Task 5.
Study of culture teaching activities educator.
Purpose: stimulating the need to improve the culture of pedagogical activity.
1. Make an analysis of the teacher's speech communication with children, based on two speech positions: a) the content of communication; b) the culture of the teacher's speech in communication.
2. Pay attention to the appearance of the caregiver, caregiver and all kindergarten staff.
3. Pick up proverbs, sayings, songs, jokes to use when carrying out regime processes with children of different age groups.
Task 6.
Studying the personality of the educator in the "mirror children's perception»
(organization of communication with children).
Purpose: to determine the motives of the attitude of children to the educator and children's ideas about the activities of the educator.
1. While observing the interaction between children and the caregiver, pay attention to the following points:
Frequency of requests;
Emotional involvement of the child in communication;
The dominant type of behavior in the presence of a teacher.
2. Conduct a discussion with the children about the following questions:
Would you like to transfer to another kindergarten?
If the kindergarten was closed for renovations, who would you like to transfer to another kindergarten?
Which educator would you take with you? Why?
Would you like to be like a teacher? Why?
These questions make it possible to determine the motives of the child's relationship to the teacher.
We suggest recording the conversation according to the following scheme:
| Child's name, age | 1st question | 2nd question | 3rd question | 4th question | Motive |
Each student must interview at least 3-4 children.
3. To study the children's ideas about the activities of the teacher, conduct a second conversation with the children (N.Ya. Mikhaileiko).
- What does the teacher do?
Does the teacher play with you?
Why doesn't he play, can't or can't?
Does the teacher talk to you about anything?
Would you like to be a teacher?
4. “Draw” the image of the educator through the “prism of children's perception”, based on the children's answers about his activities.
Topic 5. Personal development of a preschooler in labor activities
Task 7.
Study of the equipment necessary for organizing the labor activity of preschoolers.
Purpose: to develop the ability of students to analyze the organization of an appropriate subject-spatial environment for the inclusion of preschoolers in elementary work.
To implement the tasks and content of labor education of preschoolers in kindergarten, special equipment is needed. In each age group and on the site of the kindergarten there should be items for household work, work in nature, manual art work and self-service work.
It is customary to place this equipment in special corners: household labor, a corner of environmental work, etc. At the same time, it is necessary that the child can easily find the thing he needs, there would be a place for doing this type of work, so as not to interfere with other children.
It is necessary to identify:
a) the presence of work corners in the group room and on the site;
b) selection of the necessary labor equipment and its placement;
c) compliance of the equipment with hygienic and pedagogical requirements.
Issues for discussion:
1. What kind of work areas are there in the group rooms or on the site?
2. How does the equipment differ in different age groups, does it meet the pedagogical and hygienic requirements?
3. What are the features of using the equipment for labor education preschoolers in different age groups?
4. What can you advise to improve the organization of work corners?
Study of the types of labor and their development by children of one of the age groups of the kindergarten.
Purpose: to develop the gnostic skills of students (pedagogical diagnostics of the level of development of various types of labor by children).
It is necessary to identify:
a) what types of work did preschoolers do;
b) how many children were involved in various types of labor;
c) children's attitude to work;
d) what are the motives for the labor activity of children;
e) how the features of management of various types of labor are manifested in various forms of its organization.
Students write down what types of work and in what forms of organization the children were engaged during the day: in the morning period of time, during preparation for breakfast, for classes, between GCD, for a walk; note how many children participated during the day in different types of labor (environmental protection, household, self-service work). It is recommended to acquaint students with the following forms of organization of these types of work: duty in a corner of nature (or in an ecological room), in the classroom and in the dining room; collective household labor (cleaning a group room, territory, etc.); joint work in the garden.
Questions of talking with children (2-3):
1. What did you do? Did you get everything you wanted?
2. Why did you do it? What is it for?
3. How did you do it?
4. Do you like to work? Why do you like to work?
5. What kind of work do you dislike?
6. What do you dislike doing the most? Why?
7. What do you like to do the most? All data is entered into a table.
Questions for analysis:
1. What types of work are used in the age group, do they meet the requirements of the education and training program in kindergarten?
2. What are the tasks of labor education in different age groups (to formulate on the basis of the data obtained and the requirements of the program)?
3. How do the tasks and content of labor education become more complex from group to group?
4. What is the degree of mastering by children of this age group in different types of work, do the labor skills and skills correspond to the requirements of the program?
5. What methodological techniques did the teacher use to establish personality-oriented interaction in work?
Task 8.
Independent organization and management of the work of preschoolers.
Purpose: to form students' professional skills to manage the work of preschoolers as a joint activity of a child and a "significant adult", to form their pedagogical reflection and professional attitude that "there are no bad students, there are bad teachers."
1. When drawing up a plan-outline for the organization of elementary work of preschoolers (the type of work and the form of its organization, the student chooses on his own), please note that this is a type of joint activity of a child and an adult. Therefore, when determining the content of work, it is necessary to clearly think over your participation in it.
2. Organize child labor into subgroups, providing for a combination of its different types and assigning children according to their interests.
3. After working independently with children, answer the following questions:
How did you feel working with the children?
What is the role of work in child development?
What can you teach your pupils today?
Topic 6. Artistic and aesthetic development
Task 9.
Study of ways to develop productive activities.
Purpose: to develop students' ability to analyze the organization of productive activities.
1. When reviewing art classes, pay attention to the following points:
Distinctive features of the GCD methodology in different age groups;
The complex nature of GCD for fine arts;
The variability of the visual material used and the child's right to choose it;
Methodological techniques used by educators of different age groups, stimulating children's artistic creativity;
Individual approach to the development of children's visual creativity;
Children's interest in the lesson, their emotional state;
The degree of children's mastery of technical and visual techniques.
Note: trainees watch GCD for drawing, applique, modeling, design, as well as a complex lesson that includes various means of image.
2. After the lesson, select two children's works you like and talk with their authors:
What is shown in your drawing?
Did you manage to draw (sculpt, stick) everything that you intended?
Do you like your job?
What else would you like to finish? And what do you need for this? (What paints, pencils, paper, and other materials do you need?)
3. Take the previous work of these children from the teacher. After talking with the teacher and analyzing the work of children, make a conclusion about the "advancement" of preschoolers in mastering the visual activity.
Task 10.
Self-conduct of a lesson in fine arts.
Purpose: to form students' professional skills in the management of visual activities.
Students independently prepare a summary of the lesson on visual activity (the lesson can be complex, and the work of the children - collective).
Task 11.
Study of the types of musical activity and their development by children of one of the age groups of the kindergarten.
Purpose: to develop the ability of students to analyze the organization of music education in kindergarten.
One of the conditions for a good class is careful preparation of the teacher. At the same time, it is necessary to take into account the degree of mastering by children of songs, games, think over a preliminary short conversation for a new song, select the appropriate illustrative material. Preparing for the performance of songs, an instrumental work, the teacher outlines the necessary techniques.
Before class, the hall or group room is well ventilated, the floor is wiped with a damp cloth. While the children are playing, the teacher prepares everything necessary for classes: notes, toys, flags, scarves, ribbons, etc.
In the younger group, the teacher arranges the chairs himself. Sometimes children help him at will.
In the middle, senior and preparatory groups, in preparation for the lesson, you need to create an interest in it in the children, say what they will do now.
Children should practice in lightweight suits and slippers.
Organization and methodology of work on musical education
Equipment of the pedagogical process for musical education.
Musical education in the process of different types of activities of children:
The use of music in gymnastics.
Individual work with children on learning to play musical instruments.
Music in various classes of activity, physical education, acquaintance with others, etc.
3. Observation and analysis music lessons in two age groups.
Questions for conducting and analyzing a music lesson.
Hygienic conditions (furniture, wet cleaning, children's appearance).
Repertoire compliance with software requirements.
The expediency and logic of the lesson.
Visual, verbal and play techniques aimed at focusing the attention and interest of children in music, the development of activity and initiative.
Singing teaching techniques (game verbal instructions, an introductory conversation, showing a sample and performing a musical word, singing in chorus, dividing children into subgroups in games and dances).
Methods of an individual approach to children.
The condition of program content by children, what techniques contributed to the creation of naturalness and expressiveness of movement.
Were used techniques that activate the initiative and creativity of children.
Distribution of work between educators and music worker:
The consistency of their actions;
The role of the educator in a music lesson.
Independent musical activity of children
Analyze the music corner of the kindergarten.
Feasibility of placement, aesthetic design.
2. The use of musical toys and instruments by children.
3. The role of the educator in the development of various musical instruments by children.
Task 12.
Independent teaching of music education lessons.
Purpose: to form students' professional skills in the management of musical activities.
Students independently prepare a synopsis of the "Day of Music" (inclusion of work on the musical education of preschoolers in the regime moments, use the integration of various types of activities).
Topic 7. Development of gaming activities
Task 13.
Study of ways to develop play activities.
Purpose: to develop students' ability to analyze the organization of play activities
Questions for observation and analysis of children's play activity preschool age.
In which group was the game activity observed?
What types of games took place in the play activity of children?
The duration of the role-playing games, the participants in the games, their age.
Play conditions: Was there enough time for play, space, toys, play, materials?
The emergence of games: who invented the game and organized it, how were the roles assigned?
