Material on the topic: Professional competence of a preschool teacher. The relationship of the professional competence of the educator with the successful implementation of the fgos doe

Pedagogical Council

« Professional competence educator "

Target:

Updating the development of the professional competence of the educator;

Activate the form of advanced training for teachers;

Analysis of the professional competence of teachers and the general culture of educators

Board of Education Plan

1. Professional competence of the educator

1.2. Intellectual - creative game "Professional competence of a teacher".

1.3. Game "Qualities"

2. Tips for educators on creating a portfolio.

2.1. Portfolio purpose

3. Scheduling mutual visits

1.1. Professional competence of the educator

1.1. Report “Professional competence of an educator is a necessary condition for improving the quality of the pedagogical process.

Speaker O. V. Sokolova

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

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

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

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

Educational and educational;

Educational and methodical;

Socio-pedagogical.

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

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

The socio-pedagogical activity of an educator assumes the following competence criteria: consulting assistance to parents; creating conditions for the socialization of children; protection of the interests and rights of children. These criteria are supported by the following indicators:

Knowledge of basic documents about the rights of the child and the responsibilities of adults in relation to children; the ability to conduct explanatory pedagogical work with parents, preschool education specialists.

1.2. Intellectually creative play

"Professional competence of an educator."

Purpose: To activate the form of professional development of teachers. In a playful way, analyze the professional competence of teaching staff and the general culture of preschool educators.

At this stage of the work of the pedagogical council, it is necessary to organize an analytical group that will evaluate the responses of the teams and conduct the game itself. This group includes the head of the school and two educators, the rest of the educators are divided into three microgroups (yellow, red, blue).

Each microgroup is asked a question in turn, the time for thinking is 30 seconds. One member from the whole team is responsible.

The review team evaluates the responses according to the following criteria.

5 points - full, detailed, correct answer.

3 points - the answer is partially correct, but not complete.

0 points - no answer or it is wrong.

Here, teachers' knowledge of the main legislative documents in the field of preschool education is analyzed and tested (this includes knowledge of sanitary and epidemiological requirements, knowledge of the content of regulatory documents in the field of education).

1 BLOCK "Knowledge of sanitary and epidemiological requirements"

1. What is the maximum occupancy in the yas. groups (from 1 to 3 years old) (no more than 15 people)

2. What is the maximum number of groups for children 3-7 years old? (no more than 20 people)

3. What is the maximum occupancy in age groups if there are children of any three ages 3-7 years old in the group? (no more than 10 people)

4. What is the daily duration of a walk for children in the preschool educational institution? (not less than 4-4, 5g.)

5. What is the total daily sleep duration for preschool children? (12-12, 5 hours of which 2.0 - 2.5 hours are allotted for daytime sleep).

6. How is daytime sleep organized for children from 1, 5 to 3 years old? (once, lasting at least 3 hours).

7. How much time in the daily routine for children 3-4 years old is independent activity (games, preparation for classes, personal hygiene? (At least 3-4 hours)

8. What is the rate of lessons per week for children from 1, 5-3 years old and how long? (no more than 10 lessons per week: speech development, didactic games, movement development, musical games, etc. lasting no more than 8-10 minutes.)

9. What is the maximum allowable number of lessons in the morning in the senior and preparatory groups? (no more than 3x).

10. What is the duration of classes for children of the 5th year of life? (no more than 20 minutes)

11. What is the duration of classes for children of the 7th year of life? no more than 30 min.

12. On what days of the week and at what time of the day is it necessary to conduct classes that require increased cognitive activity and mental stress of children? (in the first half and on the days of the highest working capacity of children - Tuesday, Wednesday).

2 BLOCK "Basic regulatory documents in the field of education"

1. What regulatory documents can you name that should be in kindergarten? (Model provision of a preschool educational institution, the Constitution, the Family Code, the Labor Code, the Convention on the Rights of the Child, the Law on Education, the Declaration of the Rights of the Child, the Charter of the preschool educational institution, the Parental Agreement)

2. Remember the convention on rights and name the rights of the child.

For education in a family environment

Adequate food

To an acceptable standard of living

For medical care

Disabled children - for special care and education.

To rest

For free education

To a safe living environment, the right not to be mistreated or ill-treated.

Children should not be used as cheap labor.

They have the right to speak their own language, their culture.

Express ones opinion.

3. Indicate from which document the next extract “Parents are the first educators of the child. They are obliged to lay the foundations for the physical, moral and intellectual development of his personality in infancy.

From the Standard Regulation of the DOE

From a textbook on pedagogy

From the Constitution of the Russian Federation

From the Civil Code of the Russian Federation

From the law of the Russian Federation "On Education" Art. 18. p. 1.

4. The main act governing the relationship of family law is?

Constitution of the Russian Federation

Family code

Convention on the Rights of the Child

Agreement between children and parents

5. What characterizes the professional competence of an educator?

Ability to think pedagogically

Ability to punish children

The ability to learn the opinion of parents about their child

Ability to make connections with businessmen.

6. Who is prohibited from teaching in accordance with the Labor Code of the Russian Federation? (persons to whom this activity is prohibited by a court verdict or for medical reasons)

7. What is the duration of the working time of teaching staff, established by Art. 333 labor. of the RF Code (no more than 36 hours per week, depending on the position and specialty, taking into account the peculiarities of their work, the duration of the working time is determined by the Government of the Russian Federation).

1.3. Game "Qualities"

Each of the teachers must choose three qualities that are most manifested in him, considering that those around him also see these qualities in him. Each quality is recorded by educators on separate sheets in advance. All qualities are folded into three bags (according to the number of microgroups). Each participant in turn pulls out a piece of paper and gives it to the one who, in his opinion, possesses this quality. As a result, each participant receives different amount leaves, and therefore qualities. At the end of the game, a question is asked to educators “How can the assigned qualities help in professional activity? ".

2. Tips for educators on creating a portfolio

2.1. Portfolio purpose.

The portfolio is intended for:

Self-assessment and stimulation of professional growth and activities of a preschool educational institution;

Assessment of the qualification level and quality of professional activity (during certification, determining the amount of incentive bonuses and incentive payments, etc.).

The main approaches to developing and maintaining a Portfolio are:

Competence-based approach (assessment based on the results of the teacher's implementation of the main professional functions and competencies);

Activity-based approach (assessment of the implementation of the main types of activities: educational and educational, constructive and evaluative, health-preserving and health-forming, educational and methodological, innovative, social and pedagogical);

A systematic approach (assessment of the level of a set of professional achievements: structural analysis, which helps to identify system-forming connections and relationships, to determine the internal organization of the teacher's Portfolio; functional analysis, which allows to reveal the functions of the Portfolio as a whole and its individual components).

The main principles of the formation and maintenance of the Portfolio are:

The principle of continuity (constant systematic and consistent replenishment of the Portfolio);

The principle of diagnostic and prognostic orientation (reflection of the state of professional growth, the presence of parameters of professional activity);

The principle of interaction (providing effective feedback with the subjects of the educational space);

The principle of scientific character (substantiation of the expediency of building a Portfolio on the basis of competence-based, activity-based, systemic approaches);

The principle of an individually differentiated focus (assessment of professionalism in accordance with the requirements of the performance of the preschool teacher).

2. Features Portfolio of a preschool educational institution as a form of certification.

The portfolio is a working folder containing diverse information that documents the existing experience of the preschool teacher and reflects the totality of his individual achievements; it is a way of recording, accumulating and evaluating the educator's creative achievements, including the integration of quantitative and qualitative assessments of pedagogical activity; this is a set of documents confirming the performance of the kindergarten teacher, updating the reflection of his own activities. Portfolio is a form of attestation, during which the educator submits materials confirming his professionalism in the form of a structured cumulative document.

3. The system for assessing the individual achievements of preschool educational institutions.

The Portfolio presents and evaluates the totality of indicators of the teacher's professional and pedagogical activity: qualifications and professionalism, productivity (effectiveness).

