Alena Turyeva
Pedagogical activity of the teacher

IN education everything should be based on personality teacher, because educational power flows only from the living source of the human personality. No charters and programs, no artificial organism of the institution, no matter how cunningly invented, can replace the individual in business education.

K. D. Ushinsky

Every day, while rushing to work, I think about my pupils, about a meeting with their parents, about the upcoming events of the coming day. Be teacher- this means wanting and being able to relive childhood again and again with each child, see the world through his eyes, be surprised and explore the world with him. To be invisible when the child is busy and indispensable when he needs help and support. Try to do everything to make his childhood meaningful and joyful. How a person’s childhood goes depends on his entire future life.

The goal of my work in kindergarten is the harmonious development of preschool children.

The tasks that I have before myself I bet:

Formation of integrative qualities of preschool children;

Implementation of educational areas;

Development of cognitive mental processes in preschool children;

Expanding your own methodological culture.

Directions of my work activities are realized through the use pedagogical technologies , main are:

Health-saving technologies;

Design technologies;

Gaming technologies;

Information and communication technologies (ICT)

Health-saving technology is implemented through the organization of dynamic breaks, outdoor and sports games, relaxation, gymnastics: finger, for the eyes, respiratory, invigorating; physical education classes, healthy lifestyle classes, etc.

Design educational activities- the educational process of the preschool educational institution is in the nature of cooperation, in which children and preschool teachers, and also involves parents and other family members. Parents can be not only sources of information, real help and support for the child and teacher in the process of working on the project, but also to become direct participants in the educational process, enrich your teaching experience, experience a feeling of satisfaction from your successes and the successes of your child.

Gaming technology is implemented through such methods How: games with rules, outdoor games, dramatization games, role-playing games, director's games, fairy tale therapy, creating problematic situations with elements of self-esteem.

I outlined what methods and techniques I use to develop the integrative qualities of preschoolers, but without the help of parents it is very difficult to achieve good results. I believe that only what is formed in the family can take root in a child, which means that parents are the basis for success.

The subject-spatial organization of a group room creates conditions for various types of children's activities, interaction of children with each other, and for privacy, is equipped with a variety of play equipment, didactic materials, audiovisual aids; organized on the basis of the following principles: openness, flexible zoning, stability, dynamism; causes pupils feeling of joy, an emotionally positive attitude towards kindergarten, enriches with new impressions and knowledge, encourages active creative activities, promotes the intellectual development of preschool children.

Pupils my group are active participants, winners and prize-winners of competitions at the All-Russian, regional and municipal levels

I improve my professional skills, engage in self-education, attend advanced training courses, and participate in creative exhibitions, performing at pedagogical councils . I publish my developments on the information portal. And of course I participate in life kindergarten.

The presentation outlines my work experience. Thank you for your attention!

Publications on the topic:

The rain walked on long legs along the asphalt path, and under it daddy's umbrella and the boy Dima walked decorously. Drawing with non-traditional techniques.

At this time of year, many experiments with snow are carried out with children. Have you ever wondered what benefits snow brings? (the most important.

Pedagogical living room with teachers “Project activities of a speech therapist” Teacher-speech therapist: Elena Vladislavovna Vorobyova From work experience in modern ones.

Activities of a teacher supervising a pupil living in a social apartment Activities of a teacher supervising a student in a social apartment. Educator: Koval E.V. There were 10 people in the group, of which 9 were children.

Day 1: Participation of a teacher-psychologist in the implementation of a project on speech development and artistic and aesthetic development. The date of the:.

Name: Self-analysis of the professional activities of a teacher of the highest qualification category during the inter-certification period
Nomination: Kindergarten, Certification of pedagogical preschool employees, Self-analysis, Compensating type group (children 5-7 years old)

Position: teacher of the highest qualification category
Place of work: Municipal preschool educational institution kindergarten No. 52
Location: Rybinsk city, Yaroslavl region

Information about the results of professional activities

teacher of the municipal preschool educational institution kindergarten No. 52

Full name of the teaching staff, position, name of the public organization in accordance with the Charter

for the inter-certification period (last four years)

1. Dynamics of educational achievements of students

1.1.Creating conditions for the implementation of the basic educational program preschool education

1.1.1.Design of RPPS in accordance with the requirements of the Federal State Educational Standard

One of the most important factors in the development of a child’s personality is the environment in which he lives, plays, studies and relaxes.

The developmental function of the environment is the leading one. The development of a child, as a result of upbringing and training, as a progression from the “zone of actual” to the “zone of proximal” development (according to L.S. Vygotsky), dictates the need for the presence in the environment of materials and objects with which the child can act as if together with an adult , and independently. Activities in an enriched environment allow the child to show inquisitiveness, curiosity, and learning. the world without coercion, strive for a creative reflection of what is known. In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities, strives for self-affirmation, and engages in activities of his own free will.

The stimulating function of the environment is no less important. The environment develops a child only if it is of interest to him and motivates him to action and research. The environment serves as a direct organizer of children's activities and influences the educational process.

The created environment is also necessary for children because it performs an informational function in relation to them: each object carries certain information about the world around them and becomes a means of transmitting socio-cultural experience. Objects are a vivid source of knowledge of the world around us.

Function of maintaining psychological health. The environment is the most important factor for a child, influencing his emotional state. The content of materials and equipment, their placement, and color characteristics evoke positive emotions, provide security and comfort.

Organizational function. The environment not only creates favorable conditions for the child’s life, it also serves as a direct organizer of children’s activities and influences the educational process.

Therefore, I pay special attention to building an environment in my age group, considering this the leading direction in my work.

Thus, the developing subject-spatial environment in my group and on the site serves the interests and needs of each child, enriches the development of specific types of activities, provides a “zone of proximal development”, encourages making conscious choices, putting forward and implementing one’s own initiatives, making independent decisions, developing creative abilities, and also shapes the personal qualities of preschoolers and their life experiences.

1.2.Creation of conditions that are safe for the life and health of children (based on monitoring results)

One of the objectives of the federal state educational standard for preschool education is to protect and strengthen the physical and mental health of children. V.A. Sukhomlinsky wrote: “I am not afraid to repeat again and again: caring for health is the most important work of an educator. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.”

IN modern society The problem of preserving and strengthening the health of children is more relevant than ever before. This is explained by the fact that high demands are placed on preschoolers, which only healthy children can meet. My efforts are aimed at preserving the existing health potential of children and at timely correction of emerging deviations. Therefore, the creation of the necessary sanitary, hygienic and psychological pedagogical conditions I pay special attention, because only healthy child he is successful, copes with the demands, he is active, efficient, and develops normally. I pay great attention to sanitary education work. Folders - slides, screens for parents were designed: “Adaptation of children to preschool”, “Hardening a child at home”, “Rational nutrition and daily routine”, “Dirty hands are a source of intestinal infections”, “Prevention of colds”, “Preventive vaccinations and their importance."

Health groups

Most of the children in the group belong to health group II (having certain deviations in the state of functional health). That is why the importance of all recreational activities carried out in the group increases. Goal: to promptly correct emerging deviations in the health status of pupils and prevent the transition of children from health group II to III. I believe that it is important at this stage to form in children a base of knowledge and practical skills of a healthy lifestyle, a conscious need for systematic physical education and sports.

• 1. Parents' satisfaction with the quality of the educational process and the conditions of their child's stay in a preschool educational institution (based on survey results)

• 1. Additional analytical information to pp. 1.1.-1.3, indicating the effectiveness of the teacher’s activities, including: the presence of a system for monitoring the dynamics of children’s development; working with children with special needs; the role of a certified teacher in enhancing the cognitive activity of students; the impact of this activity on educational results, etc.

