The main activities of the teacher

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The work of a kindergarten teacher is extremely important for the future of the entire country, because he is entrusted with the most valuable thing in every family - children. And today’s preschoolers are the future of the state, which is why the government pays so much attention to issues of education and training, starting from the very “starting” levels - nurseries and kindergartens. For the full development of pedagogy, each employee of a children's educational institution must know the main directions of the teacher, directly related to his work as a specialist in the education of young children.

The main activities of a preschool teacher

In preschool activities, mental, moral, labor, physical and artistic-aesthetic education are distinguished, but in recent years more and more attention has been paid to environmental and legal education. This is due to the fact that the socio-economic and political situation in the country and throughout the world is rapidly changing, and modern children in these areas are much better developed than their peers of previous years. In addition, the requirements for the development of a full-fledged personality provide for the all-round development of the child, so ignoring the issues of modern times will not bring anything good. Preschool teachers have to use much more knowledge and skills than in previous years, as this is required by the environment and the changed rules for assessing the activities of the teacher and the requirements for them.

The main directions of the teacher’s pedagogical activity include the following sections:

Self-education.
Organization of problem-search work for a children's team.
Expanding the skills and abilities of students through the introduction of new information technologies into their activities.
Expanding the educational space of pupils.
The use of special classes to prepare students for school using ICT.
Expanding the teacher’s own horizons and educational space using the latest information technologies.

The work of preschool teachers and educators is carried out in different directions, but, in essence, is aimed at one most important goal - the formation of a child as an integral creative personality. Therefore, one of the most important tasks of any educator is the harmonious unification of all areas of their activities to achieve their goal.

In the pedagogical literature, there are often 5 main areas of activity of a teacher in a preschool educational institution. These concepts resonate with the job responsibilities of a teacher, but do not copy, but complement them.

You can find many different definitions of the main directions of a teacher’s work, but they all, in essence, boil down to the following brief and succinct formulations:

1. Care.

2. Education.

3. Supervision.

4. Organization of educational work.

5. Conducting educational work.

This can be deciphered as follows:

Care is caring, patronizing and providing assistance to a pupil. It concerns both training and education, and purely human feelings, as well as the health of the child. The teacher creates a psychologically healthy atmosphere in the children's educational institution, thanks to which the child feels calm, confident, and safe.
Education is a broad concept that includes both the inculcation of universal human norms and the formation of a free, fully and comprehensively developed personality.
Supervision involves monitoring not only behavior and academic performance, but also identifying various violations for the purpose of their subsequent correction and correction.
Organization of educational work is planning and preparation of the entire learning process in a preschool educational institution. It includes numerous stages - from self-education to the production of the necessary visual material.
Carrying out educational work is the actual learning process, which involves all the knowledge and skills accumulated by the teacher.

Also, the directions of the teacher’s work can be formulated as follows:

Sports and recreation.
Spiritual and educational.
General cultural.
General intellectual.
Social.

The presence of several formulations does not introduce different interpretations into the definition of directions of educational activity, but only explains, “deciphers” them.

What you need to know when writing a job description

Labor laws do not have standards defining the structure and content of job descriptions. Therefore, employers rely on standard instructions, many of which are written based on professional standards. These instructions are built according to certain rules governing their structure and content.

Typical instruction structure:

General section.
Job functions.
Responsibility for violations.
Employee rights.

Some employers, especially large ones or those working in industries with their own specifics, add sections here that describe in detail certain aspects of their relations with employees.

Popular additional sections:

Candidate Qualification Requirements.
Job relationships.
Parameters for assessing performance results.

Attention! The content of the job description should not conflict with the employment contract or cross its boundaries. It is considered as a document supplementing the employment contract, and not replacing it.

a common part

The initial section, which sets out the basic parameters of the employee’s activities. It contains requirements for the candidate’s education for the position, his experience, who he is subordinate to, as well as other basic parameters that the employee and his management need to focus on.

The skills described here should fit well with the responsibilities given in the next section. Depending on the profile of the institution, the required skills may vary significantly. So, in relation to the profession of a kindergarten teacher, you may need skills in teaching students a foreign language, music or writing pictures.

Attention! A preschool teacher is subject to strict requirements regarding the availability of appropriate education, health status, knowledge in the field of working with children, and understanding of the specifics of a preschool institution. All this should be comprehensively reflected in the section.

Functions

This part is reserved for listing the employee’s labor functions. The range of responsibilities of a teacher is extensive: the specialist is responsible not only for children, but also for interaction with parents, the teachers’ council, and maintaining order in the institution. If the kindergarten is engaged in specialized education (children with health problems; teaching English to students, etc.), then the associated responsibilities should be reflected in the section.

Responsibility

A mandatory section that provides a list of possible reasons for holding an employee accountable by his employer. These reasons are given in a general form, as are the corresponding penalties, since the specifics can only be determined through appropriate proceedings, including in court.

