In modern pedagogical practice, relevant in the professional training of educators of a preschool educational institution is competence approach.

The study of professional and pedagogical competence is one of the leading activities of a number of scientists (N.V. Kuzmina, I.A. Zimnyaya, A.K. Markova, V.N. Vvedensky, M.I. Lukyanova, A.V. Khutorskoy , G.S. Sukhobskaya, O.N. Shakhmatova, V.A. Slastenin and many other researchers).

In pedagogical science, the concept "professional competence" a system of knowledge and skills of a teacher, which manifests itself in solving professional and pedagogical problems that arise in practice.

In the Dictionary of Social Pedagogy "competence"(from lat. competentio - belonging by right) is defined as the possession of competence: the possession of knowledge that allows one to judge something. In the conceptual dictionary-reference book on pedagogical acmeology, professional and pedagogical competence is interpreted as an integrative professional and personal characteristic, including the merits and achievements of the teacher, which determines the readiness and ability to perform pedagogical functions in accordance with the norms, standards, requirements adopted in society at a particular historical moment.

Professional and pedagogical competence, according to N.V. Kuzmina, includes five elements or types of competence: special-pedagogical, methodical, socio-psychological, differential-psychological, autopsychological (correlates with the concept of professional self-awareness, self-knowledge, and self-development). Methodological competence covers the area of ​​ways of forming knowledge, skills in students.

N.V. Ippolitova, considering the content aspect of the professional and pedagogical training of future teachers, indicates that it includes such components as moral-psychological, methodological, theoretical, methodical and technological training, which, being interconnected and interdependent, ensure the effectiveness of the ongoing pedagogical process. At the same time, “methodological training involves providing students with knowledge of the principles, content, rules, facts, forms and methods of specific areas of education and training. Methodological activity is carried out as a special-scientific activity aimed at obtaining new products - new methods and means of scientific research.

These provisions served as a prerequisite for the selection methodological sphere in the professional activities of educators. And, as a result, the development of the methodological competence of the educator in the process of professional and pedagogical activity has become one of the priority tasks of the methodological service of a preschool educational institution.

Currently, there is a reassessment of the methodological work of specialists in the education system. Gradually, new models of methodological service are being created that meet the needs of modern society. New directions and forms are emerging. The content is changing qualitatively, such a trend is manifested as the variability and different levels of this activity, depending on requests and readiness. educational institutions. T.A. Zagrivnaya and a number of other researchers highlight methodical work as a leading factor in the formation of methodological competence, which is an important component of the professional competence of teachers.

A.M. Stolyarenko, considering the methodological side of the teacher's work, points out that, according to the old tradition, it was reduced to methods, and most often to teaching methods. “Later they began to talk about the methodology of work, methodical work, and recently more and more about pedagogical technology, pedagogical technologies, methodological systems.”

The methodological system of the educational and pedagogical process is designed to set in motion the capabilities of the subjects, means and conditions of this process, direct them in the right direction and effectively implement them.

Russian researchers T.E. Kocharyan, S.G. Azarishvili, T.I. Shamova, T.A. Zagrivnaya, I.Yu. Kovaleva, T.N. Gushchina, A.A. Mayer and many others. T.N. Gushchina defines methodological competence as an integral multi-level professionally significant characteristic of the personality and activities of a teacher, mediating effective professional experience, as a systematic education of knowledge, skills, skills of a teacher in the field of methodology and the optimal combination of methods of professional pedagogical activity.

I.V. Kovaleva considers scientific and methodological competence as an integral characteristic of the business, personal and moral qualities of a teacher, reflecting the systemic level of functioning of methodological, methodological and research knowledge, skills, experience, motivation, abilities and readiness for creative self-realization in scientific, methodological and pedagogical activities in general.

Based on the analysis of psychological and pedagogical literature, research in the field of educational theory and practice, it can be concluded that there is no single view on the definition of the concept and structure of both professional pedagogical and methodological competence.

In the structure of methodological competence, scientists distinguish the following components: personal, activity, cognitive (cognitive), etc.

Personal component of methodological competence we correlate the educator of a preschool educational institution with the skills associated with the psychological side of the personality of the teacher: communicative, perceptual, reflexive.

Activity Component includes the accumulated professional knowledge and skills, the ability to update them at the right time and use them in the process of implementing their professional functions. It also involves the mastering of research and creative skills by the educator.

cognitive component is based on the skills that make up the theoretical training of the educator: analytical and synthetic (the ability to analyze program and methodological documents, identify methodological problems and determine ways to solve them, the ability to classify, systematize methodological knowledge); prognostic (the ability to predict the effectiveness of the selected means, forms, methods and techniques, the ability to apply methodological knowledge, skills in new conditions); constructive and design (the ability to structure and build the learning process, select the content and forms of conducting classes, select methods, methods and techniques, the ability to plan methodological activities).

The study identified pedagogical conditions for the development of methodological competence educator of a preschool educational institution in the process of his pedagogical activity:

Development of a value attitude to pedagogical activity based on the integration of the personal position of the educator and the general cultural, psychological, pedagogical, methodological and methodological knowledge that he has, updating his individual experience;

The inclusion of the educator in active creative interaction in the systems "educator - child", "educator - educator", "educator - senior educator (or another person who supports methodological activities in a preschool educational institution)", "educator-parent" on the basis of "subject -subjective relations;

The implementation of differentiated holistic methodological support for the activities of the educator, which is analytical in nature, and its results are diagnostic in nature, and provides for the development of pedagogical skills and abilities necessary for the independent implementation of pedagogical activities (self-organization, self-regulation);

Reflection of pedagogical actions at different stages of activity (introspection and self-assessment).

The development of methodological competence is a process that continues throughout the professional and pedagogical activity of a preschool teacher, therefore it is not possible to determine the time frame for the stages of the formation of methodological competence (as, for example, at a university). At the same time, based on the tasks of methodological work to improve the qualifications of pedagogical workers and correlating the stages with the levels of formation of methodological competence, we distinguish 3 levels of development of the methodological competence of the preschool teacher:

- initial or basic(development takes place at the existing level of methodological competence in an individual mode of methodological support);

- main or productive(the educator is an active participant in the methodological system of a preschool educational institution);

- creative(the process of development occurs independently on the basis of self-realization, is of a research and creative nature); at the same time, the process of development of methodological competence is considered as a multilevel one.

Thus, in the light of modern requirements, the development of the methodological competence of the teacher of preschool educational institutions, having gone from learning the simplest actions to select methods and techniques to work within the framework of an entire methodological system, is a necessary condition for the development of professional competence of the teacher as a whole.

Topic 3. Planning and organization of the educator's own activities

Planning by the educator of his own activities

The educator must begin to plan his activities from observation.

The ability to observe is one of the important conditions for the successful work of a teacher with children. It is necessary for the educator, because it allows for an individual approach to each child. Therefore, monitoring the behavior of children should be a special task of the teacher.

Observation should be purposeful, meaningful and systematic, and not a spontaneous and episodic moment in the work of the educator. However, it should not become an end in itself.

Observation should be aimed at noticing the problems that have arisen in time, correcting one's own activities in relation to the child, creating conditions for moving forward, and helping him cope with difficulties.

In order to learn to observe, it is necessary, in addition to worldly or intuitive ideas about a child of a given age, to have scientific knowledge about the laws of mental development. Otherwise, the teacher will not be able to fully implement the tasks of education, notice possible deviations in the development of the child or special abilities in some area.

The task of the teacher is to monitor each child and the group as a whole. Having made a clear idea about his pupils, he can plan individual work with each of them, monitor its effectiveness in the course of subsequent observations. For example, the teacher noticed that some child prefers to constantly play alone. Consequently, the task is to arouse the child's interest in peers, to play together with them, in the process of corrective work, to observe how the child's attitude towards others is changing, and on the basis of this, to conclude whether his pedagogical influences are productive or not.

The observation time depends on what exactly the teacher is going to see. If he wants to clarify how the child plays or how the children interact with each other, it is best to do this during the free play of the kids in the group and on the playground. If you intend to analyze how a child communicates with an adult, you should specially organize the situation of interaction, for example, invite the child to assemble a nesting doll together with the teacher, play with insert forms or read a book.

An attentive educator can extract useful information for understanding the characteristics of a child even from a short observation episode, draw conclusions and, if necessary, carry out pedagogical correction or seek help from a psychologist

Example. An adult unknown to the child (a new teacher) enters the group. Two-year-old Denis immediately approaches him, holds out his ball, the adult joins the game, they pass the ball into each other's hands several times, then the adult throws it up and invites the kid to do the same, but the boy hides his hands behind his back, lowers his eyes and whispers softly, "I can't." An adult offers his help and, holding the child's hands in his hands, tosses the ball. Denis looks at him guiltily and repeats: "I can't." The teacher calms the baby, tosses the ball with him again and invites him to do it himself. Denis tries to repeat the pattern, but his attention is not so much on the ball as on the adult's face. An embarrassed smile accompanies all his actions.

This episode lasts a few minutes, but the experienced observer can draw the following conclusions. Firstly, Denis is friendly towards adults and is proactive in communication, as evidenced by his behavior: he quickly approached an adult and invited him to start the game. Therefore, his communicative need is well developed. Secondly, the boy is most likely shy, as evidenced by his embarrassed looks and movements. It is shyness that explains the child's attempt to evade the performance of an action new to him, the anxious expectation of an adult's assessment, which obscures interest in the game.

These initial conclusions will be confirmed if this behavior of the baby is repeated in other situations. Then the educator must conclude for himself that it is necessary to conduct individual work with the boy, develop a work strategy aimed at strengthening the child's confidence in the positive attitude of adults towards him, increasing his self-esteem, and emancipating the emotional sphere.

For observation to be effective, it is necessary to record its results for the purpose of subsequent analysis. Methods of fixation depend on the nature of observations and pedagogical goals.

When planning lessons, teachers determine immediately the topic and teaching methods. In some cases, this will be the practical activity of children (for example, playing with sand and water), in others - work with visual aids (looking at illustrations). Overloading children with information should be avoided - it should not be too extensive and abstract, a balance should be struck between active and calm activities, organized and free time for children.

As part of short term planning teachers discuss the interests and needs of each child, note his successes, set goals for him and the whole group, build work based on the results of the observations of educators, on the basis of which several learning goals can be outlined for each child. For example, for one it may be learning the skills to negotiate with peers during the game and the development of fine motor skills, for another, the use of substitute objects in the game and familiarization with visual activity. They consider what games, conversations and activities to organize, decide what changes should be made in the group, in the arrangement of toys, etc. The daily lesson plan must include one private lesson for at least two children. Thus, at least ten children will be able to participate in at least one individual lesson per week.

Team members distribute responsibilities and tasks for the coming week and the current day. They agree on who will prepare a staging of a fairy tale with puppet characters, who will organize games with sand and water; who will call the child's parents, who will hold a parent-teacher meeting. The plan takes into account children's birthdays, holidays, joint events with parents.

Short-term planning provides scheduling the day, which is developed taking into account the age of the children, the number of pupils in the group, their level of development and individual needs, as well as the wishes of the parents, their work schedule. When drawing up the daily routine, seasonality (autumn-winter and spring-summer periods), climatic and weather conditions should also be taken into account. To take into account all these factors, the daily routine must be flexible and balanced; this will allow common procedures to be carried out even when, due to some circumstances, the schedule is violated. For example, in good weather, take an extra walk, in bad weather, instead of a walk, organize indoor games. When drawing up the daily routine, it is important to strike a balance between sleep and wakefulness of children, mobile and calm activities.

Balancing is a particular problem in early childhood and mixed age groups, as the needs of children at different ages are different. Younger children sleep more and eat more often than older children; older children have a greater need for physical activity. Therefore, if there are children of different ages in the group, the daily routine may include several modes.

Walking time is set taking into account natural and climatic conditions. So, in the autumn-winter period, walks are less frequent and shorter in time than in the spring-summer. In the southern regions, walks are timed to coincide with the time when the heat subsides.

Basic planning principles

· The principle of completeness provides for the activities of teachers in all areas of child development - physical, social and personal, cognitive and speech, artistic and aesthetic.

· The principle of integration is closely related to the principle of completeness and means that the solution of each pedagogical task can be included in classes of various content in visual, musical, theatrical, constructive activities, in a game, in speech development classes, etc.

· The principle of coordination of activities teachers requires consistency in planning in order to optimize the educational process (achieving completeness, integrity, systemic content of the program content). So, if specialists in physical education, visual, musical activities, speech therapists work in a children's institution, each of them must take into account the content and methods of its presentation by other teachers, including a teacher working in a group, in planning their activities.

For example, when preparing for a holiday, a speech therapist in speech development classes can organize games with elements of dramatization in which the child acts and speaks on behalf of a character in a fairy tale or recites lines from a poem. At music lessons, you can solve problems of physical development - organize outdoor games to music that contribute to the development of movements in children. Game activities can be enriched with a variety of stories in accordance with any theme of the program being implemented.

A necessary condition for the successful work of the educator is the coordination of efforts with colleagues: the second educator, assistant, teachers working in certain areas of children's development (physical education teacher, music director, etc.). Joint discussion, participation in keeping records, making additions will help to better understand the child, develop a joint program of interaction with him.

Planning the activities of the teacher is necessary for the effective implementation of the pedagogical process. With its help, the educator prepares for the implementation of the educational program: determines pedagogical tasks, distributes them in time, outlines when and what activities should be held, thinks about how to organize the environment, what materials, manuals and toys to choose. Planning should be long-term and short-term. The first makes it possible to outline the main activities for the year or for several years. The second is produced weekly and daily; includes a schedule of activities and classes in the group and subgroups. Planning should be based on the principles of completeness, integration, coordination, individualization.

The workshop is aimed at improving the legal culture of preschool teachers. The event consists of two parts - theoretical and practical. In the theoretical part, teachers get acquainted with the terms "law", "legal competence", "legal consciousness", with laws and documents regulating the rights of the child. The practical part of the event takes place in the form of a business game "On the Rights of the Child".

Download:

Preview:

Seminar - workshop

« Legal competence of preschool teachers in the upbringing and education of preschoolers and interaction with parents»

Target:
improve the legal culture of preschool teachers.

Tasks:
- to expand the knowledge of teachers about the content of documents regulating the rights of the child.

To enrich educators with skills that allow them to establish positive interaction with children and parents.

The topic of the workshop is "Legal competence of preschool teachers in the upbringing and education of preschoolers and interaction with parents." We hope that the chosen topic will be interesting and you will become active participants in the event.

The urgency of the problem of human rights, and especially of the child, is beyond doubt. The right to life, dignity, personal integrity, freedom of conscience, opinions, beliefs, etc. is a necessary condition for the harmonious existence of modern man.

The issue of protecting the rights of the child is significant in pedagogical activity, and it cannot be considered as a fashionable direction or event in the flow of a teacher's many activities. The teacher is the main character, the observance of the rights of children, both in a preschool institution and in the family, depends on his qualifications and culture.

Dear teachers, what laws and documents regulate the rights of the child?” (answers of teachers).

The main international documents on the protection of children's rights:

1. "Declaration of the Rights of the Child" - adopted by the UN in 1959.
2. "Convention on the Rights of the Child" - adopted by the UN in 1989.
3. "World Declaration on the Survival, Protection and Development of Children" - adopted by the UN in 1990.

