Self-education of a teacher in a preschool educational institution (junior group): topics of work
As noted above, the topic of pedagogical activity is determined in each specific case, taking into account the individual characteristics of the children's team and the teacher himself (his priorities, views and methods of work, as well as the relevance of the problem in a particular preschool educational institution). We offer only approximate topics that can be used to plan teacher self-development activities:
- Using interactive teaching and education methods in kindergarten.
- Modern methods of early development: forms, types, effectiveness.
- Integrated classes for children of the younger group: preparation and implementation.
You can choose a topic for self-education within the framework of the preschool educational institution’s annual plan; it is also recommended to consult with the educational institution’s methodologist. It is important that the question is relevant and corresponds to the general focus of the kindergarten’s activities.
Play for preschool children is the main content of life; it acts as a leading activity that is closely intertwined with work and learning. Many serious matters at this age for a child take the form of play. All aspects of the personality are involved in it: the child moves, he speaks, he perceives, he thinks; It is during the game that his imagination and his memory actively work; in addition, emotional and volitional manifestations intensify. According to the great Russian teacher K.D. Ushinsky, in the game the child “lives, and the traces of this life remain deeper in him than the traces of real life...”.
According to domestic scientists and teachers, including L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyev, B.G. Ananyev, A.Ts. Usov, it is games that are varied in content and form that help the child enter the circle of real life phenomena, while ensuring the unintentional development of the social experience of adults.
Role-playing games also occupy a certain place among the variety of existing games. It is this type of game that develops in preschoolers the ability to play the role of another person, to see themselves from the position of a communication partner. It focuses children on planning their own speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and give an objective assessment of the actions of others.
Famous Russian psychologist D.B. Elkonin gives the following definition of role-playing game: “Role-playing, or so-called creative, play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationship between them."
Many Russian teachers, psychologists and methodologists wrote about the pedagogical significance of the game, among which are the studies of R.I. Glukhovskaya, R.I. Zhukovskaya, N.K. Krupskaya, A.S. Makarenko, A.P. Usova, D.B. Elkonina.
L.S. Vygotsky, A.N. Leontyev and D.B. Elkonin revealed the importance of role-playing games for mental development.
Numerous studies by psychologists (L.A. Wenger, V.V. Davydov, Ya.L. Kolomensky, S.L. Novoselova, D.B. Elkonin, etc.) confirm that it is in the role-playing game that the symbolic (sign) ) a function of consciousness consisting in using their substitutes instead of real objects.
This determined the choice of this topic for self-education.
Goal: to create conditions for organizing work on the use of role-playing games in the activities of the teacher of the first junior group” (2-3 years).
Tasks:
create an object-based gaming environment that meets modern requirements and promotes the development of independent gaming activities;
master modern technologies and methods of organizing role-playing games in relation to pupils of this age category;
developing children's interest in play;
teaching children of primary preschool age elements of role-playing games according to the age of the children;
developing positive communication skills with peers and adults.
nurturing self-esteem and self-control in accordance with age characteristics.
Bibliography.
Baryaeva L.B., Zarin A. Teaching role-playing games to children with intellectual development problems. – St. Petersburg, 2001.
Bondarenko A.K. Didactic games in kindergarten. – M., 1985.
Vygotsky L.S. Imagination and creativity in childhood: a psychological essay. – M., 1975
Preschool pedagogy // Edited by V. I. Yadeshko and F. A. Sokhin - M., Education, 1978
Zamorev S.I., Kudryavtseva S.V. From play to personality development // Preschool education. – 1995. – No. 3. - With. 78-81.
Kozlova S.A., Kulikova T.A. Preschool pedagogy - M., 2011
Mendzheritskaya D.V. To the teacher about a children's game. – M., 1982.
Mikhailenko N.Ya., Korotkova N.A. Organization of a story game in kindergarten. – M., 2000.
Solntseva O. Playing story games // Preschool education. – 2005. – No. 4. – p.33-37.
Usova A P The role of play in raising children / Edited by A V Zaporozhets - M: Education, 1976 - 96 p.
Ushinsky K.D. About nationality in public education / Anthology of humane pedagogy. Ushinsky. - M., 1998
Elkonin D B Psychology of play - M: Pedagogy, 1978 - 304 s
Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.
Krasnoshchekova N.V. Role-playing games for preschool children. – 2007
| Term | The content of the work | Practical way out (work with parents, preschool employees, students) |
| Organizational and methodological work | ||
| September 20... g. | Selection and study of literature on the topic of self-education Drawing up calendar and long-term planning for work on this topic | Memos for parents on the following topics: “I explore the world”; How does your child play? |
| October 20... g. | Studying the conditions for organizing work on the use of role-playing games in a group; Analyze the methodology for conducting a series of role-playing games | Attending classes with other preschool teachers in order to determine the importance of role-playing games in the development of a child and getting acquainted with the organization of work on the use of role-playing games Study of parents' pedagogical competence in the field of role-playing games The work of a creative group of parents to familiarize themselves with the features of role-playing games for children of this age group |
| November December 20... g. | Creation of a subject-developmental environment taking into account the psychological and pedagogical characteristics of this group | Design of game centers: "Dr. Aibolit", "Shop", "Salon", |
| January 20... g. | Attending advanced training courses and methodological seminars on organizing role-playing games with children aged 2–3 years | Consultation for parents on the topic: “Creating conditions for organizing and conducting role-playing games at home.” (Mobile folder) Consideration of the issue “Game” at a parent meeting. |
| February 20…. G. | Testing of various pedagogical technologies and methods of organizing work on the use of role-playing games in the activities of a teacher | Teaching children role-playing games appropriate to their age; Involving parents in the production of attributes for role-playing games (sewing doll bed linen, clothes for dolls) |
| March 20... g. | Reading fiction for children: nursery rhymes, songs, Russian folk tales “Aibolit”, “Moidodyr” by K. Chukovsky | Representation of impressions received during role-playing games in productive activities (drawing, modeling, appliqué). Exhibition of children's works "My Favorite Games". |
| Practical implementation of the main planning components | ||
| April 20... g. | Open lesson on the topic “Plot-role-playing game in practical implementation” Analysis and self-analysis of the lesson conducted | Creation of diagrams, tables, card indexes of role-playing games. Creation of a “piggy bank of role-playing games” Short-term project with the participation of parents and children “My Favorite Game”: — entertainment with the participation of parents “School of Games”. |
| May 20... g. | Self-analysis of activities on the topic being studied Assessment of knowledge on the topics studied | Drawing up a long-term work plan for the 2016/2017 academic year |
| June 20... | Report on the work done on the topic of self-education | Speech at a meeting of the pedagogical council of a preschool educational institution |
Forms of work
Self-education of a teacher in a preschool educational institution (junior group) involves working directly independently, with parents, children and colleagues. It is important to think through the expected forms of work. Thus, the independent work of a teacher consists of:
- analysis of methodological literature;
- exchange of teaching experience;
- implementation of acquired theoretical knowledge in practice;
- performance evaluation;
- drawing up the results.
When working with parents, you can use such forms of work as consultations, round tables, pedagogical trainings and others.
Working with children is also varied. Activities on a topic chosen by the teacher can be carried out directly during the educational process, as well as when organizing children’s leisure time. It is important to take into account the age of the pupils when planning the self-education of a teacher in a preschool educational institution: the 2nd younger group is only a year or even six months older than the first, but the older pupils have already adapted to kindergarten and managed to gain a certain amount of knowledge and skills according to the program. While 1 younger group is just adapting to new conditions.
