their qualifications, certification;
• advanced pedagogical experience;
• the latest research in the field of pedagogy and psychology;
• effectiveness of methodological work.

2. Design

• forecasting (together with the head) the strategic and tactical goals of the processes of education, training and development of preschoolers, the development of a program for the development of preschool educational institutions;
• designing the development of the teaching staff as a whole and individual teachers;
• planning the goals and content of the scientific and methodological activities of the team, individual teachers;
• designing methodological work in the preschool educational institution.

3. Organizational

• management of the activities of teachers in accordance with the Development Program, the annual plan, the educational program of the preschool educational institution;
• advanced training (of teachers and one's own);
• organization of normalized interaction between teaching staff;
• identification, study, generalization and dissemination of innovative experience of preschool educational institutions;
• organization of the implementation of the plan of scientific and methodological work in the preschool educational institution.

4. Regulatory

• monitoring the state of all areas of the educational process in the preschool educational institution, their regulation in accordance with the development program, the work plan of the preschool educational institution, temporary requirements for the content and methods of raising and teaching children preschool age;
• control and evaluation of advanced training of teachers, the progress of scientific and methodological work in preschool educational institutions.

5. Communicative

• building relationships in the team based on mutual trust, respect, goodwill
• selection and use of the most effective means of organizational impact on teachers
• studying and taking into account the relationship of teachers in the performance of work
• anticipation and conflict prevention
• self-control in critical situations
• correct perception of criticism and taking it into account in their activities

The effectiveness of methodological work is influenced by such personal qualities senior educator, as a creative approach to business, the ability to rationally organize one’s time, etc.

Thus, our approaches to the organization of methodological work are based on understanding the specifics of the preschool educational institution, its external and internal environment, the management system with the coordinated interaction of its elements: the development of professional and personal qualities of the senior educator.

1.2. Types of methodical work

An analysis of the psychological and pedagogical literature of scientific research allows us to distinguish different types of methodological work. By definition, S.Zh. Goncharova,″ methodical activity is a specific type educational activities, the content of which is the systemic unity of the creation of a method, its approbation, the implementation of the method (obtaining methods), the application of methods″ .

In the process of methodological activity, these spaces are interconnected in 3 stages of methodological activity, which are a single chain of certain elements, in which each stage has an end product: method, methodology, guaranteed result.

Types of methodological activities

(according to S. Zh. Goncharova)

Creation Implementation application

method method method

According to this scheme, it is possible to single out the main actions of the senior educator in each of these spaces.

1. When creating a search for a method of working with children: description, comparison, identification of patterns, expert opinion on significance, etc.
2. When introducing the method into the work of teachers: informing, teaching, dissemination, experimental work, reproduction, etc.
3. When applying the methodology, the main emphasis is on the control over the implementation of the main provisions and the correction of this methodology.

Methodical office-center of methodical work in the preschool educational institution.

The center of all the 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 professional self-development, summarizing best practices, and increasing the competence of parents in the upbringing and education of children.

The methodological office of a preschool institution meets such requirements as information content, accessibility, aesthetics, providing motivation and activity in development, content. The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological office, where sources and content are determined.

Model of the methodical office of the preschool educational institution

All manuals and materials of the method cabinet are intended for differentiated assistance to educators in their work with children to improve the qualifications of teaching staff, as well as to collect, study and generalize the best work experience.

Exhibitions are regularly organized in the methodological office of the preschool educational institution: current and episodic. Permanent exhibitions are, for example, the following:″ New literature″ , ″ Introduce children to nature (seasonal)″ , ″ To help the educator″ and others. Only the name of the rubric is constant, while the material and content change.

The subjects of the exhibitions are the most diverse, but some recommendations are observed in their design:

• If there is a normative or instructive document on this topic (regulations, instructions, etc.), then a plan for studying it, recommendations for teachers on working with it, work experience with this document from other preschool educational institutions, etc. are presented.
• Methodological recommendations on this topic.
• Experience related to this topic.
• Literature on the subject.
• Visual material related to this issue: a list of equipment, diagrams, drawings, samples of crafts, paintings, slides, video materials, etc.

In addition, the methodological room presents new material from various sources, drawing the attention of teachers to the problems of education and training, helping to prepare for competitions, informing about events, changes in preschool education, which makes you think about pedagogical situations, reflect on your work.

It is presented in the preschool educational institution under a variety of headings: “Our ideas”, “A competition is announced”, “Methodological piggy bank”, etc. The variety of changing material under different headings is colorful, methodically well-designed, involuntarily attracts the attention of teachers. Educators take this material to the group, discuss this material with other educators (parents), use it in their work with children.

In the methodological office of the preschool educational institution, enough material has been accumulated on working with parents and with society. The help of the senior educator is to teach educators to use a minimum of time with the greatest return when designing the material of the methodological room; it is important to listen to the opinion of the educators for whom it was created. The nature of the appeals of teachers to the senior educator about certain materials is analyzed; which benefits are used more often and which are not used at all; which of the educators constantly uses literature, manuals, and which rarely, etc.

Thus, the methodical office is″ a piggy bank of kindergarten traditions″ , a center for collecting pedagogical information, a laboratory for the creative work of educators. Each visit to the classroom brings teachers new knowledge, new thoughts and ideas, enriches their experience.

1.4. Training and development of teaching staff, improving their qualifications.

A leader who trains and develops his staff lives not only in the present of an educational institution, he looks into its future.

Professional development is of great importance for every teacher:

• For his professional self-preservation, overcoming the possible backlog, the discrepancy between the achieved level and the new requirements for the educational process.
• For self-realization, satisfaction in professional activities.
• To achieve professional status and recognition in the team.

The development of teachers, the improvement of their qualifications is closely related, first of all, to the tasks of the functioning and development of a preschool institution, the level of professional competence of each teacher, his interests and needs. The main functions of the senior educator in managing the process of training and development of teaching staff are:

• Analysis of the needs of teachers in training;
• Forecast of training and development of teachers;
• Definition of learning objectives;
• Planning teacher training;
• Determination of the place and terms of training;
• Approval of plans, training programs;
• Organization of work with teachers on self-education;
• Evaluation of learning outcomes and teacher development.

The model of the organization and content of the development of teachers, the improvement of their qualifications is built differently. Providing conditions for the professional self-development of teachers in order to improve their skills, first of all, is aimed at:

1. - for teachers who improve their qualification category;
2. - young teachers;
3. - for teachers who experience difficulties in a certain area of ​​professional activity.
4. - participants in the innovation process.

Organization of various forms of training for all categories of pedagogical workers of preschool educational institutions.

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

In order for self-education to become a need in the methodological office of the preschool educational institution, the necessary conditions have been created, the fund of reference and methodological literature is constantly updated and replenished.

Books, magazines are studied and systematized by year, used to compile catalogs, help the teacher who has chosen the topic of self-education to get acquainted with different views of scientists and practitioners on the problem. The senior educator selects the necessary literature to help those involved in self-education, studies its influence on the quality of the educational process.

Forms of self-education are diverse:

• work in libraries with books, periodicals;
• participation in the work of scientific and practical seminars, conferences;
• obtaining consultations at the departments of psychology and pedagogy of higher educational institutions;
• maintaining your own file on the problem under study, etc.

The result of the teacher's efforts is the improvement of work with children, the creation of conditions for the birth of a new experience.

2. Identification, study, generalization of the advanced pedagogical experience of the teacher.

According to Ya.S. Turbovsky,″ advanced pedagogical experience is a means of purposeful improvement of the educational process that meets the actual needs of the practice of teaching and education″ .

Experience suggests the educator to use new approaches to work with children. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practice is born in mass practice and is, to some extent, its result. For any teacher who studies best practices, not only the result itself is important, but also the methods and techniques by which the result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.

Best practices are determined by the following criteria:

• high performance;
• scientific validity;
• creative novelty;
• relevance;
• reducing the time spent on achieving high results.

The study, generalization, dissemination and creation of best practices is one of the main functions of methodological work in kindergarten. The role of the senior educator in this function is very great, since it is he who sees this advanced experience in the inconspicuous, daily work of the educator, comprehends it, evaluates it,

analyzes by what means qualitative results are achieved.

This work includes several interrelated stages.

At the first stage the essence of experience, its manifestations, tasks, content, methods, forms, techniques, means, specific conditions for the emergence and development, features of the personal qualities of the teacher, the duration of the formation of experience are studied. When studying experience, not only the result - the experience itself, but the whole process of its creation is of exceptional importance. In order to improve the quality of learning experience, a creative micro group of members of the teaching staff was created in the preschool educational institution (Uvarova M.L. - teacher-speech therapist, Dovzhenko T.V. - music director, Pavlyukova I.O. - educator)

Classified according to various criteria, best practices can be defined as:

• collective, subgroup or individual;
• research, partial search;
• empirical, scientific and theoretical;
• psychological and pedagogical, practical.

At the second stage the task of the senior educator is to isolate progressive experience from mass practice on the basis of certain criteria.

Third stage - summarizing best practices.