The content of the game: what was portrayed in the game, in what sequence, what kind of fiction was manifested?
Use of toys and play material in the game: what toys were at the disposal of children, what was added during the game, what did the children do themselves, whether ingenuity was shown.
The relationship between the players: how did the children agree among themselves, how did they relate to their role, what conflicts were between the children and how were they resolved?
Guidance of role-playing games, selection of toys and play material, influence on the theme and content of games, on the development of the plot, on the implementation of the children's plan. The influence of the teacher on the organization of the game and on the relationship of children in the game, on the distribution of roles. The participation of the educator in the game. Raising feelings and interests in the game.
Educator's guidance with didactic games: offering games to children, explaining the rules of the game, didactic tasks, monitoring their implementation, maintaining children's interest in the game, ending the game.
QUESTIONS FOR ANALYSIS OF DIDACTIC PLAY AND ITS ROLE IN MENTAL EDUCATION AND TRAINING.
What knowledge did the children need to participate in the game?
The degree to which children master the content and rules.
Whether the game was disrupted by a lack of knowledge.
What mental activities were used by the children?
Analysis of the situation, choosing a method of action, determining the sequence of actions, shaping actions in speech, comparison, classification, orientation in space, in the properties and qualities of objects, etc.
What are the causes of mistakes and failures (lack of knowledge, lack of formation of mental actions).
The most effective techniques and guidelines for mental education.
QUESTIONS FOR ANALYSIS OF ORGANIZATIONS AND CONDUCTING Plot-role-playing games.
What activities of children preceded the game (work, other games, entertainment, household activities).
What was the reason for the start of the game: the introduction of the toy, the proposal of one of the participants of the educator?
How were the rest of the participants involved in the game?
Game theme. Was there a collusion for the game, its content (game planning, distribution of roles, etc.).
Preparing the environment for the game:
Are the children re-creating the environment or using the existing one.
Use only ready-made toys or adjust other things, make missing ones.
The role of the teacher in preparing for the game, what techniques the teacher used.
Development of the plot: how the events depicted in the game developed, on whose initiative, the emotional state of the playing children, difficulties, conflicts, ways to overcome them.
Manifestations of children's creativity.
If someone is out of the game before, state the reasons.
Did the game end or was interrupted?
The duration of the game.
The teacher's assessment of the activities of children.
Conversation with children: did you like the game? Do you often play this game?
what are the motives for choosing and the distribution of roles;
motives for actions and decisions in conflicts.
Conversation with educators:what was the teacher guided by in the choice of methods of influencing the game, what tasks did he set?
How the teacher evaluates the content of the game and the relationship of children.
Task 14.
Independent organization and management of preschoolers' play activities.
Purpose: to form students' professional skills to manage the game of preschoolers as a joint activity of a child and a “significant adult”.
Students independently prepare a synopsis on the play activity of preschoolers, please note that this is a type of joint activity between a child and an adult. Therefore, when determining the content of the game, it is necessary to clearly think over your participation in it.
PM.03 Organization of classes in basic general education programs
Topic 8. Environmental education of preschoolers
Task 15.
Study of the peculiarities of work on environmental education in different age groups (outside the classroom).
Purpose: to form students' system of professional knowledge necessary for the implementation of the tasks of ecological education of preschoolers, to improve the ecological culture of future teachers - "preschoolers".
1. Analyze the conditions created in the preschool organization for the environmental education of preschoolers:
- "corner of nature", its equipment and equipment (taking into account the age principle);
Microecosystems at the kindergarten site (corner of the forest, field, meadow, garden, ecological path);
Ecological room: its inhabitants and equipment, ecological passport;
2. Getting acquainted with the "corner of nature", reflect the following points in your diary:
Does the selection of objects meet general pedagogical requirements (didactic value, safety for children's health, typicality of objects, accessibility for caring for them, etc.)?
Have the biological characteristics of plants been taken into account in the selection (the possibility of carrying out the biological cycle in a "corner of nature", meeting needs, etc.)?
What is the manifestation of taking into account the age capabilities of children when selecting objects?
Have the differentiated plant needs been taken into account when placing objects?
H. Observe and analyze the content of the organization of environmental protection activities of the teacher and preschoolers in a corner of nature in the morning.
4. Prepare and teach the children a nature game.
Task 16.
Studying the features of conducting educational activities environmental education preschoolers in different age groups.
Purpose: to improve the culture of pedagogical activity of the future "preschooler" teacher, to form students' interest in new pedagogical technologies.
Review and analysis of educational activities in environmental education:
1. When analyzing the viewed lessons, answer the following questions:
To what stage of work on fostering a humane attitude towards wildlife do they relate to?
What is the originality of the forms, methods and techniques of environmental education in different age groups?
Organization of the situation (placement of objects of observation; conditions created for them; selection and location of equipment and materials used during observation). Accommodation for children;
Methods of attracting the attention of children to observing the excitement of interest (surprise moments, riddles, setting a cognitive task, problem situation), their effectiveness;
The nature of assignments and questions, the sequence of their posing (the logic of conducting educational activities). The nature and content of children's responses;
Inclusion of survey actions in the course of observation, their nature, effectiveness;
The use of techniques for enhancing mental activity (search questions and actions, comparisons, the use of children's experience, etc.);
Demonstration of children's interest during observation (emotions, questions, concentration of attention);
Individual manifestations of children in the classroom and an individual approach to them;
Use in the classroom the results of everyday observations conducted by children.
Task 17.
Students independently conduct educational activities in environmental education.
Purpose: to form students 'attitude towards an individual style in pedagogical activity, to stimulate students' need for self-improvement.
Students independently conduct: work in a corner of nature and educational activities in environmental education.
And the teacher himself. The personality of each participant in this process gets the freedom to form and develop in a comfortable psychological climate. The effectiveness and fruitfulness of communication and joint activities depend on the personal potential, professional and special knowledge and skills, views and beliefs of the teacher.
Practice goal: the formation of students' holistic understanding of the educational complex of a modern preschool institution and the teacher as a subject of the educational process in a kindergarten.
Practice objectives:
Formation of professional interest in the pedagogical activity of a preschool teacher, creation of students' attitudes towards the formation of a professional position.
Studying the specifics of the teacher's work (functions and professional duties of a preschool teacher).
Stimulating the need for the formation of a culture of pedagogical activity.
Formation of the ability to keep records of observations, process, generalize information obtained during observations, fully and correctly reflect it in the practice diary.
Development of the need for self-knowledge and self-improvement.
Formation of the skills of observation, analysis and evaluation of the educational process in kindergarten, its compliance with the program requirements.
CONTENT OF THE PRACTICE
The proposed tasks are aimed at familiarizing students with the following problems of preschool education:
AND... The system of public preschool education in Russia. IN... Building a developing environment in different types preschool educational institutions.
The educator is the main subject of the educational process of a preschool educational institution.
Educator in the system of pedagogical interaction.
Psychological and pedagogical environment surrounding the child.
TO PRACTICE
The head (head, methodologist) of a preschool educational institution:
Provides conditions for teaching practice;
Introduces students to kindergarten and its staff;
Provides the distribution of students into groups and the implementation of the practice program;
Selectively analyzes the work of trainees, provides advice in the preparation and conduct educational work with preschoolers;
Participates in the final pedagogical council
Educator of a preschool educational institution:
Introduces students to their work plans, conducts open classes and other regime moments;
Together with the group leader, he advises students in the preparation and implementation of assignments;
Helps students to establish contact with children and explore relationships in a group of preschoolers;
Attends classes conducted by students, participates in their discussion and assessment;
Takes part in the analysis and assessment of students' work in practice.
The main criteria for assessing the practice of students:
The quality of the tasks performed;
The level and depth of analysis of pedagogical activity;
Attitude towards activities (discipline, conscientiousness, responsibility, initiative);
The manifestation of independence in judgments, their own position, creativity;
Ability to communicate in the system "student-educator", "student-children", "student-administration", "student-group leader".
Reporting documentation:
Practice diary:
1. Reflection of practice, where students make an introspection of professional development, indicate the difficulties they encountered.
2.Analysis of the performance of tasks of practice.
3. Minutes of children's answers.
Summaries of entertainment and holidays.
PLAN OF PSYCHOLOGICAL AND PEDAGOGICAL PRACTICE
STUDENTS OF THE CORRESPONDENCE DEPARTMENT
T e m a 1
A. Preschool educational institution
Features of the organization of the pedagogical process
B. Building a developmental environment in preschool
educational institutions of various types
Exercise 1
Acquaintance with the preschool institution:
Purpose: to get acquainted with the features of the educational process of preschool institutions, to study the features of its functioning.
TO THE EDUCATOR
The motives are not recognized.Children cannot explain their attitude or are limited to answers like "Because!" As a rule, this is a small number of children, mainly of the middle group.
General undifferentiated score. Children try to justify, motivate their attitude to the teacher: "She is good!", "Because I love, she is good." Such groups have the largest (overall) number of children. In the older - preparatory groups, the number of children giving an overall undifferentiated assessment is significantly reduced.
Assessment of the teacher's appearance: "She is beautiful" because she is always smart, beautiful "," Her hair is beautiful "," I love it because it is light ", etc. More often, such assessments can be heard from children of the middle and senior group. It is interesting that the pupils preparatory group note such external features of the beloved educator, which characterize at the same time moral qualities ("She has kind eyes").
