The upbringing of preschool children is the common goal of all employees of children's educational institutions. It is achieved by solving many smaller interrelated problems. Since teachers are given priority to the continuity of the educational and educational process in preschool institutions and schools, solving these problems is equally important for both preschool employees and primary school teachers.
The main goal of education in a preschool educational institution is to obtain a comprehensively developed, free, socialized and successful personality. To do this, it is necessary to combine the efforts of many representatives of the teaching profession working in a children's educational institution. The result of such work should be getting what you want, that is, children graduating from kindergarten who are fully prepared for school, independent, socialized, and formed as creative, free individuals. To do this, it is necessary to correctly determine the main tasks of the teacher and successfully solve them.
What are the main tasks of a teacher’s work?
A typical regulation on a preschool educational institution rather dryly formulates the following main tasks of the activity of a preschool teacher:
- Ensuring cognitive, speech, social-personal, artistic and physical development of pupils.
- Fostering love for the Motherland, family, surrounding nature, respect for freedoms and individual rights, taking into account the age of the student.
- Correction of existing deficiencies in the upbringing and behavior of preschool children.
- Protecting life, ensuring safety, strengthening physical and mental health.
- Interaction with parents or guardians of pupils to ensure the full development of children.
- Providing methodological assistance, conducting consultations with parents or guardians of pupils on various issues of training and education of preschool children.
In this document, the main educational objectives are formulated extremely briefly, in a concise form. In fact, each point contains a lot of additional tasks, successfully solving which is vital to achieving the main result.
When setting goals and objectives for educational activities, remember! material on the topic
REMINDER
for preschool teachers
When setting goals and objectives for educational activities directly, remember:
- The goal is always the same.
- The tasks should be of a triune nature, i.e. should include an educational, developmental, educational orientation. In this case, there may be more than three tasks themselves.
- The formulation of educational objectives must correspond to program objectives and must begin with a verb.
- The choice of the right verb depends on the nature of the GCD you are planning: by communicating new knowledge, training or final.
Approximate formulations of educational objectives of GCD for communicating new knowledge:
“Update children’s knowledge about...”
“Create conditions for children to gain knowledge about...”
“Motivate children to study independently...”
“To give children the opportunity, with the help of an adult, to learn about...”
“To formulate in children the need to correctly use possessive pronouns in their own speech”
Approximate formulations of educational objectives of GCD of a training and final nature:
“Update children’s knowledge about...”
“Expand children’s knowledge0 ... through organizing independent experimental activities”
“To provide an opportunity to put into practice the acquired knowledge about...”
“To consolidate the ability in independent activities...”
- Developmental tasks are aimed, as a rule, at the development of higher mental functions (thinking, memory, imagination, attention), general, fine, articulatory motor skills, prosodic components of speech (voice, rhythm, tempo, intonation), speech breathing.
- The formulation of developmental objectives must correspond to program objectives and must begin with a verb.
- Depending on the extent to which the children have developed the function you want to work on, the choice of verb will be made:
- - if the function has not been formed, then the task will begin with the words “form ...”, “begin work on development ...”, etc.
— if the function is not sufficiently formed, or it is necessary to consolidate some skill, then the choice will be “continue to form...”, “continue to develop...”, “improve...”, etc.
- Educational tasks are, as a rule, aimed at developing the child’s personal qualities and his emotional and volitional sphere.
- The formulation of educational objectives must correspond to program objectives and must begin with a verb.
- Depending on the extent to which children have developed the quality (property) that you want to work on, the choice of verb will be made:
- if the quality (property) is not formed, then the task will begin with the words “form ...”, “educate ...”, etc.
- if the quality (property) is not sufficiently formed, or it is necessary to consolidate it, then the choice of verb will be “continue to form ...”, “continue to educate ...”, “improve ...”, etc.
When planning the course of direct educational activities, remember:
- The GCD should include the following main stages:
- Organizing time;
— updating existing knowledge;
- communicating the purpose of the educational activity (in a form accessible to children), in order to motivate children to be active during the educational process;
- communication of new knowledge, or training in the use of new knowledge in children’s own practical activities (depending on the nature of the educational activity);
- the result of the GCD.
