1. Analysis of scientific and methodological literature
At all stages of the work, a theoretical analysis of the scientific and methodological literature was carried out. It consisted in the study of domestic, foreign scientific, methodological and special literature on the topic of the diploma research, which is necessary for the development of the methodological apparatus of the work. Based on the analysis, the relevance, relevance and purpose of the study were formulated, tasks were set, methods of pedagogical experiment were selected. In addition to special literature on football, we used literature on anatomy, physiology, psychology, which made it possible to most correctly organize the educational and training process in the experimental group.
Control testing was carried out at the beginning, in the middle and at the end of the pedagogical experiment. Its results were recorded in a special protocol card.
Determinations of the level of development of agility
The variety of types of motor coordination abilities does not allow estimating the level of their development according to one unified criterion. Therefore, in physical education and sports, various indicators are used, the most important of which are:
1) the time spent on mastering a new movement or some combination. The shorter it is, the higher the coordination abilities;
2) the time required for the "restructuring" of their motor activity in accordance with the changed situation. Under these conditions, the ability to choose the most optimal plan for the successful solution of a motor task is considered a good indicator of coordination capabilities;
3) coordination complexity of performed motor tasks (actions) or their complexes (combinations). As test tasks, it is recommended to use exercises with asymmetric coordination of movements of the arms, legs, head, torso, as the most complex and less common in human motor experience;
4) accuracy of performance of motor actions according to the main characteristics of the technique (dynamic, temporal, spatial);
5) maintaining stability in case of imbalance;
6) the stability of the implementation of a motor task that is complex in terms of coordination (according to the final result and the stability of individual characteristics of the movement). It is evaluated, for example, in terms of target accuracy - the number of hits when throwing the ball into the ring in basketball, various objects into the target, etc.
Some control exercises to determine the level of coordination abilities:
To determine the level of development of coordination abilities in children of primary school age, the following control exercises were used:
1) running "snake"
2) shuttle run 3x10 m;
The tests listed above to determine dexterity and coordination abilities, in our opinion, make it possible to most reliably determine the level of dexterity development in children of primary school age.
Pedagogical supervision
It was carried out before the start of the pedagogical experiment and during its implementation. The object of observation that was carried out before the experiment is the content of training sessions, i.e. the nature of the exercises used and the features of the methodology for their application. During the experiment, the object of observation was the method of using special exercises and outdoor games aimed at developing dexterity in children of primary school age.
3. Pedagogical experiment
Organization and conduct of the experiment
During the first stage (September-2009-December 2010) a practical acquaintance with the problem of agility development took place. The analysis of domestic and foreign literature on the development of dexterity and coordination abilities of children of primary school age was carried out: the initial positions and the direction of the study were determined. The methodological apparatus of the study was substantiated, control methods were selected, and the course of the pedagogical experiment was developed.
The second stage of the pedagogical experiment will be carried out on the basis of the school, in the classrooms of the elementary school.
Boys and girls 9-10 years old will take part in the experiment. Two groups will be selected by the method of paired selection: experimental (10 people) and control (10 people). The level of physical and preparedness of the groups was somewhat different in the direction of the experimental group. Classes were held 3 times a week (Monday, Wednesday, Friday) for three academic hours. For a set of special exercises, 15 minutes of time were allotted at each physical education lesson. At the beginning of the pedagogical experiment …….. preliminary testing will be carried out, which includes 4 control standards.
1) running "snake"
2) shuttle run 3x10 m;
3) shuttle run 4 x 9 m with sequential transfer of two cubes over the start line;
4) throwing the ball at a target from different distances and from different starting positions.
1. Test "sniper" to determine the accuracy of throwing. (Lyakh V.I. 1987)
Than incorporating multiple 20- to 50-yard sprint runs into the workout (the number of sprints was roughly the same as the average number of sprints performed by football players per game). Chapter 2 Features of the development of agility in the volleyball lessons of young athletes 2.1 Characteristic features of the agility of volleyball players Agility is the ability of an athlete to quickly master new ...
