Sections: Working with preschoolers

The head of educational institution No. 73 “Child Development Center - kindergarten “Jolly Men”” is Finadeeva Larisa Viktorovna. Graduated from the Moscow State University of Culture and Art with a degree in Human Resources Management.

The head of the preschool educational institution has high professional competence, has knowledge of the modern content of the principles of didactics, innovative technologies for teaching and educating preschoolers, methods for developing best practices, and developing the creative initiative of teaching staff. Skillfully uses research work to improve and update the content of the pedagogical process in preschool educational institutions.

Currently, it is developing and implementing innovative technologies for socio-psychological auditing, which makes it possible to professionally analyze the compliance of human resources with the goals and strategy of a preschool institution, assess the compliance of its management methods with maintaining the positive psychological state of employees and make adjustments to the concept of managing the development of a preschool institution. The study of the teaching staff made it possible to solve the main practical and research problems in a complex and integrate various forms of improving the pedagogical skills of teachers into the overall system.

Modernization of the management of the preschool educational institution made it possible to develop a program for its development that provides an integrated and comprehensive impact on the preschool educational institution within the framework of a motivational and program-targeted approach. The educational space of the kindergarten began to develop as variable. Its basis is set by the cultural content transmitted to the child, oriented towards humane values ​​and corresponding to the age characteristics and prospects for personal growth of preschoolers.

The business and creative environment created by the leader in the preschool educational institution team contributes to the development of creativity in his activities. The creative search of teachers who create new ways to solve pedagogical problems allows us to push the boundaries of programs and design a schematic multifunctional structure for the interaction of teachers, children and parents. This ensures the development of the child’s personality, talents, mental and physical abilities to the fullest extent.

Finadeeva Larisa Viktorovna has a high level of spiritual and moral culture, deep professional knowledge, enormous capacity for work, creative determination, a high sense of responsibility and dedication, and enjoys well-deserved respect in the team.

History of preschool educational institution

1983 – opening of a preschool educational institution

1986 – participation in a creative group in the “mental education” section

1987 – opening of specialized compensatory groups for children with general and phonetic-phonemic speech underdevelopment

1988 - for the first time, in order to establish continuity between kindergarten and school, a class of six-year-olds was opened at the preschool educational institution on the basis of secondary school No. 35

1990 – work using TRIZ

1992 – Preschool educational institution becomes the base platform for teaching practice for students of the Norilsk Pedagogical School

1992 – for the first time, graduates of the Norilsk Pedagogical School entered the teaching staff of the preschool educational institution

1993 – introduction of a comprehensive preschool education program “Development” (Scientific supervisors: L.A. Wenger, Doctor of Psychological Sciences; O.M. Dyachenko, Doctor of Psychological Sciences)

1994 - in order to create favorable conditions for individual and subgroup work with children, a system of parallel work of educators and specialists was formed in the preschool educational institution; art studio opened

1994 – as part of an experiment to improve the organization of nutrition in preschool educational institutions, a specially equipped children’s canteen was opened

1996 – implementation of the regional program for physical education of children in preschool institutions of the Far North “North”

1997 - the creative search of the teaching staff was reflected in the organization of additional educational services (clubs and sections). “Young ecologist”, “Nature and the artist”, “Enter the world of art”, “Rechetsvetik”, “Domisolka”, “Ball section”, “Secrets of magical craftsmanship”, etc.

1998 – first certification of the preschool educational institution “Kindergarten No. 73 “Jolly Men” (Order No. 38 of 02.20.1998)

1999 – for the first time, teachers of preschool educational institutions were certified for the highest and first qualification categories

1999 – winners of the All-Russian competition “Kindergarten of the Year – 1999”

2000 – participation of preschool teachers in the first interregional scientific and practical conference “Kindergarten - a ticket to the 21st century”; meeting of teachers with one of the authors of the comprehensive preschool education program “Development”, candidate of psychological sciences V.V. Brofman, who highly appreciated the materials provided by preschool teachers for discussion at the conference

2001 – winners of the All-Russian competition “Kindergarten of the Year – 2001”

2002 – winners of the All-Russian competition “Kindergarten of the Year – 2002”

2003 – License received (No. 164 dated January 28, 2003) for the right to conduct educational activities under general education and additional level programs

2004 – certification of the Municipal Preschool Educational Institution “Kindergarten No. 73 “Jolly Men”. Based on the results of certification, the kindergarten was recognized as certified as an educational institution implementing activities under preschool complete and additional education programs by type - preschool educational institution, by type - Child Development Center, category 1

2004 – participation of preschool teachers in the second interregional scientific and practical conference “Kindergarten - a ticket to the 21st century”

2005 – creation of five microcenters for child development in preschool educational institutions: environmental center; aesthetic center; center for spiritual and moral education; center for intellectual development; fitness and health center.

Kindergarten teachers have a high level of qualifications and professional competence, which is expressed in building a work system that is adequate to the psychophysical and personal capabilities of the students; building cooperation between adults and children and children with peers based on meaningful interpersonal dialogue, forming a children's community; creating conditions for independent, active activity of each child; interaction with the family on the principles of partnership based on the child’s achievements.

16 people (53%) have higher professional education, 14 (47%) have secondary vocational education. Four people are studying at higher educational institutions in preschool specialties.

Based on work experience, the teaching staff is represented by the following indicators:

• up to 5 years – 4 teachers (13%);
• from 5 to 10 years – 3 teachers (10%);
• from 10 to 15 years – 6 teachers (20%);
• from 15 to 25 years – 7 teachers (24%)
• 25 years or more – 10 teachers (33%).

Teachers are implementing modern educational technologies, the new generation educational program “Development”, the regional program for physical education of children in preschool institutions of the Far North “North”, the author’s program “Let’s open the door to the world of childhood” is being developed and implemented, research is being conducted aimed at finding effective methods of teaching guiding the development of cognitive abilities.