There are three main forms of generalization of experience in preschool educational institutions:open display, story, description.

Organizing an open show we set several goals: promotion of experience; training teachers in methods and techniques of working with children, etc. Therefore, the presentation of pedagogical experience through an open display involves a certain work of the senior educator, and the forms of organization are different. Before the screening begins, the senior educator talks about the system of work of the educator and suggests questions that should be given special attention.

Story used when speaking at teachers' councils, consultations and other forms of methodical work. The best experience of a teacher can be presented in the form of a report at a conference or an article in a periodical press. Unlike the show description does not allow to clearly reveal the originality of the educator's activity. Description is a high analytical level of generalization of experience. Here you can more holistically, systematically reveal its origins and the path of formation.

The fourth stageis the dissemination and implementation of generalized experience.

The dissemination of best practices is carried out in the preschool educational institution in the form of:

• speeches at the pedagogical council and accompanied by a demonstration of visual material;
• collective viewing;
• creative report, during which fragments of the teacher’s work are shown - individual classes, work in Everyday life, materials, manuals, recommendations;
• master class - one of the new forms of dissemination of experience (teacher's story about his creative laboratory and demonstration on children);
• presentation of materials in the methodological office (summaries of a cycle of classes on a topic, long-term work plans on a problem or topic, author's didactic games).

2.1. Methodological support for the implementation of the pedagogical process

One of the core conditions for the life of a preschool institution is the methodological support of the educational process. Based on its features, the subject-developing environment of the preschool educational institution is organized (the composition of its elements, their essential characteristics are determined, a complex of medical and recreational support for the implementation of programs and technologies is selected.) Work with the family and society is being built.

The program and methodological complex of a preschool institution is selected taking into account the orientation to state requirements, the legal status of a preschool institution (type, priority direction), features and laws mental development children, the specifics of the pedagogical and children's teams, which determine the possibility and expediency of implementing each program and technology.

completeness and integritysoftware and methodological support is determined by the following characteristics:

Focus on the content of education (basic, additional);

The relationship between the content of complex and partial programs that implement basic education;

The relationship of programs that provide the implementation of technologies and methods.

The integrity of the educational process in a preschool educational institution is achieved through the use of the main (comprehensive program), special (correctional) and qualified selection of partial programs, each of which includes one or more areas of the child's development. The main programs (complex, special, a set of partial ones) determine the features of organizing the life of children in the context of ensuring all its aspects, taking into account the following three of its forms:

• GCD as a specially organized form of education;
• non-regulated activities;
• free time provided for the child in kindergarten during the day.

The effectiveness of the educational process in a preschool educational institution depends not only on the choice of methodological support, but also on the creation of conditions for its implementation. This determines the following direction of methodological work:

1. Organization of developing subject environment in a preschool educational institution corresponding to the content of the program, the interests and needs of children of different ages:

• development of guidelines for organizing a subject-developing environment in a preschool educational institution;
• ensuring the selection of toys, games, manuals for working with children according to the program, taking into account modern requirements;
• activation of teachers in the development of attributes and teaching aids;

2. Correlation of the content of the educational process with the chosen program and Temporary requirements for the content and methods of education and training of preschool children:

• formation of a data bank on the implementation of the program, its individual sections;
• analysis of the implementation of the Temporary requirements for the content and methods of education and training implemented in the preschool educational institution;

We pay special attention to the mandatory interaction of all specialists working in a speech therapy group (speech therapist, educator, music director). Through joint efforts, the tasks of individual development and the provision of effective assistance to each child are solved. This interaction is reflected in a special notebook. For this purpose, consultations are held on "The relationship between the work of a speech therapist and the educator of the speech therapy group", "The development of children's speech with the help of developing musical exercises", "Joint work of a speech therapist and educators on sound pronunciation". The success of speech development depends not only on the program and methods of speech development, but also to a greater extent on the conditions in which it takes place. Therefore, the subject-speech environment was thought out and changed not only in the speech therapy group, but also in all other groups.

This was precededsystem of methodical work with personnel:

• Seminar "Object-spatial environment and its influence on the speech activity of children"
• Consultation "The role of the subject-developing environment in overcoming speech disorders"
• Methodical gatherings "Construction of a subject-speech environment in a group" (exchange of views on the problem of a developing environment, from the experience of a speech therapist Uvarov M.L.)
• Assistance to young professionals in the placement of equipment in the "Learning to Speak" corner
• Individual consultations (based on the results of the questionnaire, "Selection of material for working with parents", etc.)
• The work of a creative micro-group consisting of: Kotomina N.N., Zernova L.P., Yutkina T.N.

2.3. Structure, forms and methods of methodical work of the preschool educational institution

Methodological work occupies a special place in the management system of a preschool institution, as it contributes to the activation of the personality of teachers, the development of their creative activity, the implementation of the relationship with the family and school in ensuring the continuous, harmonious development of children. The implementation of these tasks is ensured by the versatile nature of the content of methodological work and the variety of effective forms and methods with teaching staff.

Methods of methodical work are ordered ways of activity to achieve goals.

Form is the internal organization of content, the construction of segments, cycles of the methodological process, reflecting the system of its components and stable connections (K.Yu.Belaya).

All forms of methodological work in the preschool educational institution are aimed at fulfilling the tasks formulated in the Charter, the Development Program and the annual plan.

The preparation of any methodological event begins with the definition of a goal. The head teacher answers the following questions:″ What do I want to achieve by organizing this event? What should be the result?″ , ″ What will change in the activities of teachers?″

If the goal is real, then it encourages the teacher to work, causes him to be active. The goal is clearly and clearly stated final result that can be evaluated and compared.

The main goal today is to improve the methods of individual work with educators. Each teacher has their own level of teaching skills.

In the preschool educational institution, we begin work with a survey of teachers to identify real difficulties:

Based on the results of the survey and on the basis of completed and updated questionnaires, we draw up a map of pedagogical excellence, which we introduce to the team at the final teachers' council. Based on this map, we plan a system of methodological work with educators for a year and provide for:

• what kind of methodological assistance will be provided, to whom and by what forces, in what form (mutual visits, mentorship, work in pairs, consultations, etc.);
• which of the educators, and what experience will be studied and generalized;
• to develop what problem a creative group of educators will create, viewing and analysis of open classes with children will be organized.

Thus, methodological work in kindergarten is determined not by the number of events, but by taking into account all the difficulties of educators, by providing targeted assistance through a variety of forms with the obligatory use of new achievements in pedagogical science and practice.

We consider the organization of joint viewing by a novice educator and a senior educator of the work of a successfully working educator as a very effective methodological event. In this case, the following tasks are solved:

1. Managerial.

To create an opportunity for the success of pedagogical activity for a novice educator.

1. Didactic.

To form concepts that the success of an activity is determined not so much by external factors (what kind of children) as by the professional efforts of the teachers themselves.

An important place in the work of the preschool educational institution is occupied by medical and pedagogical meetings that monitor the development of young children, children of the speech therapy group. The medical and pedagogical meeting is attended by: the head of the kindergarten, the senior educator, the senior nurse, speech therapist, educators of early age groups and speech therapy group. The main purpose of medical and pedagogical meetings is to analyze the work with children for a certain period of time (quarter) and to outline new tasks for the educator.

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

Among the various forms of methodological work in preschool educational institutions are:

• Leisure activities: "Autumn Kaleidoscope", "Mother's Day", "Three Traffic Lights", "Grow Healthy", etc.
• Thematic exhibitions: "Speech creativity of preschoolers", "Novelties in methodological literature";
• Open days
• Pedagogical trainings;
• Reviews, contests: “Karapuz”, “Young connoisseurs of nature”, “Znayka”, “Do it all with your own hands”, “Educator of the year”

The teaching staff of our preschool educational institution is conditionally represented by three groups:

1. Educators and professionals withhigh level of qualification– experienced creatively working. The teachers of this group are not only objects, but also subjects of methodical work. They are the backbone of the teaching staff. They are often involved in conducting open classes, workshops, participation in regional methodological associations, and the regional competition “Teacher of the Year”. We involve these teachers in the development of a common pedagogical strategy for the development of preschool educational institutions.
2. teachers with established work style, stable workingeducators who conscientiously fulfill their functional duties, own the methods. The teachers of this group generally have a positive attitude towards new ideas, but their implementation in practice requires indirect influence from the administration. Educators of this group do not require special methodological assistance, but they need support for initiatives and a positive psychological climate within the team.
3. Teachers who require increased attention, as a rule, areyoung and emerging teachers.They have a discrepancy in the level of professional and pedagogical skills, difficulties and problems arise in practical activities with children.

Methodical work with teachers of the third group is:

Inclusion of educators in the pedagogical activities of the team:

• work in tandem with an experienced teacher;
• monitoring the work of other teachers;
• participation in organized and methodological activities inside DOW.

Conclusion

Methodological work in a preschool institution is
a holistic system of activities aimed at ensuring the high quality of the implementation of the strategic objectives of the preschool educational institution.