Leading blow. These tasks not only require a high level of all aspects of a boxer's sports readiness, but also provide, in our opinion, the search for new approaches that reveal additional reserves for the realization of the body's natural capabilities. Such reserves are laid in the development and improvement of the complex of motor coordinations, among which the leading role is played by dexterity, accuracy...
And a high level of physical qualities, schoolchildren need a motor regimen, which should include not only physical exercises and special hygiene and diet, but also sports and outdoor games that develop dexterity. Insufficient motor activity negatively affects many functions of a growing organism and is a pathogenetic factor in the occurrence of a number of diseases. ...
A seminar for parents was compiled and held, which included the following questions: 1. Dexterity and its importance for the development of children of senior preschool age. 2. Outdoor games with the ball as a means of developing manual dexterity in older preschoolers. Thus, for six months we have been working on the development of manual and bodily dexterity of older preschoolers. The children were taught...
Empirical (practical) research methods in physical culture and sports
Analysis of scientific and methodological literature
Any qualifying work, regardless of its nature (experimental or abstract), begins with a review of the literature on the problem under study. This part of the preparation of the work is advanced (the study of literature should begin even in the process of choosing the topic of the final qualifying work, whether it is a thesis, bachelor's or master's thesis) due to several circumstances. First, before writing a work, you need to understand what has already been written, done by others. Only then it becomes clear what has not yet been done on the topic of the work (scientific disputes are ongoing; different scientific concepts and ideas collide; what is outdated; what issues have not been resolved) and the student himself must create. Secondly, in the process of working on information materials, it becomes clear what can and should be creatively borrowed from the works of other authors and transferred to one's own work as a kind of base used for comparison and opposition. Thirdly, they find numerical data in literary sources that are necessary to illustrate their work, to carry out various assessments and calculations. And, finally, the analysis of the works of other authors on the topic chosen by the student must inevitably be present as an integral part of the final qualifying work. In addition, the analysis of literary sources is the main method of research in abstract works.
As a result, according to literary sources, it is necessary to clearly imagine everything that is relevant to the problem under study;
- - its staging
- - history,
- - the degree of development,
- - research methods used, etc.
It must be remembered that research - This
First of all, a generalization of already available information.
Starting the selection and study of literary sources, the student finds himself in a boundless sea of information, in which it is easy to drown. What to do?
It makes sense to study a thesis, a monograph, a journal, an article that contains references to the literature used, and then a “chain reaction” of the search deployment can occur, during which each new source expands the circle of ideas about publications on the topic of future work. Another, more simplified, approach consists in the initial appeal not to the entire array of scientific information, but only to specialized journals (“Theory and Practice of Physical Culture”, “Physical Culture at School”, “Bulletin of Sports Science”, etc.), abstracts of dissertations , other periodicals publishing information related to the physical culture industry of interest to the student. It is enough to leaf through similar publications over the past few years - and a good idea of the current information field should be formed, in which sources of knowledge, various information and data on the problems of the forthcoming work are concentrated.
The study of literary sources requires, first of all, the selection of these sources for a specific research topic. For this purpose, bibliographic catalogues, bibliographic and abstract publications, branch information retrieval systems are widely used.
Valuable information is also contained in official documents. These are resolutions and decisions of policymakers, normative documents, statistical reports, etc.
Scientific and methodological literature and official documents, selected according to the research topic, are the basis for writing the chapter of the qualifying work "Analysis of Literary Sources", which precedes the presentation of one's own theoretical material.
A qualified analysis of literary sources requires certain rules for their search, an appropriate methodology for their study and note-taking.
Libraries are the main repositories of scientific and technical information. Students need to correctly navigate the library funds. For purposeful work in the review of literary sources, it is necessary to be able to use catalogs. Catalogs are divided into the following main types:
- - alphabetical;
- - systematic;
- - subject.
