Target: Development of curiosity and cognitive activity in children.

Tasks:

• To consolidate children’s knowledge about the inhabitants of the seas and rivers;
• Continue to introduce children to sea animals, their appearance, behavioral characteristics, adaptability to life in aquatic environment, nutritional characteristics;
• Enrich and activate children's vocabulary;
• Foster a caring attitude towards living things.

Educational areas: gaming, communicative, motor.

Equipment: illustrations with sea animals; globe, model of fish, steering wheel, shells, cut-out picture of a turtle.

Preliminary work: viewing illustrations on the topic: “Underwater world”, “Inhabitants of lakes and rivers”, reading educational literature, drawing, reading E. Permyak’s story “The First Fish”.

GCD move:

Educator: - Guys, today we will talk about the inhabitants of the seas and oceans. (Takes the globe). And I came to you not empty-handed, but with helpers ( Shows the globe). Guys, what is this?

Children: - This is a globe.

Educator: - What does the blue paint on the globe mean?

Children: - Seas and oceans are marked with blue paint on the globe.

Educator: - Seas and oceans take up 2 times more space than land. Guys, all seas and oceans are very deep. Even the highest mountain would disappear into the salty abyss.

Educator: - I suggest you go visit sea ​​creatures. Shall we go?

Children: - Yes

Educator: - And we will find out what we will go on the journey on after completing the task. In front of you is an easel with dots, each dot is marked with a number. Connect the dots with numbers in order from 1 to 11. And we will connect in a chain. What did you get?

Children: - We have a ship.

Educator: - That's right, it's a ship. And now we will board our ship and set off!

(Children take seats on a “ship” made up of chairs.)

Educator: - Are you seated? Let's hit the road! Look around carefully! I see the sea, it is blue - the sky is reflected in it, I see light waves. Let's depict the sea and waves. Bend your elbows in front of you, interlocking your fingers. Raise your elbows one at a time, making wave-like movements. What do you see?

Children: - answers

Educator: - The underwater world is a whole country! She is fascinating and very beautiful. Just like on land, animals and birds live there, trees and shrubs grow, fish, crabs, and octopuses live under water. What sea creatures do you know?

Children: - answers

Educator: - Guys, look, a sea creature has appeared on the horizon. (picture of a whale on the screen)

Children: - It's a whale!

Educator: - The whale is the largest animal in the world. It looks like a huge fish, but not a fish, but a mammal. They feed their young with milk. What do you know about the whale?

Children: - The whale is big. They live in water but breathe air. It feeds on small crustaceans.

Educator: - Look, who else do you see on the horizon?

(there is an image of a dolphin on the screen)

Children: - It's a dolphin!

Educator: - That's right, guys. What do you know about dolphins? - (children's statements).

Children: - Dolphins live in the sea, breathe air. They are smart animals. Dolphins love to play. They feed on fish.

Educator: Well done! Guys, do you know that whales and dolphins are mammals. They feed their young with milk. They live near the surface of the water, since they do not have gills, they need to swim up to take a breath of air!

Guys! Look at the bottom. Who is that flashing among the algae?

Children: - These are probably fish. (image on screen sea ​​fish)

Educator: - These are one of the most numerous and interesting inhabitants of the water. They live in lakes, seas, oceans and even aquariums.

Children: - What beautiful fish!

Educator: - Fish are aquatic animals. They adapt very well to different conditions. They breathe using gill slits. Fish are common in both salty and fresh waters. You are familiar with such names of fish as: swordfish, sawfish, soldier fish, zebra fish, hedgehog fish, rhinoceros fish, elephant fish, butterfly fish, angel fish (images of the called fish appear on the screen)

What kind of fish do you know?

Children: - Flounder, navaga, herring, crucian carp, pike...

Educator: - Guys, let's make a stop and drop anchor. That's where the island appeared. Let's go out to the island, look here for pictures of fish. We need to divide them into marine and freshwater. We divide into two groups. One group is looking for sea fish, the other is looking for sea fish. Well done! We check each other. Everything is correct!

Oh, guys, look, here some animal was crawling onto land. Who could it be? Try to collect parts of the pictures around the island and recognize this animal. ( Children are looking cut pictures and collect an animal - a turtle). Who is this?

Children: -This is a turtle.

Educator: -What can you say about the sea turtle?

Children: - Turtles are very ancient animals. They are sea and land.

Educator:- Do you guys know that May 23 is World Turtle Day? Among sea ​​turtles There are also predators. Turtles spend their lives in the water, feeding on fish, crabs, squid and sea ​​urchins. Turtles lay eggs in the sand on the seashore.

Educator: - And now we’re on our way again. To the ship! Raise anchor! Guess who I saw this time?

It will swallow everyone wholeheartedly.

This fish is an evil predator,

Showing her teeth, she yawned

And went to the bottom...?

Children: - Shark.

Educator: - Of course, it's a shark. (there is an image of a shark on the screen). What do you know about sharks?

Children: -A shark is a predator. Sharks are large, fast, toothy fish. They are very voracious and mobile.

Educator: - What sea predators do you know?

Children: - Starfish, sea urchin, octopus.

Educator: - Guys, look carefully at the moans. Don't you see anyone? Then guess what next sea creature I discovered:

For myself at the bottom of the sea

He builds a house with his claws.

Round shell, ten legs.

Did you guess it? This..?

Children: - This is a crab.

Educator: - Right. (there is an image of a crab on the screen). The crab's body resembles a smooth thick cake with small eyes and short antennae. The crab does not know how to swim, but it quickly runs sideways and walks along the bottom of the sea. It has 10 legs: 8 are used for movement, and the two front ones have turned into claws. With their help, he protects himself from enemies and cuts his food into pieces, then putting it into his mouth. Crabs collect garbage and clean the seabed. Traveling along the bottom, crabs are forced to hide from predators and camouflage themselves. They put pieces of algae on themselves, often collect everything that gets into their claws - empty shells, glass fragments, fish heads - and put them on their backs. Such “scenery” perfectly camouflages the crab. When a crab is in danger, it exposes its back to the predator with trash. I suggest you guys make a stop. Swim in the sea. Jump into the water!

Game "The sea is agitated once"

( children freeze in pose starfish, crab, shark)

We swim out of the water and onto the ship. It's time for us to return home. And here's the last riddle for you:

Guess what kind of horses

Are they rushing into the sea from the chase?

I was able to hide in the algae

Little sea...?

Children: - This is a hobby (there is an image of a seahorse on the screen).

Educator: - Well done! Why was he called a skate? - ( children's reasoning: looks like a knight chess piece).

Educator: - An unusual inhabitant of the sea is the seahorse. In fact, they are fish, and they were named so because their body shape is similar to a chess knight. Seahorses live in thickets of sea grass. They hide in it. Each has a tube mouth. They are good parents: dads have bags on their stomachs, there is a little danger, the fry hide in them.

Educator: - Well, let's head back home. Let's wave to the sea creatures and promise to see them again. We leave the ship. Did you enjoy the trip?

Children: - Yes, I liked it.

Educator: - Amazing! I suggest you color the animal you like. Come to the table and choose a coloring book.

(coloring coloring books)

Target: the formation of primary ideas about the properties and relationships of objects in the surrounding world (numbers and figures 1, 2, 3, 4, 5; correlation of the number of objects with a number; location of objects in relation to oneself).

Tasks:

1. Strengthen the skills of ordinal counting (within 5);

2. Correctly answer the questions: “how much?”, “what number?”;

3. Learn to correlate the number with the number of objects;

4. Indicate in words the position of an object relative to yourself on the screen ();

5. Continue to teach how to solve mathematical riddles;

6. Consolidate knowledge about geometric shapes circle, square, triangle, rectangle, oval, teach to see geometric shapes in objects;

7.develop the ability to understand learning task and do it yourself;

Equipment:“Pinocchio” doll toy, envelopes with tasks, numbers, projector with a board.