The main requirements for evaluating a Portfolio are:

Unified assessment procedure and technology;

The presence of the dynamics of professional growth and the results of the teacher's activity;

The reliability of the data used;

Compliance with moral and ethical standards in the collection and assessment of the information provided, the criteria for their assessment, which are reflected in formalized supporting and other documents (expert list).

4. Portfolio structure

Introduction

Portrait

Professional achievements folder

Student achievements folder

Folder of supporting documents

In the "Introduction" section, the educator provides information about professional status, work experience, education, personal data. This information helps the educator to form the head of the preschool educational institution.

In the "Portrait" section, the teacher includes an essay "Me and my profession."

In the essay "I and my profession", a teacher in free form can reflect the following aspects: motives for choosing a profession, ideas about the qualities necessary for a successful professional activity, stages of professional development, personal and professional interests, prospects and achievements, state the pedagogical credo, give introspection professional competence, identify topics of innovative and experimental activities, reflect creative achievements, etc.

... The "folder of professional achievements" includes the following materials: plans for educational and educational work with children, reports, messages on methodological and pedagogical councils, publications, a description of work experience, illustrations and self-analysis of the developing environment, summaries of open classes, a list of developed didactic and methodological aids , texts of projects of different directions, system of notes of classes or other forms of organization of work with children, self-report on the results of work for the academic year, video recordings of various forms of work with children, parents, colleagues, results of questionnaires and feedback from parents, etc. This material serves as illustrations and confirmation of professional achievements, allows the educator to create a personal bank of creative and methodological materials of various nature and significance. In the course of work on the content of this section of the Portfolio, the educator has the opportunity to improve a number of pedagogical skills: analytical, prognostic, reflective, etc.

... The Pupils Achievements Folder includes certificates of pupils' participation in various competitions, sporting events, quantitative and qualitatively elaborated diagnostic data on the progress of children in the educational process, products of children's creativity, certificates of participation of children and a teacher in projects of various levels and directions. The materials in this section of the Portfolio can indirectly testify to the quality, level, content of the educator's professional and pedagogical activity, serve as an illustration of his professional creativity, activity, and competence.

... The "folder of documents" is filled with certificates of participation in conferences, round tables, professional and creative competitions, documented evidence of advanced training courses, internships, diplomas of professional retraining or additional vocational education, certificates for the successful implementation of professional - pedagogical or social activities. The materials of this part of the Portfolio can reliably confirm the level of professionalism and competence of a specialist, as well as the level of his claims, official status.

... "Folder of expert assessments" includes external and internal reviews, reviews, Thanksgiving letters, official reviews on the introduction of copyright technologies, patents, etc. These documents are various and objective forms of assessing the effectiveness of the teacher's activities and can stimulate him to further professional growth.

2.2. Electronic portfolio at www.maam.ru.

On the example of the electronic portfolio of the senior educator Shchukina O.N.

3. Scheduling mutual visits.

Continue the practice of mutual visits of different educational areas.

Continue the work of seminars, master classes aimed at the formation and development of key competencies of educators.

At the end of the school year, educators present a self-education analysis.

Related entries:

Questions for introspection of the preschool educational institution teacher.

1. Analyze the improvement in children's health relative to baseline data. (The initial and final indicators are compared: health index; the number of frequently ill children).

2. Analyze the development environment in the context of the implementation of the variability of education (creative transformation of the environment, the development of author's games, manuals, teaching aids).

3. Show the implementation of personality-oriented interaction with children (possession of tools for diagnosing individual characteristics, diagnosing the development of children).

4. Expand the results of individual correctional and developmental work with children.

5. Show the organization of the optimal motor regime in the group, the results of work with children of low and high mobility.

6. Expand the participation of parents in the life of the group, activities in the preschool educational institution.

7. Evaluate the level of your professional skills (mastery of a set of pedagogical technologies, technology of developmental education and upbringing, development of new pedagogical technologies and methods, participation in research experimental activities).

8. Analyze the creation of emotional comfort and psychological protection of the child.

Questions for introspection of the musical director of the preschool educational institution.

1. Conduct an analysis of the conditions for organizing musical and rhythmic activities and creative self-expression of children (creative transformation of the developmental environment in groups, the development of teaching aids, musical games, special equipment).

2. Expand the organization of the development of the child's musical abilities (the formation of subgroups of children, taking into account their abilities, possession of diagnostics of the development of musical abilities, the formation of the creative abilities of each child).

3. Show the results of individual, subgroup music-rhythmic work with children.

4. Expand the participation of parents in the activities of the preschool educational institution

6. Analyze the creation of emotional comfort and psychological protection of the child.

7. Expand the improvement of your professional skills (mastering a variety of modern methods of musical education and training, the use of your own methods, the development of your own original methods of musical development of children).

A sample memo for introspection of the lesson

1. What features and capabilities of children have you taken into account when planning classes?

2. Was preliminary work done with the children? What is the connection between the topics of this lesson and the previous ones?

3. What tasks were solved: educational, upbringing, developmental? Was their completeness and interconnection ensured?

4. Has the structure, time, place, and form of organization of the lesson been rationally chosen?

5. Evaluate the content, methods and techniques used. Give reasons for the chosen teaching methods.

6. What is the manifestation of a differentiated approach to children? What training tools did you use?

7. List the forms of organization of children's activities, due to which the efficiency and interest of children were ensured during the entire lesson?

8. Did you manage to fully implement the tasks set? If not, which ones and why?

Self-analysis and self-assessment of the pedagogical activity of the senior educator (deputy head for teaching and educational work)

1. Analyze the planning system methodical work.

2. Show the final results of the methodological work of the educational institution.

3. Conduct an analysis of the conditions of productive activity.

4. Show the degree of satisfaction with the results of your work as teachers.

5. Expand the forms of methodical work. What forms and mechanisms are used in the educational institution to increase creative activity teachers and their responsibility for the end result.

6. Form the indicators by which you judge the success of the methodological work. What problems do you see here?

7. Correlate the obtained assessment of the system of methodical work with the proposed criteria of K. Yu. Belaya.

The first criterion for the effectiveness of methodological work can be considered achieved if the results of children's development grow, reaching the optimal level for each child or approaching it, within the allotted time without overloading the children.

The second criterion of social time consumption, efficiency of methodological work is achieved where the growth of teachers' skill occurs with reasonable expenditure of time and conditions for methodological work and self-education.

The third criterion that stimulates the role of methodological work is that the team is experiencing an improvement in the psychological microclimate, an increase in the creative activity of teachers and their satisfaction with the results of their work.

Professional competence of a preschool teacher

The concept of pedagogical competence.
The content and structure of the professional competence of a preschool teacher;

Main components;

Areas of professional competence of a preschool teacher;

Qualities and character traits necessary for the success of a preschool teacher;

Principles of professional success in teaching;

Steps to a Successful Activity;

Pedagogical skills as a disclosure of the structure of the teacher's professional competence.

Bibliography

The concept of pedagogical competence

The development of modern society dictates special conditions for organizing preschool education, the intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers.

Competence (from Latin competentio from competo I achieve, I match, I fit)is the teacher's personal ability to solve a certain class of professional problems.

Scientists A.S. Belkin and V.V. Nesterov believes: "In pedagogical terms, competence is a combination of professional powers, functions that create the necessary conditions for effective activity in the educational space."

Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for a successful career.

The professional competence of a modern teacher of a preschool educational institution is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, solving which, he contributes to the clarification, improvement, practical implementation of development tasks, its general and special abilities.

The concept of a teacher's competence is understood as a value-semantic attitude to the goals and results of pedagogical activity, expressed in the conscious performance of professional functions. And this is especially valuable, given that such a position of the educator is not an innate quality, it is formed under the influence of the entire educational environment, including in the process of additional professional education aimed at changing inner peace, which determines the awareness of the actions of the kindergarten teacher.