The creative search of teachers is manifested in the creation of new ways to solve pedagogical problems, which allows them to push the boundaries of programs, which exceeds the requirements of the state educational standard.

Various forms of advanced training for teachers are organized in preschool educational institutions:

• lectures in the form of dialogue, which activates the cognitive and mental activity of teaching staff;
• seminars of the “small group” type;
• seminars;
• game simulation or business game that allows you to “live” this or that practical situation;
• collective solution of problematic pedagogical situations;
• group discussion, brainstorming;
• various exhibitions (manuals, teaching materials, products of children's creativity, joint creativity of children and adults);
• participation in scientific and practical conferences, pedagogical readings, and the work of methodological associations.

Kindergarten teachers have repeatedly been participants and winners of city, all-Russian and international professional skills competitions:

• All-Russian competition “Kindergarten of the Year” (2001)
• All-Russian competition “Kindergarten of the Year” (2002)
• 2nd All-Russian educational festival for preschoolers and junior schoolchildren Competition “Ponaroshkin World” (2001 – 2002)
• International TRIZ - competition “TRIZ -2002” (2002)
• Competition “Teacher of the Anniversary Year”. (2002)
• International competition for schoolchildren and students “TRIZ-2004” (2004)
• All-Russian festival “Open Lesson” (2005)
• International competition for schoolchildren and students “TRIZ-2005” (2005)
• All-Russian competition “Tree. Environmental projects with children” (2005)

Preschool teachers presented numerous reports and communications containing practical work experience at scientific and practical conferences, pedagogical readings, and methodological associations.

Kindergarten teaching staff are actively improving their qualifications in various courses: at the MDOU “Preschool Education Administration”, Norilsk Center for Advanced Training of Social Sector Specialists, Leningrad State Regional University, Ural-Siberian House of Environmental and Scientific and Technical Propaganda UDENTP, Taimyr District Institute for Teacher Improvement , Department of Culture and Art of the Administration of Norilsk:

• “Project method in education”
• “Professional positioning of a preschool educational institution specialist”
• “Modern methods of gaming technologies”
• “Fundamentals of museum management”
• “Psychological foundations of preschool education”
• “Modern approaches to improving the health of children in preschool educational institutions”
• “New technologies of continuous professional education”

In 2005, 43% of teachers improved their qualifications.

The work to improve the qualifications of teachers is of a practical-oriented nature, integrates advanced training and the implementation of the results of advanced pedagogical experience, provides an individually differentiated approach that takes into account the capabilities of teachers and their professional interests, promotes the active development of knowledge and consolidation of professional skills.

For conscientious work, professionalism and creative approach, preschool teachers were awarded:

• Certificates of honor and letters of gratitude from the Department of Preschool Education (Bairaktar L.Ya.; Bezruchenko T.N.; Goloshchapova N.A.; Dudnikova V.G.; Kuprina L.G.; Nepomashya T.F.; Parfenova M.N. ; Popko E.A.; Skripnikova O.A.; Finadeeva L.V.)
• Title “Labor Veteran of the Department of Preschool Institutions” (Tarlapan N.P.)
• Title “Personnel worker of the Norilsk Mining and Metallurgical Plant named after. A.P. Zavenyagina” (Finadeeva L.V.)
• “Gratitude for organizing and holding the International TRIZ Competition in Petrozavodsk” (Popko E.A.)
• “Letter of gratitude from the Department of Culture and Art of the Norilsk City Administration” (Tarlapan N.P.)
• Diploma for presenting teaching experience at the All-Russian festival “Open Lesson” (Popko E.A.)
• “Certificate of Honor from the Ministry of Education and Science of the Russian Federation” (Finadeeva L.V.)

In accordance with the Law of the Russian Federation “On Education”, order of the Ministry of Education of the Russian Federation dated May 22, 1998 No. 1327 “On the procedure for certification and state accreditation of educational institutions”, Regulations on the organization of licensing, certification and state accreditation of educational institutions of the Krasnoyarsk Territory (Appendix to the order dated September 29, 2003 No. 326), according to the plan of the city certification commission, in the period from January 26 to January 30, 2004, certification of the Municipal preschool educational institution “Kindergarten No. 73 “Jolly Men” was carried out.

Based on the results of certification, the kindergarten was recognized as certified as an educational institution implementing activities under pre-school complete and additional education programs

by type – preschool educational institution,

Certification of the kindergarten was a comprehensive assessment of the activities of the entire preschool educational institution, determined the potential and trends of its development, and had a significant impact on the growth of the quality of educational activities. The recommendations of the experts made it possible to direct the teaching staff to search for a new qualitative development of the educational situation.

The educational activities of the “Child Development Center” are a comprehensive and creative process aimed at ensuring the enriched development, correction and health improvement of all pupils.

The organization of a person-oriented model of upbringing and education in a preschool educational institution involves solving the following tasks:

• protecting the lives and strengthening the physical and mental health of children, creating conditions that ensure the emotional well-being of each child;
• ensuring enriched physical, cognitive, social, aesthetic development of children, the formation of the basic foundations of personality;
• creation of a developing subject-spatial environment and conditions for enriched, varied activities of children;
• implementation of correction in the personal development of children through the organization of individual and collective activities based on meaningful communication;
• involving parents in the educational process, developing a competent pedagogical position in relation to their own child;
• publication of their own product of intellectual work by teachers of the institution.