The Declaration of the Rights of the Child is the first international document that calls on parents, as well as voluntary organizations, local authorities and national governments, to recognize and respect children's rights through legislative action.

The ten principles of the Declaration reflect the rights of children:

• addressed,
• citizenship,
• love,
• understanding,
• material support,
• social security,
• the opportunity to get an education,
• develop physically,
• morally,
• spiritually in freedom and dignity.

Special attention given to the protection of the child. The child must receive timely assistance and be protected from all forms of neglect, cruelty, and exploitation. The Declaration was the semantic basis for the most important international document - the "Convention on the Rights of the Child".

In the Convention, for the first time, the child is considered not only as an object requiring social protection, but also as a subject of law, to which all human rights are given:

• education and respect for human rights and fundamental freedoms;
• upbringing and respect for the parents of the child and his cultural identity, for the national values ​​of the country in which the child lives;
• preparation of the child for a conscious life in a free society, in the spirit of understanding, peace, tolerance, equality, friendship between peoples.

Art. 42 of the Convention states that all state structures, including educational institutions, are obliged to widely inform both adults and children about the principles and provisions of the Convention. The International Committee on the Rights of the Child was established to monitor children's rights. Once every 5 years, it considers the reports of states on the measures taken to implement the provisions of the Convention.

A preschool educational institution, due to its proximity to the family, can become an important element in the system of such control, but due to the specifics of a preschool institution, it is not able to fully influence the observance of all rights that relate to children. To do this, it is necessary to highlight those rights, the observance and protection of which can be ensured by teachers of educational preschool institutions:

• the right to health care,
• the right to education
• the right to participate in the games,
• the right to preserve one's identity,
• the right to be protected from all forms of physical or mental abuse, abuse, neglect or neglect or abuse.

The "Convention on the Rights of the Child" acts as a basis for the development of state legal documents that are binding.

Regulatory documents of the federal and regional levels:

• the Constitution of the Russian Federation (according to the Constitution, motherhood, childhood and the family are under the protection of the state);
• Family Code of the Russian Federation;
• Law “On Basic Guarantees and Rights of the Child in the Russian Federation”;
• Education Act".

These documents specify the concepts of mechanisms for protecting the rights and legitimate interests of children, and introduce an absolute ban on infringement of the rights of the child in the family and educational institutions.

The main regulatory document in the DOW is the CHARTER of the DOW.
The Charter of the preschool educational institution presents the rights and obligations of all participants in the educational process: children, teachers, parents.The institution ensures the rights of every child in accordance with the United Nations Convention on the Rights of the Child, and the current legislation of the Russian Federation.

Pupils of the Institution have the right to:

Protection of life and health;

Protection from the use of methods of physical and mental violence;

Respect for their human dignity;

Satisfaction of needs in emotional and personal communication;

Conditions for upbringing and education that guarantee the protection and promotion of health;

Development of their creative abilities and interests;

Obtaining the necessary correction of deficiencies in the physical and (or) mental development of children;

Provision of equipment, games, toys, teaching aids;

Obtaining public free pre-school education.
An important addition to the Charter is the AGREEMENT between the preschool educational institution and parents, which stipulates the conditions under which teachers retain the right to protect the child from all forms of physical and mental violence. This should help parents understand that the child is under the protection of an educational institution, i.e. the STATE.

Speaking about the observance of the rights of the child in a preschool educational institution, it is important, in our opinion, to keep in mind the following: a preschool child has three basic needs:
- in move;
- in communication;
- in knowledge.
The developing environment in the group should satisfy these needs. It should be organized so that the child can make an independent choice with whom, where, how and what to play. That is, an indispensable condition for building a developing environment should be the idea of ​​developing education and reliance on a personality-oriented model of communication.
In the context of the problem discussed today, it can be stated that it is possible to solve this problem only if the basic principles of building a developing environment are observed. Let's call these principles:
- the principle of respect for the needs and needs of each child (movement, knowledge, communication);
- respect for the opinion of the child;
- the principle of functionality;
- the principle of the advanced nature of the content of education;
- the principle of dynamism and static.
It has been scientifically proven that it is a specially organized environment that contributes to the assertion of self-esteem, self-confidence, and this is precisely what determines the characteristics of a child's personal development at the stage of preschool childhood. It is a stimulant for the development of the child's potential. The educator builds a developing environment for children. The opinion of the educator about coziness, convenience, comfort does not always coincide with the idea of ​​\u200b\u200bchildren about this. Studies show that if the opinions of children are taken into account when creating an environment, children feel calmer, more comfortable in a group, consider the group a second home created by them too.

Every child should know their rights, be a legally competent citizen. Educators, the entire teaching staff of the kindergarten are the main participants in the legal education of children. The child must be aware of his rights and be able to use them, the task of teachers is to explain legal norms to children using fiction, games, songs, drawings that are understandable to preschoolers. It is necessary to help children see the value of rights, show their social role, teach preschoolers in legal, peaceful ways to resolve disputes and conflicts.

Agree that the work of the teaching staff will be nullified if it is not reflected in the family.Cooperation between a preschool educational institution and a family should be based on mutual understanding and mutual respect.

Educators of a preschool educational institution should: provide pedagogical support to the family, form their parental position and assist in the implementation of parental functions.

To teach parents to understand their child and accept him as he is, to communicate with him.

In various forms of work with the family, it is necessary to give knowledge of legal documents.

Take preventive measures to prevent child abuse.

The educator who sets as his task the prevention of violations of the rights of the child in the family, first of all, should act for the parent as a certain model of respectful and benevolent behavior with the child. A parent who, day after day, sees a teacher who implements the strategy of humanism in communicating with children, is likely to once again think about the need to use certain aggressive methods of educational influence on their own child.

The teaching staff of a preschool educational institution must have legal, psychological, pedagogical and methodological competence to organize various forms of work with parents and children to protect children's rights. Work productivity will depend on the active learning methods adopted (problem solving, discussions, brainstorming, activity analysis, etc.).

By teaching others, learn yourself. Every person in the modern world, and even more so a teacher, must know their rights, observe and protect them. Otherwise, what will we teach others without knowing ourselves.

And now, dear teachers, I propose to arrangebusiness game "On the rights of the child". The game is played by two teams.

I propose a smallwarm-up "Question and answer", during which it is necessary to answer questions, for each of them three possible answers are offered.

1. What differences (racial, national origin, gender, state of health) can affect the unequal use of their rights by children:
a) there are no such differences;(According to Article 2, all rights are distributed to all children, regardless of race, skin color, sex, religion, political and other beliefs, national, ethnic or social origin, property status, health status and birth.)
b) nationality;
c) state of health.

2. Who is primarily responsible for raising a child:
a) teachers;
b) parents; (According to Article 18, parents have the primary responsibility for raising a child.)
c) members of the government.

3. To whom does the Convention on the Rights of the Child entrust care for children without parents:
a) to charitable organizations;
b) foreign sponsors;
c) the state.(According to Article 20, the state is obliged to ensure the social protection of a child deprived of a family environment and to provide an appropriate alternative to family care or placement in an appropriate child care institution.)

4. The State must protect the child from economic exploitation and work that:
a) not listed in official reference books;
b) may interfere with education and harm health;(According to Article 32, a child has the right to protection in cases wherehe is entrusted with work that poses a danger to his health or development.)
c) does not correspond to the interests and inclinations of the child.

5. The treatment of children involved in violations of the criminal law should contribute to the development in them of:
a) feelings of fear of punishment;
b) caution in the realization of their desires;
c) feelings of dignity and worth.(According to Article 40, a child who has broken the law has the right to be treated in a way that promotes his sense of dignity and worth, takes into account his age and is aimed at his social reintegration.)

6. The UN considers a person a child from birth to:
a) 16 years old;
b) 18 years old; (According to Article 1, a child is a person under the age of 18, except in cases where, in accordance with national laws, adulthood at an earlier age is provided.)
c) 19 years old.

Quiz "The rights of literary heroes"

Each team is offered excerpts from works, pictures with fairy tales (slides) and cards with rights. It is necessary to name the work, to correlate the fairy tale with the right that has been violated.

one." She sends a letter with a messenger,
To please my father.
And the weaver and the cook,
With the matchmaker Babarikha,
They want to let her know
They tell you to take over the messenger;
They themselves send another messenger
Here's what word for word:
"The queen gave birth in the night
Not a son, not a daughter;
Not a mouse, not a frog,
And an unknown little animal.

A.S. Pushkin "The Tale of Tsar Saltan"

(Right to privacy of correspondence violated, unlawful attack on honor and reputation, art. 16: No child shall be the object of arbitrary or unlawful interference with his or her right to privacy, family life, home or correspondence, or unlawful interference with his honor and reputation.)

2. “Old Duck, in view of the impending separation, treated her crippled daughter with redoubled tenderness. The poor thing did not yet know what separation and loneliness were, and looked at the preparations of others for the journey with the curiosity of a beginner. True, she sometimes felt envious that her brothers and sisters were getting ready for departure so cheerfully that they would again be somewhere, far, far away, where there was no winter.D. Mamin-Sibiryak "Grey Neck"

(The right to special protection of physically disabled children is violated, art. 23: a mentally or physically disabled child must lead a full and decent life in conditions that ensure his dignity, promote his self-confidence and facilitate his active participation in society .)

3. “Mother, sisters, can I take a look at the ball at least with one eye?

Ha ha ha! What do you smutty do in the royal palace?

C. Perrot "Cinderella"

(Violated the right to rest, art. 31:the right of the child to rest and leisure, the right to participate in games and recreational activities appropriate to his age, and to freely participate in cultural life and the arts.)

4. “His thick, unkempt beard dragged along the floor, his bulging eyes revolved, his huge mouth clanged his teeth, as if it were not a man, but a crocodile. In his hand he held a seven-tailed lash. It was the owner of the puppet theater, Doctor of Puppet Sciences Signor Karabas Barabas.

Ha-ha-ha, goo-goo-goo! - he roared at Pinocchio. "So it was you who interfered with the performance of my beautiful comedy?" He grabbed Pinocchio, took it to the storeroom of the theater and hung it on a nail. When he returned, he threatened the puppets with a seven-tailed whip so that they continued the performance.

A.N. Tolstoy "The Golden Key or the Adventures of Pinocchio"

(Right not to be ill-treated, art. 19 violated:protection of the child from all forms of physical or psychological abuse, abuse or abuse, neglect or neglect, abuse or exploitation).

5. " The stepdaughter watered and fed the cattle, carried firewood and water to the hut, heated the stove, chalked the hut - even before the light ... You can’t please the old woman - everything is wrong, everything is bad.

R.s.s. "Morozko"

(The right to protection from economic exploitation has been violated, art. 32: the right of a child to protection from economic exploitation and from performing any work that may endanger his health or serve as an obstacle to his education, or damage his health and physical, mental, spiritual moral and social development).

6. “Only the poor duckling, which hatched later than the others and was so strange and different from the others, was definitely offended by everything. He was pecked, pushed and teased not only by ducks, but also by chickens.

G.H. Andersen "The Ugly Duckling"

(Violated the right to identity, art. 8: the right of the child to preserve his identity, including citizenship, name and family ties).

Game "Wonderful bag"

Team captains take out one item from the bag, the other members name the rights of the children associated with this item.

Birth certificate.

What is this document? What right is he talking about?(About the right to a name).

Heart.

What law can signify a heart?(About the right to care and love).

House.

Why is the house here? What right is he talking about?(On the right to property).

Medical policy.

What was this document about?(The child has the right to medical care and health care).

Primer.

What law does the book refer to?(On the right to education).

Toy duck and duck.What are these toys about?(About the child's right to be with his mother).

Regardless of whose team scored the most points, I think that all of you will now know the rights of the child better, respect and protect them, implement your knowledge in the practice of working with children and parents.

I propose to perform an exercise that will help you express your love and give someone the warmth and tenderness of your heart.

Stand up, fold your hands, imagining that you are holding a bird in your hands. To warm it up, breathe into your palms, press them to your chest and release the bird into the wild. Now you have felt how nice it is to take care of someone and how responsible it is.

We hope that the theme of the workshop did not leave any of you indifferent and you learned something necessary and new for yourself.

Used Books:

2. Journal "Management of preschool educational institutions" No. 6/2003.

3. Journal "Preschool education" No. 3/2000 p.62

4. Journal "Preschool education" No. 8/2001 p.6

Preview:

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

Seminar - workshop "Legal competence of teachers of preschool educational institutions in matters of education and training of preschoolers and interaction with parents"

On a winding path Walked through the world someone's legs. Looking into the distance with wide eyes, The kid was walking to get acquainted with the rights. Next to me, my mother held her hand tightly, She accompanied her clever woman on her way. Both adults and children should know About the rights that protect them in the world.

Purpose: to improve the legal culture of preschool teachers. Objectives: To expand the knowledge of teachers about the content of documents regulating the rights of the child. To enrich educators with skills that allow them to establish positive interaction with children and parents.

The plan of the seminar - workshop Theoretical part Basic international documents on the protection of children's rights. Normative-legal documents of federal and regional level. Respect for the rights of the child in preschool. Practical part Business game "About the rights of the child" Warm-up "Question-answer". Quiz "The rights of literary heroes." The game "Wonderful bag".

Law is a set of norms and rules established and protected by state power that regulate the relations of people in society. Legal competence is the quality of the educator's actions that ensure the effective use of regulatory legal documents in professional activities to solve professional problems.

The main international documents on the protection of children's rights Declaration of the Rights of the Child - adopted by the UN in 1959; Convention on the Rights of the Child” - adopted by the UN in 1989; "World Declaration on the Survival, Protection and Development of Children" - adopted by the UN in 1990.

Declaration of the Rights of the Child The ten principles of the Declaration reflect the rights of children: to a name; citizenship; love; understanding; material support; social protection; opportunity to get an education; develop physically, morally; spiritually in freedom and dignity.

The Convention on the Rights of the Child is a legal instrument of high international standard. It makes high demands on the fulfillment of the proclaimed rights by all states that have ratified it. its 54 articles bring together for the first time 38 rights of the child, previously dispersed in a large number of documents relating to various areas of law.

Normative-legal documents of the federal and regional levels The Constitution of the Russian Federation; Family Code of the Russian Federation; Law “On Basic Guarantees and Rights of the Child in the Russian Federation”; Education Act".

According to the Constitution of the Russian Federation, motherhood, childhood and the family are under the protection of the state

Guarantees: the right of the child to respect for his human dignity (art. 54); the right of the child to protect his legitimate interests and the obligation of the guardianship and guardianship authority to take measures in case of violation of his rights (Article 56); at the same time, it provides for: deprivation of parental rights as a measure to protect children from cruel treatment of them in the family (69).

Affirms the right of children studying in all educational institutions to respect for their human dignity. The use of methods of physical and mental violence against students is not allowed.

The main regulatory document in the preschool educational institution is the CHARTER of the preschool educational institution Pupils of the Institution have the right to: - protection of life and health; - protection from the use of methods of physical and mental violence; -respect for their human dignity; - satisfaction of needs in emotional and personal communication; - conditions of upbringing and education, guaranteeing the protection and promotion of health; -development of their creative abilities and interests; - obtaining the necessary correction of deficiencies in the physical and (or) mental development of children; -providing equipment, games, toys, teaching aids; -receiving public free pre-school education.