Assessment based on the personal relationship of the educator to the child. This motivation is typical for preschoolers in the older group. (“Because she kisses me”, “She gave me a badge”, “She takes me in her arms and turns me around. I love so much,” “Because she does not punish me,” etc.).
Assessment of the educator's awareness, knowledge, skills: “She knows a lot of fairy tales”, “She knows all the machines”, “She knows how to do everything”, “Valentina Ivanovna made such beautiful hats for us!”, “When I don't understand something, she tells me everything and to others too” and etc. This group of motives is typical for older preschool children.
Assessment of activities organized by the educator: “Because she plays with us for a walk,” “We plant an onion with her,” “She shows us a puppet show,” “She teaches us to draw,” etc. Such motivations are found in children of different groups. However, if in the middle and senior group preschoolers highly appreciated the teacher as an organizer of children's games, entertainment, and a direct participant in them, then by the end of preschool age the child is also interested in the teacher as the organizer of educational activities (“She teaches us”). This is the specificity transitional age, the emerging social and intellectual readiness for school.
Assessment of the teacher's attention to all children from the point of view of utilitarian manifestation: ("She feeds us", etc.) This group is small, the main part of it is made up of children of the older group.
Assessment of the moral qualities of a person: "She is kind", "She is affectionate", "She jokes and laughs, she is so funny", "Wicked, angry, strict", "Never angry", etc. These motivations are typical of older preschoolers.
Educator's assessment for trust in children and fostering independence:
“Gives watch in the book corner”, “Gave the task to wash the doll's linen”, “Allows me to turn on the TV”, etc. This group is not numerous; it includes older preschoolers.
We suggest recording the conversation according to the following scheme:
| Name baby | 1st question | 2nd Question | 3rd Question | 4th Question | Motive |
Each student must interview at least 8-10 children.
3. To study the ideas of children about the activities of the teacher, conduct a second conversation with the children ( N. Ya. Mikhailenko).
What does the teacher do?
Does the teacher play with you?
Why doesn't he play, can't or can't?
Does the teacher talk to you about anything?
Would you like to be a teacher?
4. “Draw an image of the teacher through the“ prism of children's perception ”, based on the children's answers about his activities.
Task 7.
Studying the teacher's ability to decentrate.
Purpose: to form students' professional interest in research activities .
Guidelines for students
In order for the situation of communication with the child not to be dead-end, a special look at what is happening through the eyes of the child is necessary. In this case, they talk about the ability to decentration - the ability to put oneself in the place of another, empathize with him and take into account his point of view ( V. A. Petrovsky).
Determine the ability of your group educator to decentrate. To do this, ask the teacher to finish the statements the way, in her opinion, one of the children would finish (determine who exactly).
I am very sad when ...
I get scared when ...
I feel ashamed when ...
I am proud when ...
I get angry when ...
I am very surprised. when…
You should first ask the same questions to the child. By comparing the answers, it will be possible to draw a conclusion about the teacher's ability to decentrate.
Task 8.
Study of forms of work that contribute to the creation of an environment of psychological comfort for the child (calendar and ceremonial holidays, surprise holidays, sports holidays).
Purpose: to teach students to analyze a holiday in kindergarten from the point of view of solving the following educational tasks:
Formation of the child's aesthetic taste;
Development of the emotional sphere of children, their emotional attitude to music;
Introducing preschoolers to the national culture and creating a favorable environment for psychological comfort through the use of national and cultural traditions.
When viewing holidays, note the following points:
How the children prepared for the holiday;
The role of the teacher and other kindergarten staff in the celebration;
The emotional state of children at the holiday;
Conversations, impressions of preschoolers after the holiday.
2. Prepare and spend surprise holidays with the children. For example, the Celebration of Soap Bubbles, Balloons, Paper Snowflakes, String (Paper) Dolls, Fuzzies, Flying Doves, Jumping Frogs, Funny Words.
Come up with new names for the surprise holidays.
Ministry of General and Vocational Education
Sverdlovsk region
GBOU SPO SO "Nizhny Tagil Pedagogical College No. 1"
Specialty 050704 Preschool education
nizhny Tagil
Explanatory note
The purpose of the practice.Formation of professional competence among future educators in the implementation of psychological and pedagogical diagnostics of the development and behavior of a child, analysis of information about the characteristics of the subjects of the pedagogical process.
^ Practice objectives:
1. To promote the mastery of practical methods of diagnostic research in preschool educational institutions.
2. To promote the establishment of interrelationships between mental phenomena, problems associated with mental development, with professional pedagogical problems and, on this basis, determine the methods of pedagogical interaction.
4. To form an understanding of the personality-oriented model of interaction with children and develop the ability to model communication between the teacher and the child.
Practice involves research, organizational student activities and the following forms of their activity:
Observation,
Conducting individual conversations, tests,
Production of stimulus material for diagnostics,
Processing and analysis of the results obtained.
^ Practice reporting:
Practice diary.
Album "Entertaining Pedagogy".
Speech at " round table"Based on the results of the practice.
^ Practice base: DOE in N. Tagil.
Practice form: concentrated. The practice is designed for 9 days. Based on the results of the internship, the student who has completed the internship program is given offset.
^ Practice content
| Stages | Content and activities of students | Student reporting |
| Preparatory | Acquaintance with the plan of practice, the base of practice, a group of children and an educator. | Making a practice diary, having a completed medical examination. |
| Active | "Educator in the system of pedagogical interaction in a preschool educational institution." Observing the specifics of the teacher's pedagogical functions, the culture of pedagogical activity, studying the features of the teacher's communication with children; Study of the child's personal expectations in communication with the teacher; Studying the evaluative attitudes of adults towards children (educator and parents). | A diary: Diagnostic cards; Reports of observations and conversations, their analysis and conclusions for each study. |
| "Child as a subject of interaction." Study of the relationship between children in a kindergarten group; Sociometric research; Study of the peculiarities of the relationship of children in joint activities. Studying the skills of the culture of communication in everyday life; Learning organizational skills of children in joint activities; Studying the speech of preschoolers in communication with peers and adults. |
||
| "Features of the cognitive development of preschoolers." Study of cognitive sphere with the help of a natural experiment in the form of didactic games. |
||
| “Family microenvironment of a child”. Study of children's ideas about family and family relationships. |
||
| Reflexive-analytical | Systematization and analysis of the results obtained in the course of research carried out on a group of children. Analysis of the work performed, self-assessment of their achievements, shortcomings, determination of directions for further development of psychological knowledge. | A diary: Conclusion on the development of a group of children. Practice report with introspection. |
psychological and pedagogical practice
1st day
Educator in the system of pedagogical interaction at a preschool educational institution
Observation of the specifics of the pedagogical functions of the educator, the culture of pedagogical activity, the study of the characteristics of the teacher's communication with children
^ Purpose: to form an idea of \u200b\u200bthe teacher as a subject of the educational process in a preschool educational institution.
Study of the specifics of the work of the educator.
Get to know the functions of the preschooler teacher.
Try to establish a "trust-business relationship" with your teacher.
You need to win over your children and try to make communication with them personality-oriented. Use the playful moment: together with the children, make medallions (they can be of colored or white paper, cardboard) and write on each of them the name of the child (preferably a diminutive, what is the name of the baby at home).
Come up with a fun activity that will interest preschoolers.
Analyze the content of the teacher's work in the first and second half of the day, make the timing of his activities. The diary entry can be kept as follows:
Consider how and where the cooperation between the caregiver and the caregiver is manifested.
Give a conclusion, which of the functions is implemented by the teacher most successfully.
Make an analysis of the teacher's speech communication with children, based on two speech positions:
communication content;
the culture of the teacher's speech in communication.
Pay attention to the appearance of the teacher, the assistant teacher and all the kindergarten staff.
Pick up proverbs, sayings, songs, jokes to use when carrying out regime processes with children of different age groups.
Start a notebook "Entertaining Pedagogy", in which you will collect the practical material necessary for further work.
Fill out your self-assessment book and identify your prevailing attitude toward learning.
Purpose: to determine the motives of the attitude of children to the educator and children's ideas about the activities of the educator.
Studying the personality of the educator, his activities in
"The mirror of children's perception"
1) While observing the interaction between children and the caregiver, pay attention to the following points:
the content of the child's appeals to the educator, the educator to the child;
frequency of circulation;
emotional involvement of the child in communication;
dominant type of behavior in the presence of a teacher.
Would you like to transfer to another kindergarten?
If the kindergarten was closed for renovations, who would you like to transfer to another kindergarten?
Which teacher would you take with you? Why?
Would you like to be like a teacher? Why?
Children's answers are the motivations for the attitude towards the teacher.
The motives are not recognized. Children cannot explain their attitude, or they are limited to answers like “Because!”. As a rule, this is a small number of children, mainly of the middle group.
General undifferentiated score. Children try to justify, motivate their attitude to the teacher: “She is good!”, “Because I love, she is good!”. Such groups have the largest (overall) number of children. In the senior preparatory groups, the number of children giving a general undifferentiated assessment is significantly reduced.