Handout: numbers, geometric shapes.

Methodical techniques:

Questions;

Exercises;

Tasks.

Technologies used: health-saving, gaming, (quest technology) .

The circle is wide, I see

All my friends stood up.

We'll go right now

Now let's go left

Let's gather in the center of the circle,

And we will all return to our place.

Let's smile, wink,

And we'll start playing.

There's a knock on the door.

Educator: Guys, I’ll go and see who came to us. Look, did you find out who came to us?

Children: Pinocchio.

Educator: That's right guys, this is Pinocchio.

Educator: Let's say hello to Pinocchio and ask why he came to us?

Educator: The guys, Pinocchio, says that he came to us so that we could help him complete the tasks that Malvina asked him.

Educator: Do you guys want to help?

Children: Yes.

Educator: Pinocchio, where are the assignments? Malvina hid and gave a map with which to find envelopes with tasks and complete them. Therefore, he came to us and asked us to help him find these envelopes and complete the tasks that Malvina had given him.

Let's take the map from Pinocchio and help.

Educator: Are we looking for the number one on the map?

Children: on the table

Educator: open the envelope with the number one, open it and read: there is a very interesting task here - counting.

Pinocchio, look at the animals sitting on the table, count how many animals have come to visit?

Pinocchio says four.

Educator: Right guys?

Children: No.

Educator: Guys, let's teach Pinocchio how to count, let's count how many animals have come to the clearing?

Children think:(One, two, three, four, five. Total 5 animals.)

Educator: How did we know?

Children: counted.

Educator: How many Stepa animals are there in total?

Children: There are five animals in total.

Educator: Dasha, how many animals?

Dasha: Five Beasts

Educator: Arisha, what kind of dog is sitting?

Children: fifth

Educator: Styopa, tell me what number the bunny is sitting?

Children: fourth Well done.

Educator: Varya, what number is the bear sitting?

Children: third.

Educator: What kind of fox is sitting?

Children: second.

Educator: Dasha, which squirrel is sitting?

Children: first.

Educator: Well done boys.

Educator: Pinocchio, have you learned to count?

Educator: We are looking for the number two on the map. Who found where it was drawn? On the screen

Let's go look for the envelope with the number two, and here we open the envelope with the number two and read Malvina's assignment. Guys and you Pinocchio, look at the screen and tell me what number needs to be found so that it corresponds to the number of puppies on it. Slide No. 1

Children: Number two.

Educator: Why two?

Children: because there are two puppies on the screen.

Educator: Well done. Find the number two.

Educator: Pinocchio, do you know what number needs to be found here so that it corresponds to the number of hedgehogs on it. Pinocchio says four. Slide No. 2

Children: Number three.

Educator: Why three?

Children: because there are three hedgehogs on the screen.

Educator: Find the number three, well done.

Educator: What number must be found so that it corresponds to the number of mushrooms on it. Slide No. 3

Children: Number five.

Educator: Why five?

Children: because there are five mushrooms on the screen.

Educator: Find the number five, well done, did we teach Pinocchio to find numbers? Educator: Now what number needs to be found so that it corresponds to the number of bears on it. Slide No. 4

Children: Number three.

Educator: Why three?

Children: because there are three bears on the screen.

Educator: Now what number needs to be found so that it corresponds to the number of butterflies on it. Slide No. 5

Children: Number four.

Educator: Why four?

Children: because there are four butterflies on the screen.

Educator: Well done boys.

Educator: Now let's take a rest.

Physical education minute.

We believed, we believed

We're very tired.

They clapped their hands, once, twice, three (clap their hands at the adult’s count).

They stamped their feet once, twice, three times (steps in place).

They sat down and stood up; stood up, sat down,

And they didn’t hurt each other. (squats).

We will rest a little (torso turns).

Educator: We are looking for the number three on the map, where should we go? There is an envelope with the number three on the board, look guys, open it and read Malvina’s task “Where the objects are located” And now, I want you guys to show and teach Pinocchio where the objects are located.

Educator: What object is located in the middle?

Children: cube

Educator: Alice, what object is located in the upper right corner?

Children: ball

Educator: Varya, what object is located in the lower left corner?

Children: doll.

Educator: Stepa, what object is located in the lower right corner?

Children: bucket.

Educator: Dasha what object is located in the lower right corner

Children: car..

Educator: Well done guys, you did it. We are looking for the number four on the map, where should we go? On the table near the flowers. Let's go, open and read Malvina's task. "Tricky puzzles"

Seryozha has a pencil

And one more - from Dasha.

How many kids have

For two pencils?

Answer: Two

Misha has two cubes,

Natasha has three.

You are all these cubes

Count quickly.

How many abs do two girls have? (Five)

A hedgehog was walking through the forest and collecting mushrooms: two under a birch tree, one near an aspen tree. How many will there be in the basket? (3).

Educator: Well done guys, they completed the tasks, and Pinocchio learned to solve tricky problems. We are looking for the number five on the map, where should we go? We take the fifth envelope, open it and read Malvina’s task. “Find out what the figure is.”

Educator: Did Pinocchio tell me what these figures are? geometric. You said correctly?

Children: Yes

Educator: Name what geometric shapes you see?

Children: Circle, square, triangle, rectangle, oval. Well done.

Pinocchio loves to play with geometric shapes. With which? You will find out if you guess what shape an object resembles (for the “What does it look like?” teacher shows cards with pictures of a clock, a ball, a carrot, a TV and a refrigerator, and the children guess what geometric figure these objects resemble).

Educator: Pinocchio, I loved playing so much , he wants you to pick out patches for his boots. Game "Pick up a patch."

Invite the children to choose a patch for each boot.

Educator: Guys, have we completed all of Malvina’s tasks, have we found all the envelopes with tasks on the map? They were friendly and helped Pinocchio.

Let's remember what tasks we performed together with Pinocchio?

Children's answers: counted, found numbers, solved mathematical riddles, played with geometric shapes

Educator: You see, Pinocchio, how much our guys know and can do. Stay, Pinocchio, with our guys and they will teach you everything. Guys, will you teach, Pinocchio? (Yes).

In the educational space of modern Russian society significant innovative changes are taking place, which are due to social orders and the annual increase in demand state institutions education, especially preschool educational institutions. Their goal is to increase competitiveness Russian education and the social and innovative potential of society as a whole.

There is no more honorable profession than that of a teacher, no work is more difficult and responsible than his work.

The modern rhythm of life requires continuous professional growth, a creative attitude to work, and dedication from the teacher. A real teacher has professional teaching skills and knowledge, innovative technologies training and education. Personal qualities, attitude towards life, colleagues, children and people in general play an important role.

Due to changes in the education system, there is an urgent need for high professional specialists capable of flexibly responding to ongoing changes, forward-thinking, ready to take responsibility for the proposed solutions and implemented projects, specialists ready to carry out pedagogical activities in the organization of preschool education. Great hopes are placed on graduates of higher and secondary pedagogical educational institutions.

However, in Lately the number of young professionals coming to preschool institutions is very small. A special feature of the work of young beginning teachers is that from the first day of work they have the same duties and bear the same responsibilities as educators with many years of work experience, and parents, administration and work colleagues expect the same impeccable professionalism from them.

From work experience, I note that many young educators worry about their own inability to interact with students and their parents; they are afraid of criticism from the administration and experienced colleagues, they are constantly worried, they are afraid of forgetting something, of missing out on important points professional activity. Such a teacher is incapable of creativity, much less innovation. To prevent this from happening, young educators need targeted help, creating the necessary organizational, scientific, methodological and motivational conditions for their professional growth and easier adaptation to the team.

The professional adaptation of a beginning teacher largely depends on the psychological climate in the preschool educational institution, management style, professional personal maturity of each teacher, working conditions, etc.