A medical-psychological-pedagogical commission has been created within the structure of the preschool educational institution, the main task of which is to develop the mechanism of a person-oriented education system based on the diagnosis of the physical, mental and personal development of the child. Recommendations have been developed for organizing the pedagogical process, taking into account the age, psychophysical and personal characteristics of students; the volume of individual optimal educational load for a child was determined, taking into account his psychophysical characteristics. The preschool educational institution provides advisory assistance to parents (legal representatives) on raising children in the family, educational activities are organized among employees of the Child Development Center and parents in order to improve their pedagogical competence.

The content of the educational process in groups of preschool children is determined by the comprehensive program of preschool education “Development” (Scientific supervisors: L.A. Wenger, Doctor of Psychological Sciences; O.M. Dyachenko, Doctor of Psychological Sciences), the main focus of which is development cognitive and creative abilities of children. When implementing the program, teachers work in design mode, which gives the educator that freedom of creativity, without which the development of intellectual and creative abilities is impossible.

Essential for a child’s mastery of this program is the organization of the developmental environment, as a system of material objects of the child’s activity, which functionally models the content of the development of his spiritual and physical appearance. In all groups of a preschool educational institution, the developmental environment is formed in direct dependence on the content of education, age, experience and level of development of children and their activities.

The groups are equipped with modern equipment, gaming materials: upholstered furniture, new didactic, board and printed games, centers for the development of role-playing games. In the corners of nature there are houseplants, local history materials, objects for experimentation, natural material, sets of pictures for different climatic zones, ecosystems, a model of the evolutionary tree, and pie charts of the changing seasons. Conditions have been created that stimulate the development of cognitive abilities (didactic games for sections of the program, layouts, group plans, site plans, city maps, geographic maps, diagrams, building materials, floor building materials)

The teaching staff carries out diverse research activities, the purpose of which is the targeted formation of children’s general cognitive abilities.

Pedagogical research is carried out in stages, each stage corresponds to the program objectives of teaching children design, logic, fiction, and play in a certain age group of kindergarten.

The main result of the pedagogical research was the confirmation of the idea of ​​the possibility of controlled development of the ability to visually model and the creation of methodological recommendations for a wide range of development of the ability to visually model.

Data from pedagogical research made it possible to clarify and develop ideas about the ways of forming general cognitive abilities, which led to significant changes in the mental development of children and contributed to high rates of readiness for schooling.

In a preschool educational institution, the educational process is subordinated to the development of the child’s personality: the development of his competence (communicative, intellectual, physical), creativity, initiative, independence, responsibility, arbitrariness, freedom and safety of behavior, self-awareness and self-esteem.

As a result of the work done with them, children who studied under the “Development” program, by the end of preschool age, have a number of achievements necessary for successful learning at school. They mastered constructive skills, including orientation in geographical patterns, mastered visual activity, spatial relationships, the ability to retell a literary work, structuring its content, compose their own stories, have a subtle sense of nature and highlight general patterns and interdependencies of natural factors; orientation in logical relations, understanding of some mathematical relations, learned some patterns of the Russian language and grammatical rules.

All of the above lays the general foundation for the full development of a future person and therefore prepares the child for any school program and ensures the success of learning.

Graduates of preschool educational institutions master the school curriculum well, their level of preparation meets the requirements for preschoolers, and the preparation of children for school is assessed by teachers as good. According to the diagnostic results, a high level of program assimilation is 31%; average level – 56%. The teaching staff maintains contact with teachers of the schools where our students enroll. Studying for 4 and 5: 2003 - 76% of graduates; 2004 – 76% of graduates; 2005 – 82% of preschool educational institution graduates.

The result of organizing a child’s full-fledged, emotionally rich life activity ensures the achievements of preschool children in shows, competitions, olympiads, and competitions. The winners of the “Northern Palette” competition, the drawing exhibition “The Third Millennium Through the Eyes of Children”, “Arctic Sphinxes”, “By the Bluest Sea”, the children’s creativity competition “Road to Tomorrow”, the drawing competition of the TV show “World of Childhood” - showed individual creativity in the visual arts activities.

The well-formed need for preschool activity and focus on results when performing physical exercises is reflected in the participation of pupils in the sports and dance shows “Legends of Sports”, “Spring Drops”, the gymnastics competition “Taimyr - Olympics”, and the swimming competition “Spring” 2002”, in karate-do Kyokushinkai, kickboxing, chess tournament “White Lady”, etc.

Competitions: “Sun in the Palms”, children’s festival of author’s songs “Green Carriage”, “Big Secret”, city competition “The Northernmost Carnival”, dance couples competition “Baltanor”, ​​city exhibition “Visiting a Fairy Tale”, children's festival-competition songs “Sunny Circle”, open children’s festival-competition “Snowdrop”, competition “Tree. Ecological crafts with children” - contributed to the manifestation and development of children’s artistic and aesthetic abilities.

All the achievements of our pupils are the result of organizing a full-fledged, emotionally rich life of the child, satisfying his interests and needs throughout preschool childhood. This creates the opportunity for the development of a full-fledged personality, ensuring the success of his education at school. For their active participation, the children were awarded certificates of honor, diplomas, letters of gratitude, and gifts.

The long-term vision of a new kindergarten, the development of which depends on new forms, technologies, innovative, experimental and research work of the teaching staff, required the development of a development program for a preschool educational institution. While developing the program, a strategy for updating activities was determined, which was expressed in the creation of five microcenters for child development in the kindergarten.

The merger into centers took place on the basis of extensive experience in the in-depth work of specialists, teachers, and doctors in the areas of the established centers: spiritual and moral education, intellectual, environmental, aesthetic, physical education and health development. Ensuring the enriched development of students through the implementation of a personality-oriented approach in all areas of activity is the main specificity of development centers.

Each center has developed a project that has specific goals that are subordinated to the main goal of the kindergarten: Development of the child’s personality, formation of cognitive and creative abilities. The use of the project method contributes to the activation of activities, training teachers to model their own teaching experience, and self-improvement of pedagogical skills.