In order to determine the quality of implementation of the educational program of the kindergarten, developed on the basis of the “Approximate basic educational program of preschool education” and taking into account the comprehensive program “Childhood”, in order to study the dynamics of pupils’ achievement in all areas of development, determine the individual educational route of each child, I conduct diagnostic classes for all types of children's activities. When conducting pedagogical diagnostics for the 2012-2013, 2013-2014 academic years, I relied on the criteria developed by the authors of the scientific methodological manual“Monitoring in kindergarten” by Babaeva T.I., Gogoberidze, A.G., Mikhailova Z.A., as well as the methodological manual “Results of monitoring the educational process” (author N.V. Vereshchagina), which corresponds to the “Federal state requirements to the structure of the basic general education program of preschool education.”

Positive development results for students:

Thus, analyzing the results of pedagogical diagnostics, the positive dynamics of the level of development of children in different types of activities is noticeably visible. This was achieved thanks to the construction of educational activities in the group on the principles of systematicity and consistency, a person-oriented approach to learning (differentiated approach to children with a high level of development, individual approach to children with low levels of development), active cooperation with specialists and the use of electronic educational tools.

Systematic monitoring makes it possible to detect initial deviations in a child’s development and behavior, timely adjust educational work, determine individual psychological and pedagogical influences for him and a further educational route.

Since 2014, I have been determining the level of development of children using the method of pedagogical observation, compiled on the basis of the methodological recommendations of N.A. Korotkova and P.G. Nezhnova “Observation of the development of children in preschool groups.” This makes it possible to determine the level of development of children, create an individual educational route for each child and find ways to improve the quality of educational services provided.

The results of the survey allow us to speak about the effectiveness of educational work in the group and the significance of its results for the further education of children at school.

Our kindergarten does not have a teacher-psychologist, therefore, in order to determine the readiness of pupils for schooling We invite specialists from the Municipal Educational Institution PPMS "Children's Assistance Center". They diagnose school readiness using diagnostic methods. N.Ya. Semago, M.M. Semago. The center’s specialists give specific recommendations to educators and parents on preparing children for school, which I rely on in my work in direct interaction with specialists, parents, and doctors. The results of the survey allow us to speak about the effectiveness of the work to develop the readiness for schooling of children in my group.

Children's readiness for school

2. Identification and development of students’ abilities for scientific (intellectual), creative, physical education and sports activities, as well as their participation in olympiads, competitions, festivals, competitions

2. 1. Cognitive activity of pupils

2.1.1 . The results of the participation of students trained by a certified teacher in:

In order to support and develop cognitive activity, initiative, creativity and talent of children, I organized the participation of the group’s pupils in olympiads, competitions, festivals, and competitions at various levels.

By participating in creative activities, children gain new experience, have the opportunity to realize their abilities, and gain public recognition for their talents. Participation in competitions creates a situation of success, self-realization, and contributes to the replenishment of children's portfolios. There are no incapable children. Each child in my group is talented in their own way, each demonstrates their success by participating in educational events: kindergarten, municipal, regional, all-Russian, international.

2.2. Development of pupils' abilities: the presence of clubs led by a certified teacher, additional education programs for preschool children.

In order to improve the quality of the educational process, motivate children to knowledge and creativity, and develop their abilities, circle work has been organized in the group, which I carry out within the framework of the modified “Drawing” program I developed, the purpose of which is to develop the child’s personality, the ability to express his creativity and his one’s own “I” through the embodiment of one’s ideas and plans when creating unusual works of fine art using unconventional methods and drawing techniques.

Objectives: to reveal the importance of non-traditional techniques of visual activity in working with children for the development of imagination, creative thinking and creative activity; familiarize children with techniques and methods unconventional drawing using various materials; learn to understand and highlight such means of expression as composition and color; to develop the ability to enjoy the diversity and grace of forms, colors, sounds of the surrounding world; encourage children to experiment with visual materials; invent and create compositions and images; encourage and support children's creative discoveries.

Unconventional drawing makes it possible to use well-known objects as artistic materials; such drawing surprises with its unpredictability. Drawing with unusual materials and original techniques allows children to feel unforgettable positive emotions, show imagination and creativity. There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. Visual activities using non-traditional materials and techniques promotes the child’s development of:

Fine motor skills and tactile perception;

Spatial orientation on a sheet of paper, eye and visual perception;

Attention and perseverance;

Thinking;

Visual skills and abilities, observation, aesthetic perception, emotional responsiveness.

In addition, in the process of this activity, the preschooler develops control and self-control skills.

In children with general speech underdevelopment, not only all sections of the speech functional system suffer, but also many mental non-speech functions: visual perception, attention, memory, imagination. As a rule, their sensory functions develop with a delay. Many children do not distinguish and cannot name the primary colors, shape and size of objects. In addition, children with speech disorders rarely have confident coordination of finger movements. They have motor clumsiness, imprecise movements, difficulties in mastering the motor program, which is expressed in the inability to hold a pencil, brush, trace contours, or paint a picture.

The significance and value of non-traditional images for the comprehensive development and education of children with speech disorders is great and multifaceted. Working with paints, pencils, markers, pastels and wax crayons, candles, crumpled paper, sponges and other materials are very important sensory-motor exercises. The sensory-perceptual capabilities of artistic activity allow me to use it in developmental work with speech-language pathologist children.

2.3. Additional analytical information to clauses 2.1 – 2.2(working with children with special needs; the role of the teacher in enhancing the cognitive activity of students; the influence of this activity on educational results, etc.).

Cognitive activity is the active activity of acquiring and using knowledge. It is characterized by the child’s cognitive activity, which consists in the ability to see and independently set cognitive tasks; outline an action plan; select solutions; achieve results and analyze them.

I organize the cognitive development of children in the group in two main blocks of the educational process:

1) in the joint cognitive activity of children with the teacher.

2) in the independent cognitive activity of children.

When forming cognitive interest, I create psychological and pedagogical conditions that allow the child to discover new knowledge, I use methods and techniques aimed not at transferring knowledge to the student, but I activate the process of their development; providing increased awareness in cognition (discussion “What I want to know”), we consider children's encyclopedias and books; I use the “What’s missing?” techniques. (absence of attractions on the map), “I don’t know” (searching for information from books, photographs), exchange of information “I learned today”, implementing children’s projects on a topic attractive to children, creating situations of “increased complexity”. One of the ways to develop the cognitive activity of children in the group is collecting and creating a mini-museum (collection of stones and minerals, mini-museum “Secrets of Stones”).

In the process of developing cognitive activity, I ensure the development of the child’s personality and form readiness for schooling.

Working with speech-language pathologists

Elimination of speech disorders in children requires an integrated approach, since speech disorders are associated with a number of reasons, both biological, psychological and social. Therefore, the group organizes the joint work of a teacher-speech therapist, educator, music worker, instructor physical culture, mathematics specialist, senior nurse.

The psychological development of children with speech disorders has its own characteristics. In preschoolers with general speech underdevelopment, higher mental functions closely related to speech suffer: memory, attention, thinking. The amount of attention is significantly reduced, instability and limited possibilities for its distribution are observed. They forget the sequence of tasks and complex instructions. Preschoolers with ODD have difficulty mastering analysis and synthesis without special training, and are lagging behind in verbal development - logical thinking. General motor disorders may be observed (poor coordination of movements, motor clumsiness), underdevelopment of fine motor skills, and decreased interest in gaming activities. The emotional-volitional sphere often suffers: children are aware of their impairments, so they have a negative attitude towards verbal communication, sometimes affective reactions to misunderstanding verbal instructions or the inability to express their wishes, as well as:

• pronounced negativism(opposition to the requests and instructions of all others or specific persons);
• aggressiveness, pugnacity, conflict;
• increased impressionability, often accompanied by obsessive fears;
• a feeling of depression, a state of discomfort, sometimes accompanied by neurotic vomiting, loss of appetite;
• increased sensitivity, vulnerability;
• tendency to morbid fantasies.

