Teachers' council in preschool "social and personal development of a child - a preschooler." Methodological development on the topic: thematic teachers' council "Social development of preschool children" Sector "I and You are We"
Galina Kartasheva
Pedagogical Council "The system of work of the preschool educational institution for the development of children by the public organization "Social and communicative development" within the framework of the Federal State Educational Standard before"
Structural unit of the municipal budgetary preschool educational institution of kindergarten No. 9 "Pock" kindergarten №4 "Rainbow"
Methodical association
Topic: "educational field «» in within the framework of the implementation of the Federal State Educational Standard».
Developed: Kartasheva G.V.
Structural unit of the municipal budgetary preschool
educational institution of kindergarten No. 9 "Pock"
Kindergarten "Raduga"
Protocol #2
meetings of the Pedagogical Council of 10/16/2015.
Topic: « The system of work of the preschool educational institution for the development of children educational field « Social and communicative development» in within the framework of the implementation of the Federal State Educational Standard».
Present - 5 people
Kartasheva G. V. - educator
Bochkina I. F. - educator
Moiseeva I. N. - educator
Kazakova L. N. - teacher
Guseva N.V. - music director
Chairman: Kartasheva G.V.
Secretary: Guseva N.V.
Agenda:
1. Speech "Activity approach to development educational field « Social and communicative development» in the preschool educational institution "(Kartasheva G.V.
2. Message from experience related work: « Educational games, as a basis development development young children" (teacher Kazakova L. N.) (message attached)
3. " Social adaptation of kids in the preschool educational institution in the process of educational activities through game interaction " (teacher Bochkina I.F.) (message attached)
1. LISTENED: performance by Kartasheva G.V. (Speech material is attached.).
G. V. Kartasheva noted the relevance of this work with children preschool age and parents. The need for an update work with parents using a variety of forms
DECIDED:
1.1. Adjust future plans work on the social and communicative development of children. (Responsible. Educators, music director terms: January 2015)
1.2. Invite parents to work on this issue, develop a unified system requirements in preschool and in the family. (Responsible educators, music director until the end of the school year)
2. LISTENED: Message from experience related work: « Educational games, as a basis development cognitive - intellectual development children of early age”, teacher Kazakova L. N. (message attached,
3. " Social adaptation of kids in preschool educational institutions in the process of educational activities through game interaction "(message attached, educator Bochkina I. F.
PERFORMED: Kartasheva G.V. work for the implementation of tasks and content for the OO « Social and communicative development»
DECIDED:
Systematize work to implement a differentiated approach to children in order to improve development general education program and development integrative qualities through the use social projects(educators, music director, until the end of the school year)
4. Miscellaneous questions
a) LISTENED: G. V. Kartasheva, head of the preschool educational institution, she introduced the regulation on the regional competition "Educator of the Year". Recommended for participation in the competition candidatures of the following teachers: Kazakova L. N., Bochkina I. F.
Chairman: Kartasheva G.V.
Secretary: Guseva N.V.
Related publications:
Social and communicative development of children The world of childhood is a wonderful and mysterious island in the world of adults. But today we live in a very complicated world. modern social environment.
Social and communicative development of preschoolers in the framework of the implementation of the Federal State Educational Standard. Project "Road letter" Project passport. Project type - practice-oriented, collective. Project type - long-term, September 2013 - May 2014 Participants.
Abstract of the OOD in the educational field "Social and communicative development" with children of the older group Program content: -Clarify and summarize children's ideas about the work of adults, professions (cook, seamstress, teacher, doctor, hairdresser, pilot,.
Work experience "Social and communicative development" When you think of a child's brain, you imagine a delicate rose flower with a drop of dew trembling on it. What care and tenderness is needed to,.
Visiting card of the mini-museum. Created under the guidance of group educators, with the participation of parents and children. Duration 3 years. Target:.
The system of work with teachers on the development of modern developing technologies Improving the quality of preschool education is directly dependent on staff. It is important to note that in the current conditions of reform.
Pedagogical Council"Social and personal development of preschool children"
Target: To improve the work on the formation of social and personal qualities of the child.
The plan of the teachers' council
Implementation of the decisions of the previous teachers' council.
Communication using multimedia presentation“Social and personal development of preschool children. The phenomenon of children's subculture.
Brainstorm(practical part: work in groups) (according to the program "Rainbow") using a multimedia presentation.
Message "Emotional well-being of a child in a group in interaction with peers"
Presentation of work experience"Socio-moral education of preschool children"
Message "The use of gaming technologies in the social and personal development of preschoolers."Games-trainings with educators.
Results of thematic review"The state of work on the social and personal development of preschoolers"
Results of the competition"Creating conditions for the social and personal development of children"
Discussion of draft decisions.
The course of the teachers' council
Warm up: Communication game "You don't know what I like yet"Rules of the game: an object is passed in a circle. Each participant continues the phrase: “You still don’t know what I love” (option - do it in your free time) ... (some fact about yourself that is unknown to most is called) ”
Task: set a goal for this game, name the possible options for this game with children.
1. Introduction . (senior teacher)
Modern society requires enterprising young people who are able to find "themselves" and their place in life, restore Russian spiritual culture, morally stable, socially adapted, capable of self-development and continuous self-improvement. The basic structures of the personality are laid in the first years of life, which means that the family and preschool institutions have a special responsibility for educating such qualities in the younger generation.
In this regard, the problem of social and personal development - the development of the child in interaction with the world around him - becomes especially relevant at this modern stage.
This fact is reflected in the main federal documents.
The concept of modernization of Russian education emphasizes: "The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability to successfully socialize in society."
The standard of preschool education, one of the requirements for the conditions for the implementation of the main educational program of preschool education, puts forward requirements for the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age: The standard of preschool education, defining the mandatory minimum content of the program implemented in preschool educational institutions, puts forward a number of requirements tosocial and communicative development of his pupils.
Development is aimed at mastering the norms and values accepted in society, including moral and ethical values;
development of communication and interaction of the child with adults and peers;
The formation of independence, purposefulness and self-regulation of one's own actions;
Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization;
Formation of positive attitudes towards various types of work and creativity;
Formation of the foundations of safe behavior in everyday life and society
Thus, being a priority, the social and personal development of children today is brought to the rank of strategic directions for the renewal of Russian education, including preschool education, and is directly related not only to pedagogy, but also to psychology, which studies the influence of the social environment on the development of the child's personality.
Social development (socialization) is the process of assimilation and further development by an individual of the socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:
labor skills;
knowledge;
norms, values, traditions, rules;
social qualities of a person that allow a person to comfortably and effectively exist in a society of other people, the development of tolerance in the consciousness of parents, teachers and children (tolerance for someone else's lifestyle, opinion, behavior, values, the ability to accept the point of view of the interlocutor, which differs from one's own).
The development of social competence is an important and necessary stage in the socialization of a child in the general process of assimilation of the experience of social life and social relations. Man by nature is a social being. All the facts describing cases of forced isolation of small children, the so-called "Mowglis", show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.
Social and pedagogical activity in a preschool educational institution is that work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in developing their own individuality, organizing themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as help in becoming a small person in society.
2. Determination of the main directions of social and personal development of a preschool child / teacher Dmitrieva E.V. /
The foundations of social and personal development originate and develop most intensively in early and preschool age. The experience of the first relationships with other people is the foundation for the further development of the child's personality. This first experience largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people. Many negative phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. This prompts us to turn to the consideration of issues of social and personal development of children from preschool childhood.
What should the activity of the teacher be aimed at in order to implement the social and personal development of preschoolers.