In accordance with the definition of the concept of "professional competence", it is proposed to assess the level of professional competence of teaching staff using three criteria:

1. Possession of modern pedagogical technologies and their application in professional activities.

2. Willingness to solve professional subject problems.

3. Ability to control their activities in accordance with the accepted rules and regulations.

One of the most important components of professional competence is the ability to independently acquire new knowledge and skills, as well as to use them in practice.

The content and structure of the professional competence of a preschool teacher

The main content of a teacher's activity is communication, the subjects of which in a preschool educational institution are teachers, parents, and children. The teacher's professional competence in the field of communication with the parents of pupils characterizes the teacher's ability to effectively organize the process of communication with parents, taking into account the actual educational needs and interests of the parents, modern forms and methods of organizing communication.

The main components of the teacher's professional competence include:

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

Modern society makes new demands on the competence of the teacher. He must be competent in the organization and content of activities for the following directions:

Educational - educational;

Educational - methodical;

Social - pedagogical.

Educational - educational activitiespresupposes the following competence criteria: implementation of an integral pedagogical process; creation of a developing environment; ensuring the protection of the life and health of children. These criteria are supported by the following indicators of the teacher's competence: knowledge of goals, objectives, content, principles, forms, methods and means of teaching and upbringing of preschoolers; the ability to effectively form knowledge, skills and abilities in accordance with the educational program.

Educational - methodical activitythe educator assumes the following competence criteria: planning of educational work; design of pedagogical activities based on the analysis of the results achieved. These criteria are supported by the following indicators of competence: knowledge of the educational program and methods of development of various types of activities of children; the ability to design, plan and implement a holistic pedagogical process; possession of research technologies, pedagogical monitoring, education and training of children.

In addition, having the right to choose both the main and partial programs and benefits, the educator must skillfully combine them, enriching and expanding the content of each direction, avoiding "mosaicism", forming the integrity of the child's perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all activities, activities, events based on the tasks of the child's upbringing and development.

Socio - pedagogical activitythe educator assumes the following competence criteria: counseling for parents; creating conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of basic documents on the rights of the child and the responsibilities of adults in relation to children; the ability to conduct explanatory pedagogical work with parents, preschool education specialists.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

Work in methodological associations, creative groups;

Research, experimental activity;

Innovative activity, mastering new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of their own teaching experience.

Qualities and traits of character,necessary for the success of a preschool teacher

To determine the prospects for the success of a preschool teacher, it is necessary to determine the basic basis and prerequisites. These aspects can be expressed in the form of requirements and a certain standard of the profession:

Good knowledge of human nature and interpersonal relationships;
Nobility of spirit;
Sense of humor;
Sharp observation;
Interest and attention to others;
Contagious passion for preschool childhood;
Rich imagination;
Energy;
Tolerance;
Curiosity;
Professional readiness and understanding of how a child develops;
Ability to draw up individual education and training programs for age groups or individual children;
Understanding of the process of integration of educational areas, private methods of preschool education, specific types of children's activities.

Based on the listed reasons, it is possible to single out the components of the success of the DL teacher.

Below are considered the main principles implemented in organizational pedagogical activity in terms of success (Table 1).

Table 1

Principles of professional success in teaching

Principles	Pedagogical intent
The Fireworks Principle: Open yourself up!	All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own path of flight: some have a long path, while others…. The main thing is the desire to shine!
"Weighing principle": Find yourself! Your choice is your possibilities!	There are no common truths, they are born in a dispute. A hurricane of social contradictions is raging around. It is important to be independent in the world. Scales-swing - a symbol of constant search, the desire to develop your point of view.
Win! Try it! Plan!	Each has its own development program, goals and objectives. Everyone chooses the path of movement to success according to their strength and manifests themselves in different life situations.
"The principle of success": Realize yourself!	Creation of a situation of success. The main thing is to feel the taste of victory. The teacher is an equal partner, taking into account the interests of the child, individual abilities and needs.

Steps to Success

From a pedagogical point of view, success is such a purposeful, organized combination of conditions under which it becomes possible to achieve significant results in the activities of both an individual and a number in general.

Let us designate several accompanying steps to the successful work of a teacher.

Activity and business perspective.
Stimulation.
Gratitude.
Help and support.
Tact.
A responsibility.
Creation.
Ability to admit and correct mistakes.
"Live participation".
Constructive criticism.

Ways to involve educators in activities that contribute to success:

Design;
Solution of pedagogical situations;
Actively - play methods;
Workshops and trainings;
Professional contests;
Individual and micro-group pedagogical research;
Documentary analysis;
Writing creative works;
Portfolio design;
Analytical diary keeping;
Discussion club;
Hours of interested information exchange;
Visiting types of children's activities with colleagues with subsequent analysis;
Development and implementation of professional programs.

The main subjective sources for determining the success of a teacher are:

The opinion of the administration;
Analysis and opinion of methodologists, members of GMOs and expert groups;
The prevailing perception among colleagues, parents;
The demonstrative activity of the teacher, the desire to speak, seem, participate, lead.

The main sources for determining the success of a teacher:

The results of upbringing, education of children in different types of activities;
Number of children successfully enrolled in primary school;
Successfully conducted pedagogical activities;
Generalization of advanced professional experience;
Publications in the local press, mass media.

Only activities that bring success and high satisfaction become a development factor for the personality.

The structure of the professional competence of an educator can be revealed through pedagogical skills. It is advisable to build a model of professional readiness from the most general to specific skills. This most general skill is the ability to think and act pedagogically, which is closely related to the ability to subject facts and phenomena to theoretical analysis. What unites these two extremely important skills is that they are based on the process of transition from the concrete to the abstract, which can occur on the intuitive, empirical and theoretical levels. Bringing skills to the theoretical level of analysis is one of the most important tasks of teaching future teachers in pedagogical skills. Ideally, the full compliance of a preschool teacher with the requirements of a qualification characteristic means the formation of the ability to think and act pedagogically, which integrates the whole set of pedagogical skills.

Regardless of the level of generalization of the pedagogical task, the complete cycle of its solution is reduced to the triad "think - act - think" and coincides with the components of pedagogical activity and the skills corresponding to them. As a result, the model of the professional competence of the educator appears as a unity of his theoretical and practical readiness. Pedagogical skills are grouped here into four groups:

1. Ability to "translate" the content of the objective process of education into specific pedagogical tasks: the study of the individual and the team to determine the level of their preparedness for the active mastering of new knowledge and the design on this basis of the development of the team and individual pupils; the selection of a complex of educational, upbringing and developmental tasks, their concretization and determination of the dominant task.

2. Ability to build and set in motion a logically complete pedagogical system: comprehensive planning of educational tasks; reasonable selection of the content of the educational process; the optimal choice of forms, methods and means of its organization.

3. Ability to identify and establish relationships between the components and factors of education, to bring them into action: creating the necessary conditions (material, moral and psychological, organizational, hygienic, etc.); activation of the personality of a preschooler, the development of his activity, which turns him from an object into a subject of education; organization and development joint activities; ensuring the connection of the preschool educational institution with the environment, regulation of external non-programmable influences.

4. Ability to record and evaluate the results of pedagogical activity: introspection and analysis of the educational process and the results of the teacher's activity; defining a new set of dominant and subordinate pedagogical tasks.

But none of the above will be effective if the teacher himself is not aware of the need to improve his own professional competence. For this, it is necessary to create the conditions in which the teacher independently realizes the need to increase the level of his own professional qualities. An analysis of one's own pedagogical experience activates the teacher's professional self-development, as a result of which skills are developed research activities, which are then integrated into teaching activities.

The most important thing, in my opinion, in the profession of a preschool educational institution is to love your work and your pupils. I really like the words of L. N. Tolstoy:“If a teacher has only love for the work, he will be a good teacher. If a teacher has only love for a student, like a father, a mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If the teacher combineslove to business and to students, he is a perfect teacher. "

The current situation in education requires special training of specialists. Only the teacher who is ready for change, personally developing in the profession, possessing a high level of knowledge and skills, reflection, can prepare children for change. developed ability to design activities, that is, a professionally competent teacher.