The heads of the centers were educators of the highest and first categories, who took on management functions in organizing the sequence of design stages. The professionalism of each teacher is in demand at any stage, from the creation and development of projects to their phased implementation. The Garden management that develops internally in this way is built on the basis of mutual interests, respect and trust. This delegation of authority and responsibility to the heads of the centers allows the administration to more rationally use energy and time to manage the kindergarten as a whole, helps in the organizational and management activities of the teaching staff, and allows the preschool educational institution to be transformed into a self-governing system that develops the democratic foundations of management.

The activities of the center for intellectual development make it possible to solve the problem of children mastering TRIZ as the foundation of an effective creative technology that promotes the activation of the individual’s potential and the development of children in harmony with themselves and the world around them. This is confirmed by the high level of creative developments, which are awarded first degree diplomas. The demand for methodological materials on the formation of creative, talented thinking in children through the use of the Theory of Inventive Problem Solving (TRIZ) and methods for developing creative imagination among TRIZ specialists and teachers is evidenced by the publications of the project manager, teacher of the highest category E.A. Popko. in collections of theses, reports of scientific and practical conferences in the cities of Petrozavodsk, Chelyabinsk, St. Petersburg, and the “Open Lesson” festival in Moscow. Meetings with children and teachers of TRIZ - the “Come Fairy Tale” laboratory in Dudinka, students of school No. 23 in Norilsk, in libraries, in the Art Gallery allow us to nurture little talents. Children took an active part in the presentation of the book by M.N. and Z.G. Shusterman “New adventures of Kolobok or the Science of thinking for big and small” with the assistance of the A. Khloponin Charitable Foundation; city ​​competition “Road to Tomorrow”; competition MA TRIZ (International Association of Theory of Inventive Problem Solving) for solving creative problems for schoolchildren and students and awarded diplomas and gifts to the winners among preschoolers.

The center’s teachers actively collaborate with scientific and educational institutions: public organization “TRIZ - Norilsk” (Russia, Norilsk); public organization “TRIZ – Forum”; International TRIZ Association; NOU Educational and Methodological Center “Learning by Playing” Moscow; Media of Norilsk.

The result of the center’s activities is the continuation of the creative work of 00 “TRIZ-Norilsk”, uniting teachers and children; implementation of the original program “Let’s open the door to the world of childhood”, developed by the head of the center, teacher of the highest category, Popko E.A. under the guidance of TRIZ Master M.N. Shusterman; creation of a package of video materials on the development of children's creative development; active participation in conferences on the development of creative personality; creation of a package of teaching materials that provides the possibility of applying practical experience in any region of the country and even abroad; feedback from seminar participants and reviews of manufactured products.

The work of the center for spiritual and moral education is aimed at actively acquiring by children the cultural wealth of the Russian people. Children get acquainted with folk art, customs, and traditions through direct experience, participating in the rhythm of the cultural life of the entire kindergarten.

The methods and techniques of patriotic education used by teachers are varied, and necessarily take into account the psychological characteristics of the preschooler (emotional perception of the environment, imagery and concreteness of thinking, depth and acuteness of the first feelings, lack of a full “sense of history”, understanding of social phenomena, etc.).

As part of the project, a model has been developed for introducing preschool children to the origins of Russian folk culture. The content level of the model includes the holding of seasonal musical and gaming festivals: in the fall - “Fair”; in winter - “New Year”, “Christmas”, “Christmastide”, “Defenders of the Fatherland”, “Maslenitsa”; in the spring - “Our Beloveds”, “Birch Festival”, “Easter”, “Nobody is forgotten and nothing is forgotten”, “Name Day of the Birch Tree” (Trinity); designing a mini-museum in the kindergarten, which contains objects of decorative and applied art: clay toys - Filimonovsky, Dymkovo, Kargapol - objects decorated with Khokhloma and Gzhel painting, towels, samples of Ukrainian patterns, embroidery. Teachers involve children in the process of making folk toys and other items, during which children acquire skills in working with artistic materials and the habit of making pleasant and useful things for people with their own hands, introduce children to various types of decorative arts (products made of wood, clay, paper, cardboard, sewing, embroidery, weaving), with their everyday and aesthetic purposes.

Cultivating love for the Motherland, hometown (as the beginning of patriotism and the first feelings of citizenship) means connecting educational work with the surrounding social life and those closest and accessible objects that surround the child. Creativity of teachers of preschool educational institutions, teacher of Slavic studies of Lyceum No. 2 (arts) Vasilchenko L.P., head of the fine arts club of the “Gorka” club Kornienko N.A. manifests itself in the joint development of scenarios, organization of holidays and entertainment, exhibitions and excursions. In our work, we paid special attention to strengthening ties with parents. We have achieved that parents have become not outside observers, but active participants in the pedagogical process.

The result of the work carried out is the participation of children in theatrical performances, concerts, and competitions; formation of initial knowledge about the history of Russia; activation of mental and speech activity; formation of positive behavior patterns.

An integrated approach provides conditions for the formation in children of a sustainable interest in historical and cultural heritage, as well as a natural, non-violent “entry” into the surrounding society, accessible to their age characteristics.

Using non-traditional teaching models, museum-excursion work and new technologies for teaching drawing, teachers of the aesthetic center were able to unite preschool students, starting with the second youngest group, in creating exhibitions presented by both the original and collective works of children.

The art studio presents a visual and creative environment: visual aids, layouts, art materials, studio logo, wall panels that perform certain artistic and didactic tasks, art albums, etc.

Studio classes take place in various rooms of the artistic and creative complex, depending on the goal, for example, while learning the basics of Russian folk culture, children accumulate social experience, and then in the art studio they create objects of Russian everyday life, painting them with elements of painting of a certain style.