The most important basis for the full-fledged social and personal development of the child is his positive sense of self: confidence in his abilities, that he is good, he is loved.Adults care about the emotional well-being of the child (support, encourage, help to believe in their strengths and capabilities), respect and appreciate regardless of his achievements, advantages and disadvantages, establish trusting relationships with children; contribute to the development of a child's self-esteem, awareness of their rights and freedoms (to have their own opinion, choose friends, toys, activities, have personal belongings, use personal time at their own discretion).Adults respect the interests, tastes and preferences of children (in games, activities, food, clothing, etc.).
Adults contribute to the development of a positive attitude of the child to other people: educate respect and tolerance regardless of social origin, race and nationality, language, religion, gender, age, personal and behavioral identity (appearance, physical disabilities). Adults help children understand that all people are different, it is necessary to respect the self-esteem of other people, take into account their opinions, desires, views in communication, play, and joint activities. Encourage manifestations of benevolent attention, sympathy, empathy. It is important that the child has the desire and ability to help, support another person.
Adults create opportunities for introducing children to the values of cooperation with other people, help to realize the need for people in each other. To do this, children should be encouraged to play together, organize their joint activities aimed at creating a common product. In the process of staging a performance, constructing a common structure, making an artistic panel together with peers and adults, etc., the child acquires the ability to set common goals, plan joint work, coordinate and control his desires, coordinate opinions and actions. Adults contribute to the development in children of a sense of responsibility for another person, a common cause, a given word.
Adults pay special attention to the development of communicative competence child. Help children to recognize the emotional experiences and states of others - joy, grief, fear, bad and good mood, etc .; express their feelings and experiences. To do this, adults, together with children, discuss various situations from life, stories, fairy tales, poems, look at pictures, drawing the attention of children to the feelings, states, actions of other people; they organize theatrical performances and dramatization games, during which the child learns to distinguish and convey the moods of the characters portrayed, empathizes with them, and receives patterns of moral behavior.
Adults help children develop social skills: help to master various ways of resolving conflict situations, to negotiate, to follow the sequence, to establish new contacts. An important aspect of the social development of a child in preschool age is the development of elementary rules of etiquette (greet, thank, behave at the table, etc.). Children should be introduced to the elementary rules of safe behavior at home, on the street (know who to contact if you are lost on the street, give your name, home address, etc.).
It is important to create conditions for the development of a careful, responsible attitude of the child to the environment, the man-made world: take care of animals and plants, feed the birds, keep clean, take care of toys, books, etc.
The process of social and personal development of preschoolers includes various activities: (presentation)
Game activity - makes the child feel like an equal member of human society. In the game, the child gains confidence in his own abilities, in the ability to get a real result.
Research activity - allows the child to independently find a solution or refutation of his own ideas.
Visual - allows the child to get used to the world of adults with the help of work, fantasy, to know it and take part in it.
Objective - satisfies the cognitive interests of the child in a certain period, helps to orient in the world around.
Observation - enriches the child's experience, stimulates the development of cognitive interests, gives rise to and reinforces social feelings.
Communicative (communication) - unites an adult and a child, satisfies the various needs of the child in emotional closeness with an adult, in his support and appreciation.
Project - activates the independent activity of the child, ensures the unification and integration of different types of activities.
Constructive - makes it possible to form complex mental actions, creative imagination, mechanisms for controlling one's own behavior.
Thus, each type of activity contributes to the process of social and personal development of preschoolers.
4. Tasks for the social and personal development of the PEP for each age group. Examples of working with children on the implementation of tasks from the experience of their work. /Group Teachers/
5.Practical part of the teachers' council
5. 1. Socialization through play
In order to contribute to the social development of the child, the adult needs to encourage all kinds of play. . Communication is an integral part of it. During the game, the development of the child moves at a rapid pace: social, mental, emotional ... Children most often reproduce the life of adults in a playful way - they play shop, doctor, kindergarten or school, "daughters-mothers" ...
When creating an imaginary situation in the game, the child learns to participate in social life, "trying on" the role of an adult. In the game, conflict resolution options are worked out, dissatisfaction or approval is expressed, children support each other - that is, a kind of model of the world of adults is built in which children learn to adequately interact.
1. (Disassemble the Situation. Give an answer ")
1 part of the situation . “The kindergarten teacher, during a tour of the zoo, introduced the children to various animals - their habits, lifestyle, appearance, etc. Upon returning to the group, she brought into the room the toys of the animals that the children had met, expecting them to start playing “zoo”. But the children did not play “in the zoo” on that day or on the following days.Why?
part 2 of the situation - “The teacher repeated the tour and introduced the children not only to animals, but also to the work of people in the zoo: the cashier sells tickets, the controller checks them and lets visitors in, the cleaners clean the cages with animals, the cooks prepare food and feed the animals, the doctor treats sick animals, the guide tells visitors about animals, etc. Some time after this repeated excursion, the children began the game “to the zoo” on their own, in which the cashier, controller, mothers and fathers with children, a guide, “animal kitchen” with a cook, “animal hospital” with a doctor, etc. were presented. All these characters were introduced into the game gradually, the game continued for several days, all the while enriching and becoming more complex.
1 part of the situation : “During a trip to the dacha, the children received many vivid impressions of the railway: they saw the train for the first time, got into the cars themselves, heard announcements on the radio about the departure of the train, etc. The impression of the trip was quite strong: the children enthusiastically talked about the trip, drew trains, but the game did not ariseWhy? »
part 2 of the situation : “Then another, additional excursion to the railway station was held with the children. During this excursion, the children were introduced to how the head of the station meets each arriving train, how the train is unloaded from luggage, how the driver and assistant inspect the condition of the train, how the conductors clean the cars and serve passengers, etc. After this excursion, the children immediately had a game of “railroad”, in which characters familiar to them participated.
CONCLUSION: / D.B. Elkonin. \ The reality in which a child lives can be conditionally divided into two interconnected, but at the same time different spheres. The first is the sphere of objects (things), both natural and man-made; the second is the sphere of activity of people and their relations.
These results indicate that the role-playing game is especially sensitive to the sphere of people's activities and relations between them, and that this reality is its content. Thus, the content of an expanded, developed form of a role-playing game is not objects, not machines, not the production process itself, butrelationships between people that are carried out through certain actions. Since the activities of people and their relationships are extremely diverse, the plots of children's games are very diverse and changeable.
4.2 Consider how cognitive activity affects the social development of the child's personality.
Consider some methods increasing the cognitive activity of preschoolers:
Method of analysis and synthesis
4.2.1. . Imagine that the teacher and children are looking at a picture that shows a builder with a construction tool in front of a house under construction. What techniques can a teacher use to increase cognitive activity?
(
Offers to name the signs by which the guys determined the profession of a person. Such
elementary analysis
is a necessary starting point for a more complex, causal analysis that allows you to consider causal relationships and dependencies between the signs identified in
elemental analysis.
The synthesis corresponding to such an analysis helps the child to understand essential, significant connections and relationships.
Continuing to look at the picture, the adult invites the children to think:
why does the builder need a trowel that he holds in his hand;
why is the crane so tall;
why do you need to build such a big house;
who can be pleased with the work of a builder, etc.
Thinking about these questions, children begin to delve into the essence of phenomena, learn to identify internal relationships, as if they see what is not shown in the picture, learn to draw independent conclusions.)
4.2.2. Method of comparison (by contrast and similarity, similarity.)
Question to the child: “What is the difference between an elephant and a wolf?” or “How are a wolf and an elephant alike?”
Which question is more appropriate to ask the child: comparison by similarity or by contrast?
(When using this important methodological technique, an adult in each specific case must decide which comparison to start with - from comparison by similarity or by contrast. Comparison by contrast is easier for children than comparison by similarity. It is much more difficult for a child to find similarities between them)
4.2.3. Classification reception
For example " Divide the pictures into two groups - in one, select everything that the cook needs for work, and in the other, the doctor. (4-5 years)
The complication of tasks goes along the line of increasing the number of objects for grouping and along the line of complicating the basis for classification.