The purpose of methodological work in the preschool educational institution is to create optimal
conditions for continuous improvement of the level of general and pedagogical culture of the participants in the educational process.

Its orientation is determined by the social order of the state, social institutions (families, schools), the structure of the management system in a preschool institution. The desire of the senior educator for a high level of development of personal and professional qualities contributes to the organization of high-quality methodological work in the preschool educational institution.

Implementation of interrelated functions (analysis, planning,
organization, control) methodological service of a preschool institution
is aimed at the continuous development of teaching staff, improving their
qualifications; identification, study, generalization and dissemination of advanced
pedagogical experience, full methodological support
educational process, coordination of interaction between preschool educational institutions, families,
society for the continuous, comprehensive development of children.

The effective solution of these problems is influenced by a variety of
the nature of the content of methodological work and the variety of forms and methods
work with teaching staff, family, with society. Priority is given to active methods of work (solving problem situations, business games, etc.), which contribute to the greatest development of educators, parents, increase their motivation and activity in improving the pedagogical culture.
In accordance with the goals and objectives of the methodological work,
monitoring its effectiveness. Monitoring data contribute
the timeliness and effectiveness of making adjustments to the organization
methodical work.

Leading role in helping educators to organize
educational process, ensuring their continuous, professional
self-development, generalization of best practices, improvement of competence
parents in matters of raising and educating children belongs to the methodological office of the preschool educational institution, which is an information center and a creative laboratory for teachers and parents.

Literature

1. Belaya K.Yu. 200 answers to the questions of the head of the kindergarten. - M.: ACT,
   1997.
2. Belaya K.Yu. Diary of a senior kindergarten teacher. - M.: OOO
   Astrel Publishing House, ACT Publishing LLC, 2000.
3. Belaya K.Yu. Methodical work in a preschool educational institution.
   -M.: MIPKRO, 2000.
4. Belaya K.Yu. From September to September: Recommendations for managers and seniors
   kindergarten teachers to plan educational and educational
   work. -M.: LLC "Publishing house ACT", 1998.
5. Belaya K.Yu. Planning work in the preschool educational institution based on the results for the year. / Management
   preschool educational institution, No. 3, 2002, p. 14.
6. Belaya K.Yu. Guide to preschool education: control and diagnostic function. - M.: TC
   Sphere, 2003.
7. Vasilyeva A.I., Bakhturina L.A., Kobitina I.I. senior caregiver
   Kindergarten: Benefit for employees preschool institutions. - 3rd ed.,
   finalized -M.: Enlightenment, 1990. - 143 p.
8. Dubrova V.P., Milashevich E.P. Organization of methodological work in
   preschool institution. Moscow: New school, 1995.
9. Pedagogical skill and pedagogical technologies: Textbook//
   ed. L.K. Grebenkina, L.A. Baikova. - M.: Ped. society "Russia", 2000. -
   256s.

Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University named after E.A. Buketova

Department of Pedagogy and Psychology

COURSE WORK

By discipline: "Preschool Pedagogy"

On the topic: "Organization of methodological work in kindergarten"

Completed: Art. gr.DOiV - 12

Kushnerenko O.

Checked:

Associate Professor Mikhalkova O.A.

Karaganda 2008

Introduction

1.1 The value of methodological work in a preschool institution

Conclusion

Introduction

In our time, the importance of such business qualities as competence, a sense of the new, initiative, courage and willingness to take responsibility is increasing; the ability to set a task and bring its solution to the end. A skilled methodologist clearly defines the tasks of the teaching staff, clearly outlines the paths in their solution.

The methodologist of a preschool institution does not deal with mechanisms, but with living people who themselves control the process of formation and development of the individual. That is why the management of a preschool institution should be considered as a purposeful active interaction between the methodologist and all participants in the pedagogical process to streamline it and transfer it to a new qualitative state.

The effectiveness of the work of the entire team of a preschool institution depends on the correct choice and use by the methodologist of various forms of methodological work in a preschool institution. All areas of methodological work contribute to the development of a single line of action for the teaching staff.

The purpose of the study is to consider the system of methodological work in a preschool institution that ensures the effectiveness of the work of a preschool institution.

The object of the research is the process of managing a preschool institution.

The subject of the research is the forms of carrying out methodological work.

Research objectives:

To study the pedagogical literature on this topic;

Explore the organizational and theoretical foundations of the work of a methodologist

Determine the main forms of organization of methodological work in a preschool institution.

Practical significance: this work can be used by methodologists of preschool institutions.

Chapter 1

1.1 The value of methodological work in a preschool institution

One of the significant features of the education system of the last decade is the variability of the work of preschool institutions. Polyprogramming and variability are the conditions in which preschool institutions currently operate.

The indisputable advantage is that the variability of modern preschool education allows you to respond to the needs of society. The variety of pedagogical services offered by the preschool meets the increased demands of parents. The main thing at the same time is to preserve the priorities of education: strengthening health, providing favorable conditions for the development of all children, respecting the right of the child to preserve their individuality.

The humanization of modern education is associated, first of all, with a change in attitude to education, in the center of which is the child.

The issue of choosing a program was and remains very relevant. In this regard, a fairly responsible task arises for the methodologist of a kindergarten, an educational complex - to choose a program of work with children that can not only be successfully implemented by the teaching staff, but will also contribute to the effective development and upbringing of children. Therefore, the teaching staff of the preschool educational institution should be oriented in the main trends of the program and methodological flow.

The work of preschool educational institutions in the conditions of polyprogramming and variability of technologies ensures self-determination and self-organization of participants in the educational process: preschool educational institutions model programs, projects, participate in experimental testing and implementation of new program and methodological materials, and parents are given the opportunity to choose for their child one or another type and type of preschool educational institution. The process of creating general developmental and specialized educational programs and innovative pedagogical technologies continues. The introduction of various approaches to the organization of the pedagogical process is very promising for the system of preschool education as a whole. In this regard, the question arises about the role and significance of methodological work for the effectiveness of the educational process.

Improving the skills of teachers, replenishing their theoretical and practical knowledge is carried out in a preschool institution through various forms of methodological work. All areas of methodological work contribute to the development of a single line of action for the teaching staff.

The work of the head is facilitated if there is an educator-methodologist in the staff of the children's institution. The head is obliged to lead and direct the educational work in the children's institution, the methodologist is his first assistant.

1.2 Areas of work of the methodological office

The main directions of the work of the methodologist are the organization of the methodological work of the team, the improvement of the qualifications of educators, the study, generalization and dissemination of advanced pedagogical experience, and the increase in the level of work of educators. In accordance with these directions, the main forms of work of the methodologist are determined.

For methodological work to be effective, the methodologist needs to know how things are in a preschool institution: what conditions are created for raising children, what is the level pedagogical work in kindergarten, what are the relationships in the team, etc.

The real center of the organization of methodological work in a preschool institution is the methodical office. The room intended for this is equipped with the necessary materials and manuals for all sections of educational and upbringing work with children.

Methodical office in accordance with the tasks assigned to it: work methodologist preschool kindergarten

Maintains personal records of teaching staff who improve their skills at courses and seminars, at institutes for the improvement of teachers, at faculties for the training and advanced training of educational organizers and students at correspondence and evening departments of higher and secondary specialized educational institutions.

Coordinates and directs methodological work with teaching staff; organizes seminars, workshops, lectures, consultations on the most complex and topical issues of education and upbringing. Uses in the practice of working with teaching staff a variety of active forms: interviews, debates, conferences, business games, analysis of pedagogical situations.

Conducts group and individual consultations; assists in the self-education of pedagogical skills.

In the methodical office, it is necessary to have materials on advanced pedagogical experience, methodologist's diaries, reports for educators of a children's institution, calendar plans for educational and educational work with children, materials that clearly illustrate best practices: photographs, sketches, tape and electronic recordings, children's work, manuals made by the teacher.

It is very important that all the materials available in the methodical office are correctly selected and placed. Their placement can be carried out in a different order: either according to the types of activities of children (organization of life and upbringing of children, learning in the classroom, holidays and entertainment, play, work), or according to the tasks of education (physical, mental, moral, aesthetic, labor).

If the placement is by type of activity, then within each section material should be allocated for each age group, if according to the tasks of education, then the materials are allocated both by type of activity and by age groups. When systematizing materials, one should take into account the principle of constructing the "Program of Education and Training in Kindergarten".

For example, materials for gaming activity are arranged by types of games; on labor education - by types and forms of labor organization, etc. All sections should contain instructive and methodological documents, methodological recommendations, material from work experience, visual and illustrative materials.

Instructional and regulatory documents on preschool education are in a separate folder. Materials on organizational and other issues (for example, on the management of the kindergarten, equipment and equipment of the institution, work with personnel, etc.) are also presented in a specific place.

Care should be taken to ensure that the classroom has enough materials on the education of young children, for teachers of special groups, music directors.

One of the key issues of improving the system of public preschool education- improvement of management of educational and administrative activities of children's institutions. Therefore, in the methodical office it is necessary to equip a special section “Management of preschool institutions”, which would contain legislative and instructional documents, guidelines, materials from work experience.