Business game About the rights of the child

Warm-up "Question-answer"

What differences (racial, national origin, gender, state of health) can affect the unequal use of their rights by children: a) there are no such differences; b) nationality; c) state of health.

a) there are no such differences. According to Art. 2, all rights are distributed to all children regardless of race, color, sex, religion, political and other beliefs, national, ethnic or social origin, property status, health status and birth.

Who bears the main responsibility for the upbringing of the child: a) teachers; b) parents; c) members of the government.

b) parents. According to Art. 18, parents have the primary responsibility for raising a child.

To whom the Convention on the Rights of the Child entrusts the provision of care for children without parents: a) charitable organizations; b) foreign sponsors; c) the state.

c) the state. According to Art. 20, the state is obliged to ensure the social protection of a child deprived of a family environment and to provide an appropriate alternative to family care or placement in an appropriate child care institution.

The state must protect the child from economic exploitation and work that: a) is not listed in official directories; b) may interfere with education and harm health; c) does not correspond to the interests and inclinations of the child.

b) can interfere with education and harm health. According to Art. 32, the child has the right to protection in cases where he is entrusted with work that poses a danger to his health or development.

The treatment of children involved in violations of the criminal law should contribute to the development in them: a) a sense of fear of punishment; b) caution in the realization of their desires; c) feelings of dignity and worth.

c) feelings of dignity and worth. According to Art. 40, a child in conflict with the law has the right to be treated in a manner that promotes his or her dignity and worth, takes into account his or her age and aims at his social reintegration.

The UN considers a person a child from birth to: a) 16 years; b) 18 years old; c) 19 years old.

b) 18 years old. According to Art. 1, a child is every human being under the age of 18, unless, under the law applicable to the child, he reaches the age of majority earlier.

Quiz "The rights of literary heroes"

A.S. Pushkin “The Tale of Tsar Saltan” Art. 16: No child shall be the object of arbitrary or unlawful interference with his or her right to privacy, family life, home or correspondence, or unlawful attacks on his honor or reputation.

D. Mamin-Sibiryak "Grey Neck" Art. 23: A mentally or physically handicapped child should lead a full and dignified life in conditions that ensure his dignity, promote his self-confidence and facilitate his active participation in society.

Ch. Perrot "Cinderella" Article 31: the right of the child to rest and leisure, the right to participate in games and recreational activities appropriate to his age, and freely participate in cultural life and engage in art.

A.N. Tolstoy "The Golden Key or the Adventures of Pinocchio" Art. 19: protection of the child from all forms of physical or psychological abuse, abuse or abuse, neglect or neglect, abuse or exploitation.

Russian folk tale "Morozko" Article 32: the child's right to be protected from economic exploitation and from performing any work that may pose a danger to his health or serve as an obstacle to his education, or damage his health and physical, mental, spiritual, moral and social development.

G.H. Andersen "The Ugly Duckling" Art. 8: the right of the child to preserve his or her identity, including nationality, name and family ties.

Game "Wonderful bag"

Thank you for your work!

The professional competence of the educator is a necessary condition for improving the quality of the pedagogical process.

The professional activity of preschool teachers is multifaceted and requires certain knowledge, skills, abilities and qualities. In modern pedagogical literature, these knowledge, skills, abilities and qualities are united by such a concept as "professional competence". Based on the analysis of various definitions of this concept, taking into account the characteristics of the activities of the educator, the following option can be synthesized: the professional competence of the educator of a preschool educational institution is the ability to effectively perform professional activities, determined by the requirements of the position, based on fundamental scientific education and emotional and value attitude to pedagogical activity. It involves the possession of professionally significant attitudes and personal qualities, theoretical knowledge, professional skills and abilities.

The new social order addressed to continuous pedagogical education is expressed in the form of requirements for the qualification of teachers capable of independent development in innovations in the field of education of preschool children.

For the qualitative formation of the competence of the educator, basic knowledge, skills, and abilities are needed, which will be improved in the process of self-education.

The teacher must be competent in the organization and content of activities in the following areas:

- educational and upbringing;

– educational and methodical;

- socio-pedagogical.

Upbringing and educational activity involves the following criteria of competence: the implementation of a holistic pedagogical process; creation of a developing environment; ensuring the protection of life and health of children. These criteria are supported by the following indicators of the teacher's competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively form knowledge, skills and abilities in accordance with the educational program; the ability to manage the main activities of preschoolers; ability to interact with preschoolers.

The educational and methodological activity of the educator involves the following criteria of competence: planning of educational work; designing pedagogical activity based on the analysis of the achieved results. These criteria are supported by the following indicators of competence: knowledge of the educational program and methodology for the development of various types of children's activities; the ability to design, plan and implement a holistic pedagogical process; possession of research technologies, pedagogical monitoring, education and training of children.

The social and pedagogical activity of the educator involves the following criteria of competence: advisory assistance to parents; creation of conditions for the socialization of children; protecting the interests and rights of children. These criteria are supported by the following indicators:

Knowledge of the basic documents on the rights of the child and the obligations of adults towards children; the ability to conduct explanatory pedagogical work with parents, specialists of preschool educational institutions.

In our preschool educational institution, when opening new 3 groups, we were faced with the fact that educators who had gone to work, having Teacher Education did not have work experience or it was insufficient. For this purpose, the “School of a Young Specialist” was organized, the purpose of which is to help novice teachers improve their professional competence. At the first stage, we carried out diagnostics of young specialists, determination of the level of professional competence of educators.

The purpose of the diagnostics: how well the teacher is theoretically prepared, whether he has experience in practical work with children, what results he wants to achieve in his professional activity, whether he wants to continue his education. The diagnostic results showed that teachers have insufficient knowledge in the field of age characteristics of preschool children; difficulties in the communicative sphere; the focus of most teachers on the educational and disciplinary model of interaction with children, a low level of information skills was noted. We have tried to solve these difficulties.

At the second stage, various forms of professional development were used: these are traditional methods such as consultations, lectures - discussions, round tables, the work of creative microgroups, various competitions, as well as systematic training sessions with an emphasis on professionally significant qualities and skills. For the formation of communicative competence, training sessions were conducted aimed at acquiring communicative experience “The most difficult parent. The most pleasant parent”, “Talk to me”, “When the soul speaks with the soul”, etc. During the classes, various techniques were used: solving pedagogical situations, the method of simulating the teacher’s working day, “brainstorming”, etc. Workshops were held : "Age characteristics of preschool children", "Secrets of good discipline", etc.

The purpose of such classes was the unity of theoretical and practical readiness for the implementation of pedagogical activities, which characterizes the professionalism of the educator.

The results of the Young Specialist School are as follows:

a) the acquisition by participants of knowledge and skills in the field of self-diagnosis: the development of reflection as self-analysis;

b) acquisition of skills and abilities of effective communication;

c) the emergence of teachers' motivation for self-improvement, mastering deeper knowledge.

Such active forms and methods of the "School of Young Professionals" are already yielding results. Work in this direction will be continued because the professional competence of a teacher should be improved to the level of professional skills, and this is a necessary condition for improving the quality of education.

Professional competence of a teacher as a factor in improving the quality of preschool education.

The problem of the quality of preschool education is very relevant in the current conditions of reforming the educational system. Interest in this issue reflects the attempts of society to rebuild the system of transferring vast experience of human knowledge to the younger generation. At the same time, considerable attention is paid to the content of quality.

Determining the conditions that ensure the quality of preschool education, it is necessary to highlight the most important of them:

 the use of health-saving technologies that will allow organizing the educational process in such a way that the child can develop without excessive physical and mental stress that undermines health;

 a high level of quality of educational programs and their methodological support, the content of which will allow teachers to build the educational process in accordance with modern requirements and levels of development of society;

 enrichment of the subject-developing environment, the filling of which will provide the child with an opportunity for self-development;

 a high level of competence of the teacher, whose main function is to help the child adapt to life in the world around him, developing such significant abilities as the ability to know the world, actions in the world, manifestation of attitude to the world.

All of the above positions are priority in ensuring the quality of preschool education. At the same time, in our opinion, the implementation of each condition is impossible without the participation of a competent teacher who ensures the organization of the successful development of the child in a preschool educational institution.

Analysis of existing approaches to determining the professional competence of a preschool teacher (A.M. Borodich, R.S. Bure, A.I. Vasilyeva, E.A. Grebenshchikova, M.I. Lisina, V.S. Mukhina, E.A. Panko, V.A. Petrovsky, L.V. Pozdnyak, L.G. Semushina, V.I. Yadeshko and others) made it possible to single out several qualities that a modern teacher should possess:

 desire for personal development and creativity;

 motivation and willingness to innovate;

 understanding of modern priorities of preschool education;

 ability and need for reflection.

S.M.Godnik under professional competence means a set of professional knowledge and skills, as well as ways to perform professional activities. At the same time, he emphasizes that the professional competence of a specialist is determined not only by scientific knowledge acquired in the process of education, but also by value orientations, motives for activity, understanding of oneself in the world and the world around, the style of relationships with people, common culture, and the ability to develop creative potential.

The professional competence of a preschool teacher is defined by us as the level of his knowledge and professionalism, which allows him to make the right decisions in each specific situation when organizing the pedagogical process in a preschool educational institution. The competence component in the structure of a specialist's preparedness is defined as a set of professionally, socially and personally significant results of education in the language of competencies. Therefore, in order to successfully accompany the educational process in a preschool educational institution, it is necessary to single out the components of the teacher's professional competence, namely:

 organizational and methodological;

 educational;

 Research.

The organizational and methodological component of the competence of a preschool teacher lies in the variability of the content of the educational process, the selection of technologies, the regulation of the teacher's activities in the system, and is also aimed at resolving contradictions that arise in the process of interaction with children, colleagues, parents, administration, to ensure their cooperation and achievement common goals in the development, education and socialization of preschool children.

The educational component of competence presupposes the teacher's possession of didactic theory, a system of professional knowledge, skills, and social experience. Theoretical and practical aspects of educational competence ensure the mastery of the content and organizational and methodological foundations of upbringing, teaching children during preschool childhood, as well as the spiritual and personal development of the child in a preschool educational institution. The implementation of educational activities involves an effective and creative approach in creating conditions for the harmonious development and education of a preschooler.

The research component of competence orients the teacher in a diverse flow of psychological, pedagogical and methodological information and is the basis for improving his further activities.

The modern system of vocational education requires the teacher to possess the reflective component of competence, which is associated not only with the understanding of their own pedagogical activity, but also with the assessment of the personal qualities of the “reflective” by other teachers and leaders. The effectiveness of the implementation of this component is associated with the presence of such qualities as critical thinking, aspiration and analysis, the validity and evidence of one's position, readiness for adequate perception of information in the teacher.

Thus, all structural components of professional competence are aimed at the practical activity of a preschool teacher in the form of skills to resolve specific pedagogical situations. The professional readiness of the teacher, that is, his general ability to mobilize the available knowledge, experience, personal and social qualities and values ​​that are acquired in the process of educational activities and constitute his professional competence, and, therefore, are a fundamental factor in improving the quality of preschool education.

References

1. Volkova G.V. Increasing the level of professional competence of the teaching staff.//Head teacher, 1999, No. 7.

2. Godnik S.M. Formation of the teacher's professional competence: Textbook/S.M.Godnik, G.A.Kozberg. - Voronezh, 2004.

3. Zeer E., Symanyuk E. Competence-based approach to the modernization of vocational education // Higher education in Russia. - 2005. - No. 4.

4. Competence-based approach in teacher education: Collective monograph / Ed. prof. V.A. Kozyreva and prof. N.F.Radionova. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2004.

5. Lebedev O.E. Competence approach in education. http:// www. nekrasovspb/ en/ publication/

6. Potashnik M.M. Education quality management. M., 2000.

7. Semushina L.G. The study of the professional functions of the educator: Abstract of diss.cand.ped.sciences. - M., 1979.

Final qualifying work

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEACHERS OF DOE

Introduction

The relevance of research. Modern preschool education is one of the most developing stages of the educational system of the Russian Federation. New regulatory requirements for determining the structure, conditions for the implementation of the general educational program of preschool education have a direct impact on the work with teaching staff, designed to implement the educational process in changing conditions. In different regions of Russia, educational institutions that ensure the development, upbringing and education of young children are experiencing a number of personnel problems. In particular, there is a shortage of qualified personnel, a weak susceptibility of the traditional education system to the external demands of society, a system of retraining and advanced training lagging behind the real needs of the industry, which hinders the development of human resources capable of providing the modern content of the educational process and the use of appropriate educational technologies.

The priority tasks of preschool education, according to the Concept of preschool education, are the following: personal development of the child, care for his emotional well-being, development of imagination and creative abilities, formation of children's ability to cooperate with other people. These tasks are determined by the attitude to the preschool age as a unique self-valuable period of personality development. The value of the preschool period of development and its enduring significance for all subsequent human life impose a special responsibility on preschool teachers.

The solution of the main tasks facing preschool institutions, the new goals and content of alternative programs of preschool education expect new relationships between adults and children, denying the manipulative approach to the child, the educational and disciplinary model of interaction with him. However, in the process of learning, future teachers, educators at present in many educational institutions receive only special knowledge; skills and abilities they acquire! independently through trial and error. Recent studies show; that educators, both beginners and those with experience, have a poor arsenal of means for solving pedagogical problems, insufficient formation of pedagogical skills and mechanisms for understanding another person.

The relevance of the research problem at the scientific and theoretical level is determined by the insufficient development of the key definition for this study - “professional competence of preschool teachers”. In recent years, the concepts of “competence”, “competence” have been actively mastered by Russian pedagogy (V.I. Baidenko, A.S. Belkin, S.A. Druzhilov, E.F. Zeer, O.E. Lebedev, V.G. Pishchulin, I.P. Smirnov, E.V. Tkachenko, S.B. Shishov, etc.). A large number of dissertational research is devoted to this problem, however, they pay attention to the conditions for the formation of communicative competence among schoolchildren in various academic subjects, the technology for the formation of various types of competencies among students, socio-perceptual competence among teachers, etc.

Thus, the area of ​​research affects mainly the school and university levels of education. While the conditions for the development of professional competence in the postgraduate period and, no less important, for working teachers of preschool educational institutions have not been studied enough.

The object of the study is the process of developing the professional competence of preschool teachers.

The subject of the study is a methodological service that contributes to the development of the professional competence of preschool educators.

The purpose of the study is to theoretically substantiate, develop and test a new form of work of the methodological service, focused on the development of professional competencies of preschool teachers, taking into account the individual characteristics of the teaching staff.

The study is based on the following hypothesis:

It has been suggested that the development of professional competencies of preschool teachers can be effective if the following organizational and pedagogical conditions are taken into account and implemented:

the regulatory requirements of the system of modern preschool education, the needs of a preschool institution and an educator in the development of professional competencies in a preschool educational institution were studied;

on the basis of a functional analysis of the activities of the educator in the conditions of the preschool educational institution, the content of professional competencies was determined, the levels of their manifestation in the process of pedagogical activity were identified;

a model of work of the methodological service of the preschool educational institution was developed and implemented within the framework of project activities focused on the development of professional competencies of educators, taking into account the level of their manifestations.