For example, older preschoolers are offered various items or their images in pictures: a winter hat, panama hat, toothbrush, ball, soap, skis, pencils.
Task: select the items that the girl will need in the summer, the boy in the winter. Explain the decision. And now, from these same items, choose those that are needed for the game, in order to be healthy; what will help to tell about you?
4.3.3. Modeling and design method
The combination of verbal explanation, practical implementation and game motivation in this method contributes to an increase in cognitive activity. For example, children, together with their parents, are busy arranging a children's room: you need to determine a place for a play corner, for books, for plants and animals. You can offer the child to first make a model for placing objects out of a small builder and justify their proposals.
4.4.4. QUESTIONS First of all, you should consider how and what questions you put before the child in a conversation with him about what he has read, viewed, observed. Most often, the conversations are dominated by questions of a reproductive rather than a problematic nature. From a child, an adult requires a repetition of what he has just heard, and not reflection, reasoning. Often, such questions simply do not make sense, as the answer to them is too simple for children.
The task: Children of the older group are shown a picture with domestic animals depicted on it. In this case, cats and kittens. The traditional question "who is in the picture?" appropriate for younger children, but completely useless for older children who are interested in problematic, causal issues.What, ask them?
(“Why do kittens frolic, but an adult cat doesn’t?” or “How can you name this picture in one word?”)
If an adult learns to formulate his questions correctly, then it will become clearer to him how to teach children to ask questions to an adult.
You can stimulate children's curiosity with a direct sentence: “Do you want to know something else about the North Pole? Then ask, and I will try to answer you.
Learning to independently search for answers to your questions is necessary, especially for future schoolchildren, but here tact and a sense of proportion are required from an adult so as not to extinguish the desire of children to ask questionsadult.
4.4.5. Good results are brought by the method of experimentation and experimentation. The value of these techniques lies in the fact that they enable the child to find a solution, confirmation or refutation of his own ideas.
Output: cognitive activity - socially significant personality trait.
The constant increase in children's interest motivates play activity, activity in self-expression, searching for and finding an answer, guessing, revealing the secret of the game and creates a positive emotional mood, promotes intellectual activity.
Slide: Game methods for the development of communication skills in preschool children.
Using game situations in communicative development:
At preschool age, it is very important to develop communication skills in a child. This is necessary so that the baby is adapted to life in society, has an active and responsible social position, can realize himself, can always find a common language with any person and make friends. The communicative development of children contributes to the change and development of his emotional sphere, the child begins to be aware and better control his emotions.
A variety of gaming pedagogical technologies contribute to the development of the emotional sphere of the child. In particular -organization of a variety of game situations that ensure the development of positive experience and value orientations.
The task is givenname possible games and play one of them with colleagues
1. Epifanova S.V. To develop the ability to establish contact with an interlocutor, the following exercises are offered to children.
"How can we be called differently?"
The leader is selected. He becomes in a circle. The rest of the children, imagining that they are his mother, father, grandfather, grandmother, friends who love him very much, pronounce his name.
"Smile" - the children sit in a circle. They join hands and, looking into the neighbor's eyes, give him the most expensive smile there is.
"Compliment" - the children stand in a circle and take turns, looking into the eyes of a neighbor, say a few kind words, praise him. (You always share, you're funny, you have a beautiful dress...") The receiver nods his head and says, "Thank you, I'm very pleased!" Instead of praise, you can just say "delicious", "sweet", "milk".2. To improve the ability of children to communicate without words, children are first allowed to recognize the depicted gesture (in a drawing, photograph, filmstrip), and then games are offered:
" Guess" - one child reproduces the gesture, while others guess its meaning;
"Gaits" - one child depicts the gait of someone (a person, animal, bird, etc.), and the rest of the children guess who it belongs to;
"Foreigner" - one child, depicting foreigners with the help of gestures and facial expressions, asks how to get to the zoo, to the pool, to the square, and the rest of the children, also with the help of gestures and facial expressions, answer his questions;
"Tell poems without words." "Make a proverb."
3. To improve the ability to clearly and clearly pronounce words, children are offered:
pronounce a familiar quatrain - in a whisper, as loudly as possible, like a robot, at the speed of a machine-gun burst, sad, joyful, surprised, indifferent.
Teach kids to negotiate. Such a game will help to avoid conflicts in the children's team - the Peace Path of Friendship:
Children disperse in different directions of the carpet and slowly walk towards each other, saying the words:
- I walk along the path - I release anger into the wild.
I don't want to be sad
And angry too.
"The path of friendship can reconcile us with friends."
Children meet in the Application Circle (large hoop)
5. For development in childrenempathy (conscious empathycurrent another person) and empathic behavior they are offered:
Participation in a puppet show, dramatization of fairy tales, either as spectators or as actors (there is a rapprochement with the character; free choice and role-playing helps the child to deeply understand the work of art);
Narrative creative games, with the repetition of scenes - the child plays first one role, then another immediately (this helps to teach children to see the emotional state of another);
Talking on the phone with fairy-tale characters, expressing their attitude to a particular character;
- the following exercises, games:
· "Describe a friend" - two children stand with their backs to each other and take turns describing the hairstyle, clothes of the other, and then it turns out who turned out to be more accurate;
· "Give a gift to a friend" - with the help of facial expressions and gestures, children depict a gift and give it to each other;
· "Princess - Nesmeyana" - children try to amuse one child in different ways: they tell an anecdote, a funny story, they offer a game ...;
· "Comparisons" - children compare themselves with some animals, plants, flowers, and then, together with adults, discuss why they chose such a comparison;
· "Magic shop" - an adult invites children to buy something for their friends, relatives in a magic shop, then specifies why.
Board decision:
Use a variety of forms and methods in working with children on social and communicative development (game technologies, ICT, design, cooperation with the social environment).
Deadline: permanent
2. Contribute to the enrichment of children's games in terms of the development of dialogue, role-playing communication, role-playing relationships and actions, updating and replenishing the attributes of games, their diversity depending on the age of children and planning
Deadline: permanent
Responsible: educators of all groups
3. Implementation of constant work with children on moral education, using a variety of forms and methods of organizing educational activities.
Deadline: permanent
Responsible: educators of all groups
4 .FROM build the educational process for the implementation of the NGO "Socialization" on the basis of integration with other educational areas and types of children's activities.
Deadline: permanent
Responsible: educators of all groups
5. To arrange mood corners in the group in order to track the emotional state of the child in order to increase the effectiveness of the educational impact and provide timely correction and full support for the development of the child's personality.
Responsible - group educators).
Elena Doynikova
Pedagogical Council "Formation of social and communicative competencies in preschoolers"
"Formation of social and communicative competence in preschoolers"
Prepared and conducted
senior teacher of MDOU "Kindergarten No. 29" of the city of Yaroslavl
Doynikova Elena Mikhailovna
The purpose of the pedagogical council - to motivate teachers to study and apply the technology of developing cooperation skills for the formation of social and communicative competence in preschoolers.
The plan of the teachers' council
1. Opening remarks by the senior educator. "The relevance of social and communicative development in modern preschoolers"
2. "Methods and techniques aimed at the formation of communicative competence in preschoolers in the context of the implementation of the Federal State Educational Standards of Education." Educator's speech.
3. "The game - as a means of forming social behavior, self-expression." Game situations for teachers. Practical part. Conducted by a psychologist.
5. The decision of the teachers' council
The course of the teachers' council.
1. Introductory speech "The relevance of social and communicative development in modern preschoolers"
What is communicative competence?