In the alphabetical catalog, information is arranged in a single alphabetical order with the names of the authors or the titles of books (if the authors are not indicated in them). Literature published in a language with Latin script, as a rule, is located after publications in Russian.
Systematic catalogs are also widespread. Descriptions of works in them are given by branches of science and technology. Departments and subdivisions in systematic catalogs are built from the general to the particular.
The third type is subject catalogs, which reflect more specific issues and group descriptions of literature under the names of subjects in alphabetical order.
You can also select catalogs of periodicals received by the library, or catalogs of magazine and newspaper articles.
It should be noted that the materials of journals and collections contain more recent data, since books and monographs take a long time to prepare and publish. At the same time, the material is presented in more detail in books and monographs.
To successfully search for the necessary literature in the library, you need to remember the following:
- 1. If the title of the book or its author is known, refer to the alphabetical catalog.
- 2. Need a book on a particular branch of science - refer to the systematic catalog.
- 3. If necessary, use the literature on a narrow, special issue (subject) - we turn to the subject catalog.
- 4. Interested in an article from a periodical - refer to systematic or subject cards of magazine and newspaper articles.
Stages of reading. Whatever the nature of reading, some stages can be conditionally distinguished in it. It is advisable to start reading the book with the table of contents. This will allow you to determine its content, to understand which sections you need to familiarize yourself with first. The imprint of the book will help to evaluate its modernity, reliability, nature of the publication (educational, scientific, popular, etc.). The abstract and the preface will make it possible to navigate the main content of the book, to separate the main from the secondary, to understand the author's ideas and the critical view of them expressed by leading scientists presenting this book to readers.
Starting to read the main material in the book, you need to write out all unfamiliar words and terms in a special dictionary and immediately find an explanation for them. When reading a book for the first time, it is necessary first of all to understand the content of the work as a whole, to understand the main thoughts of the author.
The researcher must master the technique of processing literary and documentary information and maintaining a file cabinet on the research topic. The following forms of work on literary sources are recommended:
- - annotation - drawing up an annotation, i.e. an extremely brief summary of the content of the material with a critical assessment;
- - note-taking - a consistent summary of the work;
- - summarizing and reviewing - a statement of the essence of any issue with a critical statement of the author;
- - selections and notes - extracts from materials, sometimes accompanied by comments.
Rational reading helps to better cope with the flow of information. For effective processing of the corresponding source, a five-step rational reading method is used.
- 1. Overview - what information does the book, monograph, brochure, etc. carry?
- 2. Asking questions. Is it new or already known information? Which chapters are important? etc.
- 3. Reading - target perception of the material.
- 4. Generalization of the text. Make sure you understand the material.
- 5. Repeated reading with extracts.
The main task of writing out is the "withdrawal" of important thoughts, ideas, formulations, etc. They resort to it when they want to use excerpts from the text in the preparation of reports, articles and other works. The basic principle of writing out is only the most essential and in the shortest form. There are three types of statements:
- - verbatim, with an exact indication of the source and correct reproduction of the excerpt (now it can be replaced by photocopying);
- - extract by meaning, where the author's thought is conveyed in his own words;
- - concise - a brief record of the most important theses, ideas of the text.
Literary sources include textbooks, teaching aids, monographs, popular science books, articles in scientific and methodological journals (primarily in such journals as "Physical culture at school", "Theory and practice of physical culture", "Physical culture. Education, upbringing , training”, magazines of sports federations), collections of scientific papers, materials of scientific congresses, scientific and practical conferences, etc.
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This method was used to identify the main approaches to solving the scientific problem under study. On the topic being developed, the sources of domestic authors were studied: teaching aids, periodicals and other materials.
The analysis of scientific and methodological literature was carried out both at the pre-experimental stage of the study and in the process of experimental work, solving the tasks corresponding to each stage. At the initial stage of the study, the analysis of the literature was carried out in order to study the problem under study, its development and the degree of practical development. He contributed to the substantiation of the relevance of the research topic, the formation of a hypothesis, the formulation of tasks, the choice of adequate research methods.