In accordance with the purpose, subject and hypothesis, the tasks of the work are defined:

1.To characterize the professional competence of preschool teachers;

2.Consider the role of the methodological service in the development of the professional competence of preschool teachers;

.To identify the forms and methods of developing the professional competence of preschool teachers in the process of activity;

.To diagnose the professional competence of preschool teachers;

.Develop and implement the project "School of a Young Specialist of the Preschool Educational Establishment" as part of the development of the professional competence of teachers;

.Evaluate the results of the project "School of a Young Specialist of the Preschool Educational Establishment".

Research methods.

The work uses a set of research methods aimed at testing the proposed hypothesis and solving the tasks, including methods for preparing and organizing the study.

Theoretical:

analysis, study, generalization and systematization of scientific, pedagogical and psychological literature on the problem under study.

Empirical data collection methods:

methods of pedagogical measurements - testing, diagnosing the level of professional competencies of preschool teachers, observation, conversation, questioning, questioning, studying the effectiveness of the educational activities of preschool educational institutions and pedagogical activities of preschool teachers, peer review, statistical and mathematical calculations.

Experimental - search work on the research topic was carried out on the basis of an educational institution:

Municipal budgetary preschool educational institution - kindergarten No. 38 of the Leninsky district of Yekaterinburg.

The identified goal, hypothesis and objectives of the study determined the logic of the study, which was conducted from 2012 to 2013. and included three stages.

At the first stage (September 2012), the analysis of regulatory documents, scientific, psychological, pedagogical and methodological literature on the research problem was carried out, the topic, purpose and objectives of the research were formulated. The practical aspect of the work consisted in conducting a stating experiment, which made it possible to identify the regulatory requirements for the educator of preschool educational institutions of various types and the level of development of professional competencies of educators.

At the second stage (October 2012-April 2013), the methodological service of the preschool educational institution developed a project for advanced training aimed at developing the professional competencies of preschool educators and began testing it on the basis of the preschool educational institution No. 38.

At the third stage (May 2013), an experimental verification of the effectiveness of the advanced training process, differentiated by types of educational activities and focused on the development of professional competencies of educators, its evaluation of experimental and search work was carried out, the results were summarized and conclusions were formulated.

The structure of the final qualification work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

1. Theoretical and methodological approaches to the development of professional competence among preschool teachers

1.1 Characteristics of the professional competence of preschool teachers

For a holistic view of the possible ways, methods of forming the professional competence of educators of preschool educational institutions, we will consider the key concepts: competence, competencies, professional competence.

"Competence" as a phenomenon, despite a sufficient number of studies, today still does not have an exact definition and has not received its exhaustive analysis. Often in the scientific literature, this concept of pedagogical activity is used in the context of bringing into action the internal driving forces of the pedagogical process, and more often in the role of a figurative metaphor, rather than a scientific category.

For many researchers, the competence of a specialist is manifested, first of all, in the effective performance of functional duties. But competence is also understood in this way: a measure of understanding of the surrounding world and the adequacy of interaction with it; a set of knowledge, skills and abilities that allow you to successfully perform activities; a certain level of formation of the social and practical experience of the subject; the level of training in social and individual forms of activity, which allows the individual, within the framework of his abilities and status, to function successfully in society; a set of professional properties, i.e. ability to fulfill job requirements at a certain level, etc.

Studies show that the concept of competence is closely related to the definition of "competence". At the same time, it should be noted that in various explanatory dictionaries the concept of "competence", despite some differences in interpretation, includes two main general explanations: 1) range of issues; 2) knowledge and experience in a certain area.

In addition, researchers identify other characteristics of the concept under consideration. Thus, competence means:

the ability to apply knowledge, skills and personal qualities for successful activities in a particular area;

knowledge and understanding (theoretical knowledge of the academic field, the ability to know and understand);

knowing how to act (practical and operational application of knowledge to specific situations);

knowing how to be (values ​​as an integral part of the way of perceiving life in a social context) .

As studies show, competencies are “the expected and measurable achievements of the individual, which determine what the individual will be able to do upon completion of the learning process; a generalized characteristic that determines the readiness of a specialist to use all his potential (knowledge, skills, experience and personal qualities) for successful activity in a certain professional field.

Based on the above definitions, one can imagine the essential content of the concept of "professional competence", which in acmeology, in its section of developmental psychology, is considered as the main cognitive component of the subsystems of personality and activity professionalism, the scope of professional competence, the range of issues to be resolved, the constantly expanding system of knowledge, allowing carry out professional activities with high productivity. The structure and content of professional competence is largely determined by the specifics of professional activity, its belonging to certain types.

An analysis of the essence of the concept of "professional competence" makes it possible to present it as an integration of knowledge, experience and professionally significant personal qualities that reflect the ability of a teacher (educator) to effectively perform professional activities and achieve goals related to personal development in the system of preschool education. And this is possible when the subject of professional activity reaches a certain stage of professionalism. Professionalism in psychology and acmeology is understood as a high readiness to perform the tasks of professional activity, as a qualitative characteristic of the subject of labor, reflecting high professional qualifications and competence, a variety of effective professional skills and abilities, including those based on creative solutions, possession of modern algorithms and methods of solving professional tasks, which allows you to carry out activities with high and stable productivity.

At the same time, the professionalism of the individual is also distinguished, which is also understood as a qualitative characteristic of the subject of labor, reflecting a high level of professionally important or personal-business qualities, professionalism, creativity, an adequate level of claims, a motivational sphere and value orientations, aimed at progressive personal development.

It is known that the professionalism of the activity and personality of a specialist is manifested in the need and readiness to systematically improve qualifications, express creative activity, productively meet the growing requirements of social production and culture, improve the results of one's work and one's own personality. In this case, we can talk not only about the professional competence of the subject of professional activity, but also about his personal competence, which, in general, is important for the system of professions "man-man" and, in particular, for pedagogical activity.

In these and other studies, the structure, main content characteristics, requirements for the personality and activities of the teaching staff of preschool educational institutions are described in sufficient detail. But, there are few works that would present a system for the formation of professional competence of a preschool teacher. Whereas it is the system that provides the possibility of seeing the ways, means and methods of achieving professional competence by the subject of a certain field of activity. The system is a single process of interaction and cooperation of teachers, educators, administration, specialists of psychological and methodological services to develop competencies in the field of educational activities in a preschool educational institution, solving complex professional problems, making a morally justified choice, etc. .

Some elements of the proposed system have already been reflected in the practical activities of various educational institutions, others are just being introduced, some of them require approbation. Of course, the proposed list can include other effective methods and mechanisms for the formation of professional competence of the pedagogical staff of preschool educational institutions. But the guideline is the idea that the formation of professional competence provides teachers with the opportunity to choose effective ways to solve professional problems; creatively perform functional duties; design successful strategies for professional development and self-development; adequately evaluate and improve oneself; to determine the factors accompanying professional development; establish constructive interpersonal relationships with all subjects of the educational space; make constructive adjustments to the life plan and create a developing environment for their pupils.

It is interesting to trace the development of the professional competence of a preschool teacher in the field of education at different stages of the development of pedagogical thought: from the tribal system to the present. The requirements for the professional competence of preschool teachers who educate preschool children, as shown by a retrospective analysis of pedagogical literature, have their origins in the development of family and social education. The requirements for the competence of persons involved in the upbringing of preschool children have changed throughout the historical development of our society.

Based on the modern classification of education, during the tribal system and during the period of the emergence of feudal relations in Russia, elements of a democratic, humane approach to education are observed. No matter how different were the views on a woman during this period, she was recognized for the right to take care of children, to bring them up in “good manners” (Vladimir Monomakh). The ideas of the humanization of education can be observed in the views and pedagogical statements of cultural figures of the 17th century. Karion Istomin, Simeon of Polotsk, Epiphany Slavinetsky. They are the first attempts to determine the basic content of education and training by age. One of the main requirements for the professional competence of educators in the XVIII - first half of the XIX century. the requirement is put forward to take into account the inclinations of each child and maintain cheerfulness as his natural state (A.I. Herzen, M.V. Lomonosov, P.I. Novikov, V.F. Odoevsky, etc.).

The issues of the competence of educators in relations with pupils were devoted to the attention in the studies and scientific works of P.F. Lesgaft, M.X. Sventitskaya, A.S. Simonovich, L.N. Tolstoy, K.D. Ushinsky and others. In this regard, N.I. Pirogov, V.A. Sukhomlinsky, talk about the mechanisms necessary for the educator of a special understanding of the child, one hundred specific spiritual world. These considerations are chain for our study in connection with the mechanisms of understanding of another person that we consider below: “empathy”, “ability to decenter”, etc.

In the pedagogical concepts of foreign scientists, we were more interested in the requirements that they place on the competence of the teacher-educator. Ancient philosophers such as Aristotle, Plato, Socrates and others paid great attention to the professional skills of a teacher and, in particular, his oratory. Even Zeno of Elea (5th century BC) first introduced the dialogic form of presentation of knowledge. The humane attitude towards the child, based on the study of its individual properties, is what progressive thinkers of the Renaissance era (T. Mohr, F. Rabelais, E. Rotterdamsky and others) valued most in the teacher. The modern model of an anti-authoritarian preschool institution has as its theoretical justification the humanistic philosophical and psychological-pedagogical concepts of the world famous scientists R. Steiner, the founder of "Waldorf" pedagogy, and M. Montessori. As necessary conditions for the vague practice of upbringing, they consider a feeling of deep reverence for the child and the ability of the educator to constantly carry within himself a living image of the child's being.

Modern domestic researchers, studying pedagogical activity and the criteria for its success, along with the concept of professional competence, consider such concepts as pedagogical skills, pedagogical technique, pedagogical skills, etc.

Summing up, the main requirements for the professional competence of a teacher-educator can be formulated as follows:

-the presence of deep knowledge of the age and individual psychophysiological characteristics of children;

-the manifestation of knowledgeable in in relationships with the pupil and the existence of developed mechanisms for understanding another person;

-possession of pedagogical skills and pedagogical technique;

-possession of professionally significant personal properties and value orientations.

The concept of preschool education, the authors of which are A.M. Vinogradova, I.A. Karpenko, V.A. Petrovsky and others, laid down new target orientations in the work of the teacher for personal interaction and partnership communication with the child in a collaborative environment.

In determining the content of the normative and diagnostic standard of the professional competence of a preschool teacher in the field of education, we used, as the main, the following guidelines:

-the results of a retrospective analysis of the requirements for the professional competence of a teacher-educator at different stages of the development of pedagogical thought;

-provisions on the leading role of communication in the professional activities of a teacher and the mental development of preschool children;

-qualification requirements for specialists from the "Recommendations for the certification of managers and teachers of preschool educational institutions".

At the same time, it should be noted that the definition, i.e. the logical definition of the professional competence of a preschool teacher in the field of education in modern pedagogical theory remains undefined, despite the development of qualification requirements proposed in the "Recommendations for the certification of managers and teachers of preschool educational institutions". The development of these "Recommendations ..." is due, among other things, to the need to implement changes in the system of training teachers. Now there is a gap between the activities of preschool educational institutions, on the one hand, and pedagogical universities and other educational institutions, on the other hand, due to different mechanisms of their management, and qualification requirements for specialists should also become a guideline for the activities of educational institutions in the training and retraining of personnel.

Recent studies have shown the need to search for fundamentally new approaches to quality assurance through the implementation of effective management structures, new content and intensive pedagogical technologies. Educational institutions are able to realize this task, subject to the requirements of the regime of continuous development and the creative search for progressive technologies and methods, the growth of professionalism at the pedagogical, methodological and managerial level.

The ongoing innovations in the system of preschool education are due to the objective need for changes that are adequate to the development of society and the educational system as a whole. The main mechanism for such changes is the search for and development of new technologies for increasing professional competence, which contributes to qualitative changes in the activities of preschool educational institutions.

As the results of the research show, today there are such manifestations of professional incompetence among preschool teachers as insufficient knowledge of teachers in the field of age characteristics of preschool children; low professionalism in carrying out individual diagnostics of the child's personality and his emotional states; the focus of most teachers on the educational and disciplinary model of interaction with children.

The noted difficulties in the implementation of new target orientations in the field of preschool education allow us to state that the problem of special training of teachers of preschool educational institutions (DOE) and their manifestation of progressive professional competence is relevant. However, shortcomings in the system of training and retraining of pedagogical staff of all categories of preschool workers, revealed in connection with the changed social expectations of society and with the transition from authoritarian to humane pedagogy, make the solution of this problem slow. The existing contradiction between the requirements for the professional competence of a preschool teacher, determined by new target orientations in the field of preschool education, and the insufficiently developed technology for advanced training of preschool teachers in the current sociocultural situation.

Based on the analysis of literary sources, the professional competence of a preschool teacher can be defined as the ability to effectively perform professional activities, determined by the requirements of the position, based on fundamental scientific education and emotional and value attitude to pedagogical activity. It involves the possession of professionally significant attitudes and personal qualities, theoretical knowledge, professional skills and abilities.

.2 The role of the methodological service in the development of professional competence of preschool teachers

To date, all preschool teachers are puzzled by the new situation in the system of preschool education - the organization of the educational process in a preschool institution in accordance with the Federal State Educational Standard (FSES).

The educational strategy focuses preschool workers on the development of new professional competencies, therefore, the continuous improvement of the level of professional skills of teachers should become a strategic direction of work with teaching staff.

The requirements for the level of qualification of teaching staff of an educational institution are increasing in accordance with the qualification characteristics for the corresponding position.

Pedagogical workers should have basic competencies in organizing activities aimed at improving the health of children and their physical development; organization of various activities and communication of children; organization of educational activities for the implementation of the main general educational program of preschool education; interaction with parents and employees of the educational institution; methodological support of the educational process.

The advanced training of preschool teachers is supposed to be implemented through the work of the methodological and psychological services of the preschool institution, the inclusion of teachers in the methodological work.

The most important role in the organization of methodological work for its implementation is played by the methodological service of an educational institution.

According to L.N. Atmakhovy development of professional competence of teachers of preschool educational institutions is facilitated by the activities of the methodological service, functioning in conjunction with three management levels with the corresponding structural components: planning and prognostic (scientific and methodological council), organizational and activity (invariant block of the program: subject-pedagogical cycles and methodological sections and a variable block programs: creative workshops and scientific and methodological teams) information and analytical (expert commission). The author also notes that "the methodological service, in the process of organizing its activities, purposefully trains teachers by improving the cognitive, activity and professional-personal components of professional competence, takes into account in the content of training the expectations of both a particular educational institution and the individual capabilities of teachers" .

According to A.I. Vasilyeva, methodical 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 methodological service of the preschool educational institution is to develop a system, to find affordable and, at the same time, effective methods for improving pedagogical skills.

The purpose of the 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:

-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:

-the 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.

-increasing the level of theoretical training of teachers.

-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.

-organization of work on the study of regulatory documents.

-providing scientific and methodological assistance to a teacher based on an individual and differentiated approach (by experience, creative activity, education, categoricalness).

-provision of 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:

-consistency - compliance with goals and objectives in terms of content and forms of methodological work;

-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;

-phasing - indicators of the effectiveness of methodological work.

The object of methodological activity is the teacher. The subject is the methodologist of the preschool educational institution, the senior educator, the direct supervisor of the preschool educational institution.