According to L. A. Petrovskaya, a social psychologist, communicative competence is a set of skills and abilities necessary for effective communication.
The development of communicative competence of preschoolers is inextricably linked with the requirements of the state standard.
According to GEF DO: "Social and communicative development" is aimed at * mastering the norms and values accepted in society, including moral and ethical values;
* development of communication and interaction of the child with adults and peers;
* the formation of independence, purposefulness and self-regulation of their own actions;
* development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers,
* the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization;
*formation of the foundations of safe behavior in everyday life, society, nature"
The educational area "Social and communicative development" includes 3 sections:
Socialization, communication development, moral education,
The child in the family and society,
Self-service, independence, labor education
At the stage of completion of preschool education, according to the requirements for the results of mastering the educational program of the preschool educational institution, the child must:
To have a positive attitude towards the world, to different types of labor, to other people and to oneself;
Have self-respect;
Actively interact with peers and adults, participate in joint games;
To be able to choose their occupation, participants in joint activities;
Be able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately show their feelings, including a sense of faith in oneself;
Try to resolve conflicts.
However, in recent years, teachers and parents have increasingly noted with concern that many preschoolers experience serious difficulties in communicating with their peers. This, as a rule, is expressed in the inability to find an approach to a communication partner, maintain and develop established contact, coordinate one's actions in the process of any activity, adequately respond and express one's sympathy for a particular child. Difficulties are noted in the ability to empathize in sadness and rejoice in the success of another person.
Children do not know how to negotiate, often quarrel, conflict, do not try to hear each other, are aggressive. Emerging conflict situations not only impede the normal communication of children, interfere with the educational process as a whole, affect the safety of children and their health.
Question for teachers:
What do you think prevents children from communicating?
(teachers are given 5 minutes to discuss the issue in microgroups)
The relevance of this topic is caused by the following factors.
Children have:
Lack of experience with adults at an early age
Communication has been replaced by information and communication technologies
Aggression from TV screens, in computer games
Insufficiently developed friendly attitude towards peers, respectful attitude towards elders
Problems in speech development
Closeness, shyness of the child
Unformed skills of dialogue, communication, the ability to ask questions, answer them with full answers;
The first steps in developing communication skills and communicative competence are taken with the help of an adult.
2. "Methods and techniques aimed at the formation of communicative competence in preschoolers in the context of the implementation of the Federal State Educational Standards of Education."
Communication skills develop in everyday life, in the classroom, in sensitive moments, in various types of children's activities.
Types of children's activities in which the communicative competence of preschoolers is formed:
Labor
Productive
Design
Experimental, experimental, research
Reading and discussion of art. liters
gaming
Leisure
Methods and techniques of work in collective activity:
Project method
Search and research
TRIZ technology
conversation, ethical conversation
Examination of illustrations, reproductions. The reason for communication can be new books, encyclopedias, magazines that adults bring - parents, educators, children themselves. The encyclopedia brings together a team of like-minded people. There is a group discussion of a variety of topics.
All types of storytelling (retelling, descriptive story, story according to the scheme, according to the picture, on behalf of the hero)
Literary creativity
3. Game - as a means of forming social behavior, self-expression
The game, as you know, is the leading activity of a preschooler, so why not use this circumstance to instill in the child, through unobtrusive play, all the knowledge, skills, abilities he needs, including communication skills, the ability to correctly express his thoughts, feelings, etc. d.
In the game, children learn to help each other, learn to lose with dignity. Self-esteem is formed in the game, skills of social behavior are fixed.
Methods and techniques of work in daily activities:
Story - role-playing games. So, for young children (2 - 3 years old), ordinary role-playing games on any topic “Playing a store”, “Playing a doctor”, “Playing mothers and daughters”, etc. are suitable. At the same time, it is important that an adult took part in the game - dad, mom, grandmother, grandfather, educator - because it is the adult who, by his example, should show the child how to greet, start a conversation, carry on a conversation, get what he wants or vice versa, refuse something.
director games
Games with rules
Games - dramatizations
word games
Communication games
Game and problem situations
by resolving which, they will master certain social, communication skills, and plots for dramatization games of various content, such as: “Took away the toy”, “Pushed”,
“He swings for a long time, while others cannot wait for their turn”, “Accidentally destroyed the building of a friend”,
"There's a new one in the group"...
Children of older preschool age can be offered to play the "Situation", when an adult participant in the game invites the child to simulate this or that situation. For example, you were given 10 apples and you came into the garden with them - what will you do with them? Eat yourself, share with friends or give to the teacher. At the same time, it is important that the child explains aloud his actions and the motivation for the act.
Or, you won the competition, but your friend (girlfriend) did not, and he is very upset. What will you do?
Games and exercises aimed at developing communication skills.
Using such a form of work with children as "Morning of joyful meetings", we offer the game "Let's say hello". There are different ways to say hello. Participants of the game can invent their own way of greeting using non-verbal means of communication and say hello to a neighbor (touch your back, shoulder, nose.). This game develops the imagination, creates a relaxed atmosphere.
Exercise "Affectionate name", children affectionately call each other by name.
The game "Polite words" helps to develop respect in communication, the habit of using polite words. The game is played with the ball in a circle. Children throw the ball to each other, calling polite words. Name only the words of greeting (Hello, good afternoon, hello, we are glad to see you, glad to meet you); gratitude (thank you, thank you, please, sorry); farewell (goodbye, goodbye, good night).
The Blindfold Walk game helps to experience positive feelings for each other, promotes trust and forms responsibility for the other person. Children, if desired, are divided into pairs - a blindfolded follower and a leader. The leader takes the follower by the hand and explains where they are now moving, what awaits them, and how to avoid falling. Then the children can switch places. At the end of the activity, discuss the children's feelings during the game, in which role they enjoyed being the most.
The game "Klubochek" will help "isolated" children to join the team. I have a ball in my hands. He will help us live together. We will throw a ball to each other, and ask questions that interest us, while wrapping the thread around our finger.
What is your name?
Do you want to communicate with me?
What are you afraid of?
These threads bind us. What does the figure look like?
The game "Centipede", which teaches children how to interact with their peers, contributes to the rallying of the children's team. Children squat one after another, and put their hands on the shoulders of a neighbor, begin to move forward. Slowly at first, then faster. You can complicate the movements of the "centipede" (crouch, jump, etc., the main thing is to remain whole.
"Swap places those who. ". The host says loudly, "Change places, those who can drive a car (can swim, consider themselves smart, do exercises in the morning, like to read science fiction, watched the movie "Office Romance" more than three times, write poetry, know how to play the guitar, play sports seriously and much more)". The advantage of this option, in comparison with the above, is that, firstly, in this game it is impossible to predict how many people in a given situation will want to change their place (after all, it is impossible to predict in advance how many people (and who) consider themselves smart people, which makes the game more intense and interesting, and, secondly, the participants in the game or watching it can learn a lot of interesting things about each other.
Outdoor games for the development of communication skills such as "thread - needle", "Dragon Tail" will help children feel each other, develop empathy.
The exercise "Drawing with the whole group" will teach children to negotiate, respect other people's work, and explore space. Children draw on one sheet of paper at a time and each is given one marker, but in order to make their drawings colorful, you need to exchange markers with each other (in a polite manner). An adult observes the process and, in case of conflict situations, offers options for resolving them.
Ten seconds game.
Purpose: to help children get to know each other better by reducing the distance in communication; contribute to the creation of a positive emotional unity of the group.
Leading: - Now you will start a quick spontaneous movement around the room. Be careful, because from time to time you will have to react to various tasks of the presenter and complete them in the shortest possible time - within 10 seconds.