Rights

The final standard section is reserved for the list of rights granted by the employer. The rights given are standard, but some institutions may supplement them, based on their size, specialization, and other factors.

The job description for a teacher must be agreed upon with specialists, since the field of preschool education is regulated by numerous standards and laws that should not be violated in the instructions. Only after taking into account the specialists’ edits is the document transferred to the head of the institution. The instruction acquires its final legal status after it is signed by the employee himself, the manager and those employees whose signatures are required according to the institution’s document flow rules.

The main activities of the senior preschool teacher

A methodologist, or senior educator, acts as a link between the state education system, pedagogical and psychological science, advanced professional experience and the practical activities of the teaching and educational staff of a children's educational institution. As a result, the main directions of the methodological work of the teacher-methodologist become the promotion of the formation, development and implementation of the professional creative potential of the teaching staff of the preschool educational institution.

According to the requirements of modern legislation and professional pedagogical standards, the main activities of the senior educator and the entire methodological service are the following:

Education and training of preschool children in kindergarten in accordance with the requirements of modern standards of pedagogy and psychology.
Formation of the educational standard of preschool educational institutions on the basis of universal human values, the free development of the child as a full-fledged individual, in compliance with the priorities of the health and well-being of pupils. In the work of preschool educational institutions, adhere to the principles of respect for human rights and freedoms, love for one’s native country, nature and the environment, the formation of the foundations of a healthy lifestyle, and the absence of bad habits. It also requires the formation of the principles of citizenship, hard work and social responsibility, taking into account the age of the students.
Adaptation of kindergarten activities to the characteristics of the physiology and psychology of preschool children, as well as to social orders.
Ensuring the secularity of the educational process.

In his activities, the senior teacher of a preschool institution carries out methodological and educational work in order to achieve the following indicators:

Introducing proposals and changes to the work plan of the preschool educational institution.
Improving the qualifications of teachers and educators.
Support and assistance to the teaching staff in self-education and improvement of professional knowledge.
Drawing up a schedule of classes taking into account the age groups of students.
Providing methodological assistance to educators, primarily young professionals and newcomers to the work of a particular preschool educational institution.
Exchange of employee experience.
Working with parents.
Providing groups with the necessary aids, books and toys.
Analysis of the state of educational, educational and methodological work in preschool educational institutions and the adoption of measures to improve and improve it.
Certification of educators and teachers of children's educational institutions.

Ensuring the fulfillment of all these complex and multifaceted tasks is possible only with coordinated collective work of all representatives of the educational and educational process.

Indications for placing a baby in a combined group

If you yourself want your child with special needs to be raised and educated in a combined group, and there is one in the kindergarten, then you submit an application for admission addressed to the head. In addition, you need to bring various documents:

Birth certificate or copy;
Conclusions of doctors: ophthalmologist, speech therapist, neurologist, otolaryngologist, orthopedist;
Extract from the history of the child's development;
Recommendation from a teacher-psychologist or speech therapist at a preschool institution, if the child is already attending kindergarten.

Next, you will need to take a referral and go through a special commission, which gives an opinion on the child’s possibility of attending such a group. Usually, the Regulations on the combined group of a particular kindergarten prescribe the conditions for admitting children to this group.

Since the occupancy rate in preschool educational institutions in most regions of our country is now high, there is a practice of placing a child on a waiting list for admission to kindergarten. Therefore, I advise you to take care of collecting all kinds of certificates, etc. in advance. I know that some kindergartens have opened electronic registration for the queue. So don't leave this question to the deadline.

I also wanted to raise such a sensitive issue as the negative attitude of some parents of healthy children towards raising them together with children with disabilities. Yes, it happens that mothers directly rebel against the combined group, believing that it can harm their child.

I would like to say the following: according to the experience of my colleagues who have been working in combined groups for a long time, both sides benefit. Healthy kids, brought up in the same team with special children, become more sensitive, kind and tolerant of the shortcomings of other people. They are accustomed to perceiving their comrades with disabilities as their equals, not paying attention to any features of appearance and health.

The number of children with developmental and physical disabilities is growing every year. Therefore, the task of a civilized society is to provide such people with an equal position in all spheres of life.

I'll add a few more words...

My friend’s son ended up through an acquaintance in a kindergarten for children with visual impairments, because it was more convenient for them. The boy was used to seeing children with glasses, squints, and poor vision. And when he got into a class where there was only one boy with glasses, he could not understand why they were laughing at him, because he simply had trouble seeing...

Remember, in our Soviet childhood, at school they teased everyone who was at least in some way different from the masses: bespectacled, lop-eared, too light-skinned, and vice versa - dark-skinned, plump and thin. To be like everyone else was considered commendable. Today, the humanity of society has nevertheless increased, it seems to me. There is much less teasing in children's groups and fewer offensive nicknames are given.