Also, the methodologist organizes various forms of methodological assistance to educators, for example: consultations, thematic conversations with educators. Some problems of raising children require a longer conversation, discussion, and if they are of concern to several educators, then it is advisable to organize such a collective form of methodological assistance, which is a seminar.

Considerable effort is required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, skills, acquired by the educator in the process of practical teaching and educational work. The tribune of pedagogical experience is the pedagogical council, which is called upon to be the spokesman for collective pedagogical thought, the body of the collegial management of educational work.

Chapter 2. Forms of methodical work

2.1 Leading forms of methodological work in a preschool institution

One of the leading forms is pedagogical council, which is called upon to be an exponent of collective pedagogical thought, an organ for the collegial management of educational work, a school of excellence and a tribune of pedagogical experience. The head, being the chairman of the pedagogical council, organizes its work on the basis of the “Regulations on the pedagogical council of a preschool institution”.

During the year, at least 6 meetings of the teachers' council are held, at which topical issues of the work of this kindergarten are discussed, aimed at improving the professional level of teachers' work, at eradicating the shortcomings of the educational process.

Meetings of the teachers' council can be devoted to both general issues of improving the health of children, reducing morbidity, and preparing children for schooling.

The preparation of the teachers' council includes the selection of topical issues, the discussion of which is dictated by the kindergarten education program and the actual state of affairs in the kindergarten, which appear in the annual work plan.

Already at the beginning of the school year, the entire pedagogical team knows what issues will be discussed, who and when speaks at the teachers' council, each speaker must prepare in advance for the teachers' council: develop a specific plan of events on their topic.

The effectiveness of pedagogical councils depends mainly on the work of the methodologist, aimed at implementing the decisions made.

Consultations- a constant form of assistance to educators. In a children's institution, consultations are held for educators of one group, parallel groups, individual and general (for all teachers). Group consultations are planned for a year. Individual consultations are not planned, as their conduct is dictated by the need for educators to receive certain information on a specific issue.

However, not all questions can be fully answered in a short period of time. Some problems of raising children require a longer conversation, discussion, and if they are of concern to several educators, then it is advisable to organize such a collective form of methodological assistance, which is seminar .

Experienced educators who have a good result of work on a specific problem can also be appointed to lead the seminar. At the beginning of the academic year, the methodologist determines the topic of the seminar, appoints the leader. The duration of the classes depends on the topic: they can take place within a month, six months or a year. Seminar attendance is voluntary.

The theoretical knowledge gained at the seminar can be reinforced by preschool workers with practical skills, which they consolidate and improve by participating in seminar - workshop. How to mold a hare so that it looks like a real one, how to show a puppet theater so that the characters bring joy to children and make them think, how to teach children to expressively read a poem, how to make didactic games with their own hands, how to arrange a group room for the holiday. To these and other questions, educators can get the answer of an experienced teacher - methodologist.

In order to organize special practical classes, the head studies the need for teachers to acquire certain practical skills and abilities. The teaching aids prepared during the workshops can be used by educators in their further work with children, and some of them remain in the pedagogical office as samples - standards.

A common form of methodological work is conversations with teachers. This method is used by the methodologist when summing up the results of the verification of pedagogical work, in the study, generalization of best practices, and in a number of other cases.

Before starting a conversation, it is necessary to think over its purpose, questions for discussion. A casual conversation disposes the educator to frankness.

This form of methodical work requires great tact from the methodologist. The ability to listen carefully to the interlocutor, maintain a dialogue, accept criticism kindly, and act in such a way as to influence them, primarily with their behavior.

Talking with the educator, the methodologist finds out his mood, interests, difficulties in work, learns about the reasons for failures (if any), seeks to provide effective assistance.

An effective form of advanced training for educators, providing them with methodological assistance are collective reviews of the work of experienced teachers. Depending on the topic discussed at the teachers' council, it is advisable to conduct such reviews in order to demonstrate, illustrate the theoretical provisions that were expressed in the reports, and in order to study and implement best practices in the work of other employees.

When discussing such a lesson, the methodologist needs to emphasize that the educator did a lot of multifaceted work and managed to generalize the knowledge, ideas of children, based on their impressions, made them think, reflect, and draw independent conclusions.

Those educators who already have it should show their work experience. Analyzing the experience of colleagues, teachers should gradually develop their own successful techniques. The methodologist is obliged to see this in the work of each educator. Having noticed certain successes of the educator in any section of the program, he designs its further development: he selects certain literature, advises, and monitors the practical actions of this employee. Collective viewings are held no more than once a quarter. This allows everyone to prepare well for them: both those who demonstrate their experience and those who adopt it. Preparation should include: the correct choice of the topic (its relevance, the need for all educators in it, the connection with the topics of teachers' councils, etc.), assistance to the educator - methodologist in formulating the main goal of the lesson (or in the process of any other activity of children), compiling an abstract events with an indication of educational and educational tasks, methods and techniques, the material used.

In order for all educators to watch an open lesson (or a game, work, holding regime moments), it is necessary to duplicate it for those employees who at that time worked with children in groups. In this case, it is desirable to show a similar lesson, but not a copy of the previous one.

In order to study and borrow the best experience, such a form of improving pedagogical skills as mutual visits to workplaces. At the same time, the role of the methodologist is to recommend to the educator to visit a partner's lesson to develop uniform requirements for children or a lesson of a teacher of a parallel group to compare the results of work. The methodologist must give this work a purposeful, meaningful character. To this end, mentoring is organized. When a new, novice teacher appears in the team, at first he has many questions, and he needs help.

Due to their busyness, the manager is not always able to provide such assistance. Therefore, he appoints a mentor from among more experienced teachers, taking into account that mentoring should be voluntary on both sides.

The mentor's candidacy is approved at the teachers' council, and his report is also heard there. The mentor should help the new employee to establish the necessary business and personal contacts, to get acquainted with the traditions of the team, with its successes, as well as with the difficulties in work.

The methodologist also supervises the self-education of educators. First of all, he creates the necessary conditions: together with teachers, he selects literature of interest to them, materials covering best practices, advises on the choice of a topic, forms of self-education, registration of the results of increasing knowledge and pedagogical skills of working with children. When recommending topics for self-education, the methodologist proceeds from the interest of each teacher and from his need for education.

Considerable effort is required from the methodologist to study, generalize and implement best practices, which is a set of knowledge, skills, acquired by the educator in the process of practical teaching and educational work. Only such experience can be considered advanced, which, being the result of a creative search, opens up new opportunities for raising children, contributes to the improvement of the accepted forms, methods and techniques of pedagogical work.

An indicator of excellence is the sustainability of positive, methodologically sound results in the upbringing and education of children.

There are certain stages and methods in the methodologist's guide to identifying, summarizing and implementing pedagogical experience.

The first step is to identify the best practices. For example, the manager or methodologist, in the process of systematic monitoring of the work of the teacher and the behavior of the children of the older group, saw that everyone was constantly busy with interesting things. The guys clean the cages of rabbits, work in the garden.

Children's games are meaningful, long, they reflect the work and relationships of people around them. Much has been done for games by the children themselves and the teacher, etc.

The head or methodologist, in a conversation with the teacher, finds out how, by what methods he achieves good results. The main thing is that the educator himself loves nature and work, he reads a lot of special natural history literature.

Having received a general idea of ​​​​the interested, thoughtful, systematic work to familiarize children with the work of livestock breeders, the methodologist invites the educator to describe his experience: how did he start work, what manuals did he use, methodological literature, whose experience was an example for him, how a set of methods was developed and techniques for educating children industriousness, respect for the work of adults, what was new in this work, etc.

The combination of various methods makes it possible to educate in children on a positive emotional background such a very important personality trait as social activity.

The methodologist recommends keeping records of children's games, taking photographs, sketches of children's buildings, preparing games for open viewing, classes to familiarize children with the work of collective farmers. The methodologist to help the educator attracts a shift teacher and parents.

Thus, the methodologist brings the teacher to the second stage - the generalization of his best practices. At this stage, the educator should be assisted in selecting and describing the most significant moments in the formation of positive qualities in children, identifying the dynamics of their development.

The educator, who summarized his experience in the form of a report, can speak with him at the teachers' council, methodological associations, at the conference. This is the third stage - the dissemination of best practices and its promotion in order to use other educators in their work. It happens that there is no systematic experience yet, there are only individual findings, successful methods of working with children. In this case, it is necessary to clearly define the problem, the main pedagogical idea, according to which the experience will be gradually accumulated and generalized. At the same time, the methodologist should not forget about a very significant indicator of excellence - its cost-effectiveness, which implies the achievement of positive results with the least expenditure of time and effort of the educator and his wards. It is impossible to consider as advanced the experience that cultivates one of the aspects of education at the expense of other sections of the program and to the detriment of them.

The essence of using advanced pedagogical experience is to fill the weaknesses of the work of one employee with the strengths of another. Therefore, the leader must constantly look for talented people who love their work in the team, willingly and skillfully transferring all their knowledge and experience to colleagues: strive to concentrate and direct the efforts of all team members to improve pedagogical work.