I take into account the developmental features of children with speech disorders when solving problems correctional work in Group:

— Prevention of neuroses and neurotic reactions, behavioral disorders;

— Correction of emotional well-being, relieving emotional tension, reducing aggressiveness and destructive forms of behavior, including negativism, anxiety, depression, restlessness, disinhibition, etc.

— Development of the child’s personality, creation of a positive attitude, strengthening of constructive behavior, the ability to recognize and express in words one’s own actions, thoughts, feelings, development of communication skills, successful integration into secondary school and peer society.

An integrated approach to overcoming speech impairment in children, with the active involvement of all teachers and staff of preschool educational institutions, is as effective as possible, contributes to optimal speech correction, increasing the level of speech development, and the formation of general mental skills. Children can, as a result, follow the directions and instructions of a speech therapist or educator, control themselves, their general cultural level increases, and their readiness for social interaction is formed.
3. Personal contribution to improving the quality of education, improving teaching and upbringing methods, and the productive use of new educational technologies, broadcasting the experience of the practical results of their professional activities, including experimental and innovative ones, to teaching teams;

active participation in the work of methodological associations of teaching staff of organizations, in the development of program and methodological support for the educational process, professional competitions.

3.1. Productivity of teacher's methodological activities

My activities provide effective solutions to professional pedagogical problems and typical professional tasks that arise in real situations of teaching activity. I am proficient in modern educational technologies, methodological techniques, pedagogical tools and constantly improve them. I conduct educational activities based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology, as well as modern information technologies.

3.3. Professional Development Information

3.3.1. Advanced training courses, internship

3.3.2. Second vocational education, retraining

3.3.3. Professional scientific development

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

The ongoing changes in the preschool education system are due to the objective need for changes that are adequate to the development of society and the educational system as a whole. I recognize the need for change in my work. I believe that the main mechanism for such changes are new forms of organizing joint activities between adults and children, which I try to use in my teaching activities.

I am an active participant in the implementation of the municipal innovation project “Formation of an environmental culture of participants in the educational process through the organization of interaction between kindergarten and school.” As part of the creative team, successive forms were developed and tested environmental education preschoolers and junior schoolchildren. This made it possible to increase the efficiency and quality of the educational process in kindergarten.

I am a member of the strategic team for the development of the educational program of the preschool educational institution. Currently, it has been adjusted on the basis of the “Approximate basic educational program for preschool education” and taking into account the comprehensive program “Childhood”.

Currently, I am the administrator of the kindergarten website, responsible for its content and timely updating.

I constantly improve my professional level through attending various seminars at the regional and municipal levels (“Analysis of the educational program of a preschool educational institution,” 2012; “Innovative activity as a vector for the effectiveness of kindergarten development in the context of the transition to the Federal State Educational Standard for Preschool Education,” 2014; “Social adaptation as a factor in overcoming deviant forms behavior in children and adolescents" 2015.

I don’t stay away from sports life either. She took part in the festival among teachers “Be an example!” I have a participant certificate.

Participation in children's matinees, leisure activities, and entertainment is an integral part of my work. Positive emotions of children during the holidays are a reward for the teacher. In all the variety of events that were held in our group, I took a direct part in each of them. I went through a lot of roles, learned to get used to the image of different heroes. The role of the presenter made it possible to competently lead the children's audience, maintain contact with them, and come to the aid of the child in a moment of fear or difficulty.

Interaction with the family is based on the principle of actively involving parents in the life of the group, forming their ideas about the main goals and objectives of raising children. When working with them, I use, along with traditional forms of work, new interactive forms of cooperation that allow parents to be involved in the process of learning, development and knowledge of their own child:

Traditional forms: conducting a sociological study of the families of pupils; information stands; consultations; parent meetings; survey; joint holidays; exhibitions of collaborative works; participation in group sporting events.

Innovative: discussions; interactive games; social and environmental actions.

I have my own page on the Internet on the international educational portal MAAM.RU, where I publish my materials and share my work experience.

“_____” _____________ 20____ __________________________

/signature of the person being certified/

I assure the results of professional activities ______________________________________________________________.

/ Full name of the certified teacher /

Head of educational organization __________________________

/signature of the head of the public organization/

"___" ____________20 ____

NATALIA PROKOPEVA
Description of the results of the pedagogical activities of teacher Natalia Nikolaevna Prokopieva

Description of the results of teaching activities

teacher municipal government preschool educational institution Pavlovsky kindergarten "Sun"

Prokopieva Natalia Nikolaevna

A person’s life in society begins in kindergarten, and that is why the foundations of social relations laid teacher, are decisive in the further development of the child’s general abilities, which are necessary for every person in any form activities. “The ability to communicate with other people, to act together with them, the ability to want, to be happy and upset, to learn new things, albeit naively, but brightly and unconventionally, to see and understand life in one’s own way - this and much more carries with it preschool childhood.” , wrote L.A. Wenger. That's why teacher must be an attentive and responsible person, responsive and tactful, sociable and patient, have a good memory, attention, and high communication skills. What is required is general culture and erudition, competent and intelligible speech, a well-trained voice, the ability to manage a team, and the ability to control one’s behavior and emotions. Educator must constantly improve his skills using achievements pedagogical science and best practices, must go forward, master innovative technologies and methods.

Among the factors influencing the effectiveness and quality of education of children in preschool educational institutions, an important role belongs to the educational program. I work in basic general education preschool educational program, the content of which is based on an approximate basic general education program "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. My I am building pedagogical activities, focusing on the leading goal of implementation Programs: creation of favorable conditions aimed at the development of children, taking into account their age and individual characteristics according to the main directions: physical, cognitive-speech, social-personal, artistic-aesthetic.

I believe that for optimization activities of a modern educator In kindergarten, it is important to be able to plan your work, i.e. draw up a plan that will not only contribute to the organization of the educational process and the solution of intended tasks, but will also get the job done teacher more meaningful and effective. Therefore, at the beginning of the school year, I compile a comprehensive - thematic planning for the year, where I indicate topics, content, types activities, deadlines, final events. I plan work for every day (calendar planning, I determine specific tasks, content, forms and methods of working with children for a certain period of time. Scheduling I make up two weeks in advance. This gives pedagogical the process is organized, gets the job done effective. I plan the educational process taking into account the complex thematic principle and the principle of integration of educational areas. This approach allows us to combine complexes of various types of specific children's activities around a single"Topics", provide children with a holistic view of the world around them, master information through different channels perception: visual, auditory, kinesthetic. As options for themes I use, "events", "seasonal phenomena in nature", "holidays", "traditions".

Our time is characterized by constant updating of information; it is dynamic and changeable. These conditions dictate to me, kindergarten teacher, work in a new way, using modern technologies when organizing the educational process educational technologies. To determine the level of mastery of the educational program kindergarten students, feasibility of planning pedagogical, correctional and developmental work, obtaining operational information about the real state and trends in the child’s development twice a year, and, if necessary, in the middle of the year, I conduct a comprehensive diagnosis. For quality, more full implementation diagnostics covering all aspects of child development, using a monitoring system. System for monitoring children’s achievement of planned results provides an integrated approach to assessing final and intermediate results of mastering the Program, allows you to obtain the required amount of information in the optimal time frame, and assesses the dynamics of children’s achievements.

Diagnostic materials include specially designed tasks, tests, observations, taking into account the age characteristics and capabilities of children. Analyzing diagnostic results, I use elements pedagogical technologies: technologies of differentiated approach, technologies of individualization, health-saving technologies.

Its primary task pedagogical activity I believe in revealing the individual abilities of each child, taking into account his personal capabilities. To ensure that every child is successful and feels comfortable, I use the following forms work: dividing children into subgroups taking into account their individual abilities, characteristics, inclinations and interests, level of health, gender. To improve the quality of mastering program content and developing children’s integrative qualities, I use visual aids perception(illustrations, pictures, tables, I use tasks of varying complexity, I determine the number of repetitions of the same task. I act according to the scheme "from simple to complex". A large role in its activities I pay attention to the individualization of the educational process. During individual lessons through the creation of a game situation, alternating types activities, a set of interesting material I interact with only one pupil. I am planning an individual (correctional and developmental) work two weeks in advance. This approach allows you to fill individual and subgroup work with children with content that takes into account the real level of development of each child, his personal problems and difficulties.