Bibliography:

1.Zakharash, T. Modern updating of the content of teacher training // Preschool education - 2011

2.Psychology and pedagogy: Tutorial... O. B. Betina. 2006 year

3.Svatalova, T. Toolkit for assessing the professional competence of teachers // Preschool education - 2011

4. Slastenin V.A. and others. Pedagogy: Textbook. manual for stud. higher. ped. study. institutions - M .: Publishing Center "Academy", 2002

5.Khokhlova, O.A. Formation of professional competence of teachers // Handbook of the senior educator - 2010

Municipal budgetary preschool educational institution "Voloshka"

Noyabrsk

Psychological and pedagogical aspects of the competence of a preschool educational institution teacher in the light of the professional standard

(Introduction - introduction to the topic)

2.Exercise "I am a designer".

Purpose: to develop criteria for evaluating a teacher for the organization of the educational process in accordance with the Federal State Educational Standard for preschool education.

It is proposed to develop criteria for assessing quality based on the requirements for the psychological and pedagogical conditions for the implementation of PLO educational activities teacher

(Working time of the group is 10 minutes. At the end, each group will present their projects of quality assessment).

3. brainstorm(slide)

Find the correct answer

teams guess by ping-pong method

1. What are the requirements of the Federal State Educational Standard of DO?

Requirements for the results of mastering OOP DO; Requirements for the content of OOP DO; Requirements for educational institutions.

2. Who provides the development of the exemplary basic educational

Preschool education programs:

Authorized federal bodies; Authorized regional bodies; Educational organization.

3. How is the environment defined that provides the implementation of various

educational programs?

Subject-developing Subject-spatial; Developing subject-spatial.

4. What should be a developing subject-spatial environment?

Safe; Transformable; Affordable.

5. Which section is an additional section of the program

Target; Content Presentation

What are the forms of methodical work with teachers (passive)

7.Name the active forms of organizing methodological work

Puzzles are offered on the slides, the teams guess

ping-pong method. If the team does not cope, the question is addressed

rivals

Before the exercise, you need to recall the rules for solving the rebus:

If there are no commas next to the picture, neither to the right nor to the left, then you need to read

the whole word.

If there is one comma to the left of the figure, you must discard the first letter, if

last letters.

If two objects or letters are drawn one inside the other, then their names

are read with the addition of the letter "c".

If there is a "=" sign between the letters, then you need to replace one

letter to another.

The numbers next to the figure indicate the order of the letters in the word.If there is a strikethrough letter next to the figure, it must be discarded

from the word. And if there is another letter next to the crossed out letter, it is necessary in the word

replace one letter with another.

4. You are offered the game "Pyramid"

Currently, the "Professional Teacher Standard" has been developed, which came into force on January 1, 2015. In it, in p. 4.5. lists the professional competencies of a preschool teacher (educator).

1. Know the specifics of preschool education and the specifics of organizing educational work with children.

2. Know the general patterns of child development in early and preschool childhood; features of the formation and development of children's activities at an early and preschool age.

3. To be able to organize the leading types of activity in preschool age: subject-manipulative and play, ensuring the development of children. Organize joint and independent activities of preschoolers.

4. To master the theory and pedagogical methods of physical, cognitive and personal development of children.

5. Be able to plan, implement and analyze educational work with children of early and preschool age in accordance with the Federal State Educational Standard of preschool education.

6. Be able to plan and adjust educational tasks (together with a psychologist and other specialists) based on the results of monitoring, taking into account the individual characteristics of the development of each child.

7. Implement the pedagogical recommendations of specialists (psychologist, speech therapist, speech pathologist, etc.) in working with children who have difficulties in mastering the program, or children with special educational needs.

8. Participate in creating a psychologically comfortable and safe educational environment, ensuring the safety of children's lives, preserving and strengthening their health, supporting the emotional well-being of the child.

9. Possess the methods and means of analysis of psychological and pedagogical monitoring, which makes it possible to assess the results of the development of educational programs by children, the degree of their formation of the necessary integrative qualities of preschool children, necessary for further education and development in primary school.

10. Own methods and means of psychological and pedagogical education of parents (legal representatives) of children, be able to build partnerships with them to solve educational problems.

11. Possess ICT competencies necessary and sufficient for planning, implementing and evaluating educational work with children.

teams need to be ranked in descending order of the teacher's competence.

After building a pyramid, the team representative draws a conclusion based on the criteria you choose.

I ask you to draw your attention to the Approximate Model of the Competencies of a Teacher of an Educational Institution.

This is how the competences were distributed by “weight”.

The foundation of the pyramid is the basic professional

knowledge, at the top - "Influence" the teacher's ability to convince,

use strategies that involve parents

in the educational process, as well as to know the individual

the needs of pupils in order to develop their abilities, qualities and form a desire to independently acquire knowledge.

Once the students asked the teacher what his main task is. And he answered them: "You will find out about it tomorrow."

The next day, early in the morning, the teacher took his students for a walk in the mountains.

They took with them all the things necessary for this. By the time it was noon, everyone was tired and hungry. They decided to take a break and rest. The teacher got out the food. It was rice and vegetables that he had prepared in advance with a large amount of salt. Therefore, after such a meal, the students quickly became thirsty. But they drank all the water on the way.

Then they had to get up and look around in search of water. The teacher did not take any part in this. The disciples did not find water and decided that it was time to go back. Suddenly the teacher said: "I remember that the fresh water spring was behind that hill." And then the disciples happily followed in the indicated direction. They found water, quenched their thirst and returned back. At the same time, they did not forget to take water with them for the teacher. They offered him the water they had brought, but he refused and pointed to a bottle of water at his feet - it was almost full.

- Teacher, but why didn't you let us get drunk right away if you had water? - the students were amazed.

“I was fulfilling my task,” the sage replied, “first I awakened a thirst in you, which made you start looking for a source, just as I awaken in you a thirst for knowledge. Then, when you were desperate, I showed you in which direction the source is, thereby supporting you. Well, having taken a lot of water with me, I gave you an example that what you want can be very close, you just have to take care of it in advance, thereby not allowing chance or forgetfulness to influence your plans ...

- So, the main task of the Teacher is to awaken thirst, support and set the right example? - asked the students.

- No, the main task of the Teacher is to cultivate humanity and kindness in the student, and the water you brought for me prompts me that your main task I'm doing it right so far.

Likewise, we have the opportunity to shape the personality of a teacher: curious, interested, actively exploring the world; who knows how to learn and accepts the values of the family of society, the history and culture of her people, who is benevolent, who knows how to listen and hear her partner, who respects her own and others' opinions; ready to act independently and be responsible for their actions. And for this we must be an example to our teachers in everything, and clearly follow moral and professional principles.

So our pedagogical competition has come to an end. Perhaps someone learned something new, and someone remembered already familiar data. But I think that this game was good for all of us.

A word to the experts

Thank you for the attention!

Scientists A.S. Belkin and V.V. Nesterov believe: "In pedagogical terms, competence is a set of professional powers, functions that create the necessary conditions for effective activity in the educational space."

Competence in relation to vocational education - the ability to apply knowledge, skills and practical experience for a successful career.

Modern society makes new demands on the competence of the teacher. He must be competent in the organization and content of activities in the following areas:

Educational and educational;

Educational and methodical;

Socio-pedagogical.

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

Educational - methodical activity of the educator assumes the following criteria of competence: planning of educational and educational work; design of pedagogical activities based on the analysis of the results achieved. These criteria are supported by the following indicators of competence: knowledge of the educational program and methods of development of various types of activities of children; the ability to design, plan and implement a holistic pedagogical process; possession of research technologies, pedagogical monitoring, education and training of children.

