Activities of a preschool teacher in the context of the implementation of the Federal State Educational Standard

• How does the system of advanced training for educators work according to the law?
• Why do teachers need to take advanced training courses?
• How can a teacher improve his category?
• Types of advanced training for teachers
• Where can I take advanced training courses?
• How does an online teacher training course work?

High demands are placed on the professionalism of educators, since they are entrusted with a responsible mission. The teacher not only monitors how the child behaves, he is responsible for the development of children and provides them with psychological support. In order to perform quality work, the teacher must constantly train and improve his skills.

Introduction

The Russian education system at the present stage of social development is undergoing significant changes associated with a change in the model of cultural and historical development. But no matter what reforms take place in the education system, in the end they, one way or another, are limited to a specific performer - the teacher. It is the teacher who is the main figure in the implementation of major innovations in practice. And for the successful introduction of various innovations into practice, for the implementation of the tasks assigned to him in new conditions, the teacher must have the necessary level of professional competence and professionalism.

People with higher or secondary specialized education are allowed to work as educators and subsequently undergo certification. Each teacher must pass certification for 1st, 2nd, etc. category as desired. Compliance with the position is required. For failure to complete the course, the director will be fined 5 thousand.

The world has changed, including the educational space. Preschool education is the first stage of the country's educational system. The Preschool Education Standard has been adopted, which not only expands educational freedoms and services, but also requires constant improvement of the professionalism of preschool teachers in creating an educational environment for the development of the child’s personality.

A preschool teacher needs to quickly and adequately respond to ongoing changes in education, be able to work in a team of like-minded people, and these are all participants in the educational process. Work competently and efficiently with children and parents in modern conditions, select content, implement it, checking it with the requirements of the “Law on Education in the Russian Federation” and the Federal State Educational Standard for Educational Education. And now it is important to determine ways to develop the educational system in preschool educational institutions in the context of the implementation of the Federal State Educational Standard for Preschool Education.

Where can I take advanced training courses?

Different types of institutions provide the opportunity to take advanced training courses. The most popular of them:

• Special centers and institutes of additional education They teach on various topics of a narrow and general focus. Typically, teachers and developers of such institutions are practitioners, that is, they actually know what it is to work with children. Therefore, they convey teaching experience, and not just theoretical knowledge, which is rare in modern education. An example of such an institution is ABiUS, which has been providing educational services for 20 years.
• On the basis of higher educational institutions. Candidates and doctors of sciences who are engaged in research and development in the field of additional education teach at such institutions. Most programs are only available in offline format.
• Research institutes, laboratories and research centers They offer a large selection of short-term courses. The emphasis in these courses is on the theoretical part.

When choosing a course, it is important to make sure that the course program complies with the Federal State Educational Standard and professional standards. If it does not meet these standards, then difficulties may arise.

The role of the teacher in the life of the child and society

In the educational process, in the context of the implementation of the Federal State Educational Standard, the issue of ensuring conditions for the development of the child’s personal growth comes to the fore. This is due to the need to integrate the individual into society as a creative individual, capable of mastering spiritual values ​​and forming a specific selective orientation associated with the expansion of subjective meanings.

The most significant characteristics of the personality of a modern teacher in her fundamental research are highlighted by Professor Evgenia Vasilyevna Bondarevskaya [1]:

1. Humanistic pedagogical position.
2. Mastery of advanced pedagogical technologies.
3. Accumulation and use of experience in creative activities.
4. The ability to justify and build one’s own activities as a system.
5. Possession of a culture of professional behavior, the ability for self-development (the ability to self-regulate one’s own personality and activities).

In our opinion, these personal characteristics most correspond to modern requirements for the professional activity of a teacher working with children who have health limitations. Possession of such qualities allows him to skillfully set and daily solve complex correctional and developmental tasks for correction and improvement:

• perceptions and ideas;
• memory and attention;
• imaginative thinking and self-esteem;
• emotional-volitional sphere of the child.

The teacher in the group is the bearer of a certain model of behavior, and children, being nearby during the day, see and hear how the teacher speaks, what his facial expression, intonation, and timbre of voice are. In some ways, consciously or unconsciously, they copy him.