In order to provide methodological assistance to educators and more effectively implement the requirements of the program for raising and educating children, a pedagogical office is being created, where each employee can find the necessary material, get advice from the head teacher, senior educator, and consult with colleagues.

The head or methodologist selects literature and teaching aids for all sections of the program, systematizes materials on the upbringing and education of preschool children, draws up annotations and recommendations for their use, summarizes the experience of the best kindergarten teachers, develops and arranges stands, folders - movements, exhibitions and other materials to help teachers in accordance with the objectives of the annual plan, the topics of teachers' councils.

The methodologist attracts all educators to the equipment of the pedagogical room: some are responsible for the timely change of materials in folders or at the information stand, others monitor the issuance and accounting of benefits, others - for the timely production, repair or write-off of materials that have become unusable, etc.

It is necessary to teach employees how to work culturally with benefits, not to lose them, to take them in advance and hand them over in a timely manner, to put them in their place, to repair inventory on their own or to involve parents and bosses in this work. If these rules are followed, all manuals, books and teaching aids serve the kindergarten for a long time, money resources, time of educators are saved, and most importantly, they teach everyone to a strict order. However, this should not interfere with their active use in working with children.

All material in the classroom should be divided into sections, and each section, in turn, into age groups. In order to save time for preparing for classes, a card file is created that helps to quickly navigate in the abundance of information. Each program section should contain instructive and directive documents corresponding to the topic of the section, methodological literature, lesson developments, recommendations, notes, a description of the work experience of the best educators, visual aids that meet all pedagogical and aesthetic requirements. The methodologist replenishes the cabinet with newly published manuals in a timely manner.

The head and methodologist educator advise teachers on the effective use of visual material, the creation of additional benefits. All conditions for a friendly exchange of opinions, experience, for the creative work of each employee should be created in the pedagogical office.

2.2 Methods for activating educators in methodological work

How to make sure that each educator is an active, interested participant in the work at teachers' councils, consultations, seminars? How to get rid of the passivity of individual teachers?

These issues are of particular concern today to leaders of preschool institutions.

There are methods for activating teachers during methodological activities that help the methodologist in working with personnel.

Practice has shown that the final result of any methodological event will be high and the return is effective if a variety of methods of inclusion in active work were used in the preparation and implementation. The choice of methods for each event should be determined by its goals and objectives, features of the content, the contingent of teachers, the specific state of the educational process. Some of the methods described below, in conjunction with the standard methods of organizing methodological work, will allow, by selecting specific situations of the educational process, taking into account the gradual complication, to achieve the greatest interest and activity of educators.

In situations - illustrations, simple cases from practice are described, and the solution is also given here.

Situations - exercises need to be solved by doing some exercises (drawing up a plan of notes, filling out a table for mastering the section of the program by children, etc.).

In assessment situations, the problem has already been solved, but teachers are required to analyze it and justify the decision, evaluate it.

The most complex method of activation is situations - problems, where a specific example from practice is presented as an existing problem that needs to be solved. There are several questions to help teachers.

Dialogue, discussion, have become a true sign of our time. However, not everyone knows the art of collective discussion of issues in the form of a dialogue or a dispute.

Dialogue is a conversation between two or more people, their conversation. Each participant in the conversation expresses his point of view.

Discussion - consideration, research, discussion of a controversial issue, problems. This is a method of discussion in which it is necessary to come to common positions.

Discussion of two opposing points of view. The methodologist offers two points of view on the same problem for discussion. The teacher must express his opinion and justify it.

Training in practical skills. This method is very effective, but it must be thought out in advance, it must be decided which of the teachers can entrust it. It is better to give a learning element from work experience.

The method of imitation of the working day of the educator. The teacher gives a description of the age group of children, forms the goal and tasks that need to be solved and is invited to simulate their working day. In conclusion, the methodologist organizes a discussion of all the proposed models.

The solution of pedagogical crosswords and punch cards helps to clarify the knowledge of educators on a specific topic, develops their horizons, and therefore affects the quality of work with children.

Working with instructive and directive documents. Educators are invited in advance to get acquainted with this or that document, apply it to their work, and highlight one of the areas, think over a work plan to eliminate their shortcomings. Everyone does this work independently, and the teachers' council discusses different approaches to solving the same problem.

Analysis of children's statements, behavior, creativity. The methodologist prepares the material. Educators get to know him, analyze him, evaluate the skills, development of children, form several specific proposals to help the teacher working with these children.

The method of game modeling increases interest, causes high activity, improves skills in solving real pedagogical problems.

Generalizations of scientists and specialists make it possible to single out those qualities that are required today for a methodologist or manager.

1. The erosion of traditional values ​​has led to a serious disruption of personal beliefs and values. Therefore, the methodologist must clarify his personal values.

2. There is a wide choice. Therefore, the head (methodologist) is obliged to determine the goals of the work performed, their own goals.

3. Organizational systems are not able to provide all the learning opportunities required by the modern educator. Therefore, each manager must himself support his own constant growth and development.

4. Problems often pile up like a snowball, and the means to solve them are limited. Therefore, the ability to solve problems quickly and efficiently is becoming an increasingly important part of management skills.

5. Competition in the service market makes it necessary to put forward new promising ideas. Therefore, methodologists must be resourceful and able to respond flexibly to changing situations.

6. Many management methods are outdated. Therefore, new, more modern methods of management are required, and the manager must master other approaches in relation to his subordinates.

7. Large costs are associated with the use of staff labor. Therefore, methodologists must skillfully use the available labor resources.

8. New approaches are required in the fight against the possibility of their own “obsolescence”. Therefore, the methodologist is required to be able to help others quickly learn new methods and master practical skills.

9. The facilitator must be able to create and improve groups that can quickly become inventive and effective.

A methodologist who has the above qualities will be able to most effectively organize the work of a preschool educational institution.

Conclusion

The success of the pedagogical process, the work of the entire teaching staff of a preschool institution depends not only on the level of preparedness of educators, but also on the correct organization of methodological work in a preschool institution, since all areas of methodological work contribute to the development of a single line of action for the teaching staff.

As conclusions on the course work, it is possible to determine the main provisions on the work of a methodologist in preschool education. The methodologist organizes the work of the preschool educational institution in order to improve the upbringing and education of preschool children. He provides methodological assistance to educators and the head of a preschool institution in improving the pedagogical process, in improving the quality of upbringing and education of children. The main task of the methodologist is the organization and conduct of methodological work.

The directions of the methodologist's work are: the study, generalization and dissemination of advanced pedagogical experience, the development of recommendations for the introduction of pedagogical experience into the practice of a preschool institution. Also, a form of methodological work is to carry out work to improve the qualifications of teaching staff, conduct courses, seminars.

The methodologist must promptly equip the methodological office with the necessary teaching and visual aids, methodological literature.

The methodologist in his work should be guided by the decisions, orders and instructions of the Republic of Kazakhstan, regulatory documents of the higher education authorities.

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7. Kovalev A.G. The team and socio-psychological problems of leadership - M, 1978

8. Loginova V.I., Samorukova P.G. and others. Laboratory workshop on preschool pedagogy and methods. M.: Enlightenment, 1981

9. Malshakova V. Search for new approaches // Preschool education No. 11 for 1990

10. Omarov A.M. Social management. Some questions of theory and practice of Almaty. "Zheti-zhargy", 1996

11. Organization of the work of a rural kindergarten, M., Education, 1988

12. Sukhomlinsky V.A. One hundred tips for the teacher. M.: 1984

13. Chikanova L.A. Civil servants M., 1998

Introduction…………………………………………………………...........................
	Forms of methodical work in the preschool educational institution……………………………………..
	Methods of organizing methodological work in preschool educational institutions……………………………………………………………………
	Non-traditional forms of work in preschool educational institutions. Mentorship…………………………………………………………
Conclusion……………………………………………………………………
Bibliography…………………………………………………………
Applications
Appendix 1. Business game for preschool teachers to study the Federal State Educational Standard pre-school education "New Federal State Educational Standard - New Opportunities"……….
Appendix 2. Pedagogical Council on the topic " design method in the activities of a preschool institution”…………………………………

Introduction

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

The purpose of methodological work in the preschool educational institution is to constantly improve the level of professional skills of the teacher and the teaching staff. The primary task of methodological work is to provide real assistance to teachers in developing their skills as an alloy of professional knowledge, skills and abilities necessary for modern teacher properties and qualities of a person.

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

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

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

Growth of integration opportunities of the whole team.

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

Object of study: forms andmethods of methodical work of the preschool educational institution.

