Innovative approaches to organizing methodological work in preschool educational institutions at the present stage.
With the entry into force of the Federal Law dated December 29, 2012. No. 273-FZ “On Education in the Russian Federation,” preschool education received the status of the first independent level of general education. In this regard, the standardization of preschool education is of particular relevance. The Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard) is a set of mandatory requirements for preschool education. The subject of regulation of the standard is relations in the field of education that arise during the implementation of the educational program of preschool education.
Modern education is developing in a mode of innovative search, causing changes in various components of teachers’ activities. In this regard, strengthening the continuous nature of training and professional development of the teacher as a condition for his active adaptation to new models of activity, increasing the level of preparedness to solve professional problems and improving the quality of the results of the educational process as a whole is of particular importance. In this regard, the main task of preschool institutions is to create conditions under which children fully develop, and ultimately live out preschool age fully, and move on to the next level motivated to receive education at school. Creating conditions for the successful socialization of children at various stages of their age development, defined by the Federal State Educational Standard, tracking the personal progress of students, identifying problems of continuity between preschool and primary levels of education are important tasks of modern educational policy. The leading criteria for assessing the pedagogical process is the readiness of each teacher and specialist to create the following conditions:
- for the development of the child’s personality as a subject of social life and the creation of a pedagogically appropriate environment;
- to achieve the goals of the educational process;
- to respect the rights and responsibilities of the child in society.
It is also necessary to evaluate the content of educators’ activities:
- social order of the state for this type of institution;
- social expectations of subjects of the educational process (children, parents, legal representatives, teachers);
- involvement of other specialists of the institution in teaching work.
Modernization of staffing in the educational process of a preschool institution is aimed at the transition from a traditional educational process to an activity-based one, and the issue of methodological support in preschool educational institutions is particularly relevant today. It significantly affects the quality and effectiveness of training and education, and the final results of the work of preschool educational institutions. The following questions arise:
- How can we ensure that every teacher becomes an active, interested participant in the pedagogical process?
- How to get rid of the passivity of individual teachers?
- How to transfer teachers from reproductive activities to research ones?
Constantly in search of non-standard approaches to organizing direct methodological work, optimal forms and the most effective methods of working with teachers, we can conclude that enhancing the creative activity of teachers is possible through non-traditional, interactive methods and forms of working with them. Many major methodological innovations are associated with the use of interactive teaching methods.
Increasing the level of skill of teachers is a priority area of methodological work, which occupies a special place in the management system of a preschool institution and represents an important link in the holistic system of advanced training of teaching staff, since, first of all, it contributes to the activation of the teacher’s personality and the development of his creative personality.
A constant connection between the content of methodological work and the results of teachers’ work ensures a continuous process of improving the professional skills of each educator. Traditional forms of methodological work, in which the main place was given to reports and speeches, have lost their importance due to their low efficiency and insufficient feedback. Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.
Improving the skills of teachers, replenishing their theoretical and practical knowledge is carried out through various forms of methodological work, namely using interactive forms and methods. The value of this approach is that it provides feedback, a frank exchange of opinions, and forms positive relationships between employees. The core of these forms of work with personnel are collective discussions, reasoning, argumentation of conclusions, competition of minds and talents.
The importance of interactive methods is the achievement of such important goals as:
- stimulating interest and motivation for self-education;
- increasing the level of activity and independence;
- development of skills of analysis and reflection of one’s activities;
- development of the desire for cooperation and empathy.
In modern conditions of social development, a preschool educational institution is entrusted with very responsible social tasks - to educate, educate and prepare teachers.
At this stage in such work, it is necessary to find methods that can help overcome all the negative phenomena in working with teachers. The main ones are the activation of human factors in education and the development of the creative potential of preschool teachers. Modern reality, the objective needs of improving the education, upbringing and development of children determine the need to increase the role and importance of methodological work in preschool educational institutions.
Today, the real level of methodological work in a preschool institution is becoming the most important criterion for assessing the management activities of a preschool educational institution; new approaches to organizing methodological work in a preschool educational institution are needed. First of all, in a preschool institution it is necessary to create conditions for increasing the activity and initiative of teachers, for awakening and encouraging their creative searches. Currently, various forms of work with teachers are practiced, contributing to the improvement of their qualifications, the exchange of experience and the enhancement of the creative potential of teachers.
Achieving a new quality of preschool education and the child’s personality is possible only if the level of professional competence of teaching staff increases. Based on this, we highlight the tasks of methodological work at the new stage.