As part of the center's activities, seminars on non-traditional visual techniques are organized; master class by teacher O.A. Skripnikova The center's teachers attend courses in ceramics and floristry by Norilsk artists, and demonstrate personal creativity at vernissages in the city, district and region.

Participants of the aesthetic center are regular guests of the Norilsk Art Gallery and the White Square exhibition hall. Excursions, creative meetings with people of various professions, joint exhibitions, holidays and entertainment with the Lyceum of Arts No. 2, the Rodina cinema and concert complex, the Arctic Nature Reserve, carried out both in kindergarten and at a party, bring not only joy to children, but contribute to familiarization with art, mastery of various types of practical activities.

In the process of implementing the work of the environmental center, the practical and spiritual experience of human interaction with nature is acquired in total. The relevance of the selected topics was determined by their lack of development on a narrow regional scale. The search for adequate methods that make it possible to form the beginnings of an ecological culture in children is reflected in the use of the research method in the independent cognitive activity of preschoolers. In children's experimentation, the most powerful activity was aimed at obtaining new information, knowledge and creative products.

The Ecological Center has the availability of material for research and experimental activities, as well as the equipment necessary to conduct experiments.

Teachers pay special attention to designing a developmental environment in which children can communicate with nature. A natural area has been created at the preschool educational institution, which includes various types of plants; aquariums with fish; a wide variety of birds (canaries, budgies, lovebirds, finches); rabbits; snails; hamsters; Guinea pigs; turtles. The natural area provides children with direct contact with natural objects, “live” communication with plants and animals, observation and practical activities to care for them, and comprehension of what they see during the discussion process.

The preschool educational institution organized an exhibition composition “Ecological systems” in the section of the “Development” program for senior preschool age; exhibition “The World Around Us” (crafts made by children together with their parents).

Teachers together with children took part in the All-Russian competition “Tree. Environmental projects with children”, organized by the newspaper “Preschool Education” and, based on the results of the competition, were awarded a certificate of honor.

Joint work with students of the Norilsk Pedagogical College to create a system of observations, experiments, role-playing games within the framework of environmental education represents an option for implementing seasonal and local history principles, and ensures the accumulation of practical material for the regional program. In the course of the study, the center's teachers developed and determined the effectiveness of game-based learning situations in the environmental education of preschool children as a condition for independent, active, initiative activities.

The health-preserving orientation of the educational process, the use of medical and restorative techniques, techniques and methods is a priority for the work of the physical education and health center. The development of this direction is carried out through the creation of conditions for the creative growth of preschool children, as the basis for their physical and spiritual healing.

For the full physical development of children, the realization of the need for movement, a subject-based developmental environment has been created that ensures the physical activity of children, which is the basis for independent motor activity, a unique form of their self-education. In order to realize the individual interests, inclinations and needs of preschool children, the subject-spatial environment ensures the right and freedom of choice of each child for his favorite activity.

The preschool educational institution has created a rational (health-improving) daily routine that promotes harmonious physical and full mental development, providing for a variety of activities throughout the day in accordance with interests and needs, taking into account the time of year, the age of the children, as well as their state of health. The hardening system provides for various forms and methods, as well as changes due to the seasons, age and individual characteristics of the health status of children.

Regularly carried out medical and pedagogical control over the formation of motor skills and the development of physical qualities in children makes it possible to make the necessary changes and additions to the work methodology, which helps educators improve the quality of individual work with children, outline specific measures to correct postural defects, prospects for the development of basic movements, identify additional reserves for reducing morbidity.

The achievement of broader educational and health goals is achieved through the use of medical and restorative methods and techniques in the educational process: physical exercises, finger games, psycho-gymnastics, game hour, logorhythmics, dynamic and rhythmic clocks.

Pupils of preschool educational institutions take prizes in city competitions in sports acrobatics; competitions for the championship of children's and youth schools of the city in artistic gymnastics.

Joint sports holidays and leisure activities, Health Days with students of the Arktika sports complex, children's and youth sports school No. 2, Lyceum No. 3 help in practice to form in children a value-based attitude towards their health, physical culture and sports in general.

The developing environment in the centers ensures the full development of children's activities and the child's personality. Teachers are working to organize and provide centers with materials and equipment that encourage children to actively act in it and creatively modify it.

As part of the activities of the centers, an attempt was made to integrate ethnocultural content into preschool upbringing and education of children, with the aim of introducing them to ethnic traditions, the spiritual material culture of the peoples living in Taimyr, a mini-museum “North” was created.

The use of the national-regional component involves familiarization with the peculiarities of the nature of Taimyr, the culture of life, and the activities of the indigenous people living in the district. It is planned to expand the ideas of preschoolers about national villages and the city - the capital of Taimyr - Dudinka, about the results of the work of fishermen, reindeer herders, hunters, port workers, geologists, pilots, and builders.

The teaching staff builds its work on raising and teaching children in close contact with the family. As part of this interaction, the needs of parents for educational services are being studied to determine the prospects for the development of the institution, the content of the work and forms of organization; involving parents in the educational process; educating parents in order to improve the legal and pedagogical culture, which plays an important role in strengthening their responsibility and forming a conscious attitude towards raising children.

A problem-oriented analysis was carried out, which made it possible to identify and formulate the main contradictions between the preschool institution and the family, compare the achieved results with the predicted ones, and highlight the strengths and weaknesses of the institution. This analysis includes the study of families by type, educational and social level; studying parents' satisfaction with the work of preschool educational institutions; determining the level of inclusion of parents in the activities of the preschool institution; determining the priorities of parents in the field of their pedagogical literacy and identifying problems in the upbringing and education of children.