In the learning process and in free activities I use a variety of techniques, methods and means to achieve good results on mastering the educational program. When conducting a directly organized activities I rely on the structure of the developing classes:1) creation of a problematic situation; 2) identification of a significant problem; 3) putting forward a hypothesis; 4) management of independent search for children; 4) conducting reflection.

Planning pedagogical activity, application in teaching and educational process various methods, techniques, forms of work, an individual and differentiated approach when conducting incoming and final diagnostics led to positive dynamics in the quality of mastering the content of the educational Program by children.

At school, at the first stage of education, children often experience difficulties with by letter: the hand gets tired quickly, the working line is lost, and letters cannot be written correctly. These difficulties are caused by underdeveloped fine motor skills of the fingers and insufficient development of visual-motor coordination. This problem interested me, and I decided to work on a methodological topic for self-education, “Development of fine motor skills of the hands as a means of preparing children for learning to write.” The relevance of the topic lies in the fact that targeted and systematic work on the development of fine motor skills in preschool children contributes to the formation of speech activities. Having studied the experience of working on this problem, I came to the conclusion that work on the development of fine motor skills should be based on a comprehensive approach: a combination of speech development, physical education, finger and game exercises. I put the following tasks: improve hand-eye coordination of children, teach them to navigate in microspace, strengthen the fine muscles of the fingers, and promote the activation of speech function. I chose the most effective methods and means for the development of small businesses motor skills: massage of hands using natural materials; finger gymnastics with various objects and without objects; work with various materials (seeds, counting sticks, paper, strings, etc.); copying patterns, drawings or working in copybooks; working with stamps; stencil strokes; unscrewing and tightening caps on vials, jars, bottles; playing with small toys; stringing beads or pasta onto a thread. My kids play with the finger theater with special interest. I made dolls for the Russian folk theater fairy tales: "Teremok", "Hare and Fox" etc. Fairy tale dramatizations gave children the opportunity to act as screenwriters, stage directors and actors. Theatrical performances develop not only the creative potential of children, but also fine motor skills and speech, since fingers are actively involved in them. In my work I use many methods unconventional technology drawing: drawing with fingers and palms, drawing with a candle, blotography, drawing with foam sponges and cotton swabs. Unconventional drawing methods are quite simple in technology, so they appealed to me pupils. Using the listed methods in your work helps improve orientation in microspace (on a sheet of paper, and develop coordination of movements in children.

Systematic work in this direction made it possible to develop fine motor skills of the dominant hand and achieve positive results, as evidenced by the diagnostics carried out "Manual skill".

Manual skill

Academic year

2008 2009 2010 2011

Self-care skills 59% 64% 76% 84%

Working with a pencil

Working with a brush

Proficient in modeling techniques 59% 67% 73% 88%

Working with scissors

For a child to fully develop, it is necessary for the child to be healthy. With the modern course of life, unfortunately, it turns out that preschool children spend most of their time in kindergarten. Therefore, it is necessary to create conditions in preschool educational institutions for the development, preservation and strengthening of children’s health. I devote special attention to solving this problem, using technologies for preserving and promoting health and learning technology healthy image life.

The systematic use of the above technologies made it possible to reduce the incidence of children's illnesses by an average of 20% and, accordingly, increase the percentage of attendance. During the ECD, the children became more active and attentive because they became less tired.

Average attendance

Academic year

2007-2008 2008-2009 2009-2010 2010-2011

Often, being drawn into the cycle of everyday life, we forget about how many unexpected dangers await a person on the path of life. Our carelessness and indifference to our health often lead to tragedy. But a person can prevent trouble, protect himself and his loved ones from danger, if he has basic knowledge of the basics of safety vital activity. This knowledge is formed in the process education therefore, teaching children how to keep them safe vital activity is relevant pedagogical task. Therefore, it has become a tradition to hold daily safety minutes, thematic conversations (“Why did the cat Timoshka end up in the hospital?”, “How the guys crossed the street”, "Dangers on the Road", "When Mom Isn't Home", creating problematic situations.

I pay a lot of attention education in children of patriotic feelings, the formation of their civic position. I conduct excursions to the school museum to get acquainted with the history of the village, themed holidays "Defender of the Fatherland Day", "Conquerors of Space", "Victory Day". I systematically work on artistically - aesthetic development children, involving them in drawing on different topics ("Defending the Motherland", “I’ll tell my mom about my love...”, "My favorite kindergarten", for production greeting cards, applications, for the design of exhibitions of children's works. I enrich children’s experience through reading fiction and looking at illustrations. Children participate with pleasure in general kindergarten folklore events: “Hello, Maslenitsa!”, "Holiday Happy Easter» , "Holiday of Ivan Kupala".

My pupils took part in regional competitions (toy competition "Parade of Siberian Toys", in a children's drawing competition “What a delight these fairy tales are” and in the competition "Green Light") and regional actions "Let's keep the forest alive".

With the transition to FGT, the relationship between the kindergarten and the family also changed. Parents are not outside observers, but active participants in the educational process. With this in mind, I involve parents in all matters. groups: joint creation of a subject-development environment, production of handouts and demonstration materials, design of photo exhibitions and exhibitions of children's works, preparation for the conduct of educational activities. I am completing "Parent's Corner", where I post information about the topic of the current week, about the upcoming joint activities of teachers and children, the planned final event, as well as consultations on all sections of the Program. It should be noted that parents are most interested in small text messages. materials: recommendations, advice, reminders. To ensure the greatest effectiveness work with parents for the new school year, I am conducting a survey in order to identify the most acceptable and effective forms of work with the parent community. When recruiting a group of children, I draw up a social passport for each family in order to identify educational opportunities for parents and invite parents to answer the questionnaire "Let's get acquainted". Specially selected questionnaire questions allow me to learn more about the child, look at him from different positions, and see his characteristics. I involve parents in preparing for and participating in matinees, holidays and sports activities ( “Mom, dad, I am a sports family”, “We ask you to visit us in autumn”, “All works are good - choose according to your taste”, to the design of the playground. At the beginning of each academic year I compose long-term plan working with parents, in which I prescribe work in several directions:

conducting psychological pedagogical consultations;

study, generalization and implementation of the best family experience education;

prevention of violations in parent-child relationships;

involving parents in participating in the life of the kindergarten through the search and implementation of the most effective forms of work.

I involve parents in participating in numerous creative competitions and in making costumes for holidays and concerts. I conduct parent meetings at various Topics: “Child’s adaptation to kindergarten”, "Peculiarities raising boys» , “Increasing communicative competence among juniors preschoolers through the development of fine motor skills of the hands,” "We're a year older", “What a preschooler should know about traffic rules”, « Upbringing love for my native village", "Prevention of deviant behavior", “What toys do children need?”. I organize exhibitions of joint creativity between children and parents, musical and sports holidays. In 2012, the team of parents of my group took first place in the competition "Winter's Tale", parents actively participated in the campaign of landscaping the playground, won the competition “Our site is the best” in nomination "Most Creative".

It has become a tradition to hold annual environmental events ( "Feed the birds in winter", "Let's save the forest beauty", "Nature's Book of Complaints", holding "Open Days", "Health Week", celebrating children's birthdays.

I am constantly improving my pedagogical skill, studying the latest psychological and pedagogical literature, I attend advanced training courses, seminars and workshops both at our kindergarten and in the district. On current issues of training and education I share my experience of working with kindergarten colleagues and parents, I have repeatedly spoken at teachers’ councils, methodological associations, and given open events ("Winter's Tale of Summer", "Visiting Grandma Akulina", "Droplet's Journey", was part of the creative group for drawing up the basic general education program.