Socio - pedagogical activity of an educator assumes the following competence criteria: consulting assistance to parents; creating conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of basic documents on the rights of the child and the responsibilities of adults in relation to children; the ability to conduct explanatory pedagogical work with parents, preschool education specialists.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

Work in methodological associations, creative groups;

Research, experimental activity;

Innovative activity, development of new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of their own teaching experience.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. For this, it is necessary to create the conditions in which the teacher independently realizes the need to increase the level of his own professional qualities. An analysis of one's own pedagogical experience activates the teacher's professional self-development, as a result of which the skills of research activities are developed, which are then integrated into pedagogical activities.

Bibliography:

1. Zakharash, T. Modern updating of the content of teacher training / T. Zakharash // Preschool education - 2011. -№ 12. P.74

2. Svatalova, T. Tools for assessing the professional competence of teachers / T. Svatalova // Preschool education - 2011. -№1. P.95.

3. Khokhlova, O.A. Formation of professional competence of teachers / O.A. Khokhlova // Handbook of the senior educator - 2010. - No. 3.- P.4.

Final qualifying work

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF EDUCATORS

Introduction

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

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

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

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

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

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

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

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

The research is based on the following hypothesis:

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

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

on the basis of a functional analysis of the teacher's activities in a preschool educational institution, the content of professional competencies is determined, the levels of their manifestation in the process of pedagogical activity are revealed;

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

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

1.Give a description of the professional competence of preschool teachers;

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

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

.Diagnose the professional competence of preschool educational institutions;

.Develop and implement the project "School young specialist DOE "in the framework of the development of professional competence of teachers;

.Assess the results of the project "School of Young Specialists of Preschool Educational Institutions".

Research methods.

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

Theoretical:

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

Empirical data collection methods:

methods of pedagogical measurements - testing, diagnosing the level of professional competencies of preschool educators, observation, conversation, polling, questioning, studying the effectiveness of educational activities of preschool educational institutions and pedagogical activities of preschool educators, expert assessment, statistical and mathematical calculations.

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

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

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

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

At the second stage (October 2012-April 2013), the methodological service of the preschool educational institution developed a project for advanced training focused on the development of professional competencies of preschool educational institutions and began its testing on the basis of preschool educational institution No. 38.

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

Graduation structure qualification work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

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

1.1 Characteristics of the professional competence of preschool teachers

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

“Competence” as a phenomenon, despite a sufficient number of studies, today still does not have a precise definition and has not received its exhaustive analysis. Often in the scientific literature, this concept of pedagogical activity is used in the context of activating the internal driving forces of the pedagogical process, and more often in the role of a figurative metaphor, and not a scientific category.

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

Research shows that the concept of competence is closely related to the definition of “competence”. It should be noted that in various explanatory dictionaries the concept of "competence", despite some differences in interpretation, includes two main general explanations: 1) the range of issues; 2) knowledge and experience in a particular area.

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

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

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

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

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

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

Based on the above definitions, it is possible to present the essential content of the concept of "professional competence", which in acmeology, in its section of developmental psychology, is considered as the main cognitive component of the subsystems of the professionalism of a person and carry out professional activities with high productivity. The structure and content of professional competence is largely determined by the specifics of professional activity, its belonging to certain types.

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

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

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

In these and other studies, the structure, the main content characteristics, the requirements for the personality and activities of the teaching staff of preschool educational institutions are described in sufficient detail. But, there are few works in which the system of forming the professional competence of a preschool educator is presented. Whereas it is the system that provides the opportunity to see the ways, means and methods of achieving professional competence by the subject of a certain field of activity. The system is a single process of interaction and cooperation of teachers, educators, administration, specialists of psychological and methodological services for the development of competencies in the field of educational activities in a preschool educational institution, the resolution of complex professional problems, making a morally sound choice, etc. ...

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

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

Based modern classification upbringing, under the tribal system and during the period of the birth of feudal relations in Russia, there are elements of a democratic, humane approach to education. No matter how different the views on women during this period were, they recognized the right to take care of children, to bring them up in "good behavior" (Vladimir Monomakh). The ideas of the humanization of education can be observed in the views and pedagogical statements of cultural figures of the 17th century. Karion Istomin, Simeon of Polotsk, Epiphany Slavinetsky. They made the first attempts to determine the basic content of education and training by age. One of the main requirements for the professional competence of educators in the 18th and first half of the 19th century. the requirement is put forward to take into account the inclinations of each child and maintain cheerfulness as its natural state (A.I. Herzen, M.V. Lomonosov, P.I. Novikov, V.F. Odoevsky, etc.).

The issues of the competence of educators in relations with pupils were devoted their attention in research and scientific works P.F. Lesgaft, M.X. Sventitskaya, A.S. Simonovich, L.N. Tolstoy, K. D. Ushinsky and others. In this regard, N.I. Pirogov, V.A. Sukhomlinsky, talk about the mechanisms necessary for the educator for a special understanding of the child, a hundred specific spiritual world. This reasoning is chain for our research in connection with the mechanisms of understanding another person we are considering below: "empathy", "the ability to decentrate", etc.

In the pedagogical concepts of foreign scientists, we were more interested in the requirements they place on the competence of a teacher-educator. Questions of the professional skill of the teacher and, in particular, his oratory great attention was given by ancient philosophers: Aristotle, Plato, Socrates and others. Zeno of Elea (V century BC) was the first to introduce a dialogical form of presentation of knowledge. A humane attitude towards a child, based on the study of his individual properties, is what the progressive thinkers of the Renaissance (T. More, F. Rabelais, E. Rotterdam, etc.) valued most in the teacher. The modern model of an anti-authoritarian preschool institution has as its theoretical basis the humanistic philosophical and psychological-pedagogical concepts of the world famous scientists R. Steiner, the founder of "Waldorf" pedagogy, and M. Montessori. They consider the feeling of deep reverence for the child and the ability of the educator to constantly carry in himself a living image of the child's being as necessary conditions for the vague practice of upbringing.

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

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

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

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

-possession of pedagogical skills and pedagogical technique;

-possession of professionally significant personal properties and value orientations.

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

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

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

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

-qualification requirements for specialists from the "Recommendations for the certification of leading and pedagogical workers of preschool educational institutions".

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

Research in recent years has shown the need to search for fundamentally new approaches to quality assurance through the implementation of effective management structures, new content and intensive pedagogical technologies. Educational institutions are able to realize this task, subject to the requirements of the regime of continuous development and creative search for progressive technologies and techniques, the growth of professionalism at the pedagogical, methodological and managerial levels.

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

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

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

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

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

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

The educational strategy orients preschool workers towards the development of new professional competencies, therefore, the continuous improvement of the level of professional skills of teachers should become a strategic direction of work with pedagogical personnel.

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

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

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

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

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

According to A.I. Vasilyeva, methodological work in a preschool educational institution is a complex and creative process in which practical training of educators in methods and techniques of working with children is carried out.

K.Yu. Belaya suggests understanding: methodical work is a holistic system of activities aimed at ensuring the most effective quality of implementation strategic objectives DOE.

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

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

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

The participants in the educational process (according to the Law "On Education of the Russian Federation", the model provision on a preschool educational institution) are: children, teaching staff, parents.

The main tasks of methodical work:

-to develop a system of assistance to each teacher on the basis of diagnostics, forms of work.

-to include each teacher in a creative search.

Particular tasks can be distinguished:

-the formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience in the implementation of scientific achievements.

-increasing the level of theoretical training of teachers.

-organization of work on the study of new educational standards and programs.

-enrichment of the pedagogical process with new technologies, forms in teaching, upbringing and development of a child.

-organization of work on the study of regulatory documents.

-provision of scientific and methodological assistance to a teacher on the basis of an individual and differentiated approach (in terms of experience, creative activity, education, categoricality).

-providing advice on the organization of self-education for teachers.