Solving the identified problems made it possible to increase the level of work with parents and include the majority of them in the activities of the educational process in a preschool institution.

• survey
• general and group parent meetings
• consultations with specialists and teachers of preschool educational institutions on the issues of raising and educating children with developmental problems
• open classes with children on various types of children's activities
• joint creation of a subject-development environment for children
• participation in the preparation and holding of children's parties and entertainment
• parents' living rooms
• trainings at the request of parents
• master classes
• joint creativity of parents, children and specialists
• musical and literary living rooms
• open days

Since 1992, the preschool educational institution has become the base platform for teaching practice for students of the Norilsk Pedagogical School

As a result of many years of cooperation, a professional training model has been created that brings students as close as possible to the professional activities of a teacher in the educational complex of a preschool educational institution.

The organization of practical activities of students is aimed at consolidating the knowledge acquired during the learning process and developing the necessary professional skills.

Teachers of the preschool educational institution, together with a creative group of students, carried out research work, as a result of which an attempt was made to show the significance and well-founded possibility of using plot-based role-playing games within the framework of environmental education and specific examples of game-based learning situations were given. During the experiment, it was possible to determine the effectiveness of types of game-based learning situations, taking into account the age of children. The main result of the research conducted by the preschool educational institution team was to establish the possibility of purposefully developing the general cognitive abilities of children.

In modern educational programs, the problem of the child’s social-emotional development is not considered from such a complete perspective that would meet the new requirements for preschool education. A long-term vision of the activities of preschool educational institutions and the activities of existing microdevelopment centers involves the development of new conceptual approaches, the main of which is the socialization of the educational process, which is the basis for the development of a current direction - the socio-emotional development of preschool children.

One of the main functions of organized socialization is the creation of a developed personality, capable of transmitting their spirituality to others living in the same society. In this case, much attention is paid to emotional manifestations that can influence the positive or negative attitude or behavior of an individual.

The socio-emotional development of a child is also influenced by the spiritual makeup of the ethnic group, which is formed in the specific socio-cultural conditions of life of a particular people. Each ethnic association develops its own types of activities, interethnic relations, customs, and rituals. Therefore, the regional component is an essential condition for the implementation of this direction.

The teaching staff of the preschool educational institution, responding to the current social situation, revised many pedagogical positions, including those related to the socio-emotional development of the child. The basis for such a revision was modern research into the essence of the child’s social development; the relevance of this problem, raised by scientists in our country and abroad; new technologies based on comfort, adaptability, as well as positive changes in terms of updating the content of the Russian preschool education system.

Svetlana Kashirina
Representation of a preschool teacher for protection or confirmation of category

Performance

MBDOU teacher"Kindergarten No. 13"

Kashirina Svetlana Olegovna

General information about the person being certified

Date of Birth: 11/08/1984

Education: Ryazan Pedagogical College with a degree in preschool education, 2012, diploma No. 62SPA 0003160

Advanced training courses in the profile of teaching activities (position) during the period, pre-certification:

OGBOUDPO “Modern educational technologies and forms of work with children in preschool educational institutions in accordance with FGT”, in the amount of 108 hours. 09.11.2012 – 11.29.2012 Certificate No. 1172

OGBOUDPO "Ryazan Institute for Educational Development"“Modern approaches and new technologies in working with young children with disabilities”, 72 hours 01.11.2012 – 14.12.2012 Certificate No. 1879

“Total work experience 9 years order number for preschool educational institution Availability of qualification categories for this position:

1. Analytical information about educational results.

Kashirina Svetlana Olegovna works in the second group of early age, the roster consists of 18 children.

There are friendly relationships between children in the group. Children develop such concepts as friendliness and helping a friend. Pupils play together, they work, study, rejoice, and treat others with respect. Children are responsive, know how to sympathize, and treat living and inanimate people with care. subjects.

The work is based on the principle: “teaching others - learn yourself”. In the classroom, first of all, you need to take on the role of an assistant, not a teacher. It is this technique that activates the child’s activity and promotes the development of independence and self-expression. During classes, children's mood improves, a feeling of joy and pleasure appears. Every child should know that he is important and needed; under such conditions, the percentage of material assimilation is 95%.

The task of pedagogical activity is to help children demonstrate their own potential abilities given to them from birth, and everyone has them. Friendship and understanding of children helps to be in their wonderful world of childhood.

Activity pupils and the quality of assimilation of program material are under constant control. A good psychological climate is created in the classroom, all children feel comfortable and are actively involved in the work.

I believe that the result of my work is that children work with pleasure in classes, receive an emotional boost, and reveal positive character qualities such as How: resourcefulness, mutual assistance, courage, the ability to empathize, the ability to work in a team, willpower, determination, aesthetic needs of the individual, radiate energy and cheerfulness.

2. Use of modern educational technologies (elements) in teaching activities

Health-saving technology;

Personality-oriented technologies;

Gaming technology;

Technology of research activities;

Technology "TRIZ".

Methodological support

-"Health Path";

Pool with balls;

Di "Me and my body";

Di "I and my family";

Finger Theater;

Tabletop theater;

Rolling toys;

Toys of different sizes and textures;

Spatulas, rakes, sticks, juices;

3. Interaction with parents and society

Educator Kashirina Svetlana Olegovna actively involves parents in pedagogical work: provided individual counseling on problems in education and development of children, questionnaires, group thematic consultations, workshops at parent meetings, introduced the results of research, children’s adaptation to kindergarten, the level of individual development of children, and the characteristics of children’s communication with peers and adults. If necessary, parents were given recommendations on the selection of preventive methods and techniques that would promote positive changes in the development of children. In her activities, she actively used educational work to disseminate pedagogical knowledge among parents pupils(thematic consultations from the series "Reader for parents" In chapter "Parent's Corner", thematic speeches at parent meetings). She paid special attention to providing assistance to parents of children with developmental problems (emotional distress, problems in children’s communication with peers and adults). Parents willingly come to consultations and strive to learn as much information as possible about the development of their child and the methodology education at different age stages. I have letters of gratitude from the parent community.