Abstract.

On the topic of:

Professional activity and personality of the teacher.

Performed:

Savina Tatyana Nikolaevna.

Introduction……………………………………………………..2

1.1 The essence of teaching activity………………3

2. Personality of the teacher……………………………………….8

2.1 Pedagogical abilities…………………………..12

Conclusion……………………………………………………..17

Bibliography…………………………………………….

Introduction.

Every person during his life will play many times in the role of a student, pupil, and in the role of a teacher, educator (teacher, mentor, instructor, etc.). The teaching profession is one of the oldest and most honorable in the history of mankind. However, it is not possible to determine the exact timing of its appearance. Over a large historical period of time, education was carried out without professionally trained specialists in the course of natural life relationships between the older generation and the younger.

Teachers are people who have appropriate training and are professionally engaged in teaching activities, i.e. issues of upbringing, education and training. The content of the teaching profession is to educate the younger generation.

Here you should pay attention to the word “professionally”. Teachers are engaged in teaching activities professionally, and almost all people are engaged in this activity non-professionally. Professional activity is one of the main forms of human life. Both his general well-being and the effectiveness of his activities depend on how a person perceives and evaluates his work, his achievements in a certain activity and himself in a professional situation. Meanwhile, it is difficult to imagine another activity that is as diverse and equally demanding of the qualities and capabilities of the performer. The requirements for a teacher are determined not only by the great importance, but also by the rare originality of pedagogical activity. The entire experience of human development proves that in the matter of education, the personality of the educator is of particular importance, since he influences the student with his behavior, his way of life, and his attitude towards everyday life. The teacher becomes a master of his craft, a professional as he masters and develops his professional activities, recognizing pedagogical values.

1. Professional activity.

1.1 The essence of teaching activity

Pedagogical activityas a professional one, it takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

Another character of pedagogical activity is spontaneous, due to the fact that a person is influenced by various external and internal factors, influencing its development.

Professional pedagogical activity is systemic in nature, manifested in the unity of goals, motives, actions and results. The main, historically established goal of the teaching profession is education. A teacher, while implementing his activities, must strive to form a person’s personality capable of successful life in modern society, taking into account the possibilities of a person’s self-realization, based on his interests and aspirations. The main objects of pedagogical influence are the educational environment, the activities of students, the educational team and the individual characteristics of students. Among the leading tasks of a teacher are the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

All properties of pedagogical activity are manifested through pedagogical action, which is the total unity of the goals of incontinence. The primary task in which

is a pedagogical action - cognitive, whichbecomes a design and transformation task. The entire process of pedagogical activity comes down to solving many problems of different levels of complexity, classes and types, and pedagogical tasks in most cases do not lend themselves to algorithmization and often require a non-standard heuristic solution that arises in the process of hard work, including research, analysis, forecasting, experiment, control and conclusion. Each new step of the teacher becomes for him a source of new information, which is transformed into accumulated experience.

The main types of pedagogical activity are traditionally education and teaching.

Educational worksubordinated to the goal of harmonious development of the individual. As part of educational activitiesthe teacher must organizea team of students and direct its activities to solve educational problems leading to achieving the goal. The success of solving educational problems is determined by the presence of positive changes in the consciousness of pupils, manifested in behavior, emotions and everyday activities. Educational activities are distinguished by the lack of formalization of specific actions of the teacher: he can only, predict your actions and guide students. In every specific case the choice of means and methods of education depends on the individual characteristics of the pupil or the atmosphere and composition of the group of pupils. It is quite difficult to evaluate the results of a teacher’s work, because... it does not have strictly defined criteria and assessments; it is largely determined by the initial state of education of the ward.

The essence of teaching is more logical. Teaching or learning is usually carried out within a specially organized spatial and temporal framework, is amenable to planning, algorithmization and elaboration, has clear goals and corresponding tasks, as well as certain criteria for their achievement.

Primary in pedagogical activity is still

Educational work, in this regard, when preparing teachers, it is necessary to take care of the formation of their readiness for the competent organization of educational and educational processes in conjunction with subject knowledge.

Structure of pedagogical activity. The components of pedagogical activity are interrelated and interdependent elements, differ from each other and are somewhat isolated, which allows them to be considered independently of each other. The following components are distinguished in pedagogical activity: constructive, organizational, communicative.

The pedagogical profession makes certain demands on the personality of the teacher, namely: he must have a stable social and professional position, which is expressed in his attitude to the world around him, the profession and the subjects of pedagogy. The teacher’s position reveals his personality, the nature of his social orientation, and the type of civic behavior and activity.

The social position of the future teacher is formed starting from childhood, continues to develop during the learning process in secondary school and is the basis for the formation of views and beliefs associated with the teaching profession.

There are also professionally determined requirements for a teacher; they are divided into two groups. The first includes psychological, psychophysiological and physical readiness, and the second includes scientific, theoretical and practical competence as the basis of professionalism.

The professional readiness of a teacher is determined by the correspondence of his personal and professional qualities in the professionogram, which combines their idealized version into three interrelated complexes: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject.

The most important role in the activities of a teacher is played by his personal orientation, reflected in the professionogram and characterizing his social, moral, professional, pedagogical and cognitive orientation.

The basis of all activities of a teacher is his ideological conviction, which determines his moral basis. The choice of a teacher's profession should, first of all, be based on love for children, the desire to help them in self-improvement and self-realization by opening for them ways to achieve these goals. The professional orientation of the teacher acts as the core around which all his professional qualities are formed. Important and inalienable qualities of a worthy teacher are his dedication and willingness to work despite temporary territorial boundaries, putting his professional duty above all else.

The cognitive activity of a teacher is determined by the desire to master new knowledge, interest in what is new in pedagogical science and the teacher’s subject area, and the ability for self-education. One of the main factors of cognitive interest is love for the subject being taught.

2. Personality of the teacher

The personality of the teacher plays a vital role in education. The effectiveness of education is achieved when the teacher is attentive to the educational process, constantly analyzing it and drawing the right conclusions.

Only on the revival of simple human feelings - love and mercy - should the educational process be built. Famous Swiss teacher Johann Heinrich Pestalozzi, according to his biographer, “he was kind to the point of self-forgetfulness.” The task of education, according to Pestalozzi, should be the development of human abilities in accordance with the laws of nature, that is, when “the heart wants to believe and love, and the mind wants to think.”

The manner of work of a real teacher is distinguished by external simplicity with great internal depth; a wise, very selective attitude to the means of education, a skillful combination of old methods with new ones. A true master always thinks about ensuring that the system of relationships contributes to the development of the inclinations and abilities of children, creative, constructive forces in the children's team.

The educational position should be delicate, unnoticeable, perhaps even hidden from the student. The educational process can be called an art, which expresses the uniqueness of the teacher’s personality, his individuality, character, and his attitude towards his students. There is an opinion that only a talented person, a teacher from birth, can become a true master teacher.

A genuine teacher will always find a non-standard answer to any question, will be able to ignite, excite the student, and increase his motivation. A real teacher achieves this effect when education develops into self-education.

K. D. Ushinsky was convinced that “in education everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality”

A teacher, including a young specialist, is just co Having graduated from college or university, he acts as an integral person with a special mindset, individual temperamental characteristics, and a certain style of behavior. But the very content of pedagogical activity places a number of specific requirements on him, forcing him to develop certain personal qualities. How professionally significant and mandatory. These qualities, being realized in the activities of the educator and ensuring its success, acquire a specific professional connotation. On the one hand, they are necessary for the implementation of the functions of a teacher, and on the other, the implementation of functions trains and develops professionally necessary qualities.

“The teacher himself must be educated.” This well-known position is an immutable commandment for everyone involved in the matter of education. Education is not only a science, but also an art, which is impossible to master in a short time. It is rightly believed that a teacher can be called someone who constantly studies and improves throughout his life. The same applies to the educator: a real educator is one who constantly studies the art and science of education constantly engages in self-education. What should a kindergarten teacher be like?