Assessment of the teacher's appearance: "She is beautiful because she is always smart, beautiful", "She has a beautiful hairstyle", "I love it because it is light", etc. More often, such assessments can be heard from children of the middle and senior group. It is interesting that the pupils of the preparatory group note such external features of their beloved educator, which characterize at the same time moral qualities ("She has kind eyes").
Assessment based on the personal relationship of the educator to the child. This motivation is typical for preschoolers in the older group (“Because she kisses me,” “She gave me a badge,” “She takes me in her arms and turns me around. I love so much,” “Because she does not punish me,” etc.) ).
Assessment of the educator's information content, his knowledge, skills: “She knows a lot of fairy tales”, “She knows all the machines”, “She knows how to do everything”, “Valentina Ivanovna made such beautiful hats for us!”, “When I don’t understand something, she tells me everything and tells others too, ”and so on. This group of motives is typical for older preschool children.
Evaluation of the activities organized by the teacher: "Because she plays with us for a walk", "We plant an onion with her," "She shows us a puppet show," "She teaches us to draw," etc. Such motivations are found in children of different groups. However, if in the middle and senior group of preschoolers, the educator was highly appreciated as an organizer of children's games, entertainment, and a direct participant in them, then by the end of preschool age the teacher is also interested in the child as an organizer of educational activities. This is the specificity of the transitional age, the emerging social and intellectual readiness for school.
Assessment of the educator's attention to all children from the point of view of utilitarian manifestation: (“She feeds us,” etc.). This group is small, the main part of it is made up of children of the older group.
Assessment of the moral qualities of a person: "She is kind", "She is affectionate", "She jokes and laughs, she is so funny", "Wicked, angry, strict", "Never angry", etc. These motivations are typical of older preschoolers.
The teacher's assessment for trusting children and fostering independence: "Gives watch in the book corner", "Gave the task to wash the doll's linen", "Allows me to turn on the TV", etc. This group is not numerous; it includes older preschoolers.
We suggest recording the conversation according to the following scheme:
| Child's name | 1st question | 2nd question | 3rd question | 4th question | Motive |
Each student must interview at least 8-10 children.
3) To study the ideas of children about the activities of the teacher, conduct a second conversation with the children:
What does the teacher do?
Does the teacher play with you?
Why doesn't he play, can't or can't?
Does the teacher talk to you about anything?
Would you like to be a teacher?
Study of the educator's evaluative relationship to children.
Purpose: to show the value of the educator's evaluative attitude towards children and its influence on the behavior and activities of children.
Conducting research. The teacher is monitored in various activities. Then they talk to him about the questions: “How often and in what situations do you use the assessment of the behavior and activities of children? For what purpose are you doing this? What are your criteria for positive and negative assessment of children in different activities? Do you manage to objectively evaluate children? Compare the effectiveness and pedagogical feasibility of positive and negative assessments of children. Which rating do you use more often and why? How do children react to your assessment of their behavior and activities? "
Data processing. Analysis of protocols is carried out according to the scheme:
How systematically the activity of children is assessed (constantly in all types of activity; the child is mainly assessed in one type of activity, for example, in everyday processes; the assessment is given from case to case, episodically).
How differentiated is the assessment of children (limited to a general undifferentiated assessment, for example, "Well done," or tries to give each child a differentiated assessment).
How objective is the assessment of children (tries to assess all children in all situations; objective in relation to most children, but there are preferred or rejected children, i.e. depends on the attitude towards the child; depends on the situation; depends on the type of activity).
How motivated the assessment is (explains the reasons for a positive or negative assessment; motivates the assessment from case to case, depending on the situation, attitude towards the child, type of activity, etc .; does not motivate the assessment).
What are the criteria for assessing children's activities (success in activities, effort expended, achievement of a result, quality of work, manifestation of certain moral qualities, etc.)
How emotional is the assessment of the activities of children (accompanied by the expression of appropriate emotions, facial expressions, gestures).
Does he use non-verbal means of assessment, such as an approving smile, a reproachful look, etc.
What is the children's reaction to the teacher's assessment: how effective it is, how it affects their behavior and activities, whether they seek to deserve a positive assessment from the teacher and how.
Studying the relationship of preschoolers to the teacher (through the analysis of their drawings).
^ Study preparation. Prepare sheets of paper of various colors, paints.
Conducting research. The research is conducted individually with children 4-7 years old.
Before starting drawing, the child is given multi-colored sheets of paper (gray, brown, green, red, yellow, purple, black) and asked to say which color of the proposed ones likes and dislikes the most. Then they again give the same sheets of paper, on any of which they offer to draw a picture on one or another topic.
^ Data processing.
First episode. "My teacher." The figures are analyzed from the following positions:
Manifestation of attitude towards the teacher: diligence or carelessness of drawings, pleasure or unwillingness to draw, use of paints, location in the overall composition, thoroughness of drawing lines, degree of proximity or distance from children.
Children's perception of different aspects of the teacher's activities. They pay attention to the plots and content of the drawings, to what types of activities of the educator the children prefer.
Motivation for choosing a teacher in drawing. Compare (by age) the motives of the attitude towards the teacher.
"Child as a subject of interaction with peers"
The task. Exploring the relationship between children
In a kindergarten group
Sociometric research.
^ Study preparation. Prepare decals (colorful, subject), 3 pieces for each child and 6-8 spare.
Conducting research. The research is carried out with children 3-7 years old in the form of the game "Secret", which is organized 2 times a year (in October - November, April - May) in the first half of the day instead of classes. Each child "in secret" from the rest is asked to present the 3 pictures offered to him to three children of the group at his own choice. The game is conducted by two adults who do not work in the group (teacher of another group, methodologist or manager). It can be held in the dressing room, here they put 2 children's tables away from each other with two chairs for each (one chair for a child, the other for an adult). Before starting the experiment, the child is told: “Today the children of your group will play an interesting game. In secret, so that no one knows, everyone will give each other beautiful pictures". To make it easier to complete the task, you can tell the child: "You will give the children, and they will probably give you." Then the child is given 3 pictures and said: “You can give them to those children whom you want, only one for each. If you want, you can give pictures to those guys who are sick now. " In case of difficulty, you can help the baby: "You can give those children who you like the most, with whom you love to play." After the child makes his choice, he is asked: "Why did you first of all decide to present the picture ... (the name of the peer that the child uttered first is called)?" Then they say: "If you had many, many pictures and only three children from the group did not have enough, to whom would you not give the picture and why?" All answers are recorded, and on the back of the picture is the name of the peer to whom it was presented.
^ Data processing. The number of general and mutual choices, the number of children who fall into the groups of “preferred”, “accepted”, “isolated”, and the level of relationship well-being (BWL) in the group are calculated. The data is entered into a table. Choice denotes +, mutual choice -). The same table is compiled for girls.
A comparative analysis of the number of choices for boys and girls is carried out. Based on the data, the status position of each child is determined and all children are divided into conditional status categories:
I "preferred" - 6-7 elections;
II "accepted" - 3-5 elections;
III "not accepted" - 1-2 choices;
IV "isolated" - not given a single choice.
Next, the level of well-being of relationships in the group is determined: the number of group members in favorable status categories (I-II) is correlated with the number of group members in unfavorable status categories (III-IV). UBV is high at I + II and III + IV; average at I + II \u003d III + IV (or slight discrepancy); low with a significant quantitative predominance of the number of group members who find themselves in unfavorable status categories. An important indicator of BWL is also the "isolation index", i.e. percentage of group members who find themselves in the IV status category (it should not exceed 15-20%). The emotional well-being or well-being of children in the system of personal relationships also depends on the number of mutual choices. Therefore, the reciprocity coefficient is determined (KB):
CV \u003d (P1 / R) 100%,
Where R -the total number of choices made in the experiment; Р1- the number of mutual elections.
Based on the determination of the status of each member of the group, a conclusion is made about the presence of a microgroup in the team (CB below 20% can be considered a negative indicator).
Analyze the criteria for positive and negative choices.
"Child as a subject of activity"
The task. Studying the features of joint activities
Method: observation.
^ Study preparation. Prepare material for play, work, visual or constructive activities.
Conducting research. Children 4-7 years old are offered to play together, work hard, make a collective drawing or design.
^ Data processing. Analyze the features of the course and organization of joint activities; the relationship between children in the course of this activity, as well as the assessments that they give to each other.
Relationships with peers in joint activities are analyzed according to the scheme:
1. Attitude towards a peer:
positive, negative or indifferent;
considers a peer as a hindrance in activity ("Don't touch my chair. I wash it"), as an equal partner ("Let's play together") or does not notice.
not interested if interest is episodic or persistent;
form of expression of interest - observes, comments, etc.;
are attracted to objects, actions, the result of an activity or the personality of a peer.
helps on his own initiative, at the request of an adult or friend;
helps reluctantly or with pleasure, refuses to help a peer.
considers the opinion of other children or insists on his own;
defends his opinion by means of explanations, physical influences or sanctions ("I will not play", "I will not give a toy", etc.).
does not notice, treats adequately (in a situation of failure he offers help, in a situation of success he rejoices) or inadequately.
allows himself or with the help of an adult, another child;
affects a peer physically or through speech (indicate the causes of conflicts).
gives orders, advice, instructions, proves his point of view, criticizes a peer, etc.;
situations in which it affects another child (violation of the rules or quality of activity, intersection of the spheres of children's interests (you need the same toy, etc.).
more often affects another child;
more often he himself acts as an object of influence on the part of a peer. (The predominance of proactive statements is an indicator of the activity in communication of preschoolers.)
agrees, changes the content or way of performing the activity;
disagrees, argues, insists on his own, shows verbal denial, aggression, etc.;
stops performing activities.