Parents pupils actively participate in creating a developmental environment in the group and landscaping the territory.

Member of the commission for bonuses for preschool educational institutions employees. (order No. 3 O/D dated January 11, 2013).

4. Professional activity of a teacher

I actively participate in the social and creative life of the kindergarten, I take an active part in competitions and shows at various levels. She created her own blog on the international educational portal Maam. ru. I actively share my experience with teachers in other cities. I am a member of the commission for bonuses for preschool educational institution employees.

"A scattering of life and goodness" year 2014.

"Autumn Inspiration" My presentation. year 2014.

All-Russian creative competition "Winter Inspiration" Methodological development. year 2014

All-Russian competition for teachers "A scattering of life and goodness" 2015

All-Russian creative competition "Autumn Inspiration" My presentation. 2015

All-Russian distance creative competition for teachers “The edges of talent. ---Pedagogical skills" 2015

international competition “Autumn has come to visit us” 2015

City exhibition-competition "Clay Tale" 2011.

City competition-festival of arts and crafts "The soul and hands of creation" year 2013.

Regional correspondence competition "Kindergarten. From past to future" year 2013.

All-Russian quiz “Development of professional competencies of teaching staff in the field of information and communication technologies” 2015.

5. Performance discipline (high-quality documentation, timely provision of materials, etc.. P.)

Based on the results of administrative control, S. O. Kashirina maintains relevant documentation in a high-quality manner and in a timely manner provides it: long-term and calendar plans; curriculum plan educational work for a month; attendance sheet pupils; notebook of minutes of parent meetings, workbook of teacher councils; information about parents; monitoring; report card and schedules for hardening children. The results of internal control show that Svetlana Olegovna is characterized by professionalism, deep, versatile knowledge, search for effective forms of training and education of preschool children. Kashirina S.O. works under self-control, she has a developed sense of duty, she is characterized by high professionalism, independence in judgment, and the ability to find ways and means of assigned tasks.

6. The level of general and professional culture of the teacher;

creating a favorable psychological climate (absence of conflicts with the administration, colleagues, parents, children, etc.)

According to administrative, medical, teaching and parental staff, teacher Kashirina S.. O., there are no conflict situations with employees and parents of the preschool educational institution. Kashirina S. O. is characterized as friendly, balanced, tactful, competent teacher. I maintain close contact with my parents pupils, will come to the rescue of his colleagues.

7. Other information and analytical data indicating the effectiveness of the teacher’s activities

During her work, Svetlana Olegovna Kashirina has established herself not only as a responsible, hardworking, careful worker, but also as a methodologically competent teacher, has knowledge of the psychology and physiology of young children, carefully studies each child, knows his individual characteristics. Directs his work to the development of children. Directs his work to the development of mental processes in children, perception, speech, thinking, forms needs and interests.

She pays great attention to the adaptation of children in her work. At each stage of the adaptation period, together with a psychologist, he develops recommendations for parents to facilitate the course of the adaptation period. During the period of work, there has been a positive trend in the increase in the number of children with mild adaptation:

Graduates are well versed in the surrounding reality, sociable, independent, and active. Kashirina Svetlana Olegovna has a high level of professionalism in working with young children, devotion In the teaching profession, she was repeatedly awarded certificates of honor by the kindergarten administration.

Pupils take part in various competitions, are laureates and winners:

Diploma from the Department of Education and Youth Policy of the Ryazan City Administration for participation in the city competition of children's creativity on fire-fighting topics in 2013.

Diploma of the Department of Education and Youth Policy of the Ryazan City Administration for participation in the city exhibition of arts and crafts pupils preschool age. year 2014.

Letter of gratitude from the Ryazan regional branch of the United Russia Party for active participation in organizing a children's drawing competition "My beloved Motherland" aimed at patriotic upbringing the younger generation. year 2014.

Diploma for preparing a second-degree winner in the All-Russian creative competition for children and teachers "Easter Tree" 2015

Diploma of participation in the International Children's Creative Competition "We are for peace". 2015

Certificate of curator of the International Children's Creative Competition "Summer Inspiration".2015

Diploma of a teacher who prepared the winner in the All-Russian distance creative competition for preschoolers and schoolchildren "The Edge of Talent".2015

Encouraging teachers during the inter-certification period.

2012 Certificate of Honor from the Department of Education and Youth Policy of the Ryazan City Administration. (order No. 263 dated February 29, 2012)

2014 Certificate from MBDOU for impeccable conscientious work in the preschool education system, for active participation in the life of the preschool institution. (order No. 1201 dated September 26, 2014)

2015 Gratitude from the Administration of the city of Ryazan for many years of conscientious work, great personal contribution to the cause of education and education preschool children.

2015 Gratitude to MBDOU for impeccable conscientious work in the preschool education system, for active participation in the life of the preschool institution. (order No. 124 dated September 25, 2015)

I would like to show, using the example of this post, that a large number of situations related to the administrative apparatus of preschool institutions, bureaucracy and simply the devil-may-care attitude of officials can be resolved in one’s favor.

History did not develop in a short time. Therefore, everything is in order, but with abbreviations and in several parts. Perhaps my experience will be useful to someone. I can answer your questions in more detail in the comments.

With this post I will close the series about violations in kindergartens. I really want to hope that he is the last.

5. Theaters

Anyone who has read previous posts remembers the story in the first article about monetary extortions, the story about theaters

Briefly: some theaters came to our kindergarten. Periodically, an announcement appeared in the group: on such and such a date for the theater - bring 150 rubles.