Professional adaptation of a beginning educator in the process of his entry into the educational environment will be successful if:

ü professional adaptation of the teacher is carried out in continuous connection with the process of his personal and professional development, and is determined by the methodological work of the institution;

ü in the organization of pedagogical work there is maximum consideration of personal characteristics and the level of professional training, active support for the personal and professional growth of the teacher;

ü material and technical support of the educational process meets modern requirements and helps the teacher implement innovative approaches.

The initial period of entry into the professional environment is specific in its intensity and importance for the personal and professional development of a beginning teacher. How this period goes will determine whether the newly minted teacher will become a professional, whether he will remain in the field of education or find himself in another field.

During the first three years of teaching activity, a novice teacher acquires initial practical teaching experience and masters basic professional skills. It is during this period that one of the leading activities of a novice teacher changes: educational activities replaces “production” - pedagogical, which has characteristics:

ü pedagogical activity does not allow discounts for insufficient qualifications: high and stringent requirements for professional competence on the part of educational environment valid from first to last day work;

ü the teacher does not have the opportunity to stop the pedagogical process, delay it in order, for example, to receive advice;

ü the work of a teacher is a creative process, therefore, in the work of a teacher there are no repetitions that require repeated patterns of behavior;

ü pedagogical activity often requires an instant, but professionally verified reaction;

ü a significant period of manifestation of the final results of teaching activities and the high cost of mistakes made;

ü constant work under conditions of a high level of uncertainty (with similar initial conditions and similar technologies used, the final results of activities may be different);

ü the significant importance of the teacher’s internal motivation (this is partly due to the limited possibilities of external motivation).

To ensure that adaptation does not take too long, and that a novice teacher does not develop feelings of uncertainty, inferiority, and pessimism, timely provision of real support and assistance is necessary.

Work with beginning teachers in our institution is planned taking into account:

Level of basic education;

Individual characteristics;

The level of professional needs of the teacher;

Having work experience.

Various forms of work are used:

ü consultations;

ü seminars;

ü practical classes;

ü methodological associations;

ü business games;

ü creative living rooms, workshops.

In our preschool educational institution, work with beginning teachers is carried out in two directions:

1. Beginner teacher - senior educator. The senior teacher creates conditions for easy adaptation of the novice teacher at work; provides the necessary methodological literature, materials forward planning, didactic materials, manuals, provides the necessary advisory assistance.

2. Beginning teacher - colleague. A novice teacher is assigned a teacher-mentor who provides support.

The key point in this issue is the activity of teacher-mentors.

We have been practicing mentoring for a long time. And if earlier we worked with young specialists who came to us after graduating from higher and secondary specialized educational institutions, now we have to reorient ourselves to beginning educators who have received preschool education by correspondence or have undergone professional retraining under the “Theory and Methods of Preschool Education” program. Therefore, work with novice teachers has to be reconsidered.

The purpose of mentoring in preschool educational institutions- providing assistance to beginning teachers in their professional development; formation of personnel in preschool educational institutions.

Tasks of mentoring in preschool educational institutions dictated by the need:

ü to instill in beginning teachers an interest in teaching and secure them in preschool educational institutions;

ü accelerate the process of professional development of a teacher, develop his ability to independently and efficiently fulfill the duties assigned to him in his position;

ü contribute to the successful adaptation of beginning teachers to the corporate culture and rules of behavior in preschool educational institutions;

ü organize psychological and pedagogical support and assistance to novice teachers:

In design and modeling educational activities;

Designing the personality development of each child and the children's team as a whole;

Formation of skills to choose theoretically justified means, methods and organizational forms educational activities;

Formation of skills to determine and accurately formulate specific pedagogical tasks, model and create conditions for their solution;

Formation of the level of professional activity and pedagogical position.

In accordance with the purpose and objectives, a plan for interaction between the teacher-mentor and the novice teacher is developed.

Training is carried out in different forms Oh:

On-the-job training;

Participation in the work of the methodological association of preschool educational institutions;

Self-education, including independent study of the educational program;

Viewing open classes of the teacher-mentor and colleagues;

Solution and analysis of pedagogical situations;

Practical training - drawing up detailed plans - lesson notes, etc.

Various forms of work with a beginning teacher contribute to the development of his cognitive interest in the profession, mastering techniques for working with children and their parents, and have a positive impact on the growth of his professional significance.

If an educational institution has built a system of methodological and managerial support for beginning teachers, then their outflow from institutions is minimal.

Methodological association of preschool educational institutions as a factor in the development of professional competence of teachers in a preschool educational institution.

senior teacher of MADO No. 185

Relevance. Federal state standard preschool education places high demands on preschool education, including the professionalism of educators working with children preschool age. Therefore, the system of advanced training for preschool teachers today is more in demand than ever. How to organize work to improve the professional competence of teachers is decided in each preschool educational institution, depending on the teaching staff of the preschool educational institution.

In our educational institution, we encountered a number of problems :

Young specialists do not come to work at the institution (a decrease in the number of graduates of preschool education faculties of pedagogical universities and colleges);

A significant increase in the number of teachers who do not have special (preschool) education (in the institution, the majority of teachers are subject teachers);

Insufficient activity of teachers, lack of interest.

And as experience and the results of the diagnostics show, not all educators fully realize the creative potential of their profession, and the educational process often turns into the reproduction of memorized methods and techniques without taking into account the individual abilities of the child. But modern educator must combine such qualities as initiative, creativity, independence, self-confidence, and motivation for continuous learning. He must plan his activities, following the child, observing his development. Since creativity is of great importance for the development of a child’s personality, the level of creative potential of teachers was investigated. Diagnostics were carried out at the beginning and end of the year. I used the “Your Creativity” test. I was guided by him when choosing forms of work.

Theoretical justification of the experiment. Analysis of the real situation and psychological and pedagogical literature showed that the modern educational situation requires the search for new approaches to improving the qualifications of teachers.

According to A.K. Markova, professionally competent work is the work of a teacher in which pedagogical activity, pedagogical communication are carried out at a sufficiently high level, the personality of the teacher is realized, in which good results are achieved in the training of students. And K.Yu. Belaya believes: “the interaction of management subjects is carried out through the specialization of functions with their simultaneous integration. Leadership at this level is based primarily on personal contacts, is carried out taking into account individual characteristics and is not formal.”

Work system. I was faced with questions: “What should we prioritize for innovative transformations?” “What incentives should be used to improve the quality of professional competence of teachers?” “How to unite employees and direct them in a single direction?” The leadership addressed the staff at one of the pedagogical councils with these and many other questions.

As one of the ways to solve the problems that arose, the formation of a methodological association on the basis of a preschool educational institution was put forward, where each employee of the institution would have the opportunity to self-realize their professional qualities. I considered the methodological association of preschool educational institutions as an effective form of professional development for teachers, ensuring the creation of an information space for the exchange of teaching experience and improving the level of professional skills of each teacher. The use of methodological integration in working with teachers allows us to avoid over-organization, monotony of forms and methods, when explanatory and illustrative methods predominate, and teachers become passive listeners of consultations and seminars.

While organizing the work of the methodological association of preschool educational institutions, I pursued target: creating a team of like-minded people, uniting the efforts of teachers to improve the quality of the educational process; improving the skills and qualifications of teachers, generalizing and introducing advanced pedagogical experience.

Objectives of the methodological association:

1. Organize information and methodological assistance.
2. To create motivation among teachers for joint activities, to strengthen the sense of cohesion.
3. Include teachers in scientific, methodological, experimental and pedagogical activities.
4. Create an information and pedagogical bank of achievements, popularize and disseminate advanced pedagogical experience.
5. Increase the quality and efficiency of the educational process, maintaining the health of preschoolers.

The methodological association has been working in our institution for several years and is a set of activities based on the achievements of science and advanced pedagogical experience. The main principle of the methodological association is voluntariness.