In total, 40 literary sources were used in the work. Materials from them are directly reflected in this work.
Pedagogical observation as a research method is a purposeful perception of a pedagogical phenomenon, with the help of which the researcher obtains specific factual material or data.
The observation was carried out in natural conditions and was not included. The object of observation was the process of formation of motor skills in children of middle school age.
To take into account the psychological characteristics of specific schoolchildren (strength-weakness of the nervous system, mobility of nervous processes, sensitivity, emotional lability, reactivity), 2 tests were used: E.P. Ilyin and a blank test of CHT (traits of character and temperament).
The main research method was a pedagogical experiment. It was a kind of complex of research methods that provided an objective evidence-based verification of the correctness of the hypothesis formulated at the beginning of the study.
The pedagogical experiment was carried out in natural conditions of the state institution MOSSh No. 20, Shchekino, Tula region, lasting 3 months. It was used to determine the correctness of the proposed assumption of the hypothesis.
As a contingent of subjects, groups of schoolchildren of the Moscow School of Education No. 20 of the city of Shchekino, Tula Region, in the amount of 40 people, were selected. 20 people were chosen as the experimental group and 20 people as the control group.
By its nature, the pedagogical experiment was parallel.
The results of the pedagogical experiment and other conducted research are presented in the third chapter.
All the actual materials of the study were processed by the methods of mathematical statistics for the subsequent analysis of the results.
During processing, the following were determined: arithmetic mean values (M), standard deviation (d ),
standard error of the arithmetic mean (m). When determining the level of reliability of the data obtained, the Student's t-test was used, since it is quite adequate for all aspects of research. The calculation results are presented in the final qualifying work in the form of tables.
Statistical processing of the obtained data was carried out on PC AMD-3000 according to the standard program.
The study was carried out in 2006–2007, during which the tasks were solved in stages.
At the first stage, a theoretical analysis of scientific and methodological literature was carried out, a hypothesis was developed, the object and subject of research were determined, a goal was set, tasks were formulated, research methods were selected. As part of the first stage, a selection of tests was carried out to determine the properties of the nervous system of students.
At the second stage, the study of literary sources on the research topic continued. A formative experiment was carried out. It was attended by schoolchildren aged 12-13. 2 groups were formed: control (20 people) and experimental (20 people). The selection of subjects was carried out by random sampling. Schoolchildren of the control and experimental groups were engaged in a comprehensive program of physical education for students in grades 1–11 in 2004 (V.I. Lyakh, A.A. Zdanevich). Both in the control and in the experimental groups, physical education lessons were held 2 times a week for 1 academic hour under the guidance of a teacher of the same qualification at Moscow School No. 20, Shchekino, Tula Region.
The beginning of any research is associated with the collection and primary systematization of research materials. The methodology for collecting and studying literature sources provides for the solution of the following tasks:
Identification of literature sources on the research topic and their registration (drawing up a file cabinet);
Obtaining and studying literature with a critical understanding of its content;
Systematization and generalization of the collected data, culminating in a review of the literature on the research topic.
The main repositories of scientific and technical information are university libraries or state libraries. Therefore, in order to successfully search for literature, students need to correctly navigate the library collections. The corresponding catalogs, which are divided into three main types, can be of great help for targeted work in this regard:
Alphabetical,
Systematic,
Subject.
AT alphabetical catalog information about the literature available in the library is arranged in a single alphabetical order with the names of the authors or the titles of books (if the authors are not indicated in them).
Along with the alphabetic, widespread systematic catalogs. Description of the works in them are given by industry and science and technology.
A number of large scientific and technical libraries are creating subject catalogs. They reflect more specific issues and group descriptions of literature under the names of subjects in alphabetical order.