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

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

-differentiation - the second criterion for the effectiveness of methodological work - presupposes a large specific gravity in the system of methodical work of individual and group lessons with educators, based on the level of their professionalism, readiness for self-development and other indicators;

-phased - indicators of the effectiveness of methodical work.

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

The subject of methodological activity is methodological support educational process.

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

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

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

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

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

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

V.P. Bespalko, Yu.A. Konarzhevsky, T.I. Shamov, integrity is indicated as an essential feature of any system. In the interpretation of N.V. Kuzmina's "pedagogical system" is "a multitude of interrelated structural and functional components, subordinate to the goals of education, upbringing and training of the younger generation and adults."

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

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

So, methodological work should be considered an aspect of management and considered as an activity aimed at ensuring the quality of educational preschool process... It is necessary to highlight its tasks: management educational process, organization of professional development of teachers, organization of work with parents. To note that the methodological work should be of a forward-looking nature and ensure the development of the entire educational process, in accordance with the new achievements of pedagogical and psychological science.

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

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

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

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

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

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

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

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

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

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

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

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

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

Analysis of literature on methodological work and constructive - methodological documentation, study of the needs of advanced training and skills of teachers K.Yu. Beloy, P.N. Loseva, I.V. Nikishenoy, makes it possible to distinguish in modern conditions the following main directions of the content of methodological work (training of teachers) in a preschool institution:

-ideological and methodological;

-private - methodical;

Didactic;

Educational;

-psychological and physiological;

Ethical;

General cultural;

Technical.

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

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

1.3 Forms and methods of developing the professional competence of preschool educational institutions in the process of activity

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

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

Combining forms and methods of working with personnel in unified system, the leader must take into account their optimal combination with each other. It should be noted that the structure of the system for each preschool institution will be different and unique. This uniqueness is explained by the organizational-pedagogical and moral-psychological conditions in the team, specific for the given institution.

The pedagogical council is one of the forms of methodological work in the preschool educational institution. The pedagogical council in the kindergarten, as the supreme body of management of the entire educational process, poses and solves specific problems of the preschool institution.

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

Any consultation requires training and professional competence from the methodologist.

The meaning of the word “competence” is disclosed in dictionaries “as a field of issues in which he is well aware” or is interpreted as “the personal capabilities of an official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of solutions or to solve the issue itself due to the presence of certain knowledge, skills ".

So, the competence, so necessary for a methodologist to work with teachers, is not only the availability of knowledge that he constantly renews and replenishes, but also experience, skills that he can use if necessary. Helpful advice or a timely consultation will correct the teacher's work.

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

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

Expansion of the plan with a clear indication of the time of work, thoughtfulness of tasks will attract the attention of more people who want to take part in its work. At the very first lesson, you can propose to supplement this plan with specific questions to which the educators would like to receive an answer.

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

Each educator has his own pedagogical experience, pedagogical skills. The work of the educator who achieves the best results is singled out, his experience is called advanced, he is studied, he is "equal".

Advanced pedagogical experience is a means of purposeful improvement of the teaching and educational process that meets the actual needs of the practice of teaching and education. (Ya.S. Turbovskaya).

Advanced pedagogical experience helps the educator to explore new approaches to working with children, to distinguish them from mass practice. At the same time, it awakens initiative, creativity, and contributes to the improvement of professional skills. Best practices arise in mass practice and are, to some extent, the result of it.

For any teacher studying advanced experience, not only the result is important, but also the methods, techniques, with the help of which this result is achieved. This allows you to measure your capabilities and decide on the implementation of experience in your work.

Advanced experience is the fastest, most operational form for resolving contradictions that have matured in practice, quickly responding to public requests, to the changing situation of upbringing. An advanced experience born in the thick of life can become a good toolkit, and if a number of conditions are met, it successfully takes root in new conditions, it is the most convincing, attractive for practice, because it is presented in a living, concrete form.

Open demonstration makes it possible to establish direct contact with the teacher during the lesson, to get answers to questions of interest. The show helps to penetrate into a kind of creative laboratory of the educator, to witness the process of pedagogical creativity. A leader organizing an open show can set several goals: promoting experience and teaching teachers methods and techniques for working with children, etc. ...

Thus, when planning methodological work, it is necessary to use all types of generalization of pedagogical experience. In addition, there are various forms of dissemination of experience: open screening, work in pairs, author's seminars and workshops, conferences, pedagogical readings, weeks of pedagogical skills, an open day, master classes, etc.

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

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

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

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

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

A business game increases interest, arouses high activity, improves the ability to solve real pedagogical problems. In general, games, with their multifaceted analysis of specific situations, make it possible to link theory with practical experience. The essence of business games is that they have the features of both teaching and work. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.

“Round table” is also one of the forms of communication between teachers. When discussing any issues of upbringing and teaching preschoolers, circular pedagogical forms of placement of participants make it possible to make the team self-governing, it allows all participants to be put on an equal footing, and ensures interaction and openness. The role of the organizer of the "round table" is to carefully select and prepare questions for discussion, aimed at achieving a specific goal.

Some preschool educational institutions use a literary or pedagogical newspaper, like interesting shape work that brings employees together. The goal is to show the development of creative abilities of adults, as well as children and parents. Educators write articles, stories, compose poems, personal and professional qualities necessary in working with children are assessed - writing, language skills - imagery, etc.

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

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

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

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

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

Self-education, as a system of continuous professional development of each preschool teacher, involves different forms: training in courses, self-education, participation in the methodological work of the city, district, kindergarten. The systematic improvement of the psychological and pedagogical skills of the educator and the senior educator is carried out at refresher courses every five years. In the intercourse period of active pedagogical activity, there is a constant process of knowledge restructuring, i.e. going on progressive development the subject itself. This is why self-education between courses is essential. It performs the following functions: expands and deepens the knowledge gained in the previous coursework; promotes comprehension of advanced experience at a higher theoretical level, improves professional skills.

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

As a process of mastering knowledge, it is closely related to self-education and is considered an integral part of it. In the process of self-education, a person develops the ability to independently organize their activities to acquire new knowledge. Why does a teacher need to constantly work on himself, replenish and expand his knowledge? Pedagogy, like all sciences, does not stand still, but is constantly developing and improving. Volume scientific knowledge increases every year. Scientists claim that the knowledge that humanity has at its disposal doubles every ten years. This obliges each specialist, regardless of the education received, to engage in self-education.

The head of a preschool educational institution is obliged to organize work in such a way that the self-education of each teacher becomes his need. Self-education is the first step towards improving professional skills. In the methodological office, the necessary conditions are created for this: the library fund is constantly updated and replenished with reference and methodological literature, the experience of teachers.

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

A special card is entered for each book, in which the author's surname, his initials, the title of the book, the year and place of publication are recorded. On back side you can make a short summary or list of the main issues covered in the book. The thematic filing cabinets include books, magazine articles, and individual book chapters. The senior educator makes catalogs, recommendations to help those involved in self-education, studies the influence of self-education on changes in the educational process.

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

So, the forms of self-education are diverse: work in libraries with periodicals, monographs, catalogs, participation in scientific and practical seminars, conferences, trainings, getting advice from specialists, practical centers, departments of psychology and pedagogy of higher educational institutions, working with a bank of diagnostic and correctional -development programs in regional methodological centers, etc.

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

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

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

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

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

2. Development and implementation of the project "School for a young specialist of preschool educational institution" within the framework of the project for the development of professional competence of teachers

2.1 Diagnostics of the professional competence of preschool teachers

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

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

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

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

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

Table 1 - Educational level of teachers MDOU №38

Education Number of people Ratio in% Higher education 867 Incomplete higher 18 Secondary vocational 325

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

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

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

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

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

Qualification category of teachers in 2012-2013 academic year The planned qualification category of teachers in 2013-2014 academic year year VKK - 1 person VKK - 2 people I CC - 5 people I CC - 8 people II CC - 1 person Without CC - 3 people

From the data table. 3 we can conclude that in 2012-2013 ac. It was planned to improve the qualifications of 3 preschool teachers, which allows us to draw a conclusion about the motivation of teachers for self-development.