- The inclusion of allocated physical minutes in the course of ECD is not necessary if during the ECD there is a constant change in types of activities.
During the GCD, remember:
- At any moment, children can offer you an educational and developmental situation that is not in YOUR plan. Don't miss it. Remember the proverb “A spoon is the road to dinner” and don’t be afraid to deviate from your notes! Children will assimilate knowledge acquired at the right time much better.
- Don't rush your children with answers!!!!! Take a break. Try to reformulate your question, because the lack of a child's answer may be due to an incorrectly asked question, and not due to ignorance.
- Never ask a question that can be answered with “yes” or “no.” It is pointless.
- Don't rush to answer children's questions. Try asking him in response: “What do you think?” and listen carefully to the child’s assumption, and then, together with him or with others, find the answer to the question in various sources or by conducting some kind of experiment.
- Provoke children to ask questions, especially at the stage of fixing difficulties in something. "You do not know? But what to do when you don’t know something? (“You can ask someone”) Ask me!”
When summing up the GCD, remember:
- Questions should not be aimed only at children retelling the main stages of an educational event.6 “Where were we?”, “What did we do?”, “Who came to visit us?” etc.
- Use more problematic questions, such as “What allowed us to help the bunny?”, “Why did we do this?”, “Is what you learned today important?”, “Why is this useful in life?”, “What was the task?” the most difficult thing for you? Why?”, “Which task did you like best? Why?”, “What would you like to tell the guys, Masha?”, “What should we do next time?”, “What will you tell your parents about our game today?” etc.
- Don’t praise all the children every time with the words “You’re all great!” Celebrate the specific merits of EACH child: “Dima, you came up with a great idea on how to cross the river”, “I was very pleased to see how Polina and Sasha agreed on who would draw first”, “Marina did a wonderful job of completing a difficult task...”, “Pasha made me happy today. Although he was not very successful in completing the task..., he showed a real example of how to overcome difficulties,” etc.
Enjoy communicating with children and then everything will definitely work out for you!!!
Features of fulfilling the main tasks of a teacher
Clearly formulated tasks facing kindergarten teachers make it easier to carry out their complex and responsible work. However, their competent solution is impossible without the main condition - love for children. Each educator must, first of all, be a person who is completely devoted to his work, then the difficulties that often occur in educational activities will not become obstacles for him.
In their work, each teacher actually solves one main task - to form and educate a full-fledged, self-sufficient creative personality. Preschool age is the most favorable time for this. Children who come to kindergarten perceive any information well, and an adult with authority serves as a role model for them. That is why it is important for educators to become such a model together with the parents and other close relatives of the pupil.
And this indicates the fact that in achieving the main goals of education, preschool teachers and educators have to devote a lot of time and effort not only to working directly with children, but also to engage in their own development. A teacher cannot stop at any stage of self-education and self-study, otherwise he will hopelessly lag behind the constantly developing and progressing pedagogical science. Solving the most important problems of upbringing and education is directly related to professional literacy, teaching experience and the ability to apply the acquired progressive skills and abilities in practice.
To solve the main tasks facing every preschool teacher, you will need the following:
- Excellent professional training. The state has made sure that our children are raised by people with secondary or higher pedagogical education, which already provides the necessary professional base.
- Constantly improving the level of qualifications. For these purposes, certification is used as a way to verify the professional suitability of a teacher, as well as passing advanced training or retraining courses that ensure a modern level of professional teaching skills.
- Participation in various competitions, master classes and competitions also serves to grow the teacher’s professional talent and develop his innovative capabilities.
- Working with parents. This is an important point in light of achieving the main tasks of a kindergarten teacher, since both the family and the preschool educational institution must act as a united front, follow common educational methods and support each other to obtain maximum effect. Often this point is one of the most difficult to achieve, because families are all different, and not all of them want to listen to the recommendations and advice of employees of a children's educational institution.