In addition to the main types of catalogs common above, one can also distinguish catalogs of periodicals received by the library, or catalogs of magazine and newspaper articles. When working with literature, it should be taken into account that the materials of journals and collections contain more recent data than books and monographs, since the latter take a long time to prepare and publish. At the same time, the material is studied in more detail in monographs and books.
To successfully search for the necessary literature in the library, you need to remember the following:
2. You are interested in a book on a particular branch of science - refer to the systematic catalog.
3. You need a book on some narrow, special issue (subject) - refer to the subject catalog.
4. You are interested in an article from a periodical - refer to the systematic or subject cards of magazine and newspaper articles.
Analysis of existing approaches to understanding the essence of information from the standpoint of pedagogy, psychology, philosophy, biomechanics contributes to a comprehensive understanding of the information support of research and methodological work in physical culture and sports.
Sources of information in the field of physical culture and sports can be divided into 9 groups:
Periodical scientific and methodical literature,
Non-periodical scientific and methodical literature,
Proceedings, collections, materials of conferences and seminars,
Research reports,
patent information,
Information literature, reference books, encyclopedias,
Planning and reporting documentation (according to GOST),
Other Non-Periodical Literature.
Our task is to teach a student or a young scientist to study and summarize scientific documents, which are divided into:
Text (books, magazines, reports, descriptions, abstracts, etc.),
Graphic (drawings, diagrams, graphs, diagrams, etc.),
Audiovisual (audio recordings, video recordings, movies, transparencies, slides, etc.).
Scientific documents are divided into primary and secondary. In works, and in the secondary - the results of analytical and synthetic activities and the logical processing of these results. Primary documents include: books, journals, reports, dissertations, translations. And to the secondary - reference books, encyclopedias, abstract publications, catalogs and indexes.
Scientific information functioning in the field of physical culture and sports, according to the content, can be represented as: worldview, conceptual, factual, methodical.
Worldview literature and information is currently under revision. The change in the social system in Russia, the return to universal values, the denationalization of the physical culture and sports movement - requires a detailed review of this literature.
Concept Literature reflects the fundamental provisions of the theory and practice of physical culture and physical education. This literature covers historical, socio-psychological, biomedical, pedagogical issues of physical culture and sports, as well as related issues (for example, the construction of sports facilities, the creation of high-quality equipment, etc.).
Conceptual literature can be divided into three groups:
Private subjects, physical culture and sports disciplines (theory and methodology of athletics, gymnastics and other sports, physical education in kindergarten, school, university);
Branch physical culture and sports disciplines (sports metrology, sports biomechanics, sports medicine, etc.);
Generalizing physical culture and sports disciplines (the history of physical culture, the Olympic movement, the theory of physical culture, the basics of sports training, etc.).
A novice researcher should pay special attention to the third group of literary sources. As a result of their study, the researcher receives conceptual, that is, fundamental and generalized knowledge about the phenomenon being studied - physical culture and sports. The knowledge presented in this literature serves as a theoretical basis for any research.
Documentary sources of conceptual knowledge are textbooks, monographs, problem and review articles in scientific journals, encyclopedias and other sources.
Methodological literature and documents are the results of processing, systematization, adaptation of the results of scientific research for their study in practice. Methodological literature is published under the names: methodical recommendations, methodical instructions, methodological developments, workshops. The methodological literature is characterized by concreteness, consistency and validity of recommendations, training plans, work modes, etc. methodological literature in the field of physical culture and sports serves as a "bridge" between science and practice.
Methodological work in preschool educational institutions 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.
According to A.I. Vasilyeva, methodological work in a preschool educational institution is a complex and creative process in which practical training of educators in the methods and techniques of working with children is carried out.
K.Yu. Belaya suggests understanding: methodological work 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 methodological work in the preschool educational institution is to create 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 activity, the harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, contributing to the effective organization of the pedagogical process.