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

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

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

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

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

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

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

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

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

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

The use of methods of moral encouragement and reward. A person will do a lot for a good material reward, and even more for sincere recognition and approval. Trying without acknowledgment leads to frustration, so even the most small successes teachers.

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

Providing confidence in assigning responsible matters, delegation of powers in order to form a talent pool for leading personnel. Each institution has its own unique teaching staff, which may be known outside of their preschool institution. Others follow such teachers, adopting their experience of communicating with children and parents. These educators form an idea of the institution in society. The administration's sincere interest in the professional growth of such teachers will contribute to the preservation and development of the pedagogical elite of the preschool educational institution.

Activities aimed at developing professional skills and teaching techniques.

Weeks of teaching excellence. Experienced educators showcase their experience with originality and personal style. This contributes to the fact that educators value the individuality of each teacher, enrich their experience, working on the search for their own author's handwriting.

Methodical service is a connecting link between the activities of the teaching staff of a preschool institution, the state education system, psychological and pedagogical science, and advanced pedagogical experience. She promotes the formation, development and implementation of professional creativity teachers.

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

To improve the professional competence of teachers, the following tasks were set for the methodological service of preschool educational institution # 38:

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

-creating conditions for increasing professional competence, increasing pedagogical skills and developing the creative potential of each teacher;

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

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

-exchange of experience between members of the teaching staff;

-study, generalization and translation of pedagogical experience.

The structure of the methodological service of MDOU №38 allows you to rationally approach the distribution of functional responsibilities of teachers, make the most of their strengths, prevent conflicts, and stimulate the clear fulfillment of duties by each subject.

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

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

As part of the diagnostics of the effectiveness of the methodological service of MDOU No. 38 on the development of professional competence of educators, a questionnaire survey was carried out, which makes it possible to diagnose the level of formation of professional competence.

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

The expected result of the diagnosis: determination of the level of professional competence of preschool teachers.

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

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

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

Criteria for evaluation:

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

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

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

In fig. 1 shows the results of the first part of the questionnaire.

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

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

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

Table 4 - Priority issues in pedagogical work preschool educational institutions, according to teachers

Problems% Incorrect preschool educational institution management strategy 8 Weak system of professional development of preschool educational institutions 17 Low motivation of teachers 24 Low level of work organization 6 Lack of clear criteria for assessing the performance of teachers 8 Lack or total control of pre-school administration 8 Negative attitude of parents 9 Complex educational programs 12 Other problems 8

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

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

Rice. 2. The level of self-control, generalization of one's own pedagogical experience

The level was assessed based on the following criteria:

-A high level of self-control (8-9 points): a high level of analytical skills, reflection, the teacher knows how to recognize and correct mistakes, accurately represents: what to work on, knows how to identify points of control;

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

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

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

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

-interviews with teachers;

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

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

-analysis of the conduct of classes by teachers;

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

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

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

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

Each position is scored from 0 to 3 points.

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

-1 point - owns them to a minimum;

-2 points - the teacher masters them in an average degree;

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

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

-High level (110-126 points):

-Average level (90-109 points):

-Low level (less than 90 points):

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

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

The ability to predict the development of the process of educational activities of pupils in each section of the program, the consistency and purposefulness of planning directly - educational activities, joint activities of a teacher with children, individual and correctional work with children. Analysis of the plan of upbringing and educational work with children, analysis of the planning of the teacher according to the sections of the program. Full implementation of the sections of the program. Increasing the high level of development of the educational program by children

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

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

Fig. 3 show that 58% of preschool teachers have a medium level of knowledge of the program goals and objectives of the work of teachers in each section of the program, and 17% have a low level. At the same time, a low level was revealed mainly among novice educators, work with whom should be carried out systematically and purposefully.

In fig. 4 shows the results of diagnosing knowledge of the content of the sections of the program for their age group.

Diagnostics included analysis:

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

This kind knowledge of teachers is assessed from 0 to 10 points:

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

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

-7 - 10 points - the teacher owns them sufficiently.

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

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

Diagnostics included analysis:

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

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

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

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

-7 - 10 points - the teacher owns them sufficiently;

Rice. 5. The level of proficiency in methods and techniques of work for each of the sections of the program

In fig. 5 shows the results of diagnostics of possession of methods and techniques of work for each of the sections of the program.

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

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

Diagnostics included analysis:

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

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

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

-4 - 6 points - the methods are available, does not fully own, partially meets the requirements for diagnostics.

-7 - 10 points - fully corresponds, the teacher knows the method of diagnostics, timely fills in all the necessary list of documentation.

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

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

Table 5. The ascertaining result of the diagnostics of the professional competence of educators at MBDOU No. 38.

The level of knowledge of the teachers of the educational program of the preschool educational institution The level of self-control, generalization - own ped. of experience The level of knowledge of the program goals and objectives for each section of the program The level of knowledge of the content of the program for their age group The level of proficiency in methods of working methods for the sections of the program The level of diagnostics of knowledge, skills, skills of children by sections of the program Points (from 0-20) Points (from 0-9) Points (from 0- 10) Points (from 0-10) Points (from 0-10) Points (from 0-10) Voronova M.V. 20991099 Pyankova A.V. 2088996 Tarasova E.V. 1978996 Mironova O.V. 1876775 Nikolaeva O.A. 1766775 Kashirina N.V. 1766665 Leshakova N.V. 1665665 Sheveleva O.I. 1554564 Savanok Yu.Z. 1554553 Starseva Yu.Yu.1154533 Vlasova S.M. 1153433 Andreeva O.P. 1032321

Thus, the conducted diagnostics of the level of formation of pedagogical competence of preschool educational institutions allowed us to conclude that the chosen model of the methodological service of MDOU No. 38 does not allow to fully ensure the growth of pedagogical competence and the development of the creative potential of each teacher, high level the pedagogical process, taking into account the needs of pupils and the needs of the parental community, especially in relation to young educators, the methodological work in relation to whom should be systematic and purposeful.

2.2 Development and implementation of the project "School for a young specialist of preschool educational institution"

professional competence teacher specialist

Based on the results of the diagnostic phase of the study at MDOU # 38, during the 2012-2013 academic year, the project "School for a young specialist of a preschool educational institution" was developed and implemented.

Purpose: the formation of the professional activity of a young specialist through assistance in improving the professional skills of novice teachers at MBDOU on an organizational and methodological basis.

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

2.Creation of conditions for identifying vocational guidance.

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

.Formation of your own style at work.

.Development of creative abilities in independent pedagogical activity

The calendar-thematic plan for the implementation of the project "School for a young specialist of preschool educational institution" is presented in table 6.

Table 6. - Calendar-thematic plan for the implementation of the project "School of a young specialist of preschool educational institution"