The subject of methodological activity is the methodological support of the educational process.

The process of methodical work in a preschool educational institution can be considered as a system of interaction between the subject and the object. The teaching staff of the preschool educational institution acts in this process not only as its object, but also as a subject, since the process of methodological work will only be productive when it contains elements of self-education and self-education of a teacher as a professional. Moreover, the process of methodological work of the leadership of the preschool educational institution with the teaching staff transforms not only teachers, but also the organizers of this process: the methodologist, the senior educator, the immediate supervisor of the preschool educational institution, influencing them as individuals and as professionals, developing personal and professional qualities into the same qualities and suppressing others.

Thus, methodical work in the preschool educational institution combines the object, the subject and the subject.

Responsibility for the organization of methodological work lies with the methodologist. He, defining the strategy, goals, objectives of the development and functioning of the preschool educational institution, influences the specification of the goals, objectives and content of methodological work. A teacher-psychologist and teachers-specialists participate in the methodological work, advising educators and parents within their competence.

In all cases, the task of the methodological service is to create such an educational environment in which the creative potential of each teacher, the entire teaching staff will be fully realized.

Many teachers, especially beginners, need qualified help from more experienced colleagues, the head, the methodologist of the preschool educational institution, and specialists in various fields of knowledge. Currently, this need has increased in connection with the transition to a variable education system, the need to take into account the diversity of interests and opportunities for children.

Methodological work should be of a proactive nature and ensure the development of the entire upbringing and educational process in accordance with new achievements in pedagogical and psychological science. However, today, according to P.N. Losev, there is a problem of low efficiency of methodical work in many preschool educational institutions. The main reason is the formal implementation of the systemic approach, its replacement with an eclectic, random set of recommendations of an opportunistic nature, the imposition of far-fetched methods and ways of organizing upbringing and education.

V.P. Bespalko , Yu.A. Konarzhevsky, T.I. Shamov indicate integrity as an essential feature of any system. In the interpretation of N.V. Kuzmina "the pedagogical system" is "a set of interconnected structural and functional components subordinated to the goals of education, upbringing and training of the younger generation and adults" .

The totality of separate pedagogical systems form a single integral system of education. Preschool education is the first stage of the general pedagogical system, and the preschool educational institution itself, like the school, can be considered as a socio-pedagogical system. Therefore, according to K.Yu. Belaya, it meets certain properties: purposefulness, integrity, polystructurality, controllability, interconnection and interaction of components, openness, connection with the environment.

K.Yu. Belaya highlights the fact that methodological work in a preschool educational institution as a system can be designed, built in the following structure: forecasting - programming - planning - organization - regulation - control - stimulation - correction and analysis.

So, methodical work should be considered an aspect of management and considered as an activity aimed at ensuring the quality of the educational process of preschool educational institutions. It is necessary to single out its tasks: management of the educational process, organization of advanced training for teachers, organization of work with parents. It should be noted that methodological work should be of a proactive nature and ensure the development of the entire educational process, in accordance with the new achievements of pedagogical and psychological science.

The restructuring of methodological work in a preschool institution inevitably poses tasks, the solution of which inevitably leads to correct answers to the questions: what do teachers teach, what information, what knowledge, skills, and to what extent should a teacher-practitioner master today to improve their professional skills and qualifications . Thus, it should be noted the importance of the optimal choice of the content of methodological work in modern preschool educational institutions. The relevance of this choice is also confirmed by the results of the practice of methodological work in preschool institutions. P.N. Losev notes that the choice of the content of work with teachers is often random, characterized by lack of system, lack or weakness of links between the main areas of advanced training for kindergarten workers, the absence of a number of necessary blocks of content in the plans for methodological work, the most acute and urgent problems. In many kindergartens, the real problems of the educational process, the problems of specific teachers and pupils, and the content of methodological work exist quite peacefully, but in parallel, relative to each other.

V.N. Dubrova believes that the content, divorced from the pressing problems facing the teacher, will inevitably be perceived by him as formal, it is not clear why it is imposed from the outside.

In order to overcome these shortcomings and raise the content of methodological work to a new level of modern requirements, P.N. Losev advises to show efforts at two levels.

Firstly, to ensure and justify the optimal choice of the content of methodological work for preschool institutions, taking into account the most important problems and trends in the development of the professional skills of teachers and the educational process in preschool educational institutions; develop a draft of the content of methodological work for a modern preschool institution. (This is the task of workers in pedagogical science and senior officials of educational authorities, scientific and methodological services and centers). Secondly, to specify the general provisions based on the real, unique conditions of each preschool institution. (This is the task of the organizers of methodological work in the institution). He also believes that tasks at the second, preschool level of selection of the content of methodological work cannot be successfully solved without taking into account general scientific foundations. And at the same time, without specifying the general content in relation to the conditions of each preschool institution, without focusing on the problems relevant to each specific teaching staff, even the richest content of methodological work will not inspire teachers to be creative, will not contribute to the improvement of educational work, democratization preschool life. Thus, the content of methodological work in a modern preschool institution should be formed on the basis of various sources, both common to all preschool institutions in the region, and specific, individually unique.

P.N. Losev proposes to study, as well as to work out and use in the future, the following set of sources for the content of methodological work in preschool educational institutions:

-state government documents on the restructuring and socio-economic development of our society, on education, the restructuring of a preschool institution, giving a general target orientation for all methodological work;

-new and improved curricula, teaching aids that help expand and update the traditional content of methodological work;

-achievements of scientific and technological progress, new results of psychological and pedagogical research, including research on the problems of methodological work itself in a preschool institution, raising its scientific level;

-instructive - methodological documents of educational authorities on issues of methodological work in a preschool institution, giving specific recommendations and instructions on the selection of the content of work with teachers and educators;

-information about advanced, innovative and mass pedagogical experience, giving samples of work in a new way, as well as information aimed at further overcoming existing shortcomings;

-data from a thorough analysis of the state of the educational process in a particular preschool educational institution, data on the quality of knowledge, skills and abilities, on the level of education and development of pupils, which help to identify the priority problems of methodological work for this kindergarten, as well as self-education of teachers.

Practice shows that inattention to any of these complementary sources leads to one-sidedness, impoverishment, irrelevance of the content in the system of advanced training of teachers, i.e. The choice of the content of the methodological work turns out to be suboptimal.

K.Yu. Belaya considers the content of methodological work in the conditions of a modern preschool educational institution to be a creative matter that does not tolerate templates and dogmatism. She notes that the content of the methodological work in the preschool educational institution should also be coordinated with the content of other parts of the advanced training system, without duplicating or trying to replace it.

Analysis of the literature on methodological work and constructive - methodological documentation, the study of the needs of advanced training and skills of teachers K.Yu. Belaya, P.N. Losev, I.V. Nikishena, allows us to single out the following main areas of the content of methodological work (training of teachers) in a preschool institution in modern conditions:

-ideological and methodological;

-private - methodical;

didactic;

Educational;

-psychological and physiological;

ethical;

general cultural;

Technical.

Behind each direction of the content of methodological work are certain branches of science, technology, and culture. Mastering new knowledge, the teacher can rise to a new, higher level of professional skills, become a richer, more creative person.

So, the analysis of the literature made it possible to determine the directions of the content of methodological work in a preschool institution. In this sub-chapter, we examined a set of sources for the content of methodological work in the preschool educational institution and noted that in the conditions of the modern preschool educational institution, this is a creative matter that does not tolerate a pattern and dogmatism. It was emphasized that the content of methodological work should be formed on the basis of various sources, both common to all preschool institutions in the region, and individually unique.

1.3 Forms and methods for developing the professional competence of preschool teachers in the process of activity

The development of the education system is directly related to the problem of professional development of teachers. Modern requirements for the personality and the content of the professional activity of a teacher suggest that he has the ability to work effectively in a constantly changing socio-pedagogical environment. Hence, the tasks of the municipal methodological service as a structural element of the system of continuous education become more complicated. The methodological service is required to provide a qualitative solution to emerging problems, only then it is possible to influence the professional development of the teacher, ensuring a fairly rapid pace of his professional development.

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

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. It should be noted that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational-pedagogical and moral-psychological conditions in the team that are specific for this institution.

The pedagogical council is one of the forms of methodical work in preschool educational institutions. The pedagogical council in kindergarten, as the highest governing body for the entire educational process, poses and solves specific problems of a preschool institution.

Also, from 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 issues of pedagogy, at the request of educators, etc.

Any consultation requires training and professional competence from the methodologist.

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

So, the competence, so necessary for a methodologist to work with teachers, is not only the presence of knowledge that he constantly updates and replenishes, but also experience, skills that he can use if necessary. Useful advice or timely consultation corrects the work of the teacher.

The main consultations are planned in the annual work plan of the institution, but separate ones are held as needed. Using different methods during consultations, the methodologist not only sets the task of transferring knowledge to teachers, but also seeks to form a creative attitude towards their activities. So, with a problematic presentation of the material, a problem is formed and a way to solve it is shown.

Seminars and workshops remain the most effective form of methodological work in kindergarten. The theme of the seminar is determined in the annual plan of the preschool institution, and at the beginning of the school year the leader draws up a detailed plan for its work.

A detailed plan with a clear indication of the time of work, thoughtfulness of tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can suggest supplementing this plan with specific questions that educators would like to get an answer to.

Properly organized preparation for it and preliminary information play an important role in the effectiveness of the seminar. The topics of the seminar should be relevant for a particular preschool institution and take into account new scientific information.

Each educator has his own pedagogical experience, pedagogical skills. They single out the work of an educator who achieves the best results, his experience is called advanced, he is studied, he is “equaled”.

Advanced pedagogical experience is a means of purposeful improvement of the teaching and upbringing process that satisfies the urgent needs of teaching and upbringing practice. (Ya.S. Turbovskaya).

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 contributes to the improvement of professional skills. Best practices originate in mass practice and are, to some extent, its outcome.

For any teacher who studies best practices, not only the result is important, but also the methods and techniques by which this result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.

Best practice is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public demands, to the changing situation of education. Advanced experience born in the thick of life can become a good toolkit, and under certain conditions it successfully takes root in new conditions, it is the most convincing, attractive for practice, because it is presented in a living, concrete form.

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 leader who organizes an open demonstration can set several goals: promoting experience and teaching teachers how to work with children, etc. .

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 related to 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 in the practice of preschool education.

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

At present, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. It has been repeatedly noted that the use of business games has a positive value. It is positive that the business game is a powerful tool for shaping the personality of a professional, it helps to activate the participants to achieve the goal.

But more and more often the business game is used in methodical work as, in part, an outwardly spectacular form. In other words: the one who conducts it does not rely on psychological and pedagogical or scientific and methodological foundations, and the game "does not go." Consequently, the very idea of ​​using a business game is discredited.

A business game is a method of imitation (imitation, image, reflection) of managerial decision-making in various situations, by playing according to the rules set or developed by the participants in the game. Quite often business games are called imitation management games. The very term "game" in various languages ​​corresponds to the concepts of a joke, laughter, lightness and indicates the connection of this process with positive emotions. It seems that this explains the emergence of business games in the system of methodological work.

The business game increases interest, causes high activity, improves the ability to solve real pedagogical problems. In general, games, with their multilateral analysis of specific situations, allow you to connect theory with practical experience. The essence of business games is that they have features of both learning and labor. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.

"Round table" is also 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 make it possible to make the team self-governing, put all participants in an equal position, and ensure interaction and openness. The role of the organizer of the "round table" is to carefully select and prepare questions for discussion, aimed at achieving a specific goal.

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

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

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

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

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

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

Self-education, as a system of continuous professional development for each preschool teacher, involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. 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.

In kindergarten, the methodologist must create conditions for self-education of teachers. Self-education is an independent acquisition of knowledge from various sources, taking into account the individuality 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.

The head of a preschool educational institution is obliged to organize the work in such a way that the self-education of each teacher becomes his need. 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.

Methodological journals are not just studied and systematized by year, 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 particular system.

A special card is created for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On the reverse side, you can make a brief annotation or list the main issues disclosed in the book. Thematic file cabinets include books, journal articles, individual chapters of books. The senior educator compiles catalogs, recommendations to help those involved in self-education, studies the impact of self-education on changes in the educational process.

However, it is very important that the organization of self-education is not reduced to the formal maintenance of additional reporting documentation (plans, extracts, abstracts). This is a voluntary desire of the teacher. In the methodical office, only the topic on which the teacher is working, and the form and deadline of the report are fixed. In this case, the form of the report may be as follows: a speech at the pedagogical council or conducting methodological work with colleagues (consultation, seminar, etc.). This may be a show of work with children, in which the teacher uses the knowledge gained in the course of self-education.

So, 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, obtaining advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions, working with a bank of diagnostic and correctional -developing programs in district methodological centers, etc.

The result of these and other types of work of the teacher is the development of the professional competence of preschool educators.

So, in conclusion of the first chapter, we can draw the following conclusions:

1.the professional competence of a preschool teacher can be defined as the ability to effectively perform professional activities, determined by the requirements of the position, based on fundamental scientific education and an emotional and value attitude to pedagogical activity. It involves the possession of professionally significant attitudes and personal qualities, theoretical knowledge, professional skills and abilities.

2.the work of the methodological service of the preschool educational institution for the development of the professional competence of teachers ensures the stable work of the teaching staff, the full, comprehensive development and education of children, the high-quality assimilation of program material by them in accordance with age and individual characteristics, as well as increasing the efficiency of the educational process of the preschool educational institution. In addition, preschool teachers are actively involved in city methodological associations, each teacher can realize their creative abilities in activities with children.

.all areas of work of the methodological service of the preschool educational institution, in terms of developing the professional competence of the teacher, can be represented in the form of two interrelated groups: group forms of methodological work (pedagogical councils, seminars, workshops, consultations, creative micro groups, open views, work on common methodological topics, business games, etc.); individual forms of methodical work (self-education, individual consultations, interviews, internships, mentoring, etc.).

2. Development and implementation of the project "School of a Young Specialist of a Preschool Educational Establishment" within the framework of a project to develop the professional competence of teachers

2.1 Diagnostics of the professional competence of preschool teachers

The development of Russian education as a whole and of each educational institution separately largely depends on the professionalism of the teaching staff. The content of the concept of "professionalism" is determined by the socio-cultural situation, the change of which leads to a change in the requirements for the professional activity of a teacher, which in turn determines the need for continuous professional development, understanding the professional positions of a modern teacher and creating favorable conditions for continuous professional growth.

MDOU No. 38 is located at Yekaterinburg, st. Wilhelm de Gennin, 35.

The educational space of the preschool educational institution includes 5 age groups in which children aged 2 to 7 are brought up.

Personnel potential: the total number of employees is 35 people, of which 1 is the head of the preschool educational institution, the deputy head of the VMR, the deputy head of the AHS, 9 educators, 3 narrow specialists: music director, physical education instructor, teacher-psychologist.

Increasing the professional competence of teachers through a system of methodological measures is based on a differentiated approach, which is based on a system analysis. This contributes to the identification of the main contradictions in the work, the definition of the main goal and objectives of further activities, which allows you to develop an action plan that is implemented with targeted guidance and control of the activities of teachers. This approach provides pedagogical diagnostics. For this purpose, professional skill diagnostic cards are used, which consider the level of professional training, professional skills, the results of pedagogical activity, the personal qualities of the teacher, and pedagogical experience.