Each task is important to perform with maximum accuracy. Let's say I ask them to be divided into groups by hair color. So, while I count to ten, you will need to find people with exactly the same hair color as you. Do not be afraid to remain in splendid isolation. You are just different! And that's why we are different! Hope the assignment is clear. We begin.
Divide into groups:
by the presence of watches on the hands;
by shoe style
along the length of the hair;
by how many brothers and sisters there are in your family;
by the color of trousers and skirts;
by eye color;
according to the mood you are currently experiencing.
The game "Conversation through the glass"
Purpose of the game: learning to use facial expressions and gestures in communication.
Children are divided into pairs. The teacher gives the task: imagine that one of you went to the store, and the other stayed on the street, but forgot to tell a friend what to buy in the store. Try using gestures to negotiate a purchase. You can't use your voice because the glass in the store is very thick and you can't hear anything through it.
Note. It is worth starting the game with the work of one pair, the rest are watching. Then you should discuss whether the players understood each other correctly and what helped them to guess
Game "Sweet Problem"
Purpose: to teach children to solve small problems through negotiations, make joint decisions, refuse to quickly solve the problem in their favor.
Game progress. In this game, each player will need one cookie and each pair of players will need one napkin.
The game we have to play is related to sweets. To get cookies, you first need to choose a partner and solve one problem with him. Sit opposite each other and look into each other's eyes. There will be a cookie between you on a napkin, please do not touch it yet. This game has one problem. A cookie can only be received by a partner whose partner voluntarily refuses the cookie and gives it to you. This is a rule that must not be broken. Now you can start talking, but without the consent of your partner, you have no right to take cookies. If consent is obtained, then cookies can be taken.
Then the teacher waits for all the couples to make a decision and observes how they act. Some can immediately eat a cookie, having received it from a partner, while others break the cookie in half and give one half to their partner.
Now I will give each pair one more cookie. Discuss what you will do with the cookies this time.
Issues for discussion:
Who gave the cookie to his friend? Tell me, how did you feel about it?
Who wanted to keep the cookies? What did you do for this?
What do you expect when you are polite to someone?
Was everyone treated fairly in this game?
Who took the least time to reach an agreement?
How did you feel about it?
How else can you come to a consensus with your partner?
What reasons did you give for the partner to agree to give the cookies?
1. Be sure to establish personal contact with children.
2. Try to listen to the children to the end, even if you have little time. Try not to interrupt the child. Analyze your behavior.
3. Watch your own speech. Remember that she is a reflection of your personality. Analyze your own speech.
4. Remember that a preschool child is a non-verbal creature, so all information is better absorbed by him not through words, but through relationships.
5. Organizing communication with children, seek to understand their mood. Develop pedagogical observation.
6. Smile more often at children in the process of interacting with them, this contributes to a favorable psychological microclimate. Watch yourself.
7. Learn to see yourself from the outside.
8. When communicating with children, use such methods of pedagogical influence as suggestion and persuasion. To be convinced you need:
be very convinced of what you are talking about;
clearly and understandably state arguments to children;
show perseverance and patience.
9. Be especially attentive to your behavior, manners, gestures. Remember that preschool children are characterized by high imitation.
10. Choose the right tactics of behavior in dealing with children, resolving a conflict situation. Remember: you have no professional right to be offended by children.
Avoid the following techniques to help resolve children's quarrels and fights:
requirements ("do not interfere", "stop quarreling");
punishments (deprivation of toys, isolation from the team);
assessments that carry the character of irony ("well, I knew that Petrov did it again");
indignation ("Just look what you've done!");
anticipatory negative assessment ("you will never get anything good from you!");
questions to the children: "Who destroyed the building?", "Who hit?".
Try to resolve the conflict in a friendly tone without raising your voice.
Use the following tricks:
anticipatory evaluation ("I'm sure you won't do that again");
orientation towards the children themselves ("I think that you yourself will try to understand which of you is to blame");
clarification of the motive for the unfair attitude of the child to his peer ("Why did you do this?", "Tell me how it happened");
clarification ("I'll tell you now what happened").
11. Know how to analyze the communication process. Try to find the causes of mistakes in interaction with children.
The decision of the teachers' council
To study the technology of cooperation and use it in working with children.
Deadline: permanent.
Shift the emphasis from the frontal forms of organizing children to subgroup forms in the course of educational activities.
Deadline: permanent.
To create a bank of methodological developments of teachers who effectively use the technology of cooperation in working with children.
Deadline - May 2017.
Responsible: senior educator, teachers.
Deadline - December 2016
Target
1. Deepening the knowledge of educators about the psychological and pedagogical foundations of communication.
2. Acquaintance with the functions, forms and conditions of optimal pedagogical communication.
3. Ensuring the activity of educators and their participation in the dialogue on the problem of pedagogical communication.
4. The study of different styles of communication between a teacher and children and self-diagnosis of the style of pedagogical communication.
5. Deepening knowledge about the conditions for optimizing pedagogical communication and "pedagogy of cooperation."
6. Development of skills to show pedagogical tact in various conditions of educational work in a preschool educational institution.
Issues for discussion:
1. What, in your opinion, caused the need to find new ways and approaches to the upbringing and education of children, to communicate with them?
2. How do you understand the problem of a personal approach to a child?
1. Theoretical foundations of pedagogical communication.
Communication is the interaction of people with each other in the exchange of information of a cognitive or affective-evaluative nature.
The interpretation of related words with a root is generally the following:
General - characteristic of all, concerning all, collective, belonging to all.
Communicate - maintain communication, mutual relations.
Sociable - easily entering into contact, open.
Commonality - totality, unity, integrity,
Communication is characterized, first of all, by the involvement in the practical interaction of people about work, study or play activities.
By pedagogical communication, we will understand the system of interaction between the teacher and the pupils in order to get to know them, provide educational influences, organize pedagogically appropriate relationships, and form a microclimate favorable for the mental development of the child in the group of preschool institutions.
Communication is a special human need to interact with each other.
There are several functions of communication:
Establishing community among people, which is facilitated by the sign exchange, which allows you to distinguish "ours" from all others. A person who keeps silent and turns away from people, thereby gives them (whether he wants or not) a sign that reads as follows: “I am not yours, you are not mine.”
Regulation of joint activities. Participation in joint activities requires certain knowledge from each of us. Children receive them from birth through communication with elders.
The original tool for knowing everything in the world.
Awareness of one's "I". The child in the process of communication is constantly moving to the "objectification" of himself, to the allocation of "I" among other people, among the various "not I".
Self-determination of personality in its thoughts and actions. Occurs during the satisfaction of physiological and psychological needs (the need for positive emotions).
Forms of communication between the educator and the children.
During the first seven years of life, several levels of forms of communication between children and adults consistently arise and replace each other.
1. Directly emotional communication with close adults. It is based on the child's need for attention and a benevolent attitude towards himself from others. Communication between the infant and adults takes place outside of any other activity and constitutes the leading activity of the child of this age. This form of communication is of great importance in the mental development of the child. The main means of communication at this stage are facial movements.
2. Situational-business form of communication between children and adults(6 months - 3 years). The main feature of this type of communication between children and adults should be considered the practical interaction of a child and an adult. In addition to attention and goodwill, a young child also begins to feel the need for adult cooperation (a request for help, an invitation to joint actions, an appeal for permission). This helps children recognize objects, learn how to act with them. During this period, a positive assessment is very important, since it affects the assimilation of actions with objects.
3. Extra-situational-cognitive form of communication (3-5 years). Signs of the emergence of a third form of communication can be the emergence of questions in the child about objects, their various relationships. The most important means of communication at this stage is speech, because it alone opens up opportunities to go beyond one particular situation and to carry out that "theoretical" cooperation, which is the essence of the described form of communication. In this type of communication, the child discusses objects and phenomena of the world of things with adults. This includes news reports, cognitive questions, requests to read, stories about what they have read, seen, fantasies.