№ SubjectForms of workTermsResponsible 1. Development features of young children Celebration "Initiation into educators" Theory: 1. Features of development of children of the 2nd and 3rd year of life consultation 2. Psychological characteristics of young children, consultation Practice: - Diagnostics of the neuropsychic development of early children age (K.L. Pechora) 2-4 weeks of September Young specialists Teacher-psychologist Teachers of an early age group 2. Adaptation of young children to the conditions of a kindergarten. Theory: - Mini-pedagogical council "Adaptation of children in preschool educational institutions" adaptation period, consultation Practice: - Creation of a card index of adaptation games - Registration of documentation - Rules for organizing regime processes memo - Features of the game of children 2-3 years of age consultation - Organization of game activities, consultation Practice: - Test on the organization of game activities - Mutual viewing of regime moments and games in groups of early age. - To develop a long-term plan for the development of play at an early age - Visiting regime moments and showing play activities by teachers - mentors. nurse st. educator Young specialists Teacher-mentor Art. educator Art. educator Young professionals Teachers - mentors 4. Early childhood health improvement Theory: - Planning and organization of physical culture activities, consultation. - Tips for teaching young children to swim, consultation. - Health improvement of children in a kindergarten - consultation Practice - Water games with young children - showing corrective and tempering activities by a teacher by a mentor - Round table "What determines the health of a child at an early age" DecemberSt. educator F / k instructor Art. nurse Faculty instructor Teachers - mentors Art. educator 5. Working with parents Theory: - How to conduct a parent meeting consultation - Forms of work with parents memo. - Working with parents on environmental education children consultation - Interacting with the family. Non-traditional forms of work with parents consultation Practice: - Mutual attendance at parenting meetings. - Business game “What? Where? When?" on the topic "Pros and cons of working with parents" January educator Young specialists Teacher-mentors Teacher-mentors Art. educator 6. Sensory development and visual activity in groups of early age. Theory: - Organization of a sensory corner in a group consultation - Games with water and sand consultation. - How children's drawing appears and develops. Practice: - "Workshop of a young specialist" - making sensory games and manuals. - Games with water and sand shown by educators FebruarySt. educator Teacher-mentors Teacher-psychologist Art. educator Young specialists Teacher-mentors 7. Development of speech and cognitive development of young children. Theory: - Features of perception and thinking in young children, consultation. - Guidelines for the development of speech in young children - consultation - Cognitive processes - consultation - Familiarization with others at an early age - consultation Practice: - Mutual attendance at classes on the topic. - Demonstration of classes by teachers DOUmart Teachers-mentors Art. educator Educator-psychologist Young specialists Art. educator DOU teachers 8. Subject-developing environment in early age groups Theory: - Principles of constructing a subject-developing environment according to Petrovsky - Subject-developing game environment in early age groups Practice - Briefing "Subject-developing environment as the basis of an individual approach to a child" AprilSt. educator Young specialists Art. educator

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

At this holiday, young specialists underwent various tests: they sang children's songs, lullabies, marched to the music, solved problem pedagogical situations, took the oath of a young teacher, etc. The script was prepared by the music director. Also, from mentors, beginners will receive a memo "A few tips and tricks for a novice teacher" (Appendix 4). In conclusion, there was a tea party.

From the very first day, the methodologist of the preschool educational institution focused the teachers on the constant replenishment of the volume of knowledge, mastering advanced methods and techniques in working with children, and comprehending the secrets of upbringing. One of the main functions of the methodologist was to provide assistance in organizing the pedagogical process.

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

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

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

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

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

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

-"Young specialist - a child and his parent" - the formation of the authority of the teacher, respect, interest in him in children and their parents;

-“Young specialist - colleague” - providing comprehensive support from colleagues.

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

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

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

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

Education and training issues are also discussed during round tables with the participation of teachers-mentors.

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

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

When conducting classes in the "School of Young Specialists of Preschool Educational Institutions", a variety of techniques were used: solving pedagogical situations, the method of imitating the teacher's working day, "brainstorming", solving crosswords. All this allows you to clarify knowledge on a specific topic, broaden your horizons.

Various forms of work with young specialists contributed to the development of cognitive interest in the profession, active development of methods of working with children and their parents, provided positive influence to improve professional activities.

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

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

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

2.3 Results of the implementation of the project "School of Young Specialists of Preschool Educational Institutions"

To assess the effectiveness of the project "School for a young specialist of a preschool educational institution", a repeated diagnosis of the pedagogical competence of preschool educational institutions was carried out.

In fig. 7 presents the results of the ascertaining and final stages of the research according to questionnaire No. 1.

Rice. 7. Level of pedagogical competence

Fig. 7 show that a high level of development of pedagogical competence was shown by 10% more teachers, and a low level dropped to 5%. Teachers increased the level of knowledge of the educational program implemented in the institution, began to manifest themselves more actively in updating educational activities, organizing integration processes. Among the diagnosed teachers, beginning teachers began to stand out.

In the second part of the diagnosis, comparative analysis the results of the ascertaining and final stages of the research on the questionnaire No. 2, which was aimed at stimulating teachers to comprehend and solve their professional problems. Of the 47 presumptive problems of preschool educational institutions, the teachers have identified priority problems using the ranking method (table 7).

Table 7. Priority problems in the pedagogical work of preschool educational institutions according to the results of the ascertaining and final stages of the research according to questionnaire No. 2

Problems The constitutive stage of the research,% The final stage of the research,% Conflicts with teachers, parents, management 125 Wrong management strategy of preschool educational institutions 85 Weak system of advanced training for teachers of pre-school educational institutions 117 Low motivation of teachers 1812 Low level of work organization 66 Lack of clear criteria for assessing the activities of teachers 825 Lack or total control of the administration of pre-school educational institutions 895 Negative problems

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

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

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

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

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

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

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

Fig. 9 show that 45% of preschool teachers' knowledge of the program goals and objectives of the work of teachers in each section of the program increased to a high level, and none of the teachers showed a low level. This allows us to conclude that an integrated approach in the work of the methodological service with novice teachers of preschool educational institutions allows you to close the gaps of educators in the knowledge of educational programs and increase the level of self-study motivation.

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

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

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

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

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

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

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

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

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

Thus, the repeated diagnostics of the level of formation of the pedagogical competence of preschool educational institutions allowed us to conclude that the general level of professional competence of preschool educators has significantly increased, including due to novice teachers, with whom, within the framework of methodological work, the project “School of a beginner preschool teacher” was developed and carried out. ".

During the academic year, the project "School for a young specialist of preschool educational institution" allowed:

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

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

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

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

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

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

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

Table 8. The result of diagnostics of the professional competence of teachers at MBDOU No. 38 based on the results of the work of the project "School of a young specialist of preschool educational institution"

The level of knowledge of the teachers of the educational program of the preschool educational institution The level of self-control, generalization - own ped. of experience The level of knowledge of the program goals and objectives for each section of the program The level of knowledge of the content of the program for their age group The level of proficiency in methods of working techniques for the sections of the program The level of diagnostics of knowledge, abilities, skills of children by sections of the program Points (from 0-20) Points (from 0-9) Points ( from 0-10) Points (from 0-10) Points (from 0-10) Points (from 0-10) Voronova M. V. 20910101010 Pyankova A. V. 2091091010 Tarasova E. V. 20810997 Mironova O. V. 2089786 Nikolaeva O. A. 1789786 Kashirina N. 1788776 Leshakova N.V. 1787675 Sheveleva O.I. 1677675 Savanok Yu.Z. 1676665 Starseva Yu.Yu.1575645 Vlasova S.M. 1475543 Andreeva O.P. 1453333

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

Conclusion

So, in conclusion of this work, we can draw the following conclusions:

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

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

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

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

individual forms of methodological work (self-education, individual consultations, interviews, internship, mentoring, etc.).

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

5.Based on the results of the diagnostic phase of the study at MDOU # 38, during the 2012-2013 academic year, the project "School for a young specialist of a preschool educational institution" was developed and implemented. When conducting classes within the framework of this project, a variety of techniques were used: solving pedagogical situations, a method of imitating a teacher's working day, "brainstorming", solving pedagogical crosswords. All this made it possible to clarify knowledge on a specific topic, broaden horizons. Young specialists participated in the methodological work of preschool educational institutions, visited city methodological associations, discussed and analyzed, together with the senior educator and teacher mentors, the experience of teachers of other preschool educational institutions in Yekaterinburg.

.The repeated diagnostics of the level of formation of the pedagogical competence of preschool teachers allowed us to conclude that the general level of professional competence of preschool teachers has significantly increased, including by increasing the level of professional competence of novice teachers, with whose participation, within the framework of methodological work, the project “ School of the beginner specialist of preschool educational institution ". The work of the professional association contributed to the development of interest in the profession, the active development of methods of working with children and their parents. It had a positive impact on improving the professional activity of a young specialist, allowed educators without professional education to receive elementary knowledge about the basics of pedagogy and psychology, and to master the basics of pedagogical skills.

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