4th day
^ The topic "Features of personal development of preschoolers."
Study preparation. Draw 6 steps of stairs on a piece of paper. Cut out the figures of a boy and a girl.
Conducting research. The experiment is carried out individually with children 6-7 years old.
The first episode begins with a casual conversation about the composition of the child's family, about his close relatives, about friends in kindergarten, etc. Then the experimenter shows a sheet of paper with a picture of a ladder and says that if all the children are seated on its 6 steps, then the best guys will be on the top, just good guys below, then average, but also good children. On the second ladder, bad children are assigned accordingly, i.e. on the lowest rung - the worst. After that, the child is given a figure of a man in accordance with the gender and the experimenter asks to put it on the step to which, in the child's opinion, he himself corresponds. In this case, each time the child must explain why he chose this particular step.
Second series. The same children participate. The child is offered to place the figure on the step where, in his opinion, the teacher (or other close adults) will put him. It is necessary to ask the child about who will put him on the highest step (if for some reason he believed that the teacher would not put him on this step) and who will be on the lowest. After each answer, find out why the child thinks so.
Data processing. The scores are calculated separately for each series of the experiment. Reveal the number of motivated decisions. The results of the first and second series are compared.
They answer the following questions:
does the child show interest and willingness to talk about their relationship with the caregiver. If the answer is yes, then we can assume that this area is important and relevant for the child;
what the child considers himself to be and on which of the 6 steps he puts himself;
can the child explain why he put himself on this or that step;
what is the relationship between the child's self-esteem and the perception of his loved ones;
are there any differences in the answers of children 6 and 7 years old, if there are, then what are they.
Studying the skills of the culture of communication in everyday life.
Purpose: to identify the level of formation of the child's communication culture, to determine the directions of the development of the communication culture of a child of a specific age group.
Conducting research. A child (2 - 7 years old) is observed in natural conditions.
^ I. Communication with adults
How he refers to an adult: does he call the teacher, the assistant to the teacher by name, patronymic; can he politely, calmly express his desire, request; how does he react to an adult's refusal to do what is required; Does he use polite words, what and in what situations.
Does he know how to talk to an adult calmly, looking into his face; listen to an adult without interrupting; wait for your turn to say something to him.
How attentive the child is to the adult; whether he knows how to come to his aid in time. How he responds to the request of an adult, how he fulfills his instructions. Does he show care, attention, compassion towards an adult? How and in what situations.
How friendly is it with peers: is the habit of greeting and saying goodbye formed; whether he calls a peer by name; do they know how to be polite, calm. Does he use polite words when communicating, what and in what situations.
Is he attentive to his peer: does he notice his mood; is trying to help; knows how not to distract a peer while performing an activity, not to interfere; whether his opinion is taken into account.
How often and for what reason conflicts with peers arise, how the child resolves them. How he behaves in conflict situations: gives in, yells, fights, calls names, asks for help from an adult, etc.
What kind of relationships prevail in communication with peers: equal and friendly towards all children; indifferent; secretly negative; selective.
| Children's age |
||||
| 2-3 years | 3-4 years | 4-5 years old | 5-6 years old | 6-7 years old |
| They greet and say goodbye to adults and peers, use words expressing a request, gratitude (thank you, please). They are called by the name and patronymic of the educators. Show attention, sympathy for peers (share toys, give in), respond to the request of another child, help him. | They thank the adult, peers for their help and attention. Express the request in words, make it clear. When addressing a peer, they call him by name, look at him, listen carefully to the answer, and talk to each other in an affable manner. They observe elementary rules of behavior: they behave calmly, do not shout, do not interfere with others. | The ability to behave in accordance with the rules of behavior is strengthened: not to interfere in the conversation of elders, not to interrupt the speaker, to politely answer a request or question. They establish communication with unfamiliar peers, younger and older children. | They speak calmly, with respect; take care of adults, their work and rest, willingly fulfill the requests and instructions of adults. They follow the rules of conduct in the group in the absence of the teacher. remind peers in a friendly manner of the rules of conduct. In public places they behave with restraint, do not attract undue attention, and speak softly. | Behavior skills in public places, communication skills with adults and children are strengthened. |
Learning organizational skills of children in joint activities.
Purpose: to find out the level of development of organizational skills in joint activities and their impact on relationships with peers.
Conducting research. Surveillance of independent collective play or labor activity children 4 - 7 years old.
Data processing. Analysis of protocols is carried out according to the scheme:
I. Organization of activities
Does the child know how to suggest the purpose of the activity.
Is he able to plan the content of the activity.
Does he know how to choose the means for carrying out activities. How he chooses them: before the beginning; by trial and error; along the way. Is able to change the initial choice of funds, if necessary.
Is he able to objectively assess the overall result and the contribution of each. What are the criteria for this assessment.
Does the child know how to take into account the opinion of the partner, to obey his requirements.
Does he know how to distribute responsibilities taking into account the capabilities and interests of each child?
Does he know how to monitor compliance with the rules, order, adequately respond to their violations?
Is he able to fairly solve a controversial issue without the intervention of an adult.
Is he able to objectively assess the partner's attitude to the assigned case. Does it encourage and how to achieve it in the course of activity.
Does he know how to show self-criticism, notice and correct mistakes in time?
2.3 Studying the speech of preschoolers in communication with peers and adults.
Purpose: to identify the level of development of speech as a means of communication, to determine the directions in the development of the child's communicative activity.
Conducting research. Under natural conditions, they record all the calls of children 3-7 years old to the teacher and each other, write down speech literally, preserving the originality of vocabulary and stylistics, noting the features of communication (for example: shouting, waving their hands, turned away, etc.), the duration of conversations of children with peers and educators.
Data processing. 3 tables are based on the protocols.
On the basis of Table 1, the speech means used by preschoolers in communication with adults and peers are compared. Find out which grammatical units are more common in different communication situations.
Tables 2, 3, analyze the content of speech contacts of children 3 - 7 years old with adults and peers. Find out which type of speech is more situational - addressed to an adult or a peer.
5th day
^ STUDY OF PERCEPTION OF PICTURE
Study preparation. To select, taking into account the age of the child, 3 reproductions of paintings of three genres unfamiliar to him: story, landscape, still life. They should be colored and not very small.
Analyze reproductions according to the following scheme:
features of the semantic center (give it a name and briefly convey the content);
features of the structural center (note whether the semantic and structural center coincide);
major and minor subjects, list all;
causal relationships between objects, indicate all.
The protocol contains instructions and questions from the experimenter, the time of viewing the reproductions, the listed objects, indications of the color of objects, causal relationships, a story based on a picture, the child's behavior (presence of pointing gestures, emotional reactions).
^ First series.Description of pictures. The child is shown the reproductions in turn and asked to describe them: "Take a good look at this picture and tell about what is drawn here." In case of difficulty, they ask leading questions. The child can move on the picture with his finger, pointing to the objects that he is considering.
^ Second series.Aesthetic assessment of the painting. Reproductions of paintings of all genres are laid out in front of the child and asked to choose the one that he likes best. The child chooses a painting and explains his choice.
^ Third series.Aesthetic assessment of the painting. The child is shown several reproductions of paintings of the same genre, made in a different manner, and asked to choose the one that he likes. Pictures of all three genres are shown in sequence. Find out how the stylistic features of the painting affect its aesthetic assessment by the child, for this he is asked to explain the reason for the choice.
Data processing. The data of the first series are drawn up in a table:
^ Features of the perception of the picture by preschoolers
| Age | Painting genre | Features of perception |
|||
| Integrity of the description | Extraction of details | Understanding the mood of the painting | Emotional reaction to visual media |
||
| 3-4 years | Plot Still life | ||||
| 4-5 years old | Subject Landscape Still Life | ||||
| 5-6 years old | Plot Still life | ||||
| 6-7 years old | Plot Still life | ||||
Children are divided into 3 groups depending on the level of aesthetic assessment: Group I - no assessment; Group II - an unconscious assessment (when the child answers the question of whether he likes or dislikes the picture, but finds it difficult to explain why); Group III - a conscious assessment, when the child motivates his choice, noting the features of the content and expressive means of the picture.
The results are presented in a table by age: 3-4 years, 4-5 years, 3-6 years, 6-7 years.
Conclusions are made about the age-related characteristics of perception and the levels of awareness of the aesthetic assessment of the picture. Find out what type of response is most typical for a particular age group. Analyze the individual characteristics of children.
^ STUDY OF STABILITY AND DISTRIBUTION OF ATTENTION
Study preparation. Choose 3-4 games (for example, "What has changed?"), Aimed at demonstrating the sustainability of children's attention. So, the content of the game "What happened?" lies in the fact that the experimenter invites children to draw certain lines on a sheet of paper along the cells to the right, up, down, and left. In this case, a figure of a certain shape should be obtained, corresponding to the sample available to the experimenter. Any distraction of the child in such a game will inevitably affect the correctness of the figure made.