Table 1 - Educational level of teachers of MDOU No. 38

Education Number of people Ratio in %higher education867incomplete higher18secondary specialized325

The educational level of the teaching staff of the preschool educational institution can be considered high, since 8 employees have higher education, and 1 person is in the process of obtaining it, which allows us to conclude that the professional development of preschool teachers is striving.

The qualification level of teachers is characterized by work experience and category according to the results of certification (tables 2, 3).

Table 2 - Pedagogical work experience of teachers of MDOU No. 38

Length of service (number of years) Number of teachers Ratio in % from 0 years to 3 years433 From 3 to 5 years217 from 5 years to 10 years217 from 10 years to 15 years217 from 15 years to 20 years18from 25 years18

Table data. 2 allow us to conclude that 33% of teachers are novice specialists, while this number of teachers have more than 10 years of teaching experience, which allows them to share their experience.

Qualification category of teachers in 2012-2013 academic year yearPlanned qualification category of teachers in 2013-2014 academic year yearVKK - 1 personVKK - 2 peopleI KK - 5 peopleI KK - 8 peopleII KK - 1 person Without KK - 3 people

From the data in Table. 3, we can conclude that in 2012-2013 In 2008, 3 preschool teachers were planned to improve their qualifications, which allows us to conclude that teachers are motivated to self-development.

In a preschool educational institution, advanced training occurs mainly through a system of methodological work. In the context of an abundance of variable and partial programs that have recently been released and received the stamp of the Ministry of the Russian Federation, each preschool educational institution determines its own way of updating the content of education, while building its own system of methodological work, which, ultimately, would improve the pedagogical skills of participants in the educational process. The methodological service of the municipal budgetary preschool educational institution MDOU No. 38 is aimed at updating the content of education, increasing the professional competence of teachers, and providing them with methodological assistance in a timely manner.

All methodological activities in MBDOU No. 38 must be divided into blocks.

Activities aimed at increasing the level of theoretical knowledge and scientific and methodological creativity.

The work of teachers in creative and problem groups. Such groups include teachers with high pedagogical abilities, the main conductors of new technologies. The main activity of these groups is the development of innovations, the development and implementation of new projects and creative results, as well as the identification and solution of problems in the activities of the team.

Attending teacher training courses. It makes no sense to talk about the significance of this form of teaching teachers. It is important that a teacher who has completed advanced training courses shares his knowledge with colleagues.

Participation of teachers in city methodological associations, seminars and scientific and practical conferences. The main activities of such events are the identification, study, generalization and dissemination of advanced pedagogical experience, the exchange of positive experience among city teachers.

Consulting. Consultations are one of the most effective forms of methodical work, as they broaden the horizons of teachers, help to overcome difficulties in work, introduce innovative materials and literature, and make the work creative.

Pedagogical readings. The main activity of pedagogical readings is aimed at mastering and accumulating psychological and pedagogical knowledge in the field of developing the system of preschool education, scientific and practical innovations in preschool pedagogy and child psychology. Various forms of work with teachers are used: lectures, work with psychological and pedagogical literature, normative documents.

Activities aimed at increasing the value attitude to the profession, the formation of harmonious relations with colleagues.

Psychological and pedagogical trainings. Studying in such a group has a number of undeniable advantages. Teachers learn to accept the point of view of their colleagues, find a willingness to change their attitudes; learn to express their experiences, aspirations, goals and expectations; increased activity and initiative in the search for original solutions.

Use of methods of moral encouragement and rewarding. For a good material reward, a person will do a lot, and for sincere recognition and approval - even more. Effort without recognition leads to disappointment, so it is necessary to celebrate and support even the smallest successes of educators.

Informal group events. At such events, there is an opportunity not only to form a team of like-minded people, but also to better know the abilities of each teacher, to assess their pedagogical potential.

Rendering trust when entrusting responsible matters, delegation of authority in order to form a personnel reserve of leading personnel. Each institution has its own unique teaching staff, which may be known outside of its preschool institution. Others follow such teachers, they learn from them the experience of communicating with children and parents. These teachers form the idea of ​​the institution in the society. The sincere interest of the administration in the professional growth of such teachers will contribute to the preservation and development of the pedagogical elite of the preschool educational institution.

Activities aimed at developing professional skills and teaching techniques.

Weeks of Teaching Excellence. Experienced educators demonstrate their experience, which is distinguished by originality and individual style. This contributes to the fact that educators appreciate the individuality of each teacher, enrich their experience, working on finding their own author's style.

The methodological service is a link between the activities of the teaching staff of a preschool institution, the state education system, psychological and pedagogical science, and advanced pedagogical experience. It contributes to the formation, development and implementation of the professional creative potential of teachers.

The purpose of the methodological service is to provide methodological support to educators and specialists of preschool educational institutions in the implementation of the state educational policy in the field of education; improving the professional competence of teachers; ensuring the quality of educational services of preschool educational institutions; mastery of professional pedagogical positions through the improvement of professional competence to the development of professionalism and to the improvement of professional qualifications.

To improve the professional competence of teachers, the following tasks were set for the methodological service of preschool educational institution No. 38:

-providing theoretical, psychological, methodological support for educators and specialists;

-creation of conditions for increasing professional competence, the growth of pedagogical skills and the development of the creative potential of each teacher;

-organization of active participation of teachers in planning, development and implementation of innovative projects;

-conducting monitoring and certification procedures for an objective analysis of the development of a preschool institution and the results achieved;

-exchange of experience between members of the teaching staff;

-study, generalization and translation of pedagogical experience.

The structure of the methodological service of MDOU No. 38 makes it possible to rationally approach the distribution of the functional duties of teachers, make the most of their strengths, prevent conflicts, and stimulate the precise fulfillment of duties by each subject.

The task of the methodological service in the preschool educational institution is to organize activities that contribute to the development of the professional competence of teachers. The methodological service trains preschool teachers through the improvement of the cognitive, activity and professional-personal components of professional competence. It implements various forms of organizing the improvement of the professional competence of teachers (subject-pedagogical cycles, methodological sections, creative workshops, etc.), orients teachers to the development of the content of the invariant and variant blocks of the program in accordance with the levels of professional competence, takes into account requests in the content of the program as a specific preschool educational institution, and the individual capabilities of teachers.

Since in the 2011-2012 academic year there was only one preschool teacher who came to the educational institution immediately after graduating from the Pedagogical University, the methodological work to improve qualifications and develop professional competence was carried out individually.

As part of diagnosing the effectiveness of the methodological service of MDOU No. 38 for the development of professional competence of educators, a questionnaire was conducted to diagnose the level of formation of professional competence.

The purpose of the diagnosis is a psychological and pedagogical study of the level of professional competence of preschool teachers.

Expected diagnostic result: determination of the level of professional competence of preschool teachers.

Priority areas of activity of the methodological service can be identified in the course of a comprehensive questionnaire survey conducted by a subjective (direct) method and diagnostics of the level of professional competence of members of the teaching staff.

A comprehensive questionnaire survey, consisting of three questionnaires, was conducted at a production meeting at MDOU No. 38 in September 2012 (Appendix 1).

The first part of the survey was aimed at orienting the teaching staff in solving the goals and objectives of the preschool educational institution, and made it possible to establish the level of knowledge of teachers of the educational program implemented in the institution, to explore the possibility of participation of members of the teaching staff in updating educational activities, organizing integration processes, made it possible to evaluate the effectiveness of methodological work to improve the professional competence of teachers.

Criteria for evaluation:

-21-19 points - high level (full understanding of the problems and directions of development, the ability to plan and analyze, knowledge of modern technologies and the ability to apply them in practice);

-14-18 points - average level (problems are understood and highlighted, but there is no strategy and understanding of how to solve them, the emphasis is on theory, not practice);

-Less than 14 points - low level (superficial, fragmentary knowledge, lack of understanding of technologies and features of their application).

On fig. 1 presents the results of the first part of the survey.

Rice. 1. The level of knowledge of teachers of the educational program of the preschool educational institution

The data of fig. 1 show that 58% of preschool teachers have an average and 17% low level. Most of the teachers in this group have a teaching experience of less than 3 years, which allows us to conclude that additional comprehensive methodological work is needed with this group of teachers.

The second part of the questionnaire survey was aimed at encouraging teachers to comprehend and solve their professional problems. Of the 47 presumed problems of the preschool educational institution, by the ranking method, teachers identified priority problems (Table 4).

Table 4 - Priority problems in the pedagogical work of preschool teachers, according to teachers

Problems% Incorrect preschool management strategy8 Weak system of advanced training for preschool teachers17Low motivation of teachers24Low level of labor organization6Lack of clear criteria for evaluating the activities of teachers8Absence or total control of the preschool administration8Negative attitude of parents9Complicated educational programs12Other problems8

The main problems in the pedagogical work of preschool educational institutions, according to teachers, are low motivation of teachers (24%), complex educational programs (12%), conflicts with teachers, parents, and management (12%). This allows us to conclude that it is necessary to revise the methodological work and focus the attention of the methodological service on improving the pedagogical competence of preschool teachers in matters of methodological, cognitive, self-educational work. There is a need to create conditions that give the teacher the opportunity to show creativity, to realize himself as a person and as a teacher, changes in the motives of activity, which will reduce the level of conflict, understand educational programs and set new goals in work to increase the motivation of the teaching staff of preschool educational institutions.

The third part of the survey contributed to the identification of teachers who are able to work in the system of self-control, to generalize their own positive pedagogical experience (Fig. 2).

Rice. 2. Level of self-control, generalization of own pedagogical experience

The level was assessed based on the following criteria:

-High level of self-control (8-9 points): a high level of analytical abilities, reflection, the teacher is able to recognize and correct mistakes, accurately represents: what is to be worked on, is able to identify points of control;

-Medium level (5-7 points): analyzes to a greater extent the behavior and role of other participants in the pedagogical process, recognizes only some of the mistakes, corrects them partially, plans partially, partial self-control;

-Low level (less than 4 points): a weak level of analysis, does not know how to highlight errors and correct errors, does not understand: what is to be worked on, does not understand the mechanism of self-control and does not know how to apply it.

The fourth part of the questionnaire survey involved filling out a diagnostic card for the level of formation of professional competence of preschool teachers (Appendix 2).

Diagnostics included an analysis of the professional level of teachers based on:

-interviews with teachers;

-familiarization with the level of completion of diagnostic cards of children;

-surveys of individual children according to the standards set by the program;

-analysis of the conduct of classes by teachers;

-analysis of observations of the activities and communication of children in the classroom;

-analysis of observations of independent activities of children and products of their creativity;

-analysis of observations of children playing, the results of a natural experiment;

-analysis of the subject-developing environment in the group.

Each item is scored from 0 to 3 points.

-0 points - the teacher does not have the relevant knowledge, skills and abilities;

-1 point - owns them to a minimum degree;

-2 points - the teacher knows them to an average degree;

-3 points - the teacher owns them to a high degree.

When calculating the total number of points, the level of pedagogical competence was determined:

-High level (110-126 points):

-Intermediate level (90-109 points):

-Low level (less than 90 points):

Then tables were compiled to assess the knowledge, skills and abilities that characterize the various levels of pedagogical competence.

The next stage in the study of the professional competence of preschool educators was the results of diagnosing the knowledge of the program goals and tasks of the work of teachers in each section of the program.

The ability to predict the development of the process of educational activities of pupils for each section of the program, the consistency and purposefulness of planning directly - educational activities, joint activities of the teacher with children, individual and corrective work with children. Analysis of the plan of educational work with children, analysis of the teacher's planning by program sections. Full implementation of program sections. Increasing the high level of mastering the educational program by children

On fig. 3 presents the results of diagnosing the knowledge of the program goals and tasks of the work of teachers for each section of the program.

Rice. 3. The level of knowledge of the program goals and tasks of the work of teachers for each section of the program

The data of fig. 3 show that for 58% of preschool teachers the level of knowledge of the program goals and tasks of the work of teachers in each section of the program is medium and for 17% it is low. At the same time, a low level was found mainly among novice educators, with whom work should be carried out systematically and purposefully.

On fig. Figure 4 presents the results of diagnosing knowledge of the content of sections of the program for their age group.

Diagnostics included the analysis of:

To what extent the teacher is able to plan the learning process, in all sections of the program, based on the age of the pupils. Is he able to set the goals of the lesson in accordance with the age characteristics of the pupils, their individual characteristics. How competently and in a timely manner he corrects the goals and objectives of the activities in the classroom, depending on the readiness of the pupils to master the new material of the lesson.

This type of knowledge of teachers is estimated from 0 to 10 points:

-0 - 3 points - the teacher does not have the relevant knowledge, skills and abilities;

-4 - 6 points - owns them to a minimum degree;

-7 - 10 points - the teacher owns them to a sufficient extent.

Rice. 4. The level of knowledge of the content of the sections of the program for their age group

As for the level of knowledge of the content of the sections of the program for their age group, here 67% of teachers have an average level and 8% a low level. This is due to the systematic work of master classes and seminars for preschool teachers, as well as the active work of the methodological council.

Diagnostics included the analysis of:

The methods used correspond to the goals and objectives of training, the content of the topic being studied. Timely makes adjustments to the methods of training and education, depending on the current situation. The applied teaching methods and techniques correspond to the conditions and time allotted for the study of a particular topic by pupils. Reasonably uses ICT in the classroom.

This type of activity of teachers is estimated from 0 to 10 points:

-0 - 3 points - the teacher does not know the appropriate methods and techniques.

-4 - 6 points - owns them to a minimum degree;

-7 - 10 points - the teacher knows them to a sufficient extent;

Rice. 5. Level of proficiency in methods and techniques of work for each section of the program

On fig. Figure 5 presents the results of diagnosing the possession of methods and techniques of work for each of the sections of the program.

As for the level of proficiency in the methods and techniques of work in each of the sections of the program, 25% of teachers showed a high level, while 58% demonstrated an average level. This allows us to conclude that pedagogical methods and techniques are fully owned by ¼ from the entire teaching staff, which is an average indicator of the level of formation of pedagogical competence.

On fig. 6 presents the results of the ability to diagnose the knowledge, skills and abilities of children in sections of the program.

Diagnostics included the analysis of:

The presence of a system of pedagogical diagnostics, reflecting the compliance of the level of development of pupils with the requirements of the main general developmental program of the preschool educational institution. The teacher owns various forms of diagnostics (conversation, observation, questioning, testing, sociometry, etc.). The teacher knows the technology of diagnostics, can modify and develop his own methodology, using scientific approaches to its compilation. Organically combines diagnostics with educational material and educational work, promptly makes changes to the educational process, taking into account the results of diagnostics. Also, the educator has all the necessary materials for pedagogical diagnostics of pupils (diagrams, graphs, diagrams, tables with comments on them). Used diagnostic techniques have control and measuring tools.

This type of knowledge of teachers is estimated from 0 to 10 points:

-0 - 3 points - absent or partially present, the teacher has poor command of the diagnostic technique;

-4 - 6 points - the methods are available, not in full, partially complies with the requirements for diagnostics.

-7 - 10 points - corresponds completely, the teacher owns the methodology for conducting diagnostics, fills out all the necessary list of documentation in a timely manner.