- Modeling of the main general education program of a preschool educational organization in accordance with the Federal State Educational Standard for Preschool Education.
- Creation of a developing educational environment in preschool educational institutions, which will allow the achievements of a new quality of education to be realized.
- Formation of a team of like-minded people in a preschool educational institution: develop a pedagogical credo, develop traditions, control and analysis of the educational process, identify, generalize and disseminate advanced pedagogical experience, involve educators in experimental work.
- Promoting the development of professional competencies of educators aimed at using productive pedagogical technologies.
- Improving the pedagogical skills of teachers by involving them in participation in competitive projects.
The professional development of a preschool teacher is a long process, the purpose of which is to develop a person as a master of his craft, a true professional. It is no secret that a modern teacher needs to be competitive and be able to position himself in a preschool environment.
Educational and methodological support is one of the main areas through which work with the teaching staff is carried out. It must meet the requirements of the subject-development environment and new generation programs (manuals, toys, technical means of teaching and educating preschoolers), and help the teacher in organizing the educational process at the modern level. Methodological work allows teachers to keep abreast of scientific and methodological information and quickly use new items in practical work. One of the effective and efficient forms of methodological work that gives impetus to the creativity of teachers is a system of supporting the professional growth of teachers.
Methodological support for teachers is:
- necessary information, educational and methodological complexes, i.e. various methodological tools that equip and contribute to more effective implementation of professional teaching activities;
- this is a process aimed at creating various types of methodological products (programs, methodological developments, teaching aids), including, in addition to methodological equipment, such components as: joint productive work of the methodologist and teacher (team);
- testing and implementation of more effective models, methods, and technologies into practice;
- information, education and training of personnel.
For the effectiveness of educational activities, it is necessary to search for and introduce into practice new, more effective methods of teaching children, with the help of which the content of education is transferred to children.
The work of our municipal preschool educational institution in the conditions of modernization of education and work in an innovative mode required new approaches to the organization of methodological work to create an educational environment in which the creative potential of each teacher and the entire teaching staff is fully realized.
It is aimed at: organizing the educational process based on modern scientific approaches using new methods, methods, technologies; increasing the professional competence of preschool educational institutions employees; providing teachers with the necessary information about the main directions of educational development; scientific and methodological support of the content of education; combining the efforts of teachers and parents to develop the child’s personality; monitoring the results of the pedagogical process.
Such an optimal organization of the pedagogical process guarantees the competence of teachers, the comfort and emotionality of a child’s stay in a preschool educational institution and methodological assistance to parents in family education, subject to competent management and effective work with the teaching staff.
Practice shows that the study, generalization and implementation of pedagogical experience is the most important function of methodological work, permeating the content and all its forms and methods. The importance of pedagogical experience can hardly be overestimated; it trains, educates, and develops teachers. Being essentially closely connected with the progressive ideas of pedagogy and psychology, based on the achievements and laws of science, this experience serves as the most reliable conductor of advanced ideas and technologies into the practice of preschool educational institutions.
One of the forms of active work with teachers is business games and debates, which improve the professional skills of teachers.
Currently, business games have found wide application in methodological work, in the course system of advanced training, in those forms of work with personnel where the goal cannot be achieved in simpler, more familiar ways. The use of business games has a positive meaning. The positive thing is that a business game is a strong tool for shaping the personality of a professional; it helps to most activate the participants to achieve the goal.
A business game is a method of imitation (imitation, depiction, reflection) of making management decisions in various situations, by playing according to rules specified or developed by the participants in the game themselves. Business games are often called simulation management games.
A business game increases interest, causes high activity, and improves the ability to solve real pedagogical problems.
In general, games, with their multifaceted analysis of specific situations, allow us to connect theory with practical experience.
The essence of business games is that they have two features: learning and work. At the same time, training and work acquire a joint, collective character and contribute to the formation of professional creative thinking.
Preparing and conducting a business game is a creative process and teachers with extensive experience are involved in it. But they can be united by a teacher who does not yet have much work experience. Therefore, the design of a business game bears the imprint of the personality of the author or authors. Often, taking a model of an already developed business game, you can change its individual elements or completely replace the content without changing the model.
One of the options for increasing the level of teaching activity for young teachers is to provide assistance with the help of a creative group of teachers. In the educational system of preschool educational institutions, the following creative groups are practiced, where individual and subgroup consultations, debates, invitations to open classes, visiting special moments, identifying difficulties using the diagnosis of teacher problems are used. I widely use the methodological hour, where we consider theoretical and practical issues. Teachers share their difficulties and problems, and together we look for ways to solve them. When conducting debates and round tables, I use a variety of techniques: solving pedagogical situations, the method of simulating a teacher’s working day, solving crossword puzzles. All this helps to clarify knowledge on a specific topic and broaden one’s horizons.