A number of personal characteristics should include qualities that become professionally significant prerequisites for creating favorable relationships in the educational process. These qualities include patience, responsibility, commitment, objectivity, respect for people, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, restraint, responsiveness and many others.

Professional qualities of a preschool teacher

Important professional qualities of a teacher are hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of one’s professional level, the desire to constantly improve the quality of one’s work, etc.

All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are impossible.

Functions of a preschool teacher:

Constant communication with the child is the most important job function of a teacher. The teacher must be able to give age-appropriate answers to many questions. The life of children in a preschool institution depends on how correctly and how quickly the teacher finds an approach to each child and is able to organize it, whether the children will be calm, affectionate, and sociable or whether they will grow up restless, wary, and withdrawn.

Planning, organizing and conducting educational work.

Ensuring the protection and promotion of children's health.

Introducing children to national culture and traditions.

Coordination of the activities of the assistant teacher and other workers within the framework of a single educational process.

Professional competence of a preschool teacher; methodological development

“Professional competence of a preschool teacher”

1. Competence: definition and main components.

In accordance with the Federal State Educational Standard, an educational program for preschool education has been developed and implemented, which contains not only a mandatory part, but also a part formed by participants in educational relations, and also includes inclusive education and takes into account the ethnocultural situation. The implementation of this new general education program involves relying on the professional competence of the educator.

Competence is the personal ability of a specialist to solve a certain class of professional tasks. Competence is also understood as formally described requirements for the personal, professional, etc. qualities of the company’s employees (or for some group of employees).

Competence is also considered as a basic quality of an individual, which includes a set of interrelated personality qualities necessary for high-quality productive activity. Professional competence is the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems.

Pedagogical competence is understood as a systemic phenomenon, the essence of which lies in the systemic unity of pedagogical knowledge, experience, properties and qualities of a teacher, which allows for the effective implementation of pedagogical activities, purposefully organizing the process of pedagogical communication and also implying the personal development and improvement of the teacher.

A teacher of a preschool educational institution (hereinafter referred to as the preschool educational institution) must be competent in the organization and content of activities in three main areas and demonstrate specific indicators of competence in each area (Table 1).

Table 1 Competency criteria by area of ​​activity

The main components of a teacher’s professional competence include:

∙ intellectual and pedagogical competence – the ability to apply acquired knowledge, experience in professional activities for effective teaching and education, the teacher’s ability to innovative activities;

∙ information competence – the amount of information a teacher has about himself, students, parents, and colleagues;

∙ regulatory competence – the teacher’s ability to manage his behavior, control his emotions, ability to reflect, stress resistance;

∙ communicative competence is a significant professional quality, including speech skills, listening skills, extraversion (the quality of a person characterized by great interest in the outside world), empathy (empathy, understanding of another).

The ability to communicate correctly with parents of students is one of the main and can be difficult professional competencies.

The professional competence of a teacher is a multifactorial phenomenon that includes a system of theoretical knowledge of the teacher and ways of applying it in specific pedagogical situations, the value orientations of the teacher, as well as integrative indicators of his culture (speech, communication style, attitude towards himself and his activities, towards related areas knowledge, etc.). In accordance with the definition of the concept of “professional competence,” it is proposed to assess the level of professional competence of teaching staff using three criteria:

1) mastery of modern pedagogical technologies and their application in professional activities;

2) willingness to solve professional subject problems;

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

Thus, the professional competence of a teacher is characterized as the general ability of a teacher to mobilize his knowledge and skills. A consistently high level of professional competence can be achieved through continuous education. What comes to the fore is not formal membership in a profession, but professional competence, that is, the specialist’s compliance with the requirements of professional activity. The formation of professional pedagogical competence is a process that continues throughout the entire professional path; according to this, constant incompleteness is one of the characteristics of a teacher’s professional competence. Work experience has a great influence on the formation of professional pedagogical competence.