Firstly, to have certain personal qualities, and secondly, to be a professional, a master, only in this case he will be able to form a comprehensively developed personality, creative, active, and possessing high moral qualities.

What personal qualities should a teacher have?

He must be patient love children, be kind and fair, be able to sympathize, be responsive. At the same time, he must be organized, consistent, demanding, and hardworking. This list could be continued. To the teacher need to have many qualities, but above all to behighly moral person.

A very important personal quality of a teacher ischeerfulness,optimism, sense of humor. A person is not born with these qualities; they must be developed in oneself. One of the necessary and natural conditions of education is love for children. Reasonable love, not coddling, not coddling and satisfying whims, but genuine concern for the all-round development of the child, friendly communication, attentive attitude to requests, tactful persistence.

In addition to personal qualities, a teacher must have many professional knowledge, skills, and abilities necessary to carry out professional activities.

K. D. Ushinsky, emphasizing the complexity of the matter of education and how much a teacher needs to know and be able to do this, what a multifaceted personality he must be, wrote: “The art of education has the peculiarity that almost everyone seems familiar and understandable to it, but sometimes even an easy task - and the more understandable and easier it seems, the less a person is familiar with it theoretically or practically. Almost everyone admits that education requires patience, some think that it requires innate ability and skill, that is, a skill; but very few have come to the conclusion that in addition to patience, innate abilities and skill, special knowledge is also needed. These qualities are acquired in the process of professional training. And they are connected with the goals and objectives of raising children at each age stage of their development.

The goals of education, first of all, include strengthening the health of children, developing their mental abilities, instilling love for the Motherland, developing activity, responsibility, a sense of duty, camaraderie, kindness, honesty, and hard work. With this in mind, educators can purposefully and therefore most effectively prepare children for independent life.

The teacher must be intelligent a person in the full sense of the word. Genuine intelligence will not allow him to speak disrespectfully about the child’s parents, about the child himself, or to talk to parents from the height of his pedagogical knowledge. If, when communicating with parents, a teacher talks only about the child’s shortcomings, this only causes a negative reaction. Otherwise, there will be no contact, which is so necessary for raising children. And the positive emotional atmosphere in the group will be disrupted. After all, children are so sensitive to the nuances of human relationships. Children are taught not only and not so much by what we instill in them. They absorb and adopt the general tone and all the subtleties of the teacher’s behavior.

The work of a teacher cannot be formal. It requires a constant search for new forms, new approaches to organizing classes, independent activities of children, and a combination of group and individual classes.

2.1 Teaching abilities

Pedagogical activity makes demands on the personality of the teacher and on his professional qualities that correspond to its characteristics. The measure of compliance of a person’s personal and professional qualities with the requirements of teaching activity determines his teaching abilities.

The list of basic teaching abilities corresponds to that proposed by V. A. Krutetsky.

Didactic abilities are manifested: 1) in the ability to present educational material in an accessible, clear, understandable manner, in the ability to appropriately transform and process educational material; 2) available installation for registration psychological characteristics students, their level of training and ability to independently complete the task; 3) in the ability to organize a lesson, prepare students to perceive educational material, mobilize attention and create a favorable emotional mood; 4) in the ability to adapt during the lesson depending on the prevailing circumstances and, most importantly, the characteristics of students’ assimilation of the current educational material

Academic abilities are associated with the presence of the ability to navigate the content of the scientific field of knowledge to which the taught academic subject relates, with competence in this field, with breadth of outlook and interest in research work.

Perceptual abilities are the ability of the teacher to penetrate into the inner world of the student, the psychological observation of the teacher, which allows him to understand the personality of the students and the slightest changes in their condition by insignificant external manifestations in behavior and response.

Speech abilities are manifested in the teacher’s ability to clearly and clearly express their thoughts and feelings through speech, as well as facial expressions and pantomimes. The teacher’s speech should be addressed to students, help activate their thoughts and attention, be lively, imaginative, intonationally bright and expressive, etc.

Organizationalabilities are the ability of a teacher to organize a student team, unite it, inspire it to solve important problems, as well as the ability to properly organize their work: plan it, adjust it, control it, and also develop a “sense of time.”

Authoritarian abilities are the ability of a teacher to have a direct emotional and volitional influence on students, to gain authority, and to be able to convey to students his conviction in something.

Communicationabilities are the teacher’s ability to organize communication with children, the ability to find the right approach and establish appropriate relationships, and observe pedagogical tact.

Pedagogical imaginationis expressed in the ability to foresee the consequences of one’s actions, in designing and forecasting the development of students’ personality, in the pedagogical optimism of the teacher, in his faith in man.

Abilities are both formed and manifested in the process of activity, the productive implementation of which requires appropriate skills. Therefore, the process of developing abilities is always associated with the acquisition of skills. Pedagogical activity is most often considered as a solution to a countless number of pedagogical problems. Consequently, pedagogical skills can be considered as the ability to solve various pedagogical problems.

Solving these problems, the teacher searches for and predicts the future, evaluates options, and reveals the projection of what is being studied or the upcoming activity onto the student’s personality. In some cases, the search can be reduced to sorting through already known options and adapting them to the conditions of the situation. Then the creative element in the search is not so significant. In other cases, known approaches do not provide optimal solutions (problematic pedagogical situation). Then the need for a truly creative search arises. In both cases, the teacher uses and develops general pedagogical skills identified by N.V. Kuzmina, A.K. Markova and a number of other researchers. Constructive and related prognostic and design skills combine the ability to select educational material and design it in accordance with specific educational goals, design the student’s personality, and select pedagogical means that ensure the achievement of planned results.

Communicationskills serve to establish correct relationships with students, ensure comfort and effectiveness of pedagogical communication, and open up opportunities for mutual understanding and cooperation between teacher and student.

Gnostic skills help to use literature, study the experience of leaders and analyze your own experience.

Organizing wards for various types of activities, directing their activity in accordance with the goals and objectives of training and education allowsorganizationalskills. They include the ability to set goals for activities, bring them to students (pupils) or encourage them to put forward goals, facilitate the distribution of roles, stimulate, control and adjust activities.

There are also applied skills related to the implementation of artistic, sports and other abilities of the teacher-educator, as well as the requirements of professional work (pedagogical graphics, singing, mastery of technical means, choreography, etc.).

Also important for pedagogical analysis and correction reflective skills - the ability to see yourself from the outside, analyze and evaluate your work, identify and correct mistakes. Recognize and consolidate successes.

The most complete description of pedagogical skills is given in the work of A.K. Markova. She identifies ten groups of pedagogical skills: 1) skills related to the formulation and setting of pedagogical tasks, their specification and anticipation of the results of their solution; 2) the ability to work with the content of the material and interpret it, make interdisciplinary connections, take into account the capabilities and possible difficulties of students; 3) possession of psychological and pedagogical knowledge and its practical application; 4) knowledge of techniques for setting and solving communication problems; 5) mastery of techniques for achieving productivity of communication (means of communication, rhetorical techniques, etc.); 6) implementation and development of pedagogical abilities, creation and strengthening of a positive self-concept; 7) awareness of the prospects for one’s professional growth; 8) the ability to characterize the knowledge acquired by a student, determine learning ability, stimulate the desire for self-education and self-training; 9) the ability to evaluate the education of schoolchildren; 10) the ability to integrally evaluate one’s work and professionalism.

To solve creative problems, a teacher also needs to master a set of mental skills specific to creative activity. This is the ability to see a problem and relate factual material to it (problem vision); the ability to reveal the interconnection of problems, that is, to see a given problem as an integral part of a more general one; the ability to express a problem in specific cognitive tasks, put forward a hypothesis and carry out mental anticipation (anticipation) of actions; ability to use analogy and transference, combine new combinations known elements, look for an alternative to the obvious solution, etc.