A kindergarten teacher is required to have many different knowledge and skills. For example, to solve the problem of preserving the health and safety of children, he must know perfectly all the requirements of the instructions for protecting the lives of pupils. For your own safety and the protection of other adults, you must strictly follow the safety instructions for educators. In addition, he needs to have basic knowledge of other professions, for example, be able to identify a sick child in order to isolate him and prevent an outbreak of the disease in the entire team, understand how to provide first aid to the victim, and much more. All this requires constant work on yourself.
Solving the main tasks of raising children in a preschool educational institution for a teacher means constantly improving their knowledge, achieving significant pedagogical success, and developing personal qualities and talents.
Objectives of teaching preschoolers.
31. Formation of the child’s systemic ideas about himself and the environment.
2. Development of children's general outlook.
3. Formation of general and special skills and abilities that allow the child to be involved in various types of activities (motor, artistic and aesthetic, cognitive, play, labor, constructive, etc.).
4. Development of cognitive processes and mental operations.
5. Formation of the ability of preschoolers to organize their cognitive activity (prepare a place for classes, plan a sequence of actions, evaluate the progress and results of activities, work together and individually).
6. Formation of the child’s ability to listen, answer and ask questions, act according to instructions, accept and complete a learning task.
7. Development of curiosity and cognitive interests of children.
8. Development of the ability to creatively interpret acquired knowledge, skills and abilities.
9. Fostering a positive emotional attitude towards educational and cognitive activities, towards mastering new knowledge and experience, towards interaction with the teacher in the learning process.
10. Formation of general and special readiness of children for school
training.
A person-oriented model of interaction between an adult and a child is the basis of modern education for preschoolers.
• Educational and disciplinary model of interaction between an adult and a child
Goal: to equip children with ZUNs, to instill obedience.
Task: implement the program, satisfy the requirements of management and regulatory authorities.
The slogan is “Do as I do.”
Methods of interaction: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting. Children's activity is suppressed.
Tactics - dictatorship and guardianship.
Result: mutual alienation of adults and children.
• A personality-oriented model of interaction between adults and children is the basis for teaching preschoolers (Sh. A. Amonashvili, V. V. Davydov, V. A. Petrovsky, etc.)
Goal: to promote the development of the child as an individual.
Objectives: developing the child’s trust in the world, a sense of joy of existence, the formation of the beginnings of personality, the development of individuality).
The principle of interaction: “Not next to and not above, but together.”
Methods of interaction require the ability to take the child’s position, take into account his point of view and not ignore his feelings and emotions (transition from monologue to dialogue). View your child as a partner.
The tactic is cooperation.
Expected results: expansion of children's rights; overcoming possible egocentrism of children, forming a team; development of cognitive and creative abilities, liberation of imagination and thinking.
Basic principles of teaching preschool children:
1. The principle of educational training. The unity of education and training is based on the idea of enriching the spiritual world of the child.
2. The principle of developmental education. Involves learning at a high level of difficulty, based on the zone of proximal development using active learning techniques.
3. Scientific.
According to the research of A.P. Usova, in teaching preschoolers one cannot limit oneself to empirical knowledge about the external qualities and properties of objects and phenomena without highlighting their essential features; theoretical knowledge should be given that reflects the general dependencies between phenomena.
4. Visuals.
Corresponds to the basic forms of thinking of preschoolers (visual-effective, visual-figurative).
5. Activity and consciousness.
The use of entertaining and game material, the inclusion of various child activities in the course of learning (examination, play activities, exercises with material), alternating teaching children rational ways of solving problems with performing tasks of a creative nature.
6. Systematicity and consistency.
The sequence of training is laid down in the program for each section (a gradual transition from one knowledge to another, their expansion, complication).
7. Strength.
Constant repetition is necessary in order to better memorize, using a variety of methods.
8. Availability.
Correlation of content, volume of knowledge with the level of development and preparedness of children.
9. Taking into account the age and individual characteristics of children.
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