The pedagogical council approved the regulations on the methodological unification of preschool educational institutions and organized a group of interested teachers who wanted to study the proposed topic. The group included educators and specialized specialists from the institution. Problematic issues that they would like to study during the year and the frequency of meetings of the methodological association were discussed with them. A work plan for the Ministry of Defense was drawn up.

During the year, four meetings of the methodological association of teachers are held. At the first meeting, the work plan for academic year, and teachers become familiar with regulatory documents and the theoretical aspect of the issue. At subsequent working sessions, a practical demonstration of activities is carried out followed by discussion, problematic issues are considered, practical materials and recommendations are developed, and homework is given for teachers. At each subsequent meeting, homework is reviewed and new issues are discussed. At the final (final) meeting, the work of the methodological association for the year is analyzed, the product of joint activities is presented, and the main directions of work for the next academic year are discussed.

In the first years of the methodological association's work, passivity, lack of interest, and insufficient activity of teachers in the work of methodological associations were observed. The desire to overcome this trend has prompted the search for new active forms and methods of working with teachers that promote the development of creativity and professional skills.

Traditional forms of work, in which the main place is given to reports, have lost their importance due to low efficiency and insufficient feedback. Practice has shown that the final result of any methodological activity will be high if various methods of involving each teacher in active work are used during its preparation and implementation.

For the last two years we have been working on the problem of “Creating an educational environment that promotes the preservation and strengthening of children’s health.” The topic was not chosen by chance; firstly, this problem is relevant for educational institutions. Secondly, physical development and the formation of a culture of health is a priority in the work of our institution.

My task, as the organizer of a methodological association, is to create an environment, the necessary conditions for self-realization, where every teacher would participate in creative search. Therefore, special attention is paid to the choice of forms of work. Along with traditional ones, we also used active forms of work:

• methodological association - presentation;
• joint viewing of the webinar by V. Parshina “Use of outdoor games in various activities”;
• master class “Building skills healthy image life of preschool children in preschool educational institutions";
• round table “Formation of healthy lifestyle skills in children and their parents”;
• business game “Organization of interaction between the teaching staff of preschool educational institutions on the issues of preserving and strengthening children’s health”;
• pedagogical crossword;
• workshop “Effective methods of healing”;
• search and creative tasks (development of the project “I will save my health, I will help myself”, quizzes on healthy lifestyle for older preschoolers, etc.).

Such forms of holding meetings of the methodological association provide psychological comfort for teachers, take into account the individual and personal qualities of the participants, their professional level, public speaking skills, abilities, and psychological readiness.

For example, in the business game “Organization of interaction between the teaching staff of a preschool educational institution on the issues of preserving and strengthening the health of children,” teachers systematized their knowledge on the problem and were able to better connect theory with practice.

When discussing the problem of developing healthy lifestyle skills in children and their parents, teachers were able to find new, more effective forms of joint work (with children and parents) and draw up a memo indicating these forms.

The work of the methodological association involves holding open events with children. These include different kinds educational activities, both specially prepared and educational activities in special moments (physical development classes with fitballs, outdoor activities in the form of outdoor games, gymnastics after a nap, a healthy lifestyle quiz, etc.). Here it is important to include the teacher in the discussion of the event. To do this, a variety of observation punch cards are used, which help teachers make the analysis more diverse.

Effective job analysis is facilitated by using the incomplete sentence method:

I saw that...

I was surprised that...

I like it…..

I have a question…

Over the two years of work of the methodological association on this topic, there was accumulated following:

1. A legal framework on the problem has been created.
2. A quiz on healthy lifestyles was developed and conducted with older preschoolers.
3. A memo for educators “Effective forms of working with parents on healthy lifestyle” has been developed.
4. A plan-program for introducing parents to a healthy lifestyle has been developed and is being successfully implemented.
5. A joint plan of an instructor and educational psychologist “Look for the keys to happiness in the family” has been developed and is being successfully implemented.
6. Plans have been developed for outdoor physical education in a playful way for all age groups.

Results. The following indicators can be identified as signs of the successful operation of a methodological association of preschool educational institutions:

Teachers demonstrate fairly open and sincere behavior;

A friendly background of interaction prevails in relationships;

Relations are built on the principles of cooperation and mutual assistance;

The motivational environment of the institution's teachers is characterized by the desire to improve forms and methods of work, a focus on improving their professional level;

The indicators of creative potential and creativity of teachers have increased.

This was shown by the results of the survey “Teachers’ satisfaction with the opportunity to demonstrate and realize their professional and personal qualities.” In addition, among the teachers of the institution there is a high motivational readiness for advanced training. Over the past two years, the number of teachers certified for the highest and first qualification categories has increased (as of September 1, 2019, 61% of teachers were certified).

Achievements: The meeting of the methodological association in the form of a business game was presented as part of the institution’s participation in the city show - competition “Small Country” in 2017 and was highly appreciated by the jury. The institution is the winner of the review competition (I degree Diploma) in the category “Kindergarten - the best workshop of teaching staff.” In 2018, with work experience, she participated in the city competition of methodological skills, in the category “Best methodological association of a preschool educational institution.” In March 2019, on the basis of preschool educational institutions, a methodological association was held for deputies for VMR and senior educators on this issue. In 2018, the institution joined the All-Russian physical culture and sports movement “Ready for Labor and Defense.” Teachers of the institution and preschoolers aged 6-7 years fulfill the GTO standards and receive gold, bronze and silver badges.

Thus, the work done allows us to conclude that the methodological association of preschool educational institutions is a school for improving the professional skills of teaching staff, an information space for the exchange of teaching experience. Recommendations developed based on the results of the activities of methodological associations help improve the quality of the educational process and improve work with parents.

Perspective:

Further development and effective use of the institution’s pedagogical potential;

Replenishment of the bank of ideas and innovations;

Increasing the level of personal and professional readiness of teachers to use effective developmental technologies in the upbringing and training of preschool children.

Literature.

1. Belaya K.Yu. Methodological work with preschool educational institutions: analysis, planning, forms and methods. M., 2010
2. Volobueva M.V. Work of a senior preschool teacher with teachers. M, 2008
3. Denyakina A.M. New approaches to the management activities of preschool educational institutions. M., 1997
4. Kochetova N.A. Directory of the senior educator. Volgograd, 2015
5. Rozhina T.V. Organization of a methodological association of educators. //Methodist, 2015

Under project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions by students with the obligatory presentation of these results.

The essence of the project method- stimulate children's interest in certain problems that require possession of a certain amount of knowledge, and through project activities show the practical application of the acquired knowledge.

Main goal The project method in preschool educational institutions is the development of the child’s free creative personality, which is determined by developmental goals and objectives research activities children.

Project method- one of the teaching methods that promotes the development of independent thinking, helping the child to develop confidence in his own capabilities. It provides for a system of education in which children acquire knowledge and master skills in the process of completing a system of planned practical knowledge. This is learning through doing.

Project method- this is a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another. This is a set of techniques and actions of children in their specific sequence to achieve a given task - solving a problem that is personally significant for children and framed in the form of a certain final product.

In the educational process of preschool educational institutions, project activities are of the nature cooperation , in which children and teachers of preschool educational institutions, as well as parents and other family members take part.

Projects are implemented in a playful way, children are involved in various types of creative and practically significant activities.

The project is the “5 Ps”

• PROBLEM(significant task),
• DESIGN(action plan, product selection, presentation form),
• SEARCH information (search and collection of material),
• PRODUCT ( result of work, product),
• PRESENTATION(presentation of product, result).

Project development algorithm

	Tasks	Stages
Initial (goal setting)	Defining the problem (topic)	Clarification of available information, discussion of the task
Planning	Problem analysis. Identification of information sources. Distribution of roles in the team.	Formation of tasks, accumulation of information.
Project implementation	Project implementation.	Work on the project, its design.
Project protection	Preparation for defense. Explanation of the results obtained, their evaluation.	Project protection. Participation in collective assessment of project results.
Evaluation of results	Analysis of project implementation, achieved results (successes and failures).	Summarizing. Defining tasks for new projects.