Everyone who, in one way or another, is involved in creativity knows how difficult this work is. It requires complete dedication and perseverance, it involves risk, does not immediately lead to success, and is often associated with dead ends, failures, and crises. That is why, in order to carry out productive, creative activities, a teacher needs such moral and volitional qualities, such character traits, such as integrity, demandingness towards oneself and others, criticality and self-criticism, honesty, hard work, tolerance, accuracy, perseverance, consistency, etc. Only systematic enrichment of knowledge, development of creative skills in search activities form abilities, develop experience and generate personality traits.

Conclusion

Education, like all areas of work with people, needs talent. They have been needed at all times, but this need has become more acute than ever in recent years, during the period of intensive renewal of domestic education. A talented, creative, enthusiastic, active personality can only be nurtured by a talented and enthusiastic teacher. The most advanced theories, original innovations, modern systems and technologies, well-written instructions and developments by themselves will not make the pedagogical process effective. The personality of the teacher plays a decisive role in this. It is through it that the impact of world culture and the potential of the environment on a growing person is largely refracted. Words of K. D. Ushinsky: “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality. No statutes or programs, no artificial organism of an institution, no matter how cunningly invented, can replace the individual in the matter of education...” have not lost their relevance today.

A high level of social responsibility, the uniqueness of the object of influence, which is a developing personality, the originality of situations and the variety of factors influencing them determine serious requirements for the erudition, general culture, creative capabilities, professional ethics of teaching staff, and, consequently, for the system of their training. In educational institutions there have always been creative, searching, restless people, true enthusiasts, devotees of education. The professional activity of a teacher involves the process of the teacher setting pedagogical tasks, their hierarchy, restructuring depending on specific conditions and situations, the teacher develops the ability for pedagogical goal setting and goal implementation. An important component This ability is the ability to adjust goals during the process of pedagogical influence itself, to create in the mind an image of the possible result of one’s actions. This requires not only a constant analysis of all components of the pedagogical situation, but also the teacher’s self-analysis and the ability for pedagogical reflection.

The uniqueness of the teaching profession is that it is humanistic in nature. In the process of education, the teacher solves two problems: Adaptive, humanistic.

The adaptive function is associated with the adaptation of the student to the specific requirements of the sociocultural situation, and the humanistic function is associated with the development of his personality and creative individuality. On the one hand, the teacher prepares his students for a certain social situation, for the specific demands of society. But, on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. By developing the child's personality based on the richness of human culture, the teacher works for the future. The teacher, in the course of his professional activities, performs the main functions: Teaching, educating, developing, psychological preparation.

The implementation of these functions requires the following personal parameters from a modern teacher: needs and abilities for active and versatile professional and socio-cultural activities; tact, a sense of empathy, patience and tolerance in relationships with children and adults, readiness to accept and support them, and if necessary, to protect them; understanding the uniqueness and relative autonomy of personal self-development; ability to provide intra-group and inter-group communication; prevent conflicts in children's and adult communities; knowledge of features mental development, especially children with problems, and the desire, together with them, to purposefully create the conditions necessary for their self-development; abilities for one’s own self-development and self-education.

A humane teacher must rely on the student’s capabilities, his potential, and not on the authority of his power and coercion. Its main task is to identify, reveal and develop everything valuable in a person, and not to form the habit of obedience.
The teacher, like any other leader, must have a good knowledge and understanding of the activities of the students that he manages. Thus, the teaching profession requires dual training - human science and special.

Bibliography.

1. Bolotina L. R., Komarova T. S., Baranov S. P.

Preschool pedagogy: A textbook for students of secondary pedagogical educational institutions. 2nd ed. - M.: Publishing center "Academy", 1997. -P. 174.

2. Krutetsky V.A. Fundamentals of educational psychology. - M, 1972. - P. 238-246.

3. Markova A.K. Psychology of teacher work. - M., 1993. - P. 18-71.

4. Ushinsky K.D. Izb. ped. op. - M., 1953.-T. 1.-S. 266).

5. Ushinsky K. D. Man as a subject of education. Izb. ped. op. - T. 1. - P. 229.

6. Ushinsky K.D. Collection op. - M., 1950. - T. 2. - P. 63-64.

The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. It is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparation for the implementation of certain social roles in society.

It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional one takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as the unity of purpose, motives, actions (operations), and results. The system-forming characteristic of activity, including pedagogical activity, is the goal (A.N. Leontyev).

The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for to modern man taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of the individual.

A. S. Makarenko paid much attention to the development of the problem of educational goals, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definition of educational goals to amorphous definitions such as “harmonious personality”, “communist man”, etc. A. S. Makarenko was a supporter of the pedagogical design of the individual, and saw the goal of pedagogical activity in the program for the development of the individual and its individual adjustments.

The main objects of the purpose of pedagogical activity are: the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they form a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society.

The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is the pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual. Turning to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Based on existing knowledge, he theoretically correlates the means, the subject and the intended result of his action.

The cognitive task, having been solved psychologically, then turns into the form of a practical transformative act. At the same time, some discrepancy is revealed between the means and objects of pedagogical influence, which affects the results of the teacher’s actions. In this regard, from the form of a practical act, action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator, by its nature, is nothing more than the process of solving an innumerable set of problems various types, classes and levels.

A specific feature of pedagogical problems is that their solutions are almost never on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what is sought is not presented in clear formulations: it is developed on the basis of a forecast. Solving an interrelated series of pedagogical problems is very difficult to algorithmize. If an algorithm does exist, its use by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Structure of teaching activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are goals, motives, actions and results, in relation to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional types of activity of the teacher.

N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of teaching activities, appropriate abilities are required, manifested in skills.

Constructive activity, in turn, breaks down into constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning one’s actions and the actions of children) and constructive-material (designing educational, methodological and didactic support for educational activities). process).

Organizational activities involve implementing a system of actions aimed at including children in various types of activities and creating conditions for joint activities.

Communicative activities are aimed at establishing pedagogically appropriate relationships between the teacher and children and other teachers. preschool, parents.

In the works of A.I. Shcherbakov’s pedagogical activity is considered as a unity of informational, developmental, orientation, mobilization and research functions. Special attention devoted to research function. Its implementation requires the teacher to have a scientific approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, including analysis of their own experience and the experience of other teachers.

All components, or functional activities, are manifested in the work of the educator. Their implementation requires the teacher to possess special skills.

Professionally determined requirements for the personality of a teacher

The set of professionally determined requirements for a teacher is defined as professional readiness for teaching activity. In its composition, it is legitimate to highlight, on the one hand, psychological, psychophysiological and physical readiness, and on the other, scientific, theoretical and practical competence as the basis of professionalism.

To date, a wealth of experience has been accumulated in constructing a teacher’s professiogram, which allows the professional requirements for a teacher to be combined into three main complexes, interconnected and complementary: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and techniques.

When justifying a professionogram, psychologists turn to establishing a list of pedagogical abilities, which represent a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication abilities, as well as pedagogical imagination and the ability to distribute attention.

A.I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational to be among the most important pedagogical abilities. He also believes that in the psychological structure of a teacher’s personality, general civil qualities, moral-psychological, social-perceptual, individual-psychological characteristics, practical skills and abilities should be highlighted: general pedagogical (informational, mobilization, developmental, orientational), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and its application in solving pedagogical problems and obtaining new information).

A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating personality, affirming man in man. In this regard, the goal of teacher education can be presented as the continuous general and professional development of a new type of teacher, who is characterized by:

• - high civic responsibility and social activity;
• - love for children, the need and ability to give them your heart;
• - genuine intelligence, spiritual culture, desire and ability to work together with others;
• - high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions;
• - the need for constant self-education and readiness for it;
• - physical and mental health, professional performance.

This capacious and concise characteristic of a teacher can be specified to the level of personal characteristics.

In a teacher’s professional profile, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher that characterize his social, moral, professional, pedagogical and cognitive orientation.