During the study, the following tasks :

1. To reveal the essence of the forms of methodical work in the preschool educational institution;
2. Consider the classification of methods and their main components;
3. To study an unconventional form of work in a preschool educational institution - mentoring;

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

I. Forms of methodological work

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

The main ones are:

teachers' councils

Seminars

Methodical associations

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

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

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

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

The Pedagogical Council approves the organizational structure of the educational institution, participates in the development of the Charter of the educational institution, the concept of its development; formulates the main goals and objectives of the activity, selects educational programs, forms and methods of organizing the educational process, determines the directions of experimental work; analyzes and controls educational activities, approves the composition of the methodological council of the attestation commission; considers issues of recruitment, improvement of their qualifications, conducts methodological seminars, establishes links between the teaching staff and scientific and methodological institutions, etc.

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

Pedagogical meetings - an element of the management activities of the leadership of a preschool educational institution, the most common form of management that allows you to use the collective mind, knowledge and experience of specialists to solve complex social problems; organize the exchange of information and experience between individual employees and structural units of the educational institution; promptly bring specific tasks to the direct executors.

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

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

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

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

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

So, in the works of N.S. Golitsina, we find a characteristic of such a form of methodological work asconsultation-dialogue. Such a consultation is carried out by two teachers who have different points of view on the issue under discussion. Considering the topics, they can state their arguments for each thesis, and the listeners can choose the point of view that corresponds to their pedagogical views.

Consultation-paradox, or consultation with planned errors, aims to draw the attention of teachers to the most difficult aspects of the problem being presented, to increase their activity. The methodologist names the number of mistakes that he will make during the two-hour consultation. Listeners are invited to distribute the material on a sheet of paper into two columns: on the left - reliable, on the right - erroneous, which is then analyzed.

Seminars as a separate form of methodological work play an important role in raising the scientific and theoretical level of educators and in improving their professional competence. You can prepare and conduct seminars in different ways depending on the content of the topic and the purpose of the lesson.

Prior to the seminar, teachers are offered special tasks, the fulfillment of which will allow everyone to actively participate in the seminar. In this regard, it often turns out that preparation for a seminar involves reading additional literature, studying primary sources, and taking notes. Teachers learn to critically evaluate what they read, to choose the information they need. They must understand the essence of the material being studied in order to assimilate and use it in their practical activities. Therefore, during the seminars, such forms of organization as open classes or events, the use of video materials and multimedia presentations, analysis of the results of children's activities and products of children's creativity, etc. are actively used.

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

On the workshops, consisting of theoretical (seminar) and practical (workshop) parts, educators summarize and systematize best practices, show in action the necessary techniques and methods of work, which are then analyzed and discussed. This form also involves the development of certain methods of work without the participation of pupils. For example, in a kindergarten, a senior educator or educator shows techniques by guiding the actions of educators - participants in a workshop.

Seminar-briefing differs in that it allows the maximum activation of the participants both in the process of preparing for the seminar and at the lesson itself: the group is divided into subgroups in accordance with the number of questions proposed for discussion. The number of participants in subgroups can be arbitrary. Since the whole subgroup answers the question, and repetitions are not allowed, then, naturally, the participant finds himself in such a situation that it is necessary to answer thoroughly and to the point. After each member of the subgroup has spoken, the discussion begins; at the same time, additions, clarifications, questions to each other are possible.

Another form of methodological work with teachers is training., which involves preliminary and final diagnosis, at least using the method of questioning and expert assessments, professional skills and abilities of teachers in a certain area of ​​their pedagogical activity, selection practical tasks and game exercises aimed at the formation of missing or insufficiently formed skills of professional activity, which are performed in situations of programmed success, and then transferred to situations of real practical activity of teachers of an educational institution. Therefore, training can be short-term when it comes to the formation of highly specialized skills, for example, the use of physical culture minutes in the process of conducting classes with children, or long-term, when it comes to the formation of a whole range of professional operations and actions related to the organization of a holistic educational process, not its individual elements.

Creative groups are the next form of methodical work with teachers of a preschool educational institution. It involves the implementation of such an approach to the implementation of methodological work in an educational institution, which allows you to involve teachers in experimental and research activities. The work of the creative team is based on the following algorithm:

• identification of problems and substantiation of the relevance of their solution for the practice of the work of an educational institution, diagnostic and analytical stage;
• development of a detailed program of experimental work or scientific research activities, prognostic stage;
• organizational stage, creation of conditions for the implementation of the program;
• implementation of the program, practical stage, adjustment of the methods and technologies used, control "sections";
• registration and description of the results of an experimental or scientific research work, generalizing stage;
• dissemination of pedagogical experience, introduction of innovations in the activities of an educational institution.

The logical conclusion and result of the creative group are the creative reports of teachers who talk about the results of the implementation of the program of experimental, research and scientific and methodological work, share their experience, talk about the problems that arise in the practice of an educational institution, and offer to introduce innovations.

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

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

accepted forms, methods and techniques of educational work.

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

At the first stage of this work, it is necessary to identify the advanced pedagogical experience available in the preschool institution. In this case, the following methods are used: observation of the pedagogical process, conversations with the educator, children and their parents, assistance in the selection of methodological, pedagogical and psychological literature related to the topic of best practices, recommendations for studying the work of educators-masters in order to compare the techniques and methods used in their work, with the experience of the best teachers, by the educator himself understanding his innovations in work, his methods that give high results.

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

It is necessary to interest educators in a new experience, to arouse in them a desire and creative readiness to master it.

Each educator has his own pedagogical experience, pedagogical skills. Allocate the work of an educator who achieves the best

results, his experience is called advanced, he is studied, he is “equaled”. According to Turbovsky Ya.S. "Advanced pedagogical experience is a means of purposeful improvement of the educational process that satisfies the actual needs of the practice of teaching and upbringing!".

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

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

Promotion of experience;

Teaching teachers how to work with children.

Forms of organizing an open display may be different. For example, before the start of the screening, the leader can talk about the topic of the educator's work, suggest questions that should be given special attention. Sometimes it is advisable to distribute questions, one teacher - to calculate the activity of children, another - a combination of different methods and techniques used by the teacher, the rational use of benefits, to assess whether the children are comfortable.

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

provided to the educator demonstrating his work with children. Based on the results of an open review, a decision is made: for example, to introduce this experience into their work, submit notes to the methodological office or continue to generalize the experience of the educator in order to present it to 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 dissemination of experience: open demonstrations, pair work, author's seminars and workshops, conferences, pedagogical readings, weeks of pedagogical excellence, open days, master classes, etc.

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

As Volobueva L.M. notes, the collective review of the upbringing and educational process of practice is often not differentiated from the review of open classes with children. In the latter case, we are talking, most often, about the form of attestation of kindergarten teachers, so their task is to demonstrate their own success and level of pedagogical competence. In the case of collective viewing, the task is different: to show the most effective conditions, forms or methods and methods of working with children and their parents. Particular importance is attached to the implementation of methodological principles that determine the optimal impact of the factors of upbringing and education (the formation of motivation in children, changes in activities, dynamic perception, development of higher mental functions, productive processing of information, repeatability educational material, ensuring the transfer of methods of activity, a playful form of conducting classes, etc.) At the same time, a collective show concerns not only conducting classes with children, but also organizing free types of children's activities and regime moments.

Collective screenings are organized once every 3 months so that all teachers can attend. At the same time, each of them receives a questionnaire sheet for observation with a set of phrases-statements and phrases-questions in a constructive form.

In the process of conducting a collective review, teachers make notes in them.

After viewing, a discussion is organized: first, the teacher talks about the goals and objectives that he set for himself, the methods and techniques that he used during the demonstration of the educational process, then the audience asks questions, and he answers them. At the same time, he is encouraged to explain the reasons for choosing one or another method or method of working with children, his behavior in the course of organizing a collective viewing, and give reflection on his own activities and the activities of children. The senior educator continues this line, thanks the teacher for the work done, analyzes its advantages (not disadvantages), highlights those forms and methods that, in his opinion, could be used in the work of the entire teaching staff.

Round table - that is one of the forms of communication between teachers. When discussing any issues of upbringing and education of preschoolers, circular pedagogical forms of placement of participants allow

make the team self-governing, allows you to put all participants in an equal position, ensures interaction and openness. The role of the organizer of the "round table" is to think through and prepare questions for discussion aimed at achieving a specific goal.

Some preschool educational institutions use an interesting form of work that unites employees. This creationliterary or pedagogical newspaper.Purpose: to show the development of the creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, evaluate personal qualities, professional qualities necessary in working with children - writing, possession of speech skills - figurativeness of statements, etc.

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

self-education- this is an independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each particular teacher.

As a process of mastering 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 their 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 is increasing every year. Scientists say that the knowledge that humanity has is doubling every ten years.

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

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

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

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

Work in libraries with periodicals, monographs, catalogs;

Participation in the work of scientific and practical seminars, conferences, trainings;

Getting advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions;

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

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

II. Methods for organizing methodological work

In modern educational organizations, methods of organizing methodological work are also used.

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

The following classification of methods is most common.

1. According to the method of presenting information: verbal (oral, printed), visual (methods of illustrations and demonstrations), practical (workshops, trainings).

2. According to the degree of independence in the acquisition of knowledge: reproductive, partially exploratory, exploratory, research.