Project classification

• by target setting,
• according to the composition of participants,
• by topic,
• according to implementation deadlines,
• by content.

Types of projects

1. Research and creative: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design. For example, “Nature is our home”, “How people stock up”, “Transport in our lives”, “Animals and humans”, “Let’s get to know each other”, “World of water”, “Breath and health”, “Nutrition and health” .
2. Role-playing games: with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way. For example, “Favorite toys”, “In our boring garden”, “Fairytale bird”, “Secrets of grandma’s chest”, “The ABC of health”, “Secrets of Ilya Muromets”, “Heroes of the Russian land”, “Visiting a fairy tale”.
3. Information-practice-oriented( children collect information and implement it, focusing on social interests(decoration and design of the group, stained glass windows, etc.).
4. Regulatory ( projects to create norms of behavior):

• prohibiting,
• positively normalizing,
• rule-making - leading to the creation new normal and supporting the initiative of the preschooler

By number of participants:

1. Intergroup(“Seasons”, “World of Animals and Birds”).
2. Group(“Fun Astronomy”, “Underwater World”, “Know Yourself”).
3. Individual(“Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”).

By duration:

• short-term(one or more lessons),
• average duration (up to 1 month)
• long-term(up to six months or a year).

Project activities promotes the development of children's thinking, imagination and speech only when the teacher strives contain the problematic situation.

This is precisely what distinguishes project activities from productive activities in which a problematic situation is resolved as quickly as possible.

The sequence of the teacher’s work on the project:

• the teacher sets a goal based on the needs and interests of the child;
• involves preschoolers in problem solving;
• outlines a plan for moving towards the goal (maintains the interest of children and parents);
• discusses the plan with families at parent-teacher conferences;
• turns to preschool specialists for recommendations;
• makes a plan together with children and parents? project implementation plan;
• collects information and material;
• conducts classes, games, observations, trips (events of the main part of the project),
• gives homework to parents and children;
• encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.);
• organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;
• sums up the results (speaks at the teachers' meeting, summarizes work experience).

Thus, in project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.

Without play there is not and cannot be full-fledged mental development. the game is a huge bright window through which spiritual world The child receives a living stream of ideas and concepts. a game is a spark that ignites a fire of inquisitiveness and curiosity.

V.A. Sukhomlinsky

Preschool childhood- This is a period of intensive development of all mental processes. One of the most important processes is thinking. What is thinking? Thinking is the process by which a person solves a given problem. Thinking is closely related to speech; with the help of thinking we gain knowledge.

In preschool children, the main types of thinking are visual-effective thinking and visual-figurative thinking. On the basis of imaginative thinking, the prerequisites for logical thinking are formed.

What is logical thinking?

Logical thinking is thinking through reasoning or constructing cause-and-effect relationships. Logical thinking is formed on the basis of figurative thinking and is the highest stage of development. The development of logical thinking should begin in preschool childhood.

Maslenitsa is a holiday that has been preserved since pagan times.
The custom of celebrating Maslenitsa dates back to ancient times - welcoming spring and seeing off winter.
Among the people, Maslenitsa has always been a fun time.
It was customary to celebrate Maslenitsa by sledding down the icy mountains, lighting bonfires....

8

Assessing the quality of preschool education

Dear Colleagues! Currently, much attention is paid to assessing the quality of preschool education. What do you think is more convenient to use: an individual child development map or monitoring the assessment of pedagogical influences? FIRO RANH and GS offers tools for...

39

May 3 - World Sun Day

Bella Akhmadulina
"Here is the sun"

Here's the sun
stood up on my toes,
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Him to be dark
not appropriate.
The sun was coming up
to the city of the sun.
And the air was clear
early,
shining through from within.
Tbilisi stood like Irakli,
at the ancient fortress of Nari.
Was the weather like this...

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Computer or book?

Computer or book? What choice do parents of younger preschoolers prefer for the development of their beloved children? Both a book is a medium of information and a computer is a medium of information. Is it possible to eliminate the printed version of books from the lives of children?

20

Open Day

In our kindergarten Open Days are held. All teachers are getting ready. But parents almost never come, we say at work. Please share your experience and how you organize such events.

27

Our preschool educational institution is closed for repairs, we are teachers on vacation, every time I think that I’ll be going to work soon, my hair stands on end and this is the reason. I have 9 years of experience, I have worked in more than one garden, but this is the first time! My retired replacement hired me to work with her quite recently, and as soon as I was assigned, she immediately said, “I can’t work with you...

6

Test "Theory and methodology of preschool education within the framework of the implementation of the Federal State Educational Standard"

FREE TESTING AND CERTIFICATE FOR TEACHERS

Formation of a pedagogical community in preschool institution- resource center.

In the context of modernization of the entire education system in Russia, the basis of modern preschool pedagogy should be the community of children, teachers and parents, as well as the network interaction of teachers and educators of various qualifications from all departments of the educational institution.

Individual efforts of individual teachers will not bring the desired success if they are not coordinated with the actions of other teachers, if there is no unity of action.Pedagogical activity is collective in nature, and its results largely depend on the combined efforts of the entire staff of the educational institution. With this team approach, a team of like-minded people is formed who are interested in selecting the best ways to raise and educate children.

Under certain conditions, the majority of team members are able to reach the level of the teaching community. So what is community? According to S.I. Ozhegov: “COMMUNITY is an association of people, nations, states that have common interests and goals.”

One example of a pedagogical community could be the Resource Center - this is the coordinator of the network interaction of the various types educational institutions (experimental sites different levels, innovation networks, mass educational institutions, scientific institutions in the field of education, etc.)

The purpose of organizing network interaction is to develop the innovative potential of preschool educational institutions.

The work of our Resource Center in GBOU kindergarten No. 2458 SZOUO “Bilingual child - dialogue of languages ​​and cultures” is being built within the framework of a joint pilot project of the Moscow Department of Education and UNESCO"Moscow education: from infancy to school."

The main area of ​​work of the Resource Center: organization of preschool education of children in bi- and multilingual conditions.

Purpose of the project:development of a model for the functioning of preschool educational institutions.

Project implementation objectives:

1. Develop recommendations for the creation of a unified educational space of the subject environment of preschool educational institutions with the inclusion of a multicultural component;

2. Develop and test the content of educational and educational work;

3.Identify effective forms of cooperation between preschool educational institutions and multinational families of pupils;

4.Work out the forms and methods of interaction between preschool educational institutions and various organizations.

When creating the Resource Center, we relied on the theoretical foundations and practical experience of our preschool educational institution in forming a team of like-minded people - the teaching community.

We have accumulated resources:

1. Methodicallye,

2. Educationale,

3. Informationale,

4. Social and legale.

We studied the existing foreign and domestic experience in this direction.

Today our Resource Center is a multi-level system of providing resource assistance to design and creative teams.

Scientific director of the resource centerILevel I - Buzuk L.A. (GBOU No. 2458).

Design and creative group: GBOU kindergarten No. 2578, GBOU kindergarten No. 2244, GBOU kindergarten No. 1837, GBOU kindergarten No. 2409.

Our Resource Center – organizational structure, a pedagogical community that brings together people to work for the development of metropolitan education.

Our goals:

1. Improving the quality of preschool education through the accessibility and openness of the results of the work of our Resource Center and preschool educational institutions included in the network.