It was presented as a great blessing and happiness that theaters come and contribute to the artistic and aesthetic development of my child.

Although I haven’t seen a single theater in all this time. Parents were not allowed to enter.

Well, God bless him, 150 rubles a month (as it was at the beginning) is not killer.

Then visits to theaters incognito became more frequent. When money began to be collected once a week, I once asked for reporting documentation - a check - in exchange for my money. I have the right. And it turned out that there are no such things in nature. And there are no agreements with which theaters either.

I consulted with the head of the education department of the Moscow Region about what kind of theaters these are and why there are no checks or contracts. To which he gave a quite clear answer. And now attention, all those who are alarmed by a similar question:

“No company (theater, studio, circus, booth, etc.) should provide paid services on the territory of children's institutions unless otherwise provided by the contract. That is, theaters must give free performances.

If a theater wants to organize a paid performance, then it must, with the consent of the administration (that is, with accreditation from the head of the department of the Moscow Region), rent a room outside the preschool educational institution, post a poster, sell tickets (physical tickets), issue cash receipts in exchange for money, and invite those to whom tickets are sold to YOUR premises .

By giving money for services not provided for in the contract, parents encourage violations by the administration of the preschool educational institution and are themselves violators.”

Then a complaint about monetary extortions appeared (read theaters) and a separate item was the point of illegal collection of money for theaters.

But that is not all. When the new manager was asked why the theaters stopped operating, supposedly the children were suffering... She covered myself with my complaint as a shield. She did not explain that this was a violation of the previous manager, but said that while this complaint was pending, she could not conclude an agreement with anyone.

Threw the red rag, so to speak)

They started chanting at me to give up my claims and withdraw the complaint. It got to the point where they were calling me and insulting me.

When asked why you don’t take your suffering children to the theaters yourself? – parents had many excuses that it was more convenient, otherwise they don’t have time, money, and so on...

When asked why they themselves, the parents of especially suffering children, don’t chip in and directly negotiate with the theaters and invite them to the kindergarten? – there was no intelligible answer at all.

Then I forwarded them to the manager and said that I would not participate in a mass violation, I would not renounce my claims, for which I received the epithet inadequate))

I entered into a mutual agreement with one popular theater for their performances (once a month) and donated these performances under a donation agreement to our kindergarten.

All mouths closed)) Or maybe, on the contrary, they opened.

Only I am amazed. What kind of society do I live in? How many inert people are ready to blame anyone for their difficulties, to insult out of imaginary powerlessness, to violate even when they are lawyers, instead of going and doing something themselves!

We accuse the state of lawlessness, officials of bureaucracy and deception, and the administration of rudeness and violations. Or maybe start with yourself?

To the Certification Commission of the MBDOU No.__

PERFORMANCE

(for a teaching employee being certified to establish compliance with the position held)

Full name , born 1994 to establish suitability for the position held.

At the time of certification, she is holding the position of an early childhood teacher.

Information about the certifier:

1. Information about education: secondary vocational. Graduated from (name of institution) in 2014; qualification - teacher of preschool children; specialty - preschool education.

2. Job details:

Total work experience – 2 years 3 months.

Teaching experience – 2 years 3 months.

He has been working in this educational institution since December 1, 2014 (Order No. __ dated _______).

He improves his teaching skills and professionalism through participation in GMO and advanced training courses at ARIPCfrom 10/12/2015 to 10/21/2015 in the amount of 108 hours on the topic “Current problems of preschool education in the context of modernization”, as well as through self-education (topic: “Game activities of children of primary preschool age").

FULL NAME. are distinguished by the following professional and personal qualities: sincere interest in the child, high social activity and responsibility, goodwill, balance, emotionality, conscientiousness and hard work.

In OD Full name uses information and computer technologies, gaming techniques, various visual materials, colorfully designed and accessible to children, which allows them to achieve high results in their work.Directly organized activities take place in the form of a game, with the inclusion of surprise and theatricalization, the use of finger games and nursery rhymes, games - dramatization and performances with toys in all types of activities.An OD teacher always optimally selects material, rationally combines methods and techniques of teaching and education, etc. Tactfully, without violating the children's plans, he carries out individual work in the process of teaching children: advises, explains, discusses plans, the course of action, achieves the activity and independence of each child, and provides assistance to those who find it difficult.

The teacher owns gaming, artistic, theatrical, visual skills. He introduces elements of creativity into all types of children's activities, effectively uses didactic and educational games, gaming techniques and exercises, and much more.

Organizing leisure activities plays a big role in working with children. Preparation for events does not turn into an end in itself; it is a planned, clearly thought out work. All activities conducted by the teacher are held at a good methodological level. The teacher makes sure that each student is an active participant in the festive matinee, entertainment, and competition. The teacher is a participant in any performances for children, a performer of fairy-tale characters, and creatively transforms from one character to another. He is in constant creative search, tests and implements new pedagogical technologies into practice.

When working with children, she is helped to achieve positive results by competent organization of a subject-development environment and the correct selection of a variety of meaningful games. The group has equipped corners in accordance with modern requirements, and educational games have been made. The pedagogical environment is created taking into account the age capabilities of children, so that the child can find an exciting activity or activity during the day. The object-based play environment is organized so that every child has the opportunity to do what they love. Placing equipment in sectors allows children to unite into subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities, etc.).

When working with parents, the teachertakes into account their interests and wishes. Teacher works closely with parents of students. Parents are active participants in the educational process: they participate in holidays and entertainment competitions, help in organizing exhibitions of children's creativity, and in organizing PRS.

FULL NAME. actively participates in events held at the preschool educational institution.

Head of MBDOU No. __ _______________

I am familiar with the presentation

"_____"_________20_____ ______________