3. According to the method of obtaining knowledge: explanatory-illustrated, programmed, heuristic, problematic, model ..

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

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

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

• allow to organize educational communicative space;
• make it possible to adequately present the new content of education by analyzing and solving specific pedagogical situations and tasks;
• thereby contribute to the assimilation of professional knowledge, skills and abilities.

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

Problematic pedagogical situations are divided into three groups:

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

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

Then it is required to choose a method for substantiating the method of solving the pedagogical situation. This can be done using the following methods:

• Information method (citing the positions of famous teachers and scientists who tried to solve this problem);
• The method of expert assessments (assessment of the situation from different points of view, most often, psychological, pedagogical and social);
• Reference comparison method (consists of the search for a reference, most often, the age norm of development and its comparison with the given example);
• Method of analogy (giving an example from practice);
• The method of anticipation (consists in anticipating the positive and negative results of modeling the pedagogical process for the teacher, child, parents).

The next method of organizing methodical work is a conversation. Conversation - an independent type or additional method of pedagogical research in order to obtain the necessary information or clarification about what was not clear enough during observation. In this regard, the conversation refers to the oral (verbal) methods of research. On the other hand, conversation can also be a method of learning. In that case, it is a dialogue aimed at discussing or clarifying an issue, an exchange of views. Therefore, as a teaching method characterized by the presence of questions and answers, the conversation helps to plan or maintain a conversation between the head teacher or senior teacher and teachers on a specific topic. In kindergarten, when working with the teaching staff, mainly reproducing, generalizing and problematic conversations are used. According to another qualification - installation, heuristic, final and generalizing conversations. Exactly the same types of conversation are used when working with preschool children, which makes it easy to transfer pedagogical attitudes from one situation (communication with colleagues and leaders of an educational institution) to another (pedagogical interaction with pupils). So, the conversation is used by the teacher in order to activate the mental activity of the child in the process of forming the attitude to the acquisition of new knowledge (setting conversation), their “discovery” (heuristic conversation), repetition and consolidation of previously acquired knowledge (final conversation and generalizing conversation).

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

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

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

• Imitation business games are a type of games related to such abstract concepts and topics that cannot be beaten in other ways, for example, teachers are required to beat the concepts of “development”, “game”, “education”, “training” with the help of micro-studies.
• Positional business games are a type of games in which interaction between game participants is built as a clarification of positions using well-known, traditional and non-traditional methods, technologies, programs through a clash of views and pedagogical attitudes, a struggle of opinions. At the same time, the team of teachers is divided into teams, microgroups, one of which seeks and defends the merits of the discussed programs and methods, the second - their shortcomings.
• Role-playing business games are a type of games in which the characteristics of the roles and positions of the participants in the interaction regarding a particular issue or problem are determined. They are similar to the previous type of games, but at the same time, teachers should work out not a specific position, but a social role: for example, the role of a project manager, the role of a leader, the role of a Flatterer, the role of an Idea Generator, the role of a Buffer, the role of an Opponent, the role of Nobody-touch don't-touch-and-me, etc.
• Situational business games are a type of games in which the roles and positions of the interaction participants are determined, but the leading component is the situation, i.e. intense action in a relatively short time. Situational games are associated with playing out situations-illustrations, situations-exercises, situations-assessments, problematic pedagogical situations.
• Story business games are a type of games in which the roles and positions of interaction participants in a particular story are determined. Storylines can be followed by presenting various papers on a particular subject.
• Organizational and activity business games are the most difficult type of business games associated with the development of theoretical concepts and practical recommendations within the framework of the problem, the collective writing of recommendations, methodological developments. At the same time, the facilitator first determines the problem that the team will work on, then the distribution of roles takes place, uniting in microgroups and discussing the problem, developing a common point of view on it, and presenting the results. Discussion of the results of work in microgroups and development of a draft solution for methodological recommendations.

Functional business games are a type of business games that are associated with the work of initiative creative groups of a preschool educational institution that have been operating for a long time. For example, they may relate to playing tricks work with children in the classroom using health-saving technologies.

According to Belaya K.Yu. there are theoretically substantiated methods of designing and conducting business games. Knowing them is necessary to avoid mistakes that can nullify work. If a business game is used for the purpose of training, then it must be remembered that it cannot precede seminars and special courses, practical exercises. It should be done at the end of the training.

Direct development of business game materials includes the following steps:

Creation of a business game project;

Description of the sequence of actions;

Description of the organization of the game;

Preparation of tasks for participants;

Equipment preparation.

Combining the forms and methods of working with personnel into a single system, the manager must take into account their optimal combination with each other.

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

At present, given the increased active position of educators, non-traditional active forms are increasingly being used in methodological work with teaching staff in preschool institutions. These include round-table meetings, debates, pedagogical rings, business games, brainstorming, KVN, solving situational and pedagogical problems, crosswords on the subject of preschool pedagogy, etc.

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

The most important factor in professional adaptation, successful personal and professional development of novice teachers is the schoolyoung educator.

A variety of forms of work with young professionals contribute to the development of his cognitive interest in the profession, the active development of methods of working with children and their parents, provide positive influence to the growth of his professional significance.

Carrying out systematic work on the formation of mentoring traditions throughout the academic year allows:

• To work out the content and methods of pedagogical support for the development of children, assimilated during the period of study at the university, the interaction of parents and teachers in practice;
• To master techniques aimed at rallying the teaching staff and transferring pedagogical experience from one generation of teachers to another.

Then comes the time for independent pedagogical activity, and here it is important to help the young specialist, to make sure that the work becomes a joyful event for him, and not a serious test. The solution of this problem is considered a priority for the senior educator and the teaching staff.

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

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

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

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

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

To this end, the “School of a Young Educator” is being organized, the purpose of which is to help novice teachers improve their professional competence. Experienced, creative specialists are involved in the work, and the planning of the work of the "School of a Young Educator" is compiled taking into account the needs and difficulties of novice teachers. Discussions are successful, within the framework of which controversial issues of pedagogical theory and practice are discussed. Each educator expresses his opinion and defends it. Open classes are actively used, followed by a discussion of what they saw, workshops, where theoretical material is supported by an example from practice, showing individual techniques and methods of work.

When conducting classes at the "School of a Young Educator", a variety of techniques are used: solving pedagogical situations, the method of simulating the working day of a teacher, "brainstorming", solving crossword puzzles. All this allows you to clarify knowledge on a particular topic, expand your horizons.

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

For example, on theoretical stagethe implementation of methodological work, priority is given to such forms as lectures, consultations, research conferences, disputes, theoretical seminars, testing of professional preparedness of teachers, an auction of pedagogical knowledge, etc.

On the methodical stagemethodological consultation, holding a methodological week, a methodical colloquium, a psychological and pedagogical or methodological seminar, a scientific and methodological conference, a pedagogical lounge, psychological training, a pedagogical ring, an operational meeting, etc.

On the practical stage, mainly business games, round tables, mutual visits, a teaching hour, open classes, workshops, creative reports, scientific and practical conferences, etc. are used.

On the analytical stageit becomes necessary to conduct pedagogical councils based on the results of thematic inspections, control "cuts", summarizing the results of the academic year, organizing relay races of pedagogical experience and competitions of professional skills, auctions pedagogical ideas etc.

Conclusion

The selected forms and methods of methodological work are interrelated, interdependent and require their mandatory differentiation in terms of significance and continuity:

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

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

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

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

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

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

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

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

Bibliography

1. Belaya K.Yu. Methodical work in the preschool educational institution: Analysis, planning, forms and methods [text]: methodological guide / K.Yu. Belaya-M: TC Sphere, 2007. - 96s.

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

3. Belaya K. Yu. Business games in the system of methodological service [text]: methodological guide / K. Yu. White - M: Enlightenment, 1994.- 84s.

4. Belaya K.Yu. Teachers' council in a preschool educational institution: Preparation and conduct [text]: methodological guide / K.Yu. White - M: Sphere, 2009.- 48s.

5. Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers [text]: methodological guide / L.M. Volobueva - M: TC Sphere, 2009. - 96s.

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

Attachment 1.

Business game for teachers of preschool educational institutions for the study of GEF

preschool education

"New Federal State Educational Standard - New Opportunities"

Tasks:

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

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

Leading: (senior educator): As it has been noted more than once that the leading type of children's activity is a game, we invite you to play the business game "New Federal State Educational Standard - New Opportunities"

Game progress.

Divided into two teams

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

QUESTIONS:

1. Theoretical block "BRAIN STORM"

Questions to the teams: (questions are asked in order)

1. When adopted by the Federal State Educational Standard DO - 17. 10. 2013 No. 1155.
2. In what year did it enter into force? – January 1, 2015.
3. A document that ensures the rights of the child to quality and affordable preschool education in the country:

Constitution;

Family code;

Education Act";

Convention on the Rights of the Child;

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

5. What educational area is included in the study of FEMP in the program for children of preschool age? (" cognitive development»)

1. With what type of labor does the development of work skills in children begin? (self-service)
2. What is the amount of time for the implementation of the part of the program formed by the participants of the educational institution - 40%
3. What are the areas of child development? – There are 5 of them: cognitive, verbal, physical, social-communicative and artistic-aesthetic /.
4. In which of the educational areas is the task of developing a cautious attitude to situations potentially dangerous for humans and the natural world around them? (Social and communicative development)
5. In which of the educational areas is the task of developing children's play activities being solved? - in all five.
6. In which of the OOs is the task of practical mastery of the norms of speech by pupils solved? - Speech development.