2. Improving the professional level of teachers of the Resource Center;

3. Creation of a single educational space in each preschool educational institution: adult – child.

Our tasks:

1. Presentation of the results of its activities to the pedagogical community by the preschool educational institution;

2. Implementation of design developments, their testing and implementation;

3. Promotion of the presented results in the educational space of the network;

4. Creating conditions for the positioning of preschool educational institutions;

5. Effective, expedient cooperation based on solving common problems.

Successful interaction requires:

1. Introduction of new requests, new projects into the network;

2. New forms of work;

3. New people informally involved in a wide range of teaching activities.

In the practice of work of a design and creative group, 2 forms of methods are used:

1.Method of individual consultation;

2. Involving teachers in joint interactions, such as round tables, open events, master classes, presentations, trainings, seminars, consultations.

As part of the interaction, work is carried out in three directions: with parents, with children, with teachers.

The goal of working with parents is to increase their competence, master the skills of effective interaction, and involve them in interaction in designing the educational space.

Forms of work - trainings, consultations, holding parent-teacher conferences, joint events, etc.

In a specially created educational space, based on the needs of the children themselves, interesting classes are held to get to know different countries, and they learn games of different nations.

Work with teachers is based on programs that involve increasing psychological competence, personal and professional development.

Thus, our experiment (within each preschool educational institution) promotes closer contact between all specialists: senior educators, educators, music directors, physical culture, teachers - speech therapists, pedagogues - psychologists - all this unites teachers of each preschool educational institution and the entire Resource Center as a team of like-minded people, as a pedagogical community.

The association of teachers is a pedagogical community in our case, as an educational resource.

Our experimental work showed important changes that have occurred in the professional consciousness of teachers and specialists, in the development of children’s personalities different ages, in involving the family in the process of raising children in a single educational space:

1. Our design and creative group was united by one goal;

2. There was an active presentation of their developments;

3. Sociocultural ties have expanded;

4. The family was energetically involved in the activities of teachers;

5. An innovative developing social and pedagogical environment began to take shape in the Resource Center - both for preschoolers and adult subjects of education.

Participation in professional associations allows teachers of preschool educational institutions working in different districts of the capital to communicate with each other, solve professional issues, realize themselves and improve their professional level.

The result of the network interaction of our Resource Center should be the pooling of resources of our design and creative groups - our pedagogical community, with the aim of developing the preschool education system of the city of Moscow.

The immediate prospects for the development of innovative activities of the Resource Center mainly lie in the broad testing of the emerging strategic directions. Of particular importance is the implementation of pedagogical experience, that is, such a generalization and presentation of experience that allows you to use not only ideas, but also specific projects, methods, and recommendations.

It is important to bring to completion the begun scientific, methodological and methodological developments, relevant both for the Resource Center and for preschool educational institutions, and the most important thing for the teacher is to contribute to the formation of a free, creative personality, with self-esteem and respect for people, a personality with developed cognitive interests, aesthetic feelings, and a good moral foundation.

Bibliography:

1. Veraksa N.E., Boguslavskaya T.N., Nikitina T.A., Legova T.A. Criteria for assessing the quality of work of preschool educational institutions (by position) as part of the transition to new system wages. – M.: Center for Psychological Support of Education “POINT PSI”, 2010. – P. 192.

2. Danilina T.A., Urmina I.A. Innovative activities in preschool educational institutions: program. – method. provision: hand aid. and adm. workers. – M.: Linka – Press, 2009. – P. 320.

3. Kozlova S.A. Program social development child. Ed. 2nd add. – M.: School press, 2010. – P. 64.

4. Ozhegov S.I. Dictionary of the Russian language./Under. ed. Doctor of Philology. science prof. N.Yu. Shvedova./M.: Sov. Encyclopedia, 1972. – P. 846.

5. Protasova E.Yu., Proskurina Z.A., Rodina N.M. Features of teaching preschool children in multilingual conditions./ Under. ed. L.E. Kurneshova./M.: Center “School Book”, 2007. – P. 272.

Oh. A. Danilova

Professional communities of educators in Russia: experience of creation and development

Danilova Olga Anatolyevna - psychologist, methodologist of the ANO “Legal Center for Implementation” social projects"Status" (Moscow, Russia)

Modern preschool education needs competent specialists who constantly improve their professional level. Today in Russia professional communities of preschool teachers have been created - all-Russian, regional, city, on the basis of individual kindergartens. They create conditions for the exchange of experience, access to methodological resources, and demonstration of their achievements. At the same time, the further development and improvement of the system of professional communities of preschool education workers is hampered by the local interaction of participants within one community, the often superficial nature of the participants’ membership in the community, the lack of development of mechanisms for financing and attracting funds and mechanisms for integrating communities into a single system of interaction. It is advisable to solve these problems by creating a single association of professional communities.

Key words: professional community, educators, preschool education, teachers, regional experience, preschool educational organizations, exchange of experience, advanced training.

Professional community of educators in Russia: the experience of creation and development Danilova Olga, Psychologist, methodologist of the Legal Center for social projects "Status" (Moscow, Russia) Modern preschool education needs qualified professionals who constantly improve their skills. Today in Russia professional communities of teachers of preschool education - federal, regional, urban, on the basis of individual kindergartens are established. They create conditions for experience exchange and open access to learning resources. Further development and improvement of the professional community of preschool education is hampered by the lack of the websites, local interaction of the participants within the same community, perfunctory membership in the community, lack of financing and fundraising mechanisms and lack of integration of communities into a united system of interaction. It is advisable to address these problems through the creation of a unified association of professional communities. Keywords: professional community, educators, early childhood education, teachers, regional experience, pre-school organizations, exchange of experience, training.

Modern preschool education needs competent specialists who constantly improve their professional level. One of the conditions for achieving this goal is participation in professional communities. In professional communities, new ways of organizing the pedagogical process are formed and tested, original pedagogical ideas are put forward, approaches are developed to improve the activities of a preschool educational organization (hereinafter - PEO), as well as the preschool education system as a whole.

Solving a number of problems of modern preschool education is closely related to the formation of an innovative professional environment that actively participates in the development of the preschool education system, included in public life, accumulating new ideas and approaches in working with children and the parent community.

At the same time, the professional association has ample opportunities for organizing interaction with municipalities, regional executive authorities, various public organizations, business representatives, opportunities to attract sponsorship funds and organize social partnerships. But perhaps the most important result of the activities of professional communities is the personal and professional growth of its participants, the creation of conditions for professional communication, exchange of experience, the formation of a database of information resources in areas of professional activity, which has a direct impact on improving the quality of educational services provided.

Therefore, the development of a network of professional associations of educators and preschool directors should receive comprehensive financial, methodological, advisory and information support from the state.

Like other categories of teaching staff, preschool teachers need to attend advanced training courses, seminars, and participate in the exchange of experience. Therefore, the development of professional communities of preschool teachers, which are groups of people united along professional lines with the goal of exchanging experiences and practices, developing knowledge and finding new, more effective approaches to solving their professional tasks, is an urgent task.

Participation in professional communities not only helps to increase the level of competence of teachers who are community members, but is also one of the factors contributing to increased satisfaction from professional activities, which, in turn, leads to increased motivation of community members to realize professional and personal growth.

Art. 19 of the Law on Education in Russian Federation dated December 29, 2012 No. 273-F3 provides for the creation of educational and methodological associations of teachers to ensure the participation of teachers in the development of the main directions for the development of education, especially in terms of the development educational standards. Membership in these associations is carried out on a voluntary basis. The right to associate in public professional organizations in the forms and in the manner established by the legislation of the Russian Federation is guaranteed by Art. 47 of this law.

The Federal Target Program for the Development of Education for 2011-2015 provides for active work to form such communities of educators.

Today in Russia professional communities are actively created and developed, and in the most various forms. These could be methodological associations based on a kindergarten or even a preschool group, regional associations of educators, professional communities of educators and managers of non-state kindergartens and child development centers. Some of them have their own representation on the Internet (website or portal).