2. Ways to develop the professional competence of a preschool teacher.

The main professional task of a teacher is to create conditions for the harmonious development of children. To do this, a preschool teacher must have the following professional competencies:

1) respectful attitude towards each child, his feelings and needs;

2) the ability to communicate with each child;

3) the ability to create conditions for children to freely choose activities and participants in joint activities;

4) the ability to create conditions for children to make decisions, express their feelings and thoughts;

5) the ability to provide non-directive assistance to children, support children's initiative and independence in various types of activities;

6) the ability to create conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;

7) the ability to develop children’s communication abilities, allowing them to resolve conflict situations with peers;

the ability to create conditions for mastering cultural means of activity;

9) the ability to organize activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;

10) the ability to assess the individual development of each child;

11) the ability to interact with parents on issues of the child’s education, to involve them in educational activities, including through the creation of educational projects together with the family.

For the high-quality formation of a teacher’s competence, basic knowledge, skills, and abilities are required, which will be improved in the process of self-education.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. Only a teacher who is ready for change, who is personally developing in the profession, who has a high level of knowledge and skills, reflection, and a developed ability for design activities, that is, a professionally competent teacher, can prepare children for change.

The basic education received by a teacher creates only the prerequisites for the formation of professional competence. In addition, recently there has been a tendency to increase the number of educators without special preschool education, educators whose professional training does not meet modern requirements of preschool education, and educators with established pedagogical stereotypes.

Practice shows that in order to carry out one’s activities at a high professional level, to apply pedagogically sound forms, methods of teaching and education that ensure high quality education, it is necessary to improve one’s professional level.

The demands of the modern world are such that knowledge acquired once is not enough. It is necessary to improve your professional competence. The main ways to develop professional competence include:

- refresher courses,

- internship,

- research, experimental activities,

— active participation in pedagogical competitions, master classes,

— participation in methodological associations,

- generalization of teaching experience,

- self-education.

Particular attention should be paid to the last resource. Self-education, an integral part of the continuous education system, acts as a link between basic education and periodic advanced training.

Most educators cannot (and in some cases do not want) to independently improve their professionalism. External factors have an impact (wages, material and technical equipment, work overload, everyday difficulties, etc.), but there are also subjective reasons that depend on the teachers themselves. They lack persistence, determination, and self-educational skills.

Therefore, it is very important to understand the importance of self-education and strive for your own development. As K.I. Chukovsky said, “Only that knowledge is durable and valuable that you have acquired yourself, prompted by your own passion...”.

Self-education is a purposeful cognitive activity controlled by the individual himself, the acquisition of systematic knowledge in any area. The criteria for self-education are:

— effectiveness of professional activities,

- creative growth of the teacher,

— introduction of new pedagogical technologies into the educational process.

There are various forms of self-education: studying literature, reviewing information on the Internet, listening to lectures, reports, consultations, attending seminars, conferences, trainings, as well as practical activities.

Table 2 Development of professional competence of a preschool teacher

From the standpoint of the competency-based approach, the level of education of teachers is determined by the ability to solve problems of varying complexity based on existing knowledge, while it must be taken into account that the competency-based approach does not deny the importance of knowledge that has different values, and an increase in its volume does not mean an increase in the level of education. The competency-based approach is considered as an approach that orients the educational process towards the practicality of its results, in which a person’s ability to act in various problem situations is considered as a result, and the results of education are recognized as significant.

The specificity of a teacher’s professional activity lies in the fact that the invariant requirements and characteristics of professional activity are enriched by distinctive features: the age characteristics of preschool children, the uniqueness of the organization of activities, the nature of the interaction between children and preschool employees.

The key to professional growth of a teacher is the constant desire to improve skills. Professional skill is achieved only through constant work. The demand for lifelong learning is not new to educators. However, today it has received a new meaning. The teacher must not only monitor and study the rapidly occurring changes in the professional industry, but also master modern pedagogical technologies. Mastering technology is associated with a change in pedagogical thinking. From a psychological point of view, this requires significant effort, mobilization of human resources and abilities.