4. Extra-situational-personal form of communication(6-7 years). This communication serves the purposes of cognition of the social, and not the objective world. The world of people, not things. This type of communication exists independently and is a communicative activity in its “pure form”. The leading motives at this level of communication are personal motives. An adult as a special human personality is the main thing that encourages a child to seek contacts with him. In extra-situational - personal communication, the subject of discussion is a person. It is based on the child's need for emotional support, his desire for mutual understanding and empathy.
Conditions for optimizing pedagogical communication.
1. Sincere interest in a person, the ability to overcome your egocentrism in dealing with him. People who are especially talented in communication are distinguished by increased attention and subtle observation, an excellent memory for everything related to another person.
2. Ability to listen to others as a concrete manifestation of interest in people. A sign of an interesting interlocutor is the ability not so much to speak as the ability to listen. Simple everyday observations show that many people feel more need to speak than to listen. Unfortunately, there is a clear shortage of appreciative listeners, and if you manage to become a good listener, people's sympathies will be drawn to you, because they like those with whom they can satisfy their needs, and many have a strong need to talk out.
3. Appeal to a person(child, colleague, parents of their pupils) by name. Remember that a person's name is the most important sound to them in any language. A person is more interested in his name than any other names in the whole world put together. By remembering this name, and using it at ease, you are giving such a person a subtle compliment.
4. Goodwill towards people. If you want people to treat you well, try to treat them kindly, because the law of mutual response works inexorably in the field of communication.
5. Smile when interacting with people. A smile gives a lot for mutual sympathy. It warms and creates an advance of a positive attitude.
6. Satisfying the human need for communication. To win the sympathy of people, it is useful to be able to satisfy their needs. Any person has many needs, and they need to be studied, to show interest in the interests of another person. The surest way to a person's heart is a conversation with him about what he values above all. Therefore, you need to talk about what interests your interlocutor. The ability to let people feel their significance, respect for their opinion is extremely important for gaining authority in pedagogical communication.
2. Styles of pedagogical communication.
One of the most important requirements that the pedagogical profession imposes on the personality of a teacher is the clarity of his social and professional position. The position of a teacher is a system of intellectual and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. The social and professional positions of the teacher cannot but be reflected in the style of his pedagogical communication.
The style features of pedagogical communication and pedagogical leadership depend, on the one hand, on the individuality of the teacher, on his professionalism, communicative culture, emotional and moral attitude towards pupils, creative approach to professional activities, on the other hand, on the characteristics of pupils, their age, gender, training, upbringing and characteristics of the children's team with which the teacher comes into contact.
The style of communication and leadership also depends on the moral attitudes of the teacher - on love for children, a benevolent attitude towards them, on the humanistic orientation of the teacher's personality. Style also depends on knowledge of the basics of pedagogy and the psychology of communication.
The style of pedagogical leadership is manifested in the positions of the teacher and pupils, in the prevailing ways of interacting with the individual and the team, in the ratio of disciplinary and organizational influences, direct and feedback, in assessments, tone, and form of address.
The first experimental psychological study of leadership styles was carried out in 1938 by the German psychologist Kurt Lewin. In the same study, a classification of leadership styles was introduced, which is commonly used today:
Democratic (cooperation tactics).
Conniving (tactics of non-intervention).
With an authoritarian leadership style, the teacher single-handedly decides all issues related to the life of both the children's team and each child. Based on his own attitudes, he sets the goals of the activity, methods for its implementation, subjectively evaluates the results. He does not explain his actions, does not comment, shows excessive demands, is categorical in his judgments, does not accept objections, and disdainfully treats the opinions and initiative of students. The teacher constantly shows his superiority, he lacks empathy, sympathy. The official, commanding, bossy tone of address prevails, the form of address is an indication, a lesson, an order, an instruction, a shout. Communication is based on disciplinary influences and submission.
This style can be expressed by the words: "Do as I say, and do not argue."
In a democratic leadership style, communication and activity are built on creative collaboration. Joint activity is motivated by the teacher, he listens to the opinion of students, supports the pupil's right to his position, encourages activity, initiative, discusses the idea, methods and course of activity. The teacher is focused on increasing the subjective role of the child in interaction, on involving everyone in solving common problems. This style is characterized by a positive-emotional atmosphere of interaction, benevolence, trust, exactingness and respect, taking into account the individuality of the individual. The main form of address is advice, recommendation, request.
This style of leadership can be expressed in the words: “Together we conceived, together we plan, organize, sum up.”
With a conniving (liberal) leadership style, there is no system in the organization of activities and control. The teacher takes the position of an outside observer, does not delve into the life of the team, into the problems of an individual, strives to be minimally involved in activities, which is explained by the removal of responsibility for its results. The teacher performs his functional duties formally, limiting himself only to teaching. The tone of the appeal is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of the appeal is exhortation, persuasion.
This style can be expressed by the words: "As everything goes, so let it go."
1. Analysis of diagnostics and self-diagnostics of pedagogical communication.
Output: In real pedagogical practice, mixed styles of communication and leadership most often take place. Democratic style is the most preferred. However, elements of an authoritarian leadership style may also be present in the activities of a teacher, for example, when organizing a complex type of activity, when establishing order and discipline. The teacher cannot absolutely exclude from his arsenal some methods of the authoritarian leadership style, since sometimes they turn out to be quite effective, especially when working with a group and individual pupils of a relatively low level of socio-psychological and personal development. But even in this case, the teacher should be generally focused on the democratic style of leadership, dialogue and cooperation with students, since this style allows you to maximize the personal development strategy of pedagogical interaction. Elements of the liberal style of leadership are acceptable in the organization of creative activity, when the position of non-interference is appropriate, providing the pupil with independence.
Thus, the leadership style of the teacher is characterized by flexibility, variability, depends on the specific conditions, on who he is dealing with - with young children or older, what are their individual characteristics, what is the nature of the activity.
2.Test to check the consistency in resolving life situations and problems.
There are 14 rows of words in front of you. Each of them includes 5 words, 4 of which are to some extent homogeneous and can be combined according to a common feature for them, and one does not meet these requirements. You need to find it and cross it out.
1. decrepit, old, worn out, small, dilapidated.
2. bold, brave, courageous, evil, resolute.
3. milk, cream, cheese, sour cream, lard.
4. soon, quickly, hastily, gradually, hastily.
5. leaf, bud, bark, tree, bough.
6. house, barn, building, hut, hut.
7. hate, despise, resent, resent, punish.
8. dark, light, blue, clear, dim.
9. nest, burrow, anthill, chicken coop, lair.
10. failure, collapse, failure, defeat, excitement.
11. hammer, nail, tongs, ax, chisel.
12. minute, second, hour, evening, day.
13. robbery, theft, earthquake, arson, assault.
14. success, victory, luck, calmness, gain.
Answers to the test
1 - small, 2 - evil, 3 - fat, 4 - gradually, 5 - tree, 6 - building, 7 - punish, 8 - blue, 9 - chicken coop, 10 - excitement, 11 - nail, 12 - evening, 13 - earthquake, 14 - calm.
Output: If you made a mistake more than once, it means that you do not always act logically when resolving life situations and problems.
3. Decision of pedagogical situations
Pedagogical tact of the educator. Analyze the situation.
1. Seeing that Vadik is going to draw in his free time, the teacher asks:
What are you going to draw and with what?
How will you arrange the drawing on a sheet of paper?
What do you draw first, and then what?
Reminds you to put everything in place after drawing.
Question: Is such adult intervention necessary in the independent activities of children? Comment on the situation. What is your advice to the teacher?