The participants in the educational process (according to the Law "On Education of the Russian Federation", the model regulation on a preschool educational institution) are:
- -children;
- - teaching staff;
- -parents.
The main tasks of methodological work:
- - to develop a system of assistance to each teacher on the basis of 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 the implementation of scientific achievements.
- 2) Increasing the level of theoretical training of teachers.
- 3) Organization of work on the study of new educational standards and programs.
- 4) Enrichment of the pedagogical process with new technologies, forms in the education, upbringing and development of the child.
- 5) Organization of work on the study of regulatory documents.
- 6) Provision of scientific and methodological assistance to the teacher on the basis of an individual and differentiated approach (by experience, creative activity, education, categoricalness).
- 7) Providing 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 lessons with educators, based on their level of professionalism, readiness for self-development and other indicators;
- 3. stages - indicators of the effectiveness of methodological work.
As the analysis of the literature by O.A. Safonova shows, a preschool institution is a socio-pedagogical system. It exists “not by itself, not in isolation, but in interconnection with other systems of social and natural order. These external in relation to the given system of education, with which the system is connected by a network of communications, constitute its environment.
Distinguish between the environment of direct and indirect impact
Indirect (indirect) influence on preschool education is provided by such large systems as: politics, economics, law, ecology, sociocultural factors (attitudes, values, traditions).
The environment of direct impact is made up of founders, educational authorities, institutions providing life support, parents and children as consumers of services, and other preschool educational institutions as competitors.
A preschool institution bases its life on those social guidelines, social order, which is determined by the state and various social institutions (family, founder, school, etc.).
The current level of development of society necessitates the education of a healthy, competent enough (to the best of their age), independent, free personality, able to manage their behavior and activities, capable of active, creative exploration and transformation of cultural and historical space. Based on the requirements of the social order of society, the requests of parents, as well as their own capabilities, the needs of their team, the strategic goals of the activities of all educational systems are formulated. The specificity of the preschool educational institution lies in the presence of a special category of pupils (children with speech impairments) who are able to achieve a certain level of mastery of speech culture, which continuously deepens and expands at subsequent stages of education.
The study of the internal sphere of a preschool institution will help to understand the specifics of methodological work: the selection of its constituent elements that have a direct impact on its implementation (Safonova O.A) .
Analysis of the constituent elements of the internal environment determines the main and specific approaches to the organization of methodological work.
DOE has a complex system, which consists of:
- · Collective (children, employees: teachers, attendants, administration);
- · Basic foundations (values, mission, goals, regulatory framework);
- · Management;
- · Educational process;
- · Organizational and pedagogical structure;
- conditions of life support.
The interaction of all elements of the preschool educational system ensures the effectiveness of the functioning and development of the preschool educational institution.
The educational process is the most important element that determines the existence of a preschool educational institution, as a system whose main purpose is the education, training and development of pupils.
Based on the development of the preschool educational institution team in conjunction with the social order of the external environment, the goals of the activities of the preschool institution are determined. It is they, as well as the regulatory framework created on their basis, that determines the nature of its organizational and pedagogical structure, the features of the educational process, the conditions for life support and management.
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, "methodological activity is a specific type of educational activity, the content of which is the system unity of the creation of a method, its approbation, the implementation of the method (obtaining methods), the application of methods." The author has developed a model of methodological activity, including three spaces of activity (G.P. Shchedrovitsky's term): the space for creating methods, the space for disseminating and implementing methods, and the space for applying 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.
It is possible to identify 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, method, the main emphasis is on control over the implementation of the main provisions and correction of this methodology.
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 the sources, content, and direction of information are determined. 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 and ideas, enriches their experience.
Thus, the task of methodological activity in a preschool educational institution 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. At present, this need has increased many times over in connection with the transition to a variable education system. Special additional training and constant methodological support have become necessary for teachers in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and abilities of children in the practice of teaching and educating. Today, the real level of methodological work in a preschool institution is becoming one of the most important criteria for evaluating its activities.