Rice. 6. The level of ability to diagnose the knowledge, skills and abilities of children in sections of the program

The data of fig. 6 show that 33% of teachers have a weak level of formation, although diagnostics is an important link in all research and pedagogical work.

Table 5

The level of knowledge of teachers of the educational program of the preschool educational institution The level of self-control, generalization - their own ped. experience The level of knowledge of program goals and objectives for each section of the program The level of knowledge of the content of the program for their age group The level of proficiency in methods of working methods for sections of the program The level of skills in diagnosing knowledge, skills, skills of children in sections of the program Points (from 0-20) Points (from 0-9) Points (from 0-9) 10)Points (from 0-10)Points (from0-10)Points (from0-10)Voronova M.V.20991099Pyankova A.V.2088996Tarasova E.V.1978996Mironova O.V. 1766665Leshakova N.V.1665665Sheveleva O.I.1554564Savanok Yu.Z.1554553Startseva Yu.Yu.1154533Vlasova S.M.1153433Andreeva O.P.

Thus, the diagnostics of the level of formation of pedagogical competence of teachers of preschool educational institutions led to the conclusion that the chosen model of the methodological service of MDOU No. 38 does not allow to fully ensure the growth of pedagogical competence and the development of the creative potential of each teacher, as well as to carry out the pedagogical process at a high level, taking into account the needs pupils and the requests of the parent community, especially in relation to young educators, the methodological work in respect of which should be systematic and purposeful.

2.2 Development and implementation of the project "School of a Young Specialist of the Preschool Educational Establishment"

professional competence teacher specialist

Based on the results of the diagnostic stage of the study at MDOU No. 38, during the 2012-2013 academic year, the project "School of a Young Specialist of the Preschool Educational Institution" was developed and implemented.

Purpose: the formation of the professional activity of a young specialist through the promotion of professional development of beginner teachers of MBDOU on an organizational and methodological basis.

1.Help the young specialist to adapt to the new team.

2.Creation of conditions for revealing professional orientation.

.Formation of professional skills, accumulation of experience, search for the best methods and techniques of working with children.

.Developing your style at work.

.Development of creative abilities in independent pedagogical activity

The calendar-thematic plan for the implementation of the project "School of a Young Specialist of the Preschool Educational Establishment" is presented in table 6.

Table 6. - Calendar and thematic plan for the implementation of the project "School of a Young Specialist of the Preschool Educational Establishment"

No. Theme Forms of work Deadlines Responsible 1. Features of the development of young children Holiday "Initiation into educators" Theory: 1. Features of the development of children of the 2nd and 3rd years of life consultation 2. Psychological characteristics of young children, consultation Practice: - Diagnostics of the neuropsychic development of young children age (K.L. Pechora) 2-4 weeks of September Young professionals Educator-psychologist Teachers of the early age group 2. Adaptation of young children to the conditions of the kindergarten. period of adaptation, consultation Practice: - Creation of a file cabinet of games for adaptation - Registration of documentationOctober Teachers of preschool educational institution Teacher-psychologist Young specialists 3. Features of the daily routine and play of young children. Theory: - I live according to the schedule consultation. - Rules for the organization of regime processes memo - Features of the game of children 2-3 years of age consultation - Organization of play activities, consultation Practice: - Test on the organization of play activities - Mutual viewing of regime moments and games in early age groups. - Develop a long-term plan for the development of the game at an early age - Visiting regime moments and showing game activities by teachers - mentors. nurse St. educator Young professionals Teacher-mentor St. teacher St. educator Young professionals Teachers - mentors4.Improvement of young children.Theory: - Planning and organization of sports activities consultation. - Tips for teaching swimming to young children, consultation. - Improvement of children in a kindergarten Consultation Practice - Playing on the water with young children - showing by a teacher mentor of corrective and hardening measures - Round table "What determines the health of a child at an early age"DecemberSt. educator Instructor in F / k Art. Nurse Physician Instructor Teachers - mentors Art. educator 5. Work with parents Theory: - How to conduct a parent meeting consultation - Forms of work with parents memo. - Working with parents on environmental education of children consultation - Interaction with the family. Non-traditional forms of work with parents consultation Practice: - Mutual visits to parent-teacher meetings. - Business game “What? Where? When?" on the topic "Pros and cons in working with parents"JanuaryTeachers preschool educational institution St. educator Young professionals Teachers-mentors Teachers-mentors Art. educator6. Sensory development and visual activity in early age groups. Theory: - Organization of a sensory corner in a group consultation - Games with water and sand consultation. - How a child's drawing appears and develops Consultation Practice: - "Workshop of a young specialist" - the production of sensory games and manuals. - Games with water and sand showing by teachers-mentorsFebruarySt. educator Teachers-mentors Teacher-psychologist Art. educator Young specialists Teachers-mentors7. Development of speech and cognitive development of young children. Theory: - Features of perception and thinking in young children consultation. - Guidelines for the development of speech in young children consultation - Cognitive processes consultation - Acquaintance with others at an early age consultation Practice: - Mutual visits to classes on the topic. - Showing classes by teachers DOUmartTeachers-mentors Art. educator Teacher-psychologist Young specialists Art. educator Teachers of preschool educational institution 8. Subject-developing environment in early age groups Theory: - Principles of constructing a subject-developing environment according to Petrovsky - Subject-developing game environment in early age groups Practice - Briefing "Subject-developing environment as the basis of an individual approach to a child"AprilSt. educator Young specialists St. educator

At the first stage of the project implementation, young specialists entered the ranks of preschool teachers. As part of this stage, a holiday was held for novice teachers "Dedication to educators" (Appendix 4).

On this holiday, young specialists passed various tests: they sang children's songs, lullabies, marched to the music, solved problematic pedagogical situations, recited the oath of a young teacher, etc. The script was prepared by the music director. Also, from the mentors, beginners will receive a memo “A few tips and prohibitions for a novice educator” (Appendix 4). At the end there was a tea party.

From the very first day, the methodologist of the preschool educational institution focused teachers on constantly replenishing the body of knowledge, mastering advanced methods and techniques in working with children, comprehending the secrets of education. One of the main functions of the methodologist was to assist in the organization of the pedagogical process.

Since this stage was one of the most important and difficult, let us dwell in more detail on the work of a methodologist with a young specialist during this period.

After initiation into educators, the novice teacher was sent to the group where an experienced preschool teacher worked, who became his mentor, gave the necessary advice, demonstrated classes, organized walks for children, etc. Since no advice, stories, explanations will help as much as a personal example.

A young educator for several days, under the guidance of a preschool methodologist, underwent an internship with his more experienced colleague, i.e. they work together with a group of mentor children. During this time, he got to know the pupils, parents, assistant teacher, studied the daily routine of the group, documentation, etc. All questions that arose were discussed after the working shift in the presence of a methodologist.

Acquaintance with talented teachers, the experience of innovative activity and its fruits played an important role in shaping the pedagogical ideal of a young specialist, and sometimes even in correcting it.

Work with young specialists was based on three aspects of their activities:

-"Methodist - young specialist" - creating conditions for easy adaptation of a young specialist in work, providing him with the necessary knowledge, skills;

-"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 full support from colleagues.

Meanwhile, the main task was to develop special attention to the skills of practical application of the theoretical knowledge received by the teacher. Insufficient possession of these skills forced the beginner to engage in self-education. And here the role of the methodologist was indispensable, who introduced the young teacher to the equipment and working hours of the methodical office, made a selection of methodological literature and periodicals on issues of interest.

Helping a young specialist also inevitably entailed an assessment of his pedagogical activity. The Methodist had to be as tactful as possible in his statements, especially if they were critical. It was important to be guided by the principle of Theodore Roosevelt: “Only the one who does nothing does not make mistakes. Don't be afraid to make mistakes - be afraid to repeat mistakes.

The meetings of the “School of a Young Specialist of the Preschool Educational Establishment” were held once a month according to a plan drawn up taking into account the requests and difficulties of novice teachers. Experienced, creative specialists were also involved in the work of the school. Within the framework of the school, theoretical and practical issues were considered.

For young educators who worked for 1-2 months, a discussion was held on the topic "Adaptation of a young specialist in a preschool educational institution." The teacher shared his difficulties and problems, and the team jointly looked for ways to solve them. Discussions were successful, within the framework of which controversial issues of pedagogical theory and practice were discussed. Each teacher expressed his opinion and defended it. Open classes were actively used, followed by a discussion of what they saw, workshops, where theoretical material was supported by an example from practice, showing individual techniques and methods of work.

Issues of upbringing and education are also discussed during round tables with the participation of teachers-mentors.

Young preschool teachers also felt the need for a timely positive assessment of their work. Often, the leadership of the preschool educational institution analyzes the work of the educator, guided by external signs. Calmly in the group - it means that everything is in order. But the main thing is not external discipline, but whether the teacher managed to instill courtesy in children, taught them to treat others with respect, whether he knows how to provide help to everyone who needs it in time. It was this that was first of all paid attention to, and having noticed the pedagogical successes of the beginner, the management noted them out loud. After all, praise cheers up, stimulates, inspires confidence, increases interest in the case. In collectives where reliance on the positive qualities of the educator is combined with high demands on him, there are good traditions, a spirit of high responsibility, comradely mutual assistance, and creative initiative. In such conditions, a novice educator quickly and painlessly enters the teaching staff.

Also, a special questionnaire will help to determine the strategy and tactics of the methodologist's activity in relation to the work of a young specialist (Appendix 5).

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

Various forms of work with young professionals contributed to the development of cognitive interest in the profession, the active development of methods of working with children and their parents, and had a positive impact on the improvement of professional activity.

Young specialists participated in the methodological work of preschool educational institutions, visited city methodological associations, discussed and analyzed, together with the methodologist and mentors, the experience of teachers of preschool educational institutions and the city of Yekaterinburg.

At the end of the academic year, novice teachers presented a presentation of achievements at a mini-pedagogical council and made albums or newspapers.

By the end of the academic year, young teachers adapted to the new team, consolidated and worked out in practice the content and methods of pedagogical support for the development of children, the interaction between parents and teachers of preschool educational institutions, learned during their studies at the university.

2.3 Results of the implementation of the project "School of a Young Specialist of the Preschool Educational Establishment"

To assess the effectiveness of the project "School of a Young Specialist of the Preschool Educational Establishment", a re-diagnosis of the pedagogical competence of the teachers of the Preschool Educational Institution was carried out.

On fig. Figure 7 presents the results of the ascertaining and final stages of the study according to the questionnaire No. 1.

Rice. 7. Level of pedagogical competence

The data of fig. 7 show that a high level of development of pedagogical competence was shown by 10% more teachers, and a low level dropped to 5%. Teachers have increased the level of knowledge of the educational program implemented in the institution, have become more active in the renewal of educational activities, the organization of integration processes. Among the diagnosed teachers, novice teachers began to stand out.

In the second part of the diagnostics, a comparative analysis of the results of the ascertaining and final stages of the study was carried out according to questionnaire No. 2, which was aimed at stimulating teachers to comprehend and solve their professional problems. Of the 47 presumed problems of the preschool educational institution, the ranking method identified priority problems (Table 7).

Table 7

Problems Ascertaining stage of the study, % Final stage of the study, % Conflicts with teachers, parents, management125 Incorrect management strategy of preschool educational institutions85 Weak system of advanced training of teachers of preschool educational institutions117 Low motivation of teachers1812 Low level of labor organization66 Lack of clear criteria for evaluating the activities of teachers825 Absence or total control of the administration of preschool educational institutions812 Negative attitude of parents95 Complicated educational programs128 Other problems815

The data in Table 7. show that the main problems in the pedagogical work of the employees of the preschool educational institution were the lack of clear criteria for evaluating the activities of teachers (25%), which shows the need to develop a system for assessing and the quality of the work of preschool educators. At the same time, such problems as low motivation of teachers, complex educational programs, conflicts with teachers, parents, and management have become less acute for teachers. Also, among beginner teachers, positive aspects were noted in working with parents, and parents, in turn, began to take an active part in the life of the kindergarten, which made it possible to reduce the level of conflict and set new goals in work to increase the motivation of the teaching staff of preschool educational institutions.

The third part of the survey contributed to the identification of teachers who are able to work in the system of self-control, to generalize their own positive pedagogical experience (Fig. 8).

Rice. 8. The level of the teacher's ability to work in the self-control system

According to the results of this study, already 30% showed a high level of self-control, analytical abilities, reflection and empathy, the ability to recognize and correct mistakes, to accurately imagine what to work on, and the ability to identify points of control. Also, the rest of the teachers have moved to the middle level, which implies the ability to analyze to a greater extent the behavior and role of other participants in the pedagogical process, but at the same time recognize some of the mistakes, correct them, and plan.

The fourth part of the questionnaire survey involved filling out a diagnostic card for the level of formation of professional competence of preschool teachers.

On fig. 9 shows the indicators of the level of knowledge of the program goals and tasks of the work of teachers for each section of the program at the ascertaining and final stages of the study.

Rice. 9. Indicators of the level of knowledge of the program goals and tasks of the work of teachers for each section of the program

The data of fig. 9 show that in 45% of preschool teachers the level of knowledge of the program goals and tasks of the work of teachers in each section of the program increased to a high level, and none of the teachers showed a low level. This allows us to conclude that an integrated approach in the work of the methodological service with novice teachers of the preschool educational institution makes it possible to close the gaps in the knowledge of educators in educational programs and increase the level of self-learning motivation.

On fig. 10 shows the indicators of the level of knowledge of the content of the sections of the program for their age group at the ascertaining and final stages of the study.

Rice. 10. Indicators of the level of knowledge of the content of sections of the program for their age group

As for the level of knowledge of the content of the sections of the program for their age group: at the final stage of the study, 37% of teachers showed a high level and 60% an average level. This is due to the systematic work of master classes and seminars for preschool teachers, as well as the active work of the methodological council, which has become complex, as well as the additional work of the school for beginner preschool teachers.

On fig. Figure 11 shows the indicators of the level of ability to diagnose the knowledge, skills and abilities of children by sections of the program at the ascertaining and final stages of the study.

Rice. 11. Indicators of the level of skills to diagnose the knowledge, skills and abilities of children by program sections

The data of fig. 11 show that 20% of teachers showed a high level, which is 12% more compared to the ascertaining stage of the study. The data obtained allow us to conclude that the methodological service needs to continue working in this direction to study the skills of educators to diagnose the knowledge, skills and abilities of children in sections of the program.

On fig. 12 shows the indicators of the level of proficiency in methods and techniques of work for each of the sections of the program at the ascertaining and final stages of the study.

Rice. 12. Indicators of the level of proficiency in methods and techniques of work for each section of the program

As for the level of proficiency in the methods and techniques of work in each of the sections of the program, 40% of teachers showed a high level, while 50% demonstrated an average level. This allows us to conclude that 90% of teachers have fully mastered the pedagogical methods and techniques, which made it possible to increase the overall professional level of the entire teaching staff.

Thus, the repeated diagnostics of the level of formation of pedagogical competence of teachers of preschool educational institutions led to the conclusion that the overall level of professional competence of teachers of preschool educational institutions has increased significantly, including at the expense of beginning teachers, with whom, as part of the methodological work, the project “School of a beginner specialist of preschool educational institutions” was developed and carried out. ".