Prepare a large number of pencils of three colors (for example, 30), and the number of pencils of each color should not be the same.
Draw a circle or square on a standard sheet of paper, and inside it draw 10 small randomly arranged circles of three colors.
Conducting research. The first series is conducted in the form of a selected game individually with children 4-7 years old.
^ Second series.A child of 4-7 years old is offered to arrange the pencils by color as soon as possible. Record task completion times, errors and distractions.
Third series.A child 6-7 years old for 20 seconds is shown a large circle with multi-colored circles and asked to say how many circles of different colors are drawn.
Data processing. Count the number of correct answers for each series of the experiment. The results are tabulated by age: 3-4 years old, 4-5 years old, 5-6 years old, 6-7 years old.
In the first series, the coefficient of attention sustainability is calculated; the number of found differences or correspondences of the obtained figure to the standard (depending on the content of the game) is compared with the number of true differences. In the second series, the indicator of the distribution of attention is time
^ STUDYING MEMORY
IN DIFFERENT KINDS OF ACTIVITIES
Study preparation. Pick up the plot of the game "Travel" and 10 items for memorization, necessary during the game. Design a labor activity, such as mending children's toys, prepare 10 tools and materials needed during the lesson and for memorization. Pick up a story to listen to, for example "At the Zoo" by KD Ushinsky, which talks about 10 animals. Find 10 words that are not related by content.
Conducting research... First episode.Memorization is carried out in story game... In the course of the game, children have a need for certain objects that they do not have at that moment. These 10 objects are clearly named to one of the players (each time to another). The child must remember the names of things when he comes to the teacher of the group, who is in another room.
^ Second series.Memorization is included in the work lesson. When preparing for work and in its process, children have a need for the simplest tools and materials that are not in the group, but which are kept by the head of the kindergarten. One of the children is asked to get 10 items necessary for work from the manager.
^ Third series.A story is read to children. After graduation, one of the children is asked to name 10 animals and birds that were mentioned in the story without prior warning.
^ Fourth series. The child is read with an interval of 3 to 10 words that are not related to each other, and they are asked to remember them so that they can later be named.
Data processing. The number of words reproduced by children of each age group is counted for all series of the experiment. The results are entered in the table:
^
Memorization productivity in different activities
| Age of children | Kind of activity |
|||
| A game | Lesson on | Listening | Laboratory |
|
| labor | story | experience |
||
| 3-4 years | ||||
| 4-5 years old | ||||
| 5-6 years old | ||||
| 6-7 years old | ||||
The peculiarities of memorizing material by children of different ages are revealed, depending on the type of activity they perform. At the same time, they take into account how much preschoolers strive to memorize words, whether they use memorization techniques and which ones.
There are 3 levels of the memorization process. Level I - lack of memorization goals; Level II - the presence of a goal, but the absence of memorization techniques; Level III - the presence of a goal and memorization techniques. The results are tabulated:
^
Distribution of children by play levels
| Children's age | Amount of children |
|||||||||||||||
| 3-4 years | 4-5 years old | 5-6 years old | 6-7 years old |
|||||||||||||
| Series |
||||||||||||||||
| I | I II | III | IIV | III | IIV | IIII | IIV | III | IIV |
|||||||
| I II III | ||||||||||||||||
6th day
Topic "Features of the cognitive development of preschoolers."
^ STUDY OF SPEECH ACTIVITY OF CHILDREN.
Table 1. The ratio of speech means of communication with adults and with peers among preschoolers,%
Table 2. The relative number of situational and non-situational statements of preschoolers in communication with adults and peers,%
Note: statements about objects and actions that are and occur "here and now" are situational.
Table 3. The ratio of different categories of statements in the communication of preschoolers,%
^
STUDY OF IMAGINATION IN SPEECH AND IMAGING ACTIVITIES
Study preparation. Prepare a story by J. Tayts "The Beast" and an English folk song, translated by S. Marshak "Ship"; sheets of paper, a set of colored pencils.
Conducting research. The study is conducted individually with children 5-7 years old. They read the text slowly and expressively to the child and say: “Describe the beast that Misha put together” (after reading the story of Y. Tayts) or “Describe the boat and its crew” (after reading an English folk song). Then they say: "Draw the beast that Misha put together" or "Draw the boat and its crew." After finishing drawing, he is asked to tell what he has drawn.
Data processing. The correspondence of the descriptions and drawings to the text is determined, the additions made by the child are analyzed.
Based on this, a conclusion is made about how developed the recreational imagination is and how it is related to the creative one.
7th day
^ The topic is "Family microenvironment of a child".
The task. Study of children's ideas about their parents.
Method: conversation, analysis of productive activities.
^ Study preparation. Compose questions for a conversation and memorize them, for example:
What does mom (dad, grandmother, grandfather) do at home?
When do they praise you and when do they scold you? Why?
How do you help mom (dad, grandmother, grandfather)? Why?
How do you relax with your mom (dad, grandmother, grandfather)?
What do you want to be a mom, grandmother? What kind of daddy, grandpa do you want? Why?
Which one do you not want to be a mom, grandmother? What kind of dad you don't want to be, grandpa? Why?
^ Conducting research. They talk with a child 3-7 years old.
Data processing. Analyze what functions of family members are best understood by children. Consider the content of these functions in relation to each family member (what they do more often, according to the children). They find out what evaluative influences and about what do different family members address the child, who often praises and who more often scolds the preschooler? They analyze the range of responsibilities that the baby is aware of in relation to each family member, and show whom he often helps. Tracking how the child spends his leisure time with various family members and with whom he often rests. The preschoolers' ideas about future family roles are identified and the answers are divided into groups. They take into account when children in explanations rely on:
External signs (“I want to be beautiful mom"," I want to be a bearded dad ");
Moral qualities of adults ("I want to be a kind mother");
The quality of the adults' fulfillment of their household duties (“I want to be a mom who cooks deliciously”);
The attitude of adults towards themselves (“I don’t want to be a mother who yells at children”);
The nature of the relationship between adults in the family (“I don’t want to be a mother who swears with my father”);
The profession of adults ("I want to be a musician dad");
Utilitarian aspects (“I want to be a dad who brings beautiful things”).
Make a conclusion about children's ideas different ages and gender about their future family roles.
Series"My family". The figures are analyzed from the following positions:
Real and imagined family members.
The content of the drawings: portraits; the image of joint activities, interaction of the child with the "most beloved" person; the image of the professional and labor activity of adults; the image of household labor; image of recreation, entertainment.
Drawing process: enthusiasm or indifference to what is portrayed, diligence, accuracy or negligence in portraying family members.
Age differences in the depiction of family members: the variety and richness of the content of the drawings, the technique of execution, the use of expressive functions of color, lines, the number of elements in the images.
Verbal comments on the figure.
Protocol No. ____
to keep a diary
The diary indicates the plan of practice, the base of practice (number of preschool educational institutions, age group of children), a list of children in the group.
The diary is drawn up as follows:
Notebook of analysis: the topic is indicated, a quantitative and qualitative analysis is provided, a conclusion is made with a forecast of development.
^ LIST OF EDUCATIONAL AND METHODOLOGICAL SUPPORT
A.K. Bondarenko Didactic games in kindergarten. - M., 1985.
Voronova V.Ya. Creative games for senior preschoolers. - M., 1981.
Vygotsky L.S. The game and its role in mental development child // Questions of psychology. - 1996.- No. 6.
Leontiev A.N. Psychological foundations of preschool play // Selected psychological works in 2 volumes. - M., 1983.T.1.
Mikhailenko N., Korotkova N. How to play with a child. - M., 1990.
Psychology of personality and activity of preschoolers / Ed. A.V. Zaporozhets, D.B. Elkonin. - M., 1999.
Ruzskaya A.G. Development of communication between preschoolers and peers. - M., 1989.
Smirnova E., Gudareva O. Modern five-year-old children: features of the game and mental development // Preschool education.-2003.-No.5, 10.-2004.-No.3.
Spivakovskaya A.S. Game activity disorders. - M., 1980.
Usova A.P. The role of play in raising children. - M., 2001.
Elkonin D.B. Psychology of the game. - M., 2003.
Elkonin D.B. The main unit of the expanded form of play activity. The social nature of the role-playing game // World of psychology.-2004.-№1.
Programs
Program and guide for teachers of groups of kindergarten "Rainbow". Compiled by Doronova T.N. - M., 1997.
The program of education and training in kindergarten / Ed. Vasilyeva M.A., Komarova T.S., Gerbovoy V.V. - M., 2005.