K. D. Ushinsky wrote: “The main road to human education is conviction, and conviction can only be acted upon by conviction. Every teaching program, every method of education, no matter how good it may be, that has not passed into the convictions of the educator will remain a dead letter, without "no power in reality. The most vigilant control in this matter will not help. A teacher can never be a blind executor of an instruction: not warmed by the warmth of his personal conviction, it will have no power."

In the activities of a teacher, ideological conviction determines all other properties and characteristics of a person that express his social and moral orientation, in particular social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the educator. That is why it is rightfully considered the most profound fundamental characteristic of a teacher’s personality. A citizen teacher is faithful to his people and close to them. He does not isolate himself in a narrow circle of his personal concerns; his life is continuously connected with the life of the village and city where he lives and works.

In the structure of a teacher’s personality, a special role belongs to professional and pedagogical orientation. It is the framework around which the main professionally significant properties of a teacher’s personality are assembled.

The professional orientation of the teacher’s personality includes interest in his profession, teaching vocation, professional and pedagogical intentions and inclinations. The basis of pedagogical orientation is interest in the profession, which is expressed in a positive emotional attitude towards children, towards parents, pedagogical activity in general and towards its specific types, in the desire to master pedagogical knowledge and skills. A pedagogical vocation, in contrast to a pedagogical interest, which can also be contemplative, means an inclination that grows from an awareness of the ability to teach.

The presence or absence of a vocation can only be revealed when the future educator is included in educational or real professionally oriented activities, because a person’s professional destiny is not directly and unambiguously determined by the uniqueness of his natural characteristics. Meanwhile, the subjective experience of a calling to a particular activity or even a chosen activity can turn out to be a very significant factor in the development of the individual: it can cause passion for the activity and confidence in one’s suitability for it.

Thus, a pedagogical vocation is formed in the process of the future teacher accumulating theoretical and practical teaching experience and self-assessment of his teaching abilities. From this we can conclude that shortcomings in special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of a future educator.

The basis of the teaching vocation is love for children. This fundamental quality is a prerequisite for self-improvement, targeted self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of the educator.

Among these qualities are pedagogical duty and responsibility. Guided by a sense of pedagogical duty, the teacher always rushes to provide assistance to children and adults, to everyone who needs it, within the limits of his rights and competence; he is demanding of himself, strictly following a unique code of pedagogical morality.

The highest manifestation of pedagogical duty is dedication. It is in it that his motivational and value-based attitude towards work finds expression. A teacher who has this quality works regardless of time, sometimes even of health. A striking example of professional dedication is the life and work of A. S. Makarenko and V. A. Sukhomlinsky. An exceptional example of dedication and self-sacrifice is the life and feat of Janusz Korczak, a prominent Polish doctor and teacher, who despised the Nazis’ offer to stay alive and stepped into the crematorium oven along with his pupils.

The relationship between a teacher and colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitutes the essence of pedagogical tact, which is both a sense of proportion, a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. The tactics of behavior in any case is to, anticipating its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as make timely adjustments.

Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional skills. It is the basis on which trusting relationships between the teacher and children grow. Pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special attentiveness and fairness are extremely important.

Pedagogical justice is a unique measure of the teacher’s objectivity and the level of his moral education. V. A. Sukhomlinsky wrote: “Fairness is the basis of a child’s trust in the teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, you need to know the spiritual world of each child in detail " Sukhomlinsky V.A. I give my heart to children. - Kyiv, 1969. - p.83..

Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If within the framework of other professions the expressions “scientific authority”, “recognized authority in their field”, etc. are commonly heard, then the educator may have a single and indivisible personal authority.

The basis of a person’s cognitive orientation is spiritual needs and interests.

One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.

One of the main factors of cognitive interest is love for the subjects taught. L.N. Tolstoy noted that if “you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force them to teach, science will not will produce an educational influence" Tolstoy L.N. Pedagogical essays. - M., 1953. - p. 72. . This idea was also developed by V. A. Sukhomlinsky. He believed that “a master of pedagogy knows the alphabet of his science so well that in the lesson, during the study of the material, the focus of his attention is not the very content of what is being studied, but the students, their mental work, their thinking, the difficulties of their mental work " Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes - M., 1981. - T.3. -P.56..

A modern teacher must be well versed in the various branches of methodological sciences, the fundamentals of which he teaches, know their capabilities for solving socio-economic, industrial and cultural tasks. But this is not enough - he must constantly be aware of new research, discoveries and hypotheses, see near and far prospects for the development of methodological science.

Most general characteristic The cognitive orientation of the teacher’s personality is the culture of scientific and pedagogical thinking, the main feature of which is dialecticity. It manifests itself in the ability to detect in every pedagogical phenomenon its constituent contradictions. A dialectical view of the phenomena of pedagogical reality allows the educator to perceive it as a process where continuous development takes place through the struggle of the new with the old, and to influence this process, promptly solving all the issues and tasks that arise in his activities.

All these features acquire their special coloring in the activities of a teacher raising children of early and preschool age. Creating favorable conditions for the development of children in the first years of life requires taking into account their age characteristics. The period from birth to entry into school differs from all subsequent life stages in that it ensures general development, which serves as the foundation for the future acquisition of any special knowledge and skills and mastery of various types of activities. The main “acquisition” of a child is that during preschool age he becomes a person endowed with the physical and mental qualities necessary for every member of society, no matter what place he subsequently takes in it. Such qualities include mastery of basic movements, the ability to consciously perceive the world, think, communicate with other people, manage one’s behavior, etc.

Fundamental Role preschool period development in the process of formation of the human personality determines the corresponding requirements for the educator. First of all, this is the need to understand responsibility for a child’s happy childhood, his destiny. However, for a teacher to be successful, there is little understanding of the enduring value preschool childhood, knowledge of the patterns of child development is also required. One of the laws is the dependence of the child’s mental and physical development on the environment, the impossibility of his existence without adults. This leads to the most important professional functions of a teacher:

• -creation of pedagogical conditions for the successful upbringing of children;
• - ensuring the protection of life and strengthening the health of children. Each of these functions is embodied in a specific area of ​​activity of the teacher. The implementation of the first function is associated with the creation of a so-called developmental environment, i.e., an environment that encourages the child to be active, to engage in activities of a developmental nature. Taking care of improving health (physical and mental) is the key to proper upbringing in preschool age, since during this period the child’s development is very dependent on his condition, mood, and emotional manifestations. For example, children’s susceptibility to educational influences decreases when they get sick, feel offended by rough treatment, are tired due to inadequate sleep, poorly organized activities, entertainment, etc. The teacher must be attentive to the surrounding environment (in the kindergarten, on the site), anticipate any little thing that could be dangerous to the life and health of children.

Carrying out educational work with children is the main function of a teacher preschool education. It is implemented in the planning of upcoming work based on program and methodological documentation, in the direct implementation of this work, and in the analysis of its results.

A modern teacher, based on psychological and pedagogical data, sociological research, realizes that the foundations of a person’s personality are laid in the family, the influence of which on the development of the child cannot be replaced by the influence of any, even a very qualified public educational institution. In the interests of students, the teacher must help improve the pedagogical culture of parents, ensure consistency in raising the child, and help individual families in this process. Therefore, the professional functions of a modern teacher are the following:

participation in pedagogical education of parents;

regulation and coordination of educational influences of family and preschool institution.

The creative nature of pedagogical activity encourages the teacher to study and borrow the best practices of colleagues, making him sensitive to innovations in the field of education.

In recent years, there has been a clear tendency to update and enrich the educational work of preschool institutions. This makes another direction in a teacher’s activity professionally necessary—participation in experimental and research work.

Thus, we can conclude that the professional activity of a preschool teacher is very multifaceted in its content and is conventionally divided into a number of areas (functions). The sphere of pedagogical activity covers children, their parents, colleagues, and the teacher himself, who consciously improves both his skills and his personality.