Communication with parents.
1. In the locker room in the presence of children, one mother says to the other:
How well your Seryozha draws. And my Dimka has only scribbles. No matter how much I tell him to draw carefully, he draws badly every time.
Have you tried teaching him?
I often sit Dima down for drawing while I do household chores so that he does not interfere with me. He probably doesn't have the ability.
1. Comment on your attitude to this conversation.
2. Is Dima's mom right?
3. What would you advise the mother of this boy?
Answer:
The quality of a child depends not only on innate abilities, but also to a greater extent on the development of his abilities in the process of learning to draw. The child's ability to draw under the influence of an adult develops, which is as follows: parents draw with the child, developing his visual skills, arousing interest in this activity; more often they consider objects, phenomena with the child, highlighting their distinctive features.
2. Seryozha (4 years old) at home when dad asks “What does the kindergarten teacher do, how does she work?” answered that she does not work, but plays with children, walks and studies. In the evening, the mother, who is on maternity leave to care for her second child, laughingly tells the teacher about this conversation. The teacher, having called Seryozha, asks him: “And what does your mother work with? What is she doing?" Serezha's answer was as follows: “My mother does not work and does nothing. She sits with her little brother, goes to the store, does laundry and cleans the apartment.” Mom indignantly asks: “How is it Seryozha? Isn't that work?" “No, they go to work and then get tired, like dad.”
What is the reason for this child's response?
What would you advise Serezha's mother?
Answer: the child has not formed the concept of "labor", without a special explanation, preschoolers cannot understand what the work of an adult is made up of, what is its significance.
3. The teacher tells Natasha's mother (6 years old) that the girl loves to help adults very much.
Perhaps at home you teach your child to do everything with you. This is very good - she will be your assistant.
Yes. My daughter has a very big desire to help me. Whatever job I take, it's right there. But what is her help? One hindrance. I send her for a walk, without her I quickly manage the housework. And don't be too hard on her. Nothing to interfere with adults.
Comment on the situation.
What would you advise mom?
Answer: with this approach, Natasha's desire to work may gradually disappear. The girl must be included in joint activities, directing this activity. In order to form a stable motive for work, it is necessary to teach Natasha specific labor actions, to evaluate the results of her work.
4. Before a daytime sleep, the teacher makes an installation for children (5-6 years old): for each remark, I will lengthen your sleep by 10 minutes. If there are a lot of comments, then you will sleep until your mothers arrive. The children fell asleep quickly.
How do you evaluate the teacher's performance?
What is the basis for obtaining the desired result?
What is your advice to a teacher?
Theoretical conclusions of the teachers' council "Psychological and pedagogical foundations of communication between educators and children" and solutions to optimize communication with children.
1. As a type of communication, any activity with children is the transfer of information (knowledge), the formation of skills and abilities. In order for the lesson to arouse the interest of children, strengthen their desire to study, it is necessary to diversify the forms of its conduct. If you communicate with children in the same way from day to day, it will quickly get boring for both children and adults.
2. In dealing with children, situations often arise that, as it were, specifically test the educator for restraint, patience, and self-control. Sometimes, when explaining a new task, one or two children have to make comments several times, and often the teacher does not hold back, he is tired of disobedience, he is tired of repeating the same thing several times, and he breaks into shouting and threats. It must be remembered: “Screaming is the surest sign of the lack of a culture of human relations” (V. A. Sukhomlinsky).
3. Mood is of great importance in communicating with children. The teacher must monitor his mood. He is obliged to immediately rebuild his sad, depressed mood. In this case, it is not bad to master the art of reincarnation, which the actors are fluent in. How important it is to learn this, it is clear to everyone. Our mood is contagious, it is transmitted to children, influencing their perception, readiness to understand, follow the instructions of the teacher. Children are always drawn to people who are characterized by an increased cheerful mood, and, on the contrary, avoid people who are gloomy, unsmiling, bored. Children are fettered by the mood of sadness, depression of adults.
4. If a teacher wants to maintain the respect and love of his pupils, he should not show his disposition or rejection to any of them with a single word, look, gesture. We must treat each and every one equally. At the same time, it is necessary to satisfy the desire of each child to be loved, so that he feels that he is loved and loved somewhat especially.
5. Working with the children's team, the teacher must know the individual characteristics of their children. It is bad if the teacher begins to “comb one size fits all”, “adjust” the individual properties of this or that child to a common line. Careful attitude to the personality of the child is, first of all, the recognition of his dissimilarity, the features of the manifestation of character, will, thinking, and actions that distinguish one child from all others in the children's team. The teacher must take into account the individuality of each child, and even more pronounced individuality.
Used Books.
Dubrava V.P., Milashevich E.P. Organization of methodological work in a preschool institution. - M., 1995.
Tochilkina Tatyana Ivanovna,
senior educator of the first qualification category
MADOU kindergarten No. 18 combined type,
Teachers' Council "Kindergarten and family: aspects of interaction"
Purpose: increasing the professional competence of teachers in the field of organizing interaction with the parents of pupils.
Tasks:
1. clarify and systematize the knowledge of teachers on the problem of interaction with parents.
2. to increase the professional competence of teachers in organizing new forms of interaction with parents in the conditions of the Federal State Educational Standard;
3. to activate the pedagogical thinking of educators as the basis for the use of non-traditional forms of work with parents in preschool educational institutions, to stimulate the development of their creativity and professional activity;
4. to support the interest of teachers in the further study of this topic.
Agenda:
- Speech by the senior educator: "Interaction between kindergarten and family in accordance with GEF DO"
- "Homework. Project auction.
- Summarizing.
- "Preschool childhood" is a unique period in a person's life, when health is formed, personal development is carried out.
At the same time, this is the period during which the child is completely dependent on the surrounding adults - parents, teachers. Therefore, improper care, behavioral, social and emotional problems that arise at this age lead to severe consequences in the future.
The change in state policy in the field of education entailed the recognition of the positive role of the family in the upbringing of children and the need to interact with it. Thus, the law of the Russian Federation "On Education" dated December 26, 2012 states that "the state policy in the field of preschool education is based on the following principles: the humanistic nature of education, the priority of universal human values, human life and health, the rights and freedoms of the individual, the free development of the individual , education of mutual respect, diligence, citizenship, patriotism, responsibility, legal culture, respect for nature and the environment, rational use of natural resources, love for the motherland, family. In this law, unlike the documents of previous years, respect for the family is recognized as one of the principles of education, that is, the family is transformed from a means of pedagogical influence into its goal.
The Law of the Russian Federation "On Education" introduces the federal state standard for preschool education (hereinafter FSES DO). GEF DO is a set of mandatory requirements for preschool education.
The GEF DO also formulated requirements for the interaction of a preschool organization with parents.
GEF settings for preschool education:
- desire for interaction
- desire for cooperation and co-creation, joint projects
- desire for openness
- the desire for dialogue, the desire to be heard by teachers
- fatigue from declarativeness in communication, the desire to move from words to deeds
- the desire to understand the relationship "child-mother", "child-father".
At the center of the standard are requirements for conditions, including psychological and pedagogical ones. Among which -cooperation with family.
The standard approves the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children.
Among the main principles:
3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4) supporting the initiative of children in various activities;
5) cooperation of the Organization with the family;
6) introducing children to socio-cultural norms, traditions of the family, society and the state ... "
It is emphasized that one of the principles of preschool education is the cooperation of a preschool organization with the family, and the Federal State Educational Standard is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and the necessary correction of violations of their development.