The implementation of the project “School of a Young Specialist of the Preschool Educational Establishment” during the academic year made it possible to:

-to work out the content and methods of pedagogical support for the development of children, the interaction of parents and teachers of preschool educational institutions, learned during the period of study at the university in practice;

-to master techniques aimed at rallying the teaching staff and transferring pedagogical experience from one generation to another;

-contributed to the formation of optimal pedagogical communication between a novice specialist and members of the teaching staff, with children and their parents, including effective conditions for the successful professional development of a young teacher:

1.Involvement of a young specialist in active professional cooperation with members of the teaching staff.

2.Arming a young teacher with the experience of professional cooperation.

.Creation of an "optimistically humane atmosphere" for the pedagogical activity of a young teacher.

As a result, practical material was developed in the form of: “The Code of Ethics for a Young Specialist”, a memo for young professionals “Rules of behavior and communication of a teacher in a preschool educational institution”, recommendations “The culture of speech of a teacher”, the development of non-traditional forms of interaction with the family. The result of the work was the holding of a professional regional competition "Young teacher - a successful teacher."

table 8

The level of knowledge of teachers of the educational program of the preschool educational institution The level of self-control, generalization - their own ped. experience The level of knowledge of the program goals and objectives for each section of the program The level of knowledge of the content of the program for their age group The level of proficiency in methods of work techniques for sections of the program The level of skills in diagnosing knowledge, skills, skills of children in sections of the program Points (from 0-20) Points (from 0-9) Points ( from0-10)Points (from0-10)Points (from0-10)Points (from0-10)Voronova M.V.20910101010Pyankova A.V.2091091010Tarasova E.V.20810997Mironova O.V. V.1788776Leshakova N.V.1787675Sheveleva O.I.1677675Savanok Yu.Z.1676665Startseva Yu.Yu.1575645Vlasova S.M.1475543Andreeva O.P.

Thus, the work of the professional association contributed to the development of interest in the profession, the active development of methods of working with children and their parents, has a positive impact on the improvement of the professional activity of a young specialist, allowed educators who do not have professional education to receive elementary knowledge about the basics of pedagogy and psychology, to master fundamentals of pedagogical skills. During the period of study, young teachers realized the need to receive professional pedagogical education in order to realize themselves more fully in the profession and be confident in the future.

Conclusion

Thus, in conclusion of this work, the following conclusions can be drawn:

1.The professional competence of a preschool teacher can be defined as the ability to effectively perform professional activities, determined by job requirements based on fundamental scientific education and an emotional and value attitude to pedagogical activity. It involves the possession of professionally significant attitudes and personal qualities, theoretical knowledge, professional skills and abilities.

2.Working with teachers to develop professional competence ensures the stable work of the teaching staff, the full, comprehensive development and upbringing of children, the high-quality assimilation of program material by them in accordance with age and individual characteristics, as well as increasing the efficiency of the educational process of preschool educational institutions. In addition, preschool teachers are actively involved in city methodological associations, each teacher can realize their creative abilities in activities with children.

.All forms of development of the professional competence of a preschool teacher can be represented as two interrelated groups:

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

individual forms of methodical work (self-education, individual consultations, interviews, internships, mentoring, etc.).

4.The diagnostics of the level of formation of pedagogical competence of teachers of preschool educational institutions allows us to conclude that the previously chosen model of the methodological service of MDOU No. 38 did not allow to fully ensure the growth of pedagogical competence and the development of the creative potential of each teacher. There were difficulties in implementing the pedagogical process at a high level, taking into account the needs of pupils and the needs of the parent community, especially in relation to young educators, methodological work, in respect of which should be systematic and focused.

5.Based on the results of the diagnostic stage of the study at MDOU No. 38, during the 2012-2013 academic year, the project "School of a Young Specialist of the Preschool Educational Institution" was developed and implemented. When conducting classes within the framework of the implementation of this project, various methods were used: solving pedagogical situations, the method of simulating the working day of the educator, brainstorming, and solving pedagogical crossword puzzles. All this made it possible to clarify knowledge on a specific topic, to broaden one's horizons. Young specialists participated in the methodological work of preschool educational institutions, visited city methodological associations, discussed and analyzed, together with the senior educator and mentors, the experience of teachers of other preschool educational institutions in Yekaterinburg.

.The repeated diagnostics of the level of formation of pedagogical competence of teachers of preschool educational institutions led to the conclusion that the overall level of professional competence of teachers of preschool educational institutions has increased significantly, including by increasing the level of professional competence of novice teachers, with the participation of which, as part of the methodological work, the project was developed and implemented " School for a novice specialist of a preschool educational institution. The work of the professional association contributed to the development of interest in the profession, the active development of methods of working with children and their parents. It had a positive impact on the improvement of the professional activity of a young specialist, allowed educators who do not have a professional education to receive elementary knowledge about the basics of pedagogy and psychology, to master the basics of pedagogical skills.

Bibliography

1.Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated July 20, 2011 No. 2151 Moscow “On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education” // Rossiyskaya Gazeta dated November 21, 2011

2.Antsyferova L.I. Development of the personality of a specialist as a subject of his professional life // Psychological studies of the problem of forming the personality of a professional / Ed. V.A. Bodrova and others - M., 1991. - S. 27 - 43.

.Atmakhova L.N. Organization of the activities of the methodological service as a condition for the development of professional competence of teachers of preschool educational institutions: Dis. cand. Ped. Nauk: 13.00.07 Yekaterinburg, 2006. - 177 p.

.Afonkina Yu.A. Monitoring the professional activity of a preschool teacher: a diagnostic journal. - M.: Uchitel, 2013. - 78 p.

.Bagautdinova S.F. Features of methodical work in a modern preschool educational institution. // Management of the preschool educational institution. - 2010. - No. 3. with. 82 - 85.

.Belaya K.Yu. Methodical work in the preschool educational institution: analysis, planning, forms and methods. - M.: Prospect, 2010. - 290 p.

.Bespalko V.P. Fundamentals of the theory of pedagogical systems. - Voronezh, 1977. - 188 p.

.Bitina B.P. Pedagogical diagnostics: essence, functions, prospects // Pedagogy, 2010. - No. 6. - S. 61.

.Bondarenko A., Poznyak L., Shkatula V. Head of preschool educational institution. - M., 2009. - 144 p.

.Borisova O.A., Lipova I.V. How to help a teacher pass certification. Modern trends and technologies, analysis and expertise, consulting. - M.: Uchitel, 2013. - 245 p.

.Vagina L.A., Doroshenko E.Yu. The system of work of the school with young specialists. - Volgograd, 2011. - 443 p.

.Vasilenko N.P. Diagnostics and organization of methodical work. R\n Don. - M., 2012. - 380 p.

.Vasilyeva A.I. Senior kindergarten teacher. - M., Education, 2011. - 143 p.

.Vinogradova N.A., Miklyaeva N.V., Rodionova Yu.N. Methodical work in the preschool educational institution: effective forms and methods. - M.: Prospect, 2011 - 278 p.

.Volobueva L.M. Active teaching methods in the methodological work of preschool educational institutions. // Management of the preschool educational institution, 2012. - No. 6. - S. 70 -78.

.Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. - M.: TC Sphere, 2011. - 296 p.

.Demurova E.Yu., Ostrovskaya L.F. About kindergarten management. - M., 2010. - 151 p.

.Preschool educational institution: planning and methodological work: teaching aid / ed. T.A. Korobitsyn, B.Yu. Pakhomova - Arkhangelsk: JSC IPPC RO, 2010. - 265 p.

.Dubeykovskaya Ya. Stop. Personnel. HR management for the smart. - Yekaterinburg: Ural University Press, 2011. - 224 p.

.Dubrova V.N., Milashevich E.P. Organization of methodological work in the preschool educational institution. - M., 2009. - 109 p.

.Dubrova V.N. Organization of methodological work in a preschool institution / V.N. Dubrova, E.P. Milashevich. - M.: New school, 2010. - 128 p.

.Emelyanov Yu.N. Theory of formation and practice of improving communicative competence. M.: Education, 2010. - 183 p.

.Yesenkov Yu.V. Organizational and pedagogical system for managing the development of a professional educational institution. Abstract - Ulyanovsk - 2006. - 34 p.

.Zagvozkin V.K. Reforming teaching and learning based on a competency-based approach. On the materials of German sources / V.K. Zagvozkin // Competence-based approach as a way to achieve a new quality of education. M., 2003. - S. 184-198.

.Zvereva O.L. Parent meetings in preschool. Toolkit. - M.: Uchitel, 2011. - 55 p.

.Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: a methodological aspect. - M.: Uchitel, 2009. - 116 p.

.Ivanov D.A. Competence approach in education. Problems, concepts, tools / D.A. Ivanov, K.G. Mitrofanov. - M.: APK and PRO, 2011. - 101 p.

.Kodzhaspirova G.M. The culture of professional self-education of a teacher. - Moscow, 2010. - 390 p.

.Komissarova T.A. Human Resource Management: Textbook. - M.: Delo, 2011. - 334 p.

.Konarzhevsky Yu.A. Educational event: composition, structure, analysis. - Magnitogorsk: Magnitogorsk publishing house. state ped. inta, 1979. - 177 c/

.Kryzhko V.V., Pavlyutenkov E.M. Psychology in the practice of education manager. - St. Petersburg: KARO, 2010. - 176 p.

.Krymov A.A. You are a human resources manager. Profession? Craft? Fate? - M.: Berator - Press, 2009. - 321.

.Kudaev M.R. Methodology and methods of pedagogical research. Tutorial. - Maykop: AGU, 2009. - 209 p.

.Kuzmina N.V. Abilities, giftedness and talent of the teacher. - L., 1985.

.Levshina N.I. Informatization as a condition for the effectiveness of control and analytical activities // Management of the preschool educational institution, 2012. - No. 2. - S. 10-12.

.Losev P.N. Management of methodological work in a modern preschool educational institution. - M., 2011. - 152 p.

.Markova L.S. Management activities of the head of a social institution. - M., 2011. - 160 p.

.Miklyaeva N.V. Development program and educational program of the preschool educational institution: drafting technology, concept, 2012. - 176 p.

.Miklyaeva N.V. Innovations in kindergarten. - M.: Prospect, 2011. - 289 p.

.Miklyaeva N.V. Tests for assessing the professional readiness of preschool teachers: a methodological guide. - M.: Prospect, 2010. - 229 p.

.Nikishina I.V. Diagnostic and methodical work in preschool educational institutions. - Volgograd. 2011. - 156 p.

.Nikishina I.V. Diagnostic work in a preschool institution: experience, technology. - Volgograd, 2009. - 288 p.

.Nikishina I.V. Methodical work in the preschool educational institution: organization, management. - Volgograd, 2010. - S. 65-77.

.Nikishina I.V. Scientific and methodological support of new technologies in the system of methodological work. - Volgograd, 2009. - 178 p.

.Nikishina I.V. Methodological work management technology in an educational institution // Volgograd, 2009. - 209 p.

.Pakhomova E. Methodical Service: Modern Requirements and Ways of Transformation. // Methodist, 2012. - 145 p.

.Pozdnyak L.V., Lyashchenko N.N. Management of preschool education. M., Academy, 1999.

.Poznyak L. Fundamentals of preschool management. - M., 2011. - S. - 4-5.

.Poznyak L.V. Head of the management system of the preschool educational institution. // Preschool education, 2010. - No. 1 p. 55.

.Sazhina S.D. Drawing up curricula for preschool educational institutions. Guidelines. - M.: Uchitel, 2009. - 289 p.

.Samygin S.I., Stolyarenko L.D. Psychology of management. - R.n \ Don. 2007. - 512 p.

.Sterkina R.B. Preschool education in Russia. M.: AST, 2009. - 336 p.

.Tretyakov P.I., Belaya K.Yu. DOW management by results. - M., 2011. - 290 p.

.Troyan A.N. Management of preschool education. - M., 2011. - 151 p.

.Urvantsev L.P., Vasilyeva L.N. Psychological analysis of the communicative competence of the future doctor // Yaroslavl psychological bulletin-Yaroslavl, 2002. Issue 9. - P. 99-105.

.Falyushina L.I. Quality management of the educational process in preschool educational institutions. - M.: ARKTI, 2011. - 262 p.

.Fedorova N.V. Personnel management of the organization: Textbook. - M.: KNORUS, 2011. - 416 p.

.Cherednichenko I.P., Telnykh N.V. Psychology of management. R.n. / Don. 2011. p. - 608.

.Shamova T.I., Davydenko T.M. Management of the educational process in an adaptive school. // Pedagogical search, 2012. - №2. - S. 13 - 16

.Shchepotin A.F. An effective system of methodical work with teaching staff. // Vocational education, 2012. - No. 8. - S. 23-24.

.Yakovleva N.V. Psychological competence and its formation in the process of studying at the university (on the material of the doctor's activity): thesis ... cand. psychol. Sciences. Yaroslavl, 1994. - 178 p.

Competence is one of the forms of professional activity, which means the presence of knowledge and experience necessary for effective activity in a given subject area.

The preschool teacher should have the following social and professional competencies that will allow for the cognitive development of children:

1. Social competencies include the exchange of information between individuals, the statement of their interests and needs, the manifestation of tolerance towards other people and their opinions, the ability to work in a team and provide various assistance to other people, possessing emotional stability;

2. Cognitive competencies are expressed in independent processing and structuring of information, searching for new sources of information, concentrating on study or work, the ability to use acquired knowledge and skills in various situations;

3. Operational competencies - defining the goal and work procedure, the ability to resist uncertainty and uncertainty, the ability to make and implement decisions, summarize the results of work, determine the time schedule for work;

4. Special competencies include planning methods for solving a problem, exercising self-control, being active in professional activities, adapting to new situations, evaluating and adjusting plans, identifying errors and adequate ways to eliminate them.

So, professional competencies, being the foundation for introducing a competency-based approach into the pedagogical process, help the preschool teacher to integrate knowledge, skills and abilities in the implementation of innovative activities and the use of modern educational technologies in practice.

7. Professionally significant qualities of a preschool teacher

The preschool teacher is one of the mass modern pedagogical professions. It originated in the 17th and 18th centuries. In the modern sense, an educator is a person who carries out education, takes responsibility for the condition of life and development of the personality of another person.

The teacher must have: benevolent, sincere, sociable, kind, have a sense of humor, patience, be able to establish relationships with children, prevent and resolve conflicts, replenish their knowledge through self-education, must know the methodology of preschool education and education.

To effectively perform activities, a person must be attentive, responsible, responsive, patient, show a tendency to work with children. The educator must have a steady and voluminous attention. Also, the educator should have the nature of mental activity: verbal-logical memory, the nature of the goals of the activity: involuntary memory, the duration of the preservation of the material: short-term memory.

Communication qualities

We need a general culture and erudition, competent and intelligible speech, a well-trained voice, the ability to manage a team, high communication skills

Emotional-volitional qualities

Stress resistance, the ability to control one's behavior and emotions, a strong nervous system are necessary: ​​the work of an educator, although not accompanied by increased physical exertion, proceeds in conditions of constant psycho-emotional stress.

So, the educator, he himself must be a very smart, decent and kind person so that he can bring up more than one generation of children the same way.