3. Educator in modern conditions.

In the practice of functioning of preschool educational institutions, the main contradiction stands out, which consists in the discrepancy between the level of professional and pedagogical preparedness of a modern teacher, his personal professional potential and the requirements placed on him. This contradiction means that at the present stage there is a need for qualitatively different requirements for the competencies of preschool teachers, allowing one to combine professional basic knowledge with innovative thinking and a practice-oriented, research approach to solving specific educational problems. And then we will “get” the Educator of the 21st century. What is meant by this high title? The educator of our time is:

∙ a harmoniously developed, internally rich personality, striving for spiritual, professional, general cultural and physical perfection;

∙ able to select the most effective methods, means and technologies of training and education for the implementation of assigned tasks;

∙ able to organize reflexive activity;

∙ possessing a high degree of professional competence.

In addition to the main components of a teacher’s professional competence mentioned in the first paragraph, the following types of competencies necessary for a teacher of the new generation are also distinguished:

1) competence in conducting the educational process. Preparation for educational activities necessitates high competence and a constant search for new information. Deep knowledge of preschool pedagogy, basic methods of raising and teaching preschool children with practical application. Using a variety of teaching methods, activities and materials that are developmentally appropriate for children. Using diagnostic tools.

2) competence in organizing the information basis for the activities of students. Preparation for educational activities necessitates high ICT competence and a constant search for new information.

3) competence in organizing educational work. Recognition of children's right to choose (activities, partners). Creating opportunities for its implementation. Modeling compassionate attitudes and positive communication styles with an emphasis on problem and conflict resolution. Show respect for each child's thoughts and judgments.

4) competence in establishing contacts with parents. This competence will allow the educator to involve parents and members of the public in the joint formation of criteria for the quality of education, to specify the social order, and to make the preschool educational institution attractive for investment.

5) competence in building an individual educational route for students. Organization of own pedagogical activities, focused on the individual characteristics of the child. Possession of means of diagnosing the individual characteristics of a child and the characteristics of a group. Defining individual goals for the short and long term.

6) competence in the development and implementation of proprietary educational programs. This competence helps to expand the content of education in a specific field of knowledge, realize creative potential and develop students’ interest in a certain type of activity.

7) competence in mastering modern educational technologies. Allows for a competency-based approach in education. Promotes the development of generalized methods of activity for pupils, allowing them to freely navigate in various life situations.

competence of professional and personal improvement. Ensures constant growth and creativity in teaching activities, involves continuous updating of one’s own knowledge and skills, which ensures the need for constant self-development.

9) creative competence of the teacher. To assess this direction, one should take into account how different the teacher is in his ability to search for and implement new pedagogical ideas and new ways of solving pedagogical problems into practice. A positive attitude towards new ideas, the desire to put them into practice on one’s own initiative, without the influence of the administration. Demonstration of competence in generalizing and disseminating teaching experience.

10) competence in organizing health-preserving conditions for the educational process. This competence will ensure the presence of a criterion for a new quality of education - the creation of conditions for preserving the health of all participants in the educational process.

11) competence in creating a subject-spatial environment. This competence allows for the organization of children's communities and the stimulation of children's self-regulation processes, providing them with materials, time and space to choose and plan their own activities.

Teachers with a sufficient level of internal motivation, creative individuals, oriented to success, are able to independently achieve a high level of professionalism. However, for the majority of teachers it is necessary to create special conditions. Not every teacher can rise to the pinnacle of innovation. But everyone can join the creative search for optimal means, forms, methods of teaching and raising children.

Good professional knowledge, developed teaching abilities, skills in the field of pedagogy, constant work on oneself - these are the necessary conditions for a teacher to achieve high professional skills.

Thus, the concept of teacher competence is understood as a value-semantic attitude towards the goals and results of teaching activities, expressed in the conscious performance of professional functions. And this is especially valuable, given that such a position of a teacher is not an innate quality; it is formed under the influence of the entire educational environment, including in the process of additional professional education aimed at changing the inner world that determines the awareness of the actions of a kindergarten teacher.