Organizes supervision, analyzes the pedagogical process, advises students in developing plans, guides students' work during the practice period, controls it; - sums up the results of the practice: prepares students for the final conference; checks and analyzes the reporting documentation of students, evaluates their work, prepares exhibitions of methodological developments for the final conference; presents brief characteristics of students and a report to the head of the practice; - provides scientific and methodological assistance to basic institutions; - no more than 8-10 students in child care institutions, schools and no more than 15 student trainees in teacher training colleges are assigned to the group leader. Teachers of psychology, pedagogy: - supervise the conduct of lessons and extracurricular activities trainees, participate in their analysis; - supervise the work of students on the study of the personality and the collective of children in a preschool institution, school, students in a pedagogical school, the fulfillment of tasks provided for by the program of practice, supervise the work of students in compiling the psychological and pedagogical characteristics of children; - participate in setting and final conferences on pedagogical practice. The head of the base institution: - provides conditions for conducting pedagogical practice in the institution; - introduces students to the institution, personnel; organization of teaching and educational, administrative and economic work; - together with the course and group leaders ensures the placement of students, the implementation of the practice plan; - selectively analyzes their work. Kindergarten teacher, senior educator, teacher primary school , teacher of a pedagogical school, class teacher, methodologist: - introduce students to their work plans, conduct open lessons, extracurricular and other activities; - together with the group leaders, they clarify the content of the students' work, consult during the preparation and 11 implementation of the program, participate in watching the classes, lessons conducted by them; - introduce students to a group of children of a preschool institution, primary school, students of a teacher training college, give a description of the groups, reveal the main tasks; - help in the current educational work, attend extracurricular activities conducted by students, methodological events, participate in their discussion and assessment; - help to analyze and evaluate the student's work. DOCUMENTATION, ACCOUNTING AND EVALUATION OF PEDAGOGICAL PRACTICE OF STUDENTS 1. In the process of practice, each student develops a calendar plan, keeps a diary. The diary reflects: observations of individual children or students, collectives of a group or class; at the work of an educator, teacher and his comrades; analyzes the content, methods and forms of organizing upbringing and educational work, etc. It also records the material on coursework and special seminars, the performance of assignments for teaching practice. The diary is used to report on work during practice. 2. At the end of the internship, students submit documentation on the program of each type of internship. 3. The results of the practice are summed up first in the educational institutions where it took place, and then at the scientific-practical conference of the faculty. 4. The results of all types of practice are assessed differentially. Preschool department 1 course Practice in the course "Introduction to the specialty" II semester, I week, April. The purpose of the practice: the formation of students' holistic understanding of the educational and educational complex of a modern preschool institution and educator as the main subject of the educational process in kindergarten. Practice objectives: 1. Formation of professional interest in the pedagogical activity of a kindergarten teacher; the creation of 12 students' attitudes towards the formation of a professional position in the educational process of a preschool institution. 2. Familiarization of students with the peculiarities of the educational process in different age groups. 3. Studying the specifics of the teacher's work: the functions and professional duties of a teacher of a preschool institution. Formation of the idea that the teacher is the main subject of the educational process in kindergarten. 4. Formation of skills to keep records of observations, to process, generalize the information obtained in the course of observations, to fully and correctly reflect it in the diary of practice. 5. Formation of the skills of observation, analysis and assessment of the educational process in kindergarten, its compliance with the program requirements. 6. Mastering by students by means of elementary diagnostics of the teacher's activity, the individual characteristics of the child and the characteristics of the group. Students are divided into subgroups (8-10 people). During the week, students get acquainted with the peculiarities of the educational process of the preschool educational institution, perform tasks. A student intern's working day with a 5-day working week of 6 hours. The student, guided by the tasks and content of the practice, keeps a pedagogical diary, in which he records the results of assignments, analyzes the work of educators and his own. The main criteria for evaluating practice: - quality of assignments; - the level and depth of analysis of teaching activities; - attitude to activities (discipline, conscientiousness, responsibility, initiative); - manifestation of independence, own position, creativity; - the ability to communicate at the levels "educator-educator", "educator-children", "educator-administration". The content of the practice The proposed tasks are aimed at acquainting students with the following problems of preschool education: 1. Building a developing environment in a preschool educational institution. 13 2. Educator in the system of pedagogical interaction. 3. The culture of the teacher's pedagogical activity. 4. The personality of the child is the object and subject of education. 1 day Acquaintance with the base of the preschool educational institution. Acquaintance with the system of upbringing and educational work in a preschool educational institution. Students visit the preschool educational institution, meet with the administration of the institution. Get acquainted with the features of functioning. Each student, before going to practice at a preschool educational institution, receives a reminder of the following content: 1. Study the features of the functioning of the preschool educational institution: staffing, number and size of groups, operating mode, diet. 2. Write down the modes of operation of preschool educational institutions, groups of preschool institutions, make their comparative analysis. 3. Get acquainted with the implementation of the age principle in organizing the life and activities of children in the institution. 4. Make a diagram of the types of preschool institutions. (see article Shirokova T. Multifunctional system of preschool education // Preschool education. 1992. No. 2.) Task. Get acquainted with the construction of a developing environment in kindergarten. Memo. 1. During a tour of the preschool institution, pay attention to the creation of a developing environment: - group cells and their equipment; - methodical office, its equipment; - fitness and music hall, swimming pool; - auxiliary premises (medical office, physiotherapy room, laundry, kitchen); - kindergarten section. 2. Analyzing the subject-spatial environment in preschool institutions, make a conclusion about whether it is subordinate to the child and his psychological health, whether the principles of building a developing environment are implemented in it. 3. Make sketches different options interior design and group rooms. Day 2 Studying the specifics of a teacher's work: functions (professional duties) of a teacher of a preschool institution. 14 Memo. 1. Get to know the functions of the teacher - "preschooler" (appendix). 2. In a conversation with a teacher, get to know him and try to establish a "trust-business contact". 3. To successfully complete this and subsequent tasks, you need to win over the children and try to make communication with them personality-oriented. To do this, together with the children, make medallions (they can be of colored or white paper, cardboard) and write on each of them the name of the child (it is desirable that the name sounds the way it sounds for a child in the family). 4. Think of what you can do with the children to interest them in your personality. 5. Analyze the content of the teacher's work in the first and second half of the day, having done the timing of his activities. Recording in the diary can be done according to the following scheme: temporary activities of the help- activity of children activities of the teacher as a teacher 6. Analyze how the cooperation between the teacher and the assistant of the teacher is manifested. 7. Give a conclusion, which of the functions of this educator is implemented most successfully. Assignment: studying the culture of the teacher's pedagogical activity. Memo. 1. Make an analysis of the teacher's speech communication with children, based on two positions: a) the content of communication; b) the culture of the teacher's speech in communication. 2. Pay attention to the culture of the appearance of the teacher, the assistant teacher and all the staff of the kindergarten. 3. Pick up proverbs, sayings, songs, jokes from children's literature to use them when carrying out regime processes with children of different age groups. 4. Start a notebook "Entertaining Pedagogy", in which you will collect the practical material that the teacher needs to work with children. 3 day 15 Task: to study the personality of the teacher in the "mirror of children's perception". Memo. 1. While observing the interaction between children and the teacher, pay attention to the following points: - the content of the child's appeals to the teacher, the teacher to the child; - frequency of calls; - emotional involvement of the child in communication; - the dominant type of behavior in the presence of a teacher. 2. Conduct a conversation with the children on the following questions: - Would you like to transfer to another kindergarten? - If the kindergarten was closed for renovations, with whom would you like to transfer to another group? - Which teacher would you take with you? Why? - Would you like to be like educators? Why? These questions make it possible to determine the motives of the child's relationship to the teacher. Children's answers-motivations of attitudes towards the teacher E.A. Divide Panko into groups (Appendix No. 4). We suggest keeping a record of the conversation in a diary according to the following scheme: Name re- 1 question 2 question 3 question 4 question Benk's motive Each student should interview at least 3-5 children. 3. To explore the children's ideas about the caregiver, conduct a second discussion with the children. Questions for conversation were offered by N.Ya. Mikhailenko1 (Doctor of Pedagogical Sciences, Moscow): - What does a teacher do? - Does the teacher play with you? - Why doesn't he play, can't or can't? - Does the teacher talk to you about anything? - Would you like to be an educator? 4. "Draw" the image of the educator through the prism of children's perception. Assignment: Studying the teacher's ability to decentrate. Memo. 1 Mikhailenko N., Korotkova N. Towards a portrait of a modern preschooler // Preschool education, 1992 № 2. 16 In order for the situation of communication with a child to not be dead-end, a special look at what is happening through the eyes of the child is necessary. In this case, they talk about the ability to decentration - the ability to put yourself in the place of another, empathize with him and take into account his point of view (VA Petrovsky) .2 1. Determine the ability of the teacher of your group to decentrate. To do this, invite the teacher to finish the statements as she thinks a well-known or beloved child would finish them: 1. I am very happy when ... 2. I am very sad when ... 3. I am scared when ... 4 I am ashamed when… 5. I am proud when… 6. I am angry when… 7. I am very surprised when… After the teacher finishes these sentences, ask the child to finish them himself. Compare the answers. The degree of coincidence will indicate the teacher's ability to decentrate. Day 4 Assignment: studying self-esteem of preschoolers. Memo. To study the self-esteem of preschoolers, it is recommended to use N.E. Volitova and S.G. Jacobson - V.G. Shur. (Appendix No. 5). Each student examines 5 children. Day 5 Assignment: Studying the identification of children and parents. Memo. The most important stage in the formation of personality is the role-based identification of children with their parents. It arises as a result of the child's interaction with his parents and, above all, with his mother and father. In this complex process, the cognitive, emotional, and behavioral spheres of the child are closely intertwined. One of the methods that can be used to study the identification of children with their parents is conversation. We suggest using the questionnaire developed by A.I. Zakharov (see Appendix # 6). Each student examines 5 children. 