In addition, educators and preschool teachers interact with each other and exchange experiences in large all-Russian pedagogical communities, such as “ Social network Education Workers" (http://nsportal.ru/), "Network of Creative Teachers" (http://www.it-n.ru/), professional community of teachers "Methodists" (http://metodisty.ru/ ), information support portal for specialists in preschool organizations “Educational Resources” (http://www.resobr.ru/), educational resource “Open Class” (http://www.openclass.ru).

Heads of kindergartens are active participants in the portal of information support for heads of educational institutions “Education Manager” (http:// www.menobr.ru).

There are also separate “profile” communities (in the area of ​​activity of a preschool teacher), for example, a professional network community of music directors of kindergartens.

The following benefits are noted in the above communities:

Conditions are created for professional communication between teachers of different categories and levels of education;

Some communities are integrated into global teacher networks, which allows access to information resources of foreign professional groups and associations;

Opportunities are provided to create a personal website, forum, groups on topics of interest and areas of professional activity;

Flexible and effective conditions are created for the exchange of best teaching experience and relevant information related to professional activities.

At the All-Russian level, the annual All-Russian Congress of Preschool Education Workers can be considered a professional association of preschool education workers, but it should be noted that its main goal (based on the analysis of the documentation about the congress presented on its official website http://do-school.kubannet.ru ) - “combining the efforts of family, society and the state in the development and implementation of the main directions of state policy in the field of preschool education, the introduction of preschool education as a level of general education, identifying key problems and determining ways to solve them.” Thus, the congress can be characterized as an association that provides a platform for the exchange of experience, professional development, and demonstration of one’s achievements, but has limitations in time (held only a few days a year) and the number of participants (as a rule, the best representatives from region, while the accessibility of such an association for all preschool education workers is low).

On the basis of individual kindergartens and kindergarten groups, they actively position themselves and are represented on the Internet:

Professional association of teachers of preschool educational institution “Kindergarten No. 4 “Bura-tino” a. Vochepshy, Teuchezhsky district of the Republic of Adygea (http://www.maam.ru/users/

cherkesenka1964). The professional interests of the association are educational programs in preschool educational institutions on FGT, work plans;

Methodological association in the preschool educational institution MBDOO kindergarten No. 16/59, Nizhny Novgorod;

Professional community MBDOO kindergarten No. 45 “Cosmos”, Almetyevsk, Republic of Tatarstan (https://edu.tatar.ru/almet/dou41/dr-rebyata/dou45/kosmos).

What do such local associations give to educators? First of all, they ensure close cooperation between the teaching staff, parent committee, board of trustees, sponsors of the preschool educational institution. The activities of such a community are of an applied nature, aimed at finding effective forms of work within the framework of this preschool educational institution. The association pays special attention to mentoring, training of young specialists, exchange of experience, work on training personnel for this preschool educational institution; there is a focus on community activities on the growth of professional achievements of participants (participation in city, district, regional, federal competitions, publications in methodological collections, specialized publications , publishing teaching aids, holding exhibitions, etc.).

In addition to professional communities based at their place of work or neighboring kindergartens, teachers also participate in regional associations.

Examples of such regional associations are:

Professional network community of preschool teachers of the Kamchatka Territory “KolobOK” (http://www.openclass. ru/node/185026). The community provides information on current professional issues and also conducts online seminars;

Association of Preschool Teachers educational organizations Moscow region (http://mocdo.mgogi.ru/index.php/deyatelnost/assotsiatsiya-pedagogov-dou);

Community of teachers of preschool education “Our bee” of the Vladimir region (http://www.wiki.vladimir.i-edu.ru/index. php?title = Community_of_teachers_of_preschool_education/Our_bee), etc.

Participation in the community at the regional level makes it possible to unite not just individual specialists, but their entire communities (kindergarten, city and others). Regional

The community already provides an opportunity to establish and develop contacts with similar foreign associations, as well as with specialists in other fields of science (lawyers, psychologists, social workers) to provide consultations to participants. Many regional associations today are either themselves created on the basis of experimental and scientific sites in the field of preschool education, or closely cooperate with them - this gives the participants of such a community an advantage in professional development and improvement. Among other things, many regional professional communities of educators organize and conduct professional competitions for their participants.

Private kindergartens today do not lag behind public ones - their teachers create professional associations and actively participate in them. Examples of successful professional communities of educators and managers of non-state preschool organizations include the Association for the Support of Non-Government Preschool Organizations Sverdlovsk region, professional association of kindergarten teachers of RAO Russian Railways.

Thus, today in our education system a teacher participating in one or another professional community is modern and fashionable. However, the following problems hinder the further development and improvement of the work of professional communities of preschool education workers:

A number of associations (mainly methodological associations based in a kindergarten or kindergarten group) lack information platforms on the Internet;

Lack of interaction between professional associations of different forms and areas of activity (for example, between regional associations and professional associations of teachers of private kindergartens);

Lack of integration between professional associations of educators and associations of other categories of kindergarten teaching staff (music directors, junior educators, medical workers);

Often, membership in a professional community is superficial and is not reflected in the results of educators’ activities (participation in competitions, organization of exhibitions, methodological publications, etc.);

In the activities of a number of communities, a discrepancy between the goals and nature of the activities is revealed;

In most cases, there are no developed mechanisms for financing the activities of communities and encouraging community members (newsletters, participation in seminars, preferential subscriptions to specialized magazines, etc.);

There are no developed schemes, mechanisms and regulations for the interaction of professional communities and government bodies, research centers and institutes dealing with the problems of child psychology and pedagogy, developmental psychology;

There is a low interest of professional communities in attracting sponsorship funds and resources for their development (except for professional communities of educators and heads of non-state preschool educational institutions);

There are no developed mechanisms for integrating professional communities into a unified system of interaction between government authorities and private companies.

The condition for solving these problems is the creation of a single professional association (Association) of preschool education workers. This task has been set today by the Ministry of Education and Science of the Russian Federation within the framework of a project carried out by order of the above-mentioned executive authority by the Autonomous Non-Profit Organization “Status”. The projected Association is a permanent professional association, and its main focus is the integration not of individual specialists, but of established and already successfully proven professional communities in regions, cities, and individual kindergartens. When creating the Association, great attention is paid to ensuring the possibility of continuous education (both formal and informal, and self-education) for all its members, including through the use of modern information and communication technologies. Such a professional association will ensure uniform standards and mechanisms for the work of professional communities in the preschool education system, and take into account regional specifics. ■

Standards and methodological materials for preschool institutions

• Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 27, 2011 N 2562 Moscow "On approval of the Model Regulations on a preschool educational institution"
• Educational system School-2000 (preschool education: Age characteristics of children. Organization of life. Protection and promotion of the health of preschool children. Physical development. Game activity. Social and personal development. Cognitive activity.)
• Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations
• Sanitary and epidemiological requirements for preschool groups located in residential premises of the housing stock
• Structure and content of new generation programs in preschool education
• Children's portal Leon4ik. Everything for Kindergarten.
• Holiday scenarios, articles, lesson developments on the website “Festival of Pedagogical Ideas”
• Smart games for smart children, parents, teachers. The site presents computer technologies for the education and development of children from 3 to 12 years old, developed on the basis of the software and methodological complex (PMK) "Rainbow in a Computer", recommended by the Directorate for the Development of General Secondary Education of the Ministry of Education of the Russian Federation for use since 1996. They include didactic and developmental computer games, methodological programs and manuals for preschoolers and primary schoolchildren and can be used both in educational institutions and in home activities.
• Back to school soon. Educational preparatory programs for preschoolers
• Preschool education - website of the Center for the Development of Preschool Education. Teachers of children's institutions, parents, everyone who is interested in the comprehensive development of a preschooler will get acquainted here with publications on the programs “Rainbow”, “Little One”, “From Childhood to Adolescence”, “Soon to School”, “Preschool World”, “Continuity”, series for joint leisure of children and adults “Reading. Let's listen. Let's Play" and "Magic Workshop" new program for preschool education "SUCCESS", as well as with news and other materials on preschool education.
• “Visual Aids” is a project created within the framework of the Center for Preschool and Primary Education. As part of the project, sets of demonstration tables and, in the future, interactive whiteboards are produced.
• Activities with Children (activities with children, methods and recommendations)
• Doshkolenok.ru. Website for kindergarten teachers. The pages of the site contain materials necessary in the daily work of teachers of preschool educational institutions. The "Lesson Notes" section contains notes from classes with children on various topics. The “Working with Parents” page contains materials that will be useful to educators in working with families. The “Scenarios” section contains scenarios for holidays, matinees and games held in kindergarten. You will find the necessary documentation in the “Forms” and “Instructions” sections.
• Information materials on Preschool education. Bank of pedagogical information IPKiPPRO OGPU
• Section Preschool childhood on the website of the Department of Education of the City Hall. Tolyatti
• Methodological support for preschool teachers
• Unified Education Portal Metior.ru. This is a social network of educators, teachers, educators and parents. This is a good tool for communication between teachers, summarizing experiences and self-development. Finally, this is simply an opportunity to make new friends among colleagues, no matter where you are!