Developmental environment in preschool educational institutions as assistance in the work of a teacher

Personnel support for the introduction of the Federal State Educational Standard is also a very important point. Qualified, competent personnel, motivated to perform effective and high-quality work, are the key to the successful operation of a preschool institution. A new goal in education is being set: education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia. The standard will help us competently organize the educational space. The result of the introduction of the Federal State Educational Standard in preschool educational institutions should be the formation of an individual, original, highly effective system of pedagogical activity and methodological work. A preschool teacher needs to quickly and adequately respond to ongoing changes in education, be able to work in a team of like-minded people, and these are all participants in the educational process, work competently and efficiently with children and parents in modern conditions, select content, implement it, checking it with the requirements “ Law on Education in the Russian Federation" and the Federal State Educational Standard.

In the kindergarten, a special developmental environment is organized, and the educational process includes modern innovative educational technologies, which are aimed at developing intellectual, creative and cognitive activity in preschoolers in the context of the Federal State Educational Standard of preschool education.

In preschool groups and specialists' offices, developmental zones include games and aids that help develop visual perception, spatial orientation, and mathematical concepts.

Teachers are helped to develop the process of cognition and shape the cognitive abilities of children by purchasing and creating their own manuals using the innovative TRIZ system.

According to federal state requirements for the structure of the basic general education program of preschool education, the program must ensure the diversified development of children, taking into account their age and individual characteristics in the main areas: physical, social-personal, artistic-aesthetic, cognitive-speech[2].

It is advisable to use partial educational programs, because non-specialized comprehensive child development programs are quite difficult to adapt to the conditions of a child’s short-term stay in kindergarten. This is due, first of all, to the fact that comprehensive programs are mainly designed for a child to stay in kindergarten all day, as well as to the peculiarity of group recruitment - short-term groups are completed throughout the year and, mainly, on a multi-age basis. In addition, the chosen program should “allow” to organize routine moments in such a way that a number of the most important educational tasks are solved in a complex [3].

The program should:

• comply with the principle of developmental education;
• combine the principles of scientific validity;
• ensure the unity of educational, developmental and training goals;
• be built taking into account the principle of integration of educational areas;
• be based on the complex thematic principle of constructing the educational process.

When organizing a subject-development environment, it must be taken into account that play furniture should preferably be light and on wheeled devices, so that children themselves can create their own “interior”. A prerequisite is compliance with sanitary and hygienic requirements. The area of ​​the room should not be less than the prescribed standards. The room for the group is bright and spacious. It is better to paint the walls from floor to ceiling or cover them with light-colored wallpaper (but with a certificate of conformity)[4].

You can also “deepen” 1-2 walls by painting them with a landscape with a good perspective. In order to visually enlarge the room, you can equip one wall with mirror coverings (this is also good for children to observe their movements, their beauty and plasticity). It is better to use not ordinary curtains, but only upper lambrequins or blinds. Each preschool institution, when forming a group, proceeds from its own conditions and capabilities. The design of the group can be varied.

Since sufficient space for children to move is a prerequisite, the fewer things there are in such a room, the better.

It is also advisable to place flowers as decoration. Indoor plants for decorative purposes in wall recesses, in various niches, as well as on the floor along the window in special stands.

In terms of protecting the health and preventing fatigue of children in the process of organized or independent activities, the need to provide this group with rational children's furniture deserves close attention. (It is important that the sizes of tables and chairs correspond to the height of children and are marked accordingly).

It is advisable to have a continuous carpet covering on the floor. It is important that the subject-development environment, the gaming environment, all materials, and their composition correspond to the psychophysiological characteristics of this age group (early, junior preschool and senior preschool age).

The standard places great importance on the processes of education. Training and education are combined into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family and society. Life in kindergarten for a child should become one big game with its own norms and rules, and the teacher will need great skill in presenting program material so that the child does not notice that he is being taught something, and he himself is the discoverer and researcher.

Types of advanced training for teachers

There are different types of advanced training for kindergarten teachers. They can take place both online and offline. For example:

• Short lectures and seminars up to 24 hours Typically they cover one or more topics.
• Short-term courses up to 72 hours These courses cover highly specialized issues. In general, the courses use an integrated approach, in which theoretical lessons alternate with practical exercises.
• Long courses from 100 hours These are more general programs that cover a large number of issues.
• Internships and joint scientific activities This format involves a lot of practical part.

At the end of any training, certification is carried out. If the teacher successfully passes it, he receives a document, a certificate of advanced training.