2 Petrovsky V.A. Learning to communicate. M., 1996. 17 Students are present at various holidays in preschool institutions. They are actively involved in their preparation and conduct. Analyze the solution of educational problems at holidays, for example: "Maslenitsa", "Sportlandia". 1. When viewing the holidays, pay attention to the following points: - due to this, children have a special festive mood even before the start of the holiday; - how the children prepared for the holiday; - the role of the teacher and other employees of the preschool institution at the holiday; - hall decoration, holiday attributes; - the emotional state of children at the holiday; - conversations, impressions of children after the holiday. 2. Prepare and spend surprises with the children: - Soap Bubbles Party; - Celebration of Balloons; - Holiday of Paper Snowflakes; - Feast of String (Paper) Dolls; - Feast of the Fuzzies; - Feast of Flying Doves; - Feast of Jumping Frogs; - Holiday of Merry Words. Come up with new names for the surprise holidays. (The assignment is designed for 2 days.). Note: There are two tasks planned for each day of the week. Reporting documentation: 1. Practice diary. 2. Report. 3. Didactic manual. 2 course Practice in groups of early and preschool age takes place in the III semester. The duration of the practice is two weeks. It is of educational and production nature. Students in the presence of the leader observe the work of the group personnel, the peculiarities of the development and behavior of children, analyze the observation. Every day for 2-3 hours they work in groups in tandem with a teacher, acquiring skills in working with young children. 18 Every day of work of students is organized approximately according to the following plan: Observation in a group on assignment - 1.5-2 hours. Analysis of the observed under the guidance of the head of the practice, taking into account the age of the children and in accordance with the recommendations of teaching aids. Working with children as an educator - 2-2.5 hours. Study of group documentation. In early and preschool childhood, the foundations of physical, mental, moral, and aesthetic education are laid. In terms of the saturation of mastering skills and abilities, the pace of development, this age does not have a similar degree of development in subsequent periods of childhood. Here, not only quantitative, but also deeply qualitative changes in personality take place: elements of self-awareness, speech, thinking are formed; the child actively masters social experience, mastering various practical actions, becomes a subject of activity. Therefore, it is impossible to start raising a preschooler without knowing the specifics of development at this age. The purpose of the practice: to form in students strong beliefs about the role of an early age of a child for his subsequent development. Practice objectives: - to deepen students' knowledge of the age characteristics of early childhood and the specifics pedagogical work with kids; - to prepare them for the ability to provide pedagogical assistance to parents whose children do not attend preschool; - to acquaint with the content of activities in groups of early age childcare institutions: general developmental, compensatory, health improvement, etc. Approximate distribution of tasks for the period of practice 1 day Task: Acquaintance with the working conditions of the childcare institution. Conversation with the manager. Bypassing early age groups. Distribution of students into groups. Memo Observe the peculiarities of the organization of the living conditions of children 3-4 years of age. Analyze the conditions and specifics of working with children 3-4 years of age (use the diagram for the analysis). 19 Get acquainted with the documentation of the group and with the conditions for building a developing environment organized in a group (make a diagram of a subject-developing environment in a group). Write down the mode of operation of the 1st and 2nd junior groups, make a comparative analysis. Day 2 Assignment: observation in a group of the organization of independent activities of children (1 child is assigned to each student). Memo. When watching independent activity children, its analysis, pay attention to the following questions: 1. The value of properly organized independent activity of children. 2. Types of activities of children in the second and third year of life in the institution. 3. Conditions necessary for the independent activity of children. 4. Organization of a subject-play environment for children of the second and third years of life. 5. Techniques for guiding the independent activities of children: indirect demonstration, direct teaching, reminder, step-by-step teaching, etc. Day 3 Assignment: repeated observation of children during their independent study in order to familiarize themselves with the peculiarities of the development and behavior of children. Conducting timekeeping for the independent activities of children. Each student records one child's observation. Changes in children's behavior are recorded every 5 minutes. Record form: Timekeeping for independent activities (last name, first name, patronymic) _______________________________________ Time Content Relationship with Interaction with other children of the feeder 9.00 9.05, etc. Day 4 Assignment: Timekeeping of children’s object-play activities. 20
The educator is a mirror of the spiritual culture of our future!
There are many professions on earth. Among them is the profession of educator, not quite usual. After all, educators are busy preparing, if I may say so, our future, educating those who will replace the current generation tomorrow, working, so to speak, with "living material", the damage of which is equated to a disaster.
An educator is not only a profession, it is a vocation that not every person is marked with, this vocation must be earned, earned with your work, your talent, your desire to constantly change, transform, improve.
A child is a blank sheet on which adults can “write down” anything they want. An educator for a preschooler is the first person after parents to teach him the rules of life in society, broaden his horizons, and form his interaction in human society. He bears great responsibility for the present and future life of the pupil, which requires high professionalism and enormous mental strength from the teacher. Even VA Sukhomlinsky said that "a person's speech culture is a mirror of his spiritual culture." The child - a great observer and imitator - notices any mother's and father's actions, hears all their words, adopts judgments and behavior from them. Unfortunately, the influence of adults is not always beneficial for a growing baby, and contributes to the development of a harmonious personality with high moral principles. The worst thing is that the parents themselves are a bad role model, but even if they are cultured people and take seriously the upbringing of a child, one should not forget about the influence that the teachers who meet him in life have on him.
The role of the educator in raising children cannot be overemphasized. Already from kindergarten, the educator is the person who is the guide of the baby to the world around him. Often times, caregivers and children spend much more time together than children and parents. How the child will behave in the future depends largely on whether the teacher and the children find a common language. Will he become a self-sufficient person, or, conversely, will suffer from complexes all his life. Each of us probably remembers our kindergarten teacher, despite the fact that not a single decade has passed since then. This once again testifies to how deep our childhood impressions are and how much they affect our future life.
Education is considered by pedagogy as a leading factor, since it is a specially organized system of influencing the growing person to transfer the accumulated social experience. The role of the educator is very important here, and especially his skill and acting skills. The social environment is of primary importance in the development of the individual: the level of development of production and the nature of social relations determine the nature of activities and the outlook of people.
Genetics - believes that people have hundreds of different inclinations - from absolute hearing, exceptional visual memory, lightning-fast reaction to rare mathematical and artistic talent. And in this case, acting plays a huge role. But the inclinations by themselves do not yet provide abilities and high performance results. Only in the process of education and training, social life and activity, the assimilation of knowledge and skills in a person on the basis of inclinations are formed abilities. The inclinations can be realized only when the organism interacts with the surrounding social and natural environment. Acting helps the teacher to catch the attention of children, to win them over.
Every day, living part of their life in kindergarten, children learn a lot, and perhaps the most important thing - flexibility in communication and a peaceful existence among people. At the center of communication with peers is one's own personality, "I" in relation to other "I" in the light of the assessment of others. The personality of the educator is viewed as the ultimate truth and is surrounded by a halo of infallibility or a halo of overcontrol. Throughout the preschool age, the teacher with his individual characteristics is a model for the child. Moreover, children take the teacher as a moral model, regardless of his emotional attractiveness. The role characteristics of the educator are to some extent idealized by children; from evaluating external qualities, the child proceeds to evaluating his activities, and then to evaluating his moral qualities. The attitude towards the teacher is due to the attitude of the teacher to the children, although generally preschoolers always evaluate the teacher positively. An even better attitude towards a demanding and strict educator was noticed than towards a democratic one. Because, according to children, a good educator is the one who brings up.
The teacher is faced with a difficult task - being an adult who develops and trains a child, to understand and feel the children's world, to combine rigor and kindness, respect for little man and exactingness. But children are so different! Some people like to live according to the rules, with the help of which they feel familiar with the world of adults, while others, on the contrary, want to do what is not allowed - this is how they defend their personality. Therefore, educators need patience and flexibility of thinking in order to individually and accurately apply the knowledge of pedagogy and psychology.
In kindergarten, a child goes through a whole life with its joys, difficulties, relationships, achievements and disappointments. And it depends on the educator whether the door to this life will be ajar for us, whether we find out, whether we understand what it consists of. The teacher can become our helper in making the life of our children in the kindergarten more joyful and successful.
Parents, in turn, should respectfully treat a person who is a specialist in the field of child rearing and not impose on him a model of interaction between the educator and the children.
An educator is a person who combines the traits of a psychologist, an artist, a friend, a mentor, etc. The teacher must reincarnate several times during the whole day, and the more believable the master of his craft makes, the more tangible the result. The creative potential of the pupil depends on the creative potential of the educator himself, therefore, great attention should be paid to the development of creative imagination.
An educator is a creative worker, a master of his craft, an innovator, a leader healthy image life, who uses the latest methodological developments in his work.
An educator is a patriot of his homeland. The educator is called upon to be an authority for children and their parents, together with the family to solve important problems of upbringing. The country trusts them the most precious thing - its future.
Man has two worlds:
One - who created us,
Another - which we are until the century
We create to the best of our ability.
N. Zabolotsky
Child education -
Not an easy job
You need to teach the child
All the basics of being.
So that the child gets dressed
And he knew about art,
Knew what was bad and what was not
Developed my intellect.
Kindergarten is his world
The teacher in him is an idol,
Helps kids
Substituting for mom's day.