Another form of working with teachers is training. They pursue different goals - from the development of individual pedagogical abilities of educators to the formation of their sustainable pedagogical thinking. The content of the training includes individual work on the analysis of a pedagogical problem; working with a group of colleagues to solve a given search problem; conducting a business game; creation of methodological recommendations. Pedagogical training allows you to analyze the work of colleagues and, more importantly, carry out self-analysis, which makes it possible to see positive and negative aspects in your teaching activities and adjust some personal qualities.
One of the problems facing preschool educational institutions is the creation of a team of like-minded teachers who are able not only to work together, but also to solve professional problems.
One of the options for working with the teaching staff can be team building (from the English team bulding - team building). This option is not something completely new, nor are the forms of its implementation.
Teambuilding is a system of measures aimed at building a successful team from an ordinary work team, where each participant maximizes his abilities and performs exactly those tasks in which he is especially good, which ultimately leads to qualitative changes in the structure of the team and its relationships:
- connections are established between those employees who have not communicated before;
- there is a redistribution of roles among employees of the organization;
- new leaders are identified;
- skills for quick team problem solving emerge;
- a system of supporting each other is developing;
- work becomes more enjoyable for a person, since he is no longer surrounded by work colleagues, but among like-minded people and friends;
- The team gains more powerful motivation; after competently conducted team building, employees do not just spend time at work, but are aimed at obtaining a specific result.
The main goal of team building is to create your own experience of teamwork through an artificially created situation with subsequent analysis of the results. Team development is aimed at improving effective vertical and horizontal connections, introducing innovations into the organization’s work, and increasing staff loyalty.
In our opinion, team building or team building will be a promising direction for forming a team of like-minded people capable of effectively implementing the updated goals set for preschool educational institutions.
When working with teachers, we also use multimedia presentations - this is one of the modern methods of working with teaching staff, which helps solve many problems, namely:
- the possibility of accurate, accessible and vivid transmission of information,
- simultaneous use of various forms of reference information: audio, video images, text animation,
- a quick way to introduce information technology into all types and areas of educational work of preschool educational institutions,
- teachers share their experience in implementing the most successful activities during the implementation of the summer health work project, which happens during the teaching hour in September
Thus, multimedia presentations not only form the information culture of teachers, but also help improve the quality of the educational and management process.
This form of work as “Master Class”, with the protection of one’s accumulated creative material on the topic of self-education, conducting self-analysis and indicating work prospects, promotes the best experience of preschool teachers, its dissemination is a strong incentive for the further creative growth of the teacher.
An equally successful use is the holding of joint sports competitions with parents on the subject of the teaching staff. In these competitions, there is team unity and the identification of the most striking and significant moments in the life of the members of the preschool educational institution team.
The optimality of the methodological work system can be determined by real indicators of the final result.
According to K.Yu. Belaya, P.N. Losev, the general criteria are:
- performance criterion; is achieved if the levels of development of children in the allotted time correspond to the optimal level, or approach it without overloading the pupils;
- the criterion of rational expenditure of time, cost-effectiveness of rational expenditure of time, when the growth of teachers’ skills occurs with a reasonable expenditure of time and effort on methodological work and self-education without overloading teachers with these types of activities;
-criterion for increasing teachers’ satisfaction with their work; the stimulating role of methodological work: the psychological climate in the team improves, the creative activity of teachers and their satisfaction with the results of their work increase.
The true assessment of the effectiveness of methodological work is given by the final result, and not by the number of various activities carried out.
This process will work with the correct organization of methodological work, which is a holistic system of interrelated measures aimed at ensuring the professional growth of the educator, developing his creative potential, and, ultimately, improving the quality and efficiency of the educational process, increasing the level of education, good manners, development, socialization and preservation of the health of pupils.
In conclusion, it should be noted that the result we are striving for corresponds to the following parameters:
1) conscious readiness of preschool teachers to implement new educational standards;
2) the subjective position of the teacher regarding the implementation of the Federal State Educational Standard for preschool education,
3) increasing the professional competence of teachers;
4) activation of pedagogical reflection of one’s own professional activities;
5) self-realization of the teacher in professional activities.
Literature:
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10. https://mkschool3.narod.ru/kartinki/znak1.gif Pictures
Senior teacher of the highest qualification category Savchenko L.A.