8. What educational area does the development of communication and interaction of a child with an adult and peers belong to?

(socio-communicative development)

9. Determine the time for the implementation of the OOP DO:

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

b) only during classes;

c) can be implemented during the entire time the children stay in the organization.

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

b) cognitive development;

in) speech development;

e) physical development.

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

a) social and communicative development;

b) cognitive development;

c) speech development;

d) artistic and aesthetic development;

e) physical development.

12. What is the purpose of the DO Standard?

a) formation of knowledge, skills;

b) the formation of the integrative qualities of the individual;

c) targets for preschool education.

2 task. The Standard prescribes the requirements for the results of the development of the Program - these are targets. Let's consider the targets, highlighting those characteristics that are closely related to the PA "Cognitive Development". The Auction of Pedagogical Ideas will help us with this.

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

Targets	Terms
Shows curiosity; Asks questions to adults and peers; Interested in cause and effect relationships; He tries to independently come up with explanations for natural phenomena and people's actions; Inclined to observe, experiment; Possesses basic knowledge about himself, about the natural and social world…; Capable of making their own decisions.	Technology: TRIZ, search and practical activities, project method... Game problem situations, observations, ... Development environment: An ecological path, a corner of experimentation, …

Practice block:

3. "From theory to practice"

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

Task: determine the forms of work with children by types of children's activities:

gaming

Perception of fiction and folklore

Communicative

Cognitive research

Productive

Musical

pictorial

Motor

Self-service and household work

Time: 7 minutes.

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

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

0 points - no answer to the question.

Presentation form: oral presentation by one of the team members.

Presentation time: 2 minutes.

Musical competition

4. "Musical improvisations on the theme of integration"

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

5. "Integration of educational areas"

they take out a card with a specific GCD topic and the team selects integration with other areas in 3 minutes. The participant must tell what integration can be used, what forms and methods joint activities used to describe the topic.

Summarizing.

So, today, in the course of a business game, we have activated your knowledge and skills in the field of GEF preschool education; determined the pedagogical conditions for the successful and full-fledged cognitive development of preschool children.
I suggest that each teacher evaluate their contribution to the work of the group: red - not satisfied, did not do everything he could;

yellow - could be better;

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

The leaflets are pasted on a poster depicting a traffic light.
- Let's discuss your impression of the business game.

Appendix 2

Pedagogical advice on the topic

"Project method in the activities of a preschool institution"

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

Form of holding: pedagogical council.

Literature:

1. Bliznetsova V.S. Management of project activities of teachers of preschool educational institutions // Handbook of the senior educator of a preschool institution. 2009. No. 9. pp.33-40.
2. Vinogradova O.V. Research project activities in the preschool educational institution / / Management of the preschool educational institution. Scientific and practical journal. 2009. No. 1. pp.63-65.
3. Volkova M.S. Project "School of preschool sciences" // Handbook of the senior teacher of a preschool institution. 2010. No. 9. S.6-9.
4. Evdokimova E.S., Kudryavtseva E.A. Designing a summer vacation for preschoolers with their families // Management of the preschool educational institution. Scientific and practical journal. 2004 No. 2. P. 40-56.
5. Zukau E.F. Project method in the patriotic education of preschoolers // Management of preschool educational institutions. Scientific and practical journal. 2009. No. 1. pp.96-98.
6. Kukhlinskaya V.V. Project method in the organization of role-playing games // Management of the preschool educational institution. Scientific and practical journal. 2009. No. 1. S.52-62.
7. Site materialswww.pedsovet.ru www.dosvozrast.ru
8. Timofeeva G.E. Project activity in the education of love for the native city // Management of the preschool educational institution. Scientific and practical journal. 2009. No. 1. S.83-85.

The plan of the teachers' council:

1. The relevance of the theme of the teachers' council.
2. Pedagogical improvisation "Who wants to become an expert in the project method?"
3. Adoption of the decision of the teachers' council.

The course of the teachers' council:

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

On the present stage development of preschool education becomes relevant the issue of creating a system of work on the introduction of preschool educational institutions into the educational processproject method.

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

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

Design technology involves:

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

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge in solving practical problems or problems that require the integration of knowledge from various subject areas. As a result, project activities make it possible to educate a “doer”, and not a “performer”, develop the volitional qualities of a person, skills of partnership interaction.

Advantages of the project method:

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

Thus, the development of design technology by teachers will increase the level of their professional skills and create DOW terms for effective educational work.

1. Variability in the use of the design method.

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

The transition of a preschool institution to the project method of activity, as a rule, is carried out in the following stages:

• classes with the inclusion of problematic situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:

• partial integration (integration of fiction and art);
• full integration (environmental education with fiction, fine arts, musical education, physical development);

• projects method:

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

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

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

• research-creative: completely subordinate to the logic of research and have a structure that approximates or completely coincides with genuine scientific research;
• role-playing, gaming (participants take on certain roles due to the nature and content of the project);
• familiarization-indicative (informational) (collection of information about some object, phenomenon; it is supposed to familiarize the project participants with this information, its analysis and generalization of facts);
• practice-oriented (applied) (the result is necessarily focused on social interests participants themselves);
• creative (suggest appropriate presentation of the results in the form children's holiday, children's design).

The leading activity of a preschooler is a game, therefore, starting from younger age, role-playing, gaming and creative projects, for example, "Favorite toys", "ABC of health", etc.

Other types of projects are also significant, including:

• complex: "World of theatre", "Hello, Pushkin!", "Echo of the Centuries", "Book Week";
• intergroup: "Mathematical collages", "The world of animals and birds", "Seasons";
• creative: "My friends", "We love fairy tales", "The World of Nature", etc.;
• group: "Tales of Love", "Know Yourself", "Underwater World", "Merry Astronomy";
• customized: "Me and my family", "Family tree", "Secrets of the grandmother's chest";
• research:"Underwater World", "Respiration and Health", "Nutrition and Health".

By duration, they are short-term (one or several classes), medium duration, long-term (for example, "Pushkin's Creativity" - for the academic year).

The topics of projects may relate to the problems of forming a culture of family life, taking into account the interests and abilities of pupils. Sometimes the theme of the projects is proposed by the pupils themselves, while the latter are guided by their own creative, applied interests. But most often the subject of projects is determined by the practical significance of the issue, its relevance, as well as the possibility of solving it when attracting the knowledge of pupils from different areas Sciences. That is, the integration of knowledge is practically achieved.

1. Planning work on project preparation.

The work on the project takes place in several stages:

Stage I - organizational and preparatory:

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

Stage II - reflective-diagnostic:

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

Stage II - practical:

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

Stage IV - final:

• analysis of the achievement of goals and the results obtained;
• definition further directions implementation of the problem considered in the project in the educational educational process DOW.

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

Purpose: to provide conditions for the development of creativity and professional activity of teachers in mastering design technologies through interactive forms of methodical work.

Equipment: a multifunctional pyramid, cards with project stages, a prize for the winner.

Game algorithm:

• introductory information of the host of the game;
• playground equipment;
• familiarization of participants with the rules of the game;
• playing the game;
• reflection.

Moderator: Dear colleagues, I invite you to the fantasy playground. Today, the well-known design method will be the owner of this site. Our communication will take the form of the game "Who wants to become an expert in the design method?". Three teachers will take part in the qualifying round. They will need to arrange the project steps in the correct sequence. Whoever does this first will take a seat in the player's seat. The player will be asked nine questions. There are three answers for each question, you have to choose one answer. The player can use only two tips: help the hall and call a friend. If he successfully copes with the tasks, he is awarded the title of "Expert in the design method".

Player questions:

1. What is pedagogical design?

• tribute to fashion;
• the dogma of the teacher's professional activity;
• type of pedagogical activity.

2. The place of the epigraph in the structure of the project:

• at the beginning;
• middle;
• they can complete the project.

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

• collective;
• research;
• long term.

4. What is a hypothesis?

• a short summary of the project;
• fear of the teacher about the unsuccessful implementation of the project;
• an assumption that requires explanation and confirmation.

5. Who is the founder of the project method?

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

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

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

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

• comparison of the purpose and result of the project;
• reflective evaluation of the project;
• choice of content and forms of project activities for each stage of the project.

8. What kind of pedagogical activity is not an indicator of a high level of proficiency in design technology by a teacher?

• reproductive;
• search;
• creative.

9. Presenting the project, the teacher must:

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

1. Adoption of the decision of the teachers' council.

Board decision:

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

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

Responsible: senior teacher. Terms: during the year.

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

Responsible: senior educator, group educators. Deadlines: April.