Newspapers, books and magazines

• Modern preschool education. Theory and practice. Magazine for specialists of preschool educational institutions, students and teachers of pedagogical universities
• "Papmambuk" - An online magazine for those who read to children.
• Magazine Kindergarten. Everything for the teacher! . A scientific and methodological magazine for kindergarten teachers, beginners and experienced, who are looking for and finding answers to their questions; for those who educate, develop, teach and learn themselves; for those who consider their work difficult, but necessary and make it joyful and interesting. The magazine's sections are varied. They contain methodological and practical materials for organizing walks, conducting classes, parent meetings, educational activities - in general - for the upbringing, development and training of preschool children. As well as consultations with psychologists, speech therapists, doctors and other specialists.
• Newspaper for parents of young children: GROW, KID (Tolyatti)

Personal blogs and websites of educators

On the pages of personal websites and blogs of teachers primary school you can find a lot of interesting materials (development of educational and extracurricular activities using tools information technologies, examples of didactic materials, etc.).

• Speech therapy and Russian language in Tolyatti (Tolyatti)
• Teachers' blogs on the portal "Social Network of Education Workers"
• Blog of the teacher of the Kolobok kindergarten in the Serpukhov district
• Raising preschool children in kindergarten and family (website of Olga Valentinovna Matrosova - head of the MDOU d/s No. 57 in Kostroma)

Communities and virtual clubs for kindergarten teachers

• Information and educational environment VIRTUAL KINDERGARTEN
• Maaam.ru is a project for parents, educators, teachers. Ideas, notes, activities, programs, open lessons, games, presentations and many more useful information for the development and education of children in kindergartens and at home.
• Nachalka.com is a community for people aged 6 years and older related to primary school.
• Children's site for parents Your child.ru - this is coloring books, presentations for children, a forum for parents!
• Mediadoshkolnik.rf. The world of the Internet for preschoolers
• ANO Planet of Childhood “Lada” (Tolyatti)
• Preschool care and education. A community of creative parents who themselves are involved in the upbringing and education of their children, as well as kindergarten teachers, where a treasure trove of classes in various subjects will be created (Creative Teachers Network portal)

Catalogs of Internet resources

• Catalog: Preschool education on the website of the publishing house "Prosveshchenie"
• Hobobo Fairytale Library - online library and media library of fairy tales

Methodological materials on the upbringing and development of children

• TEACHER (to help the KINDERGARTEN teacher). The site Educator is aimed at kindergarten teachers and young parents. The site may also be useful for students of preschool education faculties. The pages of the site contain a lot of educational articles, lesson notes in kindergarten, useful tips and recommendations.
• Children's lessons BabyLessons.ru. Games for children, crafts, applications, origami, coloring pages, recipes.
• Ko-ko-Ko-Kids This blog will mainly focus on things you can do with or for your children. Especially good games in different ways drawing and other types of creativity for the little ones.
• CREATIVITY OF BUTTONS AND TOTTHOTS. We draw, sculpt, make appliqué, play, do math and reading with our children.
• Children's radio FM - the radio station takes into account the age characteristics and daily routine of listeners: the morning block is addressed to preschoolers, daytime programs - for children over seven years old, late in the evening - a block for parents, at night - music for sleep.
• The site for teachers and parents presents materials for extracurricular activities primary school
• Country of masters. The site brings together teachers and students, parents and children, accomplished masters and beginners on the following topics: applied creativity, craftsmanship in all its manifestations and the environment.
• REAL PHYSICS for modern kids and their parents on the children's portal Solnyshko
• Educational cartoons for preschoolers and primary schoolchildren.
• Mega encyclopedia of animals (virtual “pet club”)
• IgraZa.ru. Games, puzzles, riddles A site about “intellectual sports”, about entertaining tasks, what they are and how to work on them, as well as how to create them yourself. Here are presented almost all types of entertaining tasks that a person can encounter in modern periodical and non-periodical press, as well as on the Internet.
• APUS.RU is one of the most significant projects about wildlife on the RuNet. Photos of different animals, descriptions of their species, competitions and quizzes for schoolchildren are presented. The server is supported and developed by the Internet agency Direction.RU.
• My joy. Children's family educational TV channel - on the site you can find programs and films dedicated to the main values ​​of life: the warmth of “Home”, “Working with faith in the soul”, “A kind word”, love, which is “Once for a lifetime”. Children will be able to study at the Academy entertaining sciences", walk through the "Shishkin Forest", listen to "Fairy Tales and Stories", and sometimes receive a "Song as a gift". The whole family will be able to take part in the “Caring Conversation”, “see with your own eyes” the “Hundred Wonders of the World” and go “Above the Roof” to listen to “Monologues about the Beautiful”.
• Mom's everyday life - the site contains a huge amount of material for raising children from 0 to 7 years old.
• Visiting Vasilisa - the site will help revive the good tradition of family evenings in your home. Family home reading is one of the most beneficial educational tools. The site contains poems, stories, and fairy tales written at different times. Preschool education specialists, elementary, middle and high school teachers participated in the selection of works.
• Teremok is a site for preschool children, where children can learn to solve logic problems, play children's games and have fun, watch cartoons, solve riddles and puzzles.
• 50 best sites for preschoolers - logic puzzles, copybooks, educational books and much more.
• More than a lesson! is a unique archive of video lectures for schoolchildren, allowing you to expand the scope of the educational process.
• IQsha - This is a site for children from two to eleven years old, where everyone will find interesting educational activities and training. Practice, learn, earn rewards and receive pleasant surprises!

Children's Internet magazines and projects

• The website of the children's publishing house "Pink Giraffe" is the first publishing house in Russia in which books are chosen by children and their parents. The publishing house publishes books by domestic authors, foreign classics, fiction and popular science literature for children and teenagers. A distinctive feature of the books published by the publishing house is a good style, elegant illustrations, and high-quality printing.
• Children's website "Klepa.ru" is the first information and entertainment portal for children from 5 to 12 years old and their parents (in Russian, English and French). The site's motto: more interesting together! The site is accessible from almost any mobile device - cell phone, pocket computer.
• Children's safety portal "Spas-Extreme" is a portal for children and parents about children's safety rules in various extreme situations. The pages of the portal outline safety rules and tips on behavior in extreme situations in a fun way. Separate sections are devoted to the history of disasters, the children's movements "Safety School" and "Young Rescuer", and emergency incidents with children. The “Animal World” page tells how animals and birds survive and escape from enemies, and in the “Our Guests” section, young visitors to the portal will find interesting meetings with scientists and writers, rescuers and ecologists. You can discuss the work of the portal, make your proposal, or simply ask a question to professional rescuers by looking at the “Communication” page.