In accordance with the Federal State Educational Standard, a preschool organization is obliged to:
- inform parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested persons involved in educational activities;
- ensure the openness of preschool education;
- create conditions for the participation of parents (legal representatives) in educational activities;
- support parents (legal representatives) in raising children, protecting and strengthening their health;
- ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family;
- create conditions for adults to search for, use materials that ensure the implementation of the Program, including in the information environment, as well as to discuss issues related to the implementation of the Program with parents (legal representatives) of children.
The basis of the new concept of the family and preschool organization is the idea that parents are responsible for raising children, and all other social structures are called upon to help, support, guide, and supplement their educational activities.
So, one of the main tasks facing the kindergarten is "interaction with the family to ensure the full development of the child."
Therefore, an active course is needed to create a single space for the development of the child, both in the preschool educational institution and in the family.
The world is constantly becoming more complex. Today it is no longer enough to get an education once and work in a specialty. To maintain the level of competence, it is necessary to learn something all the time, to engage in self-education throughout life. Continuing education is becoming a necessity. The modern family is increasingly in need of a variety of knowledge: medical, pedagogical, psychological, legal: The activities of the teaching staff of the kindergarten cannot remain aloof from the changing situation in society. Working with the family should take into account modern approaches to this problem. The main trend is to teach parents to solve life problems on their own. This implies changes in the "teacher-parent" system, requires efforts from the teaching staff of the preschool educational institution. Even teachers of the past - K. D. Ushinsky, E. N. Vodovozova, L. N. Tolstoy and others - spoke about the need for parents to acquire pedagogical knowledge, about the importance and purposefulness of family education, about the need to combine knowledge and experience. Teachers of preschool institutions are called upon to help modern parents in this, despite the fact that information on the upbringing of a child can now be obtained in different ways. These are periodicals, and the Internet, and numerous popular literature for parents. But only the educator communicates with children and parents every day, sees the problems, difficulties, as well as the positive experience of each family. He provides assistance to parents in various forms.
Methodology of interaction.
It is often heard from educators of different ages and work experience that it is easier to work with children than with parents. But it is known that success in shaping the personality and raising a child can be achieved if the principle of unity of action between teachers and parents is observed. Cooperation of a preschool institution with a family implies mutual understanding and interaction between educators and parents.
But what is interaction and what is meant by this word? Does the family interact with preschool or kindergarten with the family? Is it possible to put an equal sign between the words "interaction", "cooperation", "commonwealth"? In order to reveal these concepts, each group will discuss 1 concept for 5 minutes (1 group - interaction, 2 - cooperation, 3 - commonwealth) and after the time is up, the representatives of the group will speak to us. (Performances of teachers).
"Interaction" - the joint activity of teachers and parents in raising a child, as a qualitatively and effectively organized mutual communication, exchange of experience, joint search for solutions to possible problems.
“Cooperation” is communication “on an equal footing”, where parents act as equal partners, and not as “students”. The term "collaboration" underlies interaction.
"Commonwealth" - an association of someone based on friendship, unity of views, interests.
Question for teachers: “Is mutual friendship possible without communication, and therefore without interaction? ”(Of course not) Since the commonwealth implies an openness of the heart towards each other, that is, the presence of empathy, the commonwealth is the highest point of interaction between the preschool educational institution and the family. Thus, we understand that the kindergarten and the family, using new forms of interaction and cooperation, should strive to create a single space for the development of the child.
We know about existence of a role of the teacher, the parent, the adult. Moreover, each role can have its own reality, so each of the participants in the process of teaching and raising children, for example, a teacher, a parent, will be right, but in his own way.
Parents are, first of all, adults who feel competent in raising their child (remember how a mother flares up if strangers make comments (even fair ones) to her child. You can often hear a rather aggressive reaction to such comments). If a parent has a problematic, special child, such a position can become defensive at an unconscious level, and then the position of the kindergarten teacher “we will teach you” turns out to be ineffective, encountering natural resistance from the parent.
Teachers are also adults, they also need understanding, respect for their work. Obviously, without successful communication and interaction with the child's family, good results are almost unattainable.
Let's remember what forms of interaction exist.
"Business game"
Target: formation of skills for a differentiated approach to the organization of work with parents; optimal ways to resolve conflicts; search for new ways of behavior in contacts with parents; acquisition of experience of joint work of the teaching staff.
Conduct form:two working groups, senior educator expert.
Game progress.
Part 1. Theoretical.
Questions for the first group:
- How do you understand parenting?
- List ways of working with parents.
- Home visit. When is it appropriate to visit the family?
- Working with difficult families. What kind of family do you find difficult? Do you have such families? What kind of work should be done with difficult families?
Questions for the second group:
- What are the main tasks facing a preschool institution in working with parents?
- Questioning. What it is? List the pros and cons of surveying.
- Do you consider such forms of work with parents as an open day, an open lesson, a newspaper release to be effective? What does this mean for teachers and parents?
- In what case is the child's bad behavior discussed:
- In his presence
- Without him
- In the presence of all family members
2 part.
If we turn to your pedagogical dictations, we will see that 75% of teachers believe that in order for the family to understand the daily life of the kindergarten and actively participate in it, it is necessary to “include parents” in the activities of the preschool institution as often as possible, i.e. that they take an active part in the work of the DOE. And according to the questionnaires of parents, we see that they lack special pedagogical knowledge (the minimum).
Therefore, we will divide the work with parents into two blocks: pedagogical education of parents and the inclusion of parents in the activities of preschool educational institutions.
The task of teachers is to determine what forms of work should be used in solving the main problems in the first and second blocks. Write them down.
Blocks | Tasks | Forms |
Pedagogical education of parents | Increasing the pedagogical literacy of parents | Lectures, seminars, workshops, open classes, work of creative interest groups, parent-teacher meetings, consultations, visual agitation |
Inclusion of parents in the activities of the preschool educational institution | Creation of conditions for the inclusion of parents in the planning, organization and control of the activities of the DU | Competitions, circles, Newspaper release, competitions, quizzes, joint events |
3 part. Game exercise "Modern family - what is it like?"
Target: to conduct a cross-section of the ideas of the teaching staff about the modern family, to analyze the ideal attitudes towards the family of pupils and real conditions.
Progress.
- Each group is given a set of magazines, base paper, glue, scissors. The task of teachers: to depict a modern family in the form of a collage using any illustrations.
- To the expert group to portray the family, ideal in their view.
- After 20-25 minutes of joint work, each group of teachers talks about their idea of the family.
- (The leader of the pedagogical council sums up the work done, emphasizing the valuable and unique vision in each microgroup)
4 part. Solving pedagogical situations.
Target: game modeling of the teacher's behavior in situations of resolving conflicts between the teacher and parents.
- While getting ready for a walk, one of the pupils suddenly took out a note from his coat pocket, addressed to the teacher of the group, asking the mother not to harden her child after a daytime sleep. The reason was not specified.Would you comply with a parent's request? What will be your next steps?
- The teacher decided to talk to the mother of a five-year-old child about the boy's pugnacity.How will you start the conversation?
- The educator invited all parents to the subbotnik, placing information about it on the group stand. Two people came. The teacher is dissatisfied. Saturday had to be postponed.What can explain what happened? What to do next?
- In the afternoon, a car with sand for children's sandboxes drove up to the kindergarten. The sand was unloaded onto the asphalt near the entrance. "In the evening, ask your parents to move the sand," the head teacher suggested to the teachers.How will you ask your parents for help? And if they refuse, what will be your actions?
5 part. Game exercise "Define a logical sequence."
Learning task: determine the optimal sequence of actions of the teacher in preparing and holding a meeting with a group of parents.
The progress of the exercise.
Each group receives cards containing fragments of holding or preparing a meeting with parents. After consulting during the regulated time, the players present the sequence of actions in organizing and holding the meeting, commenting on their choice.
For the first group.
- The topics are determined, and the forms of holding meetings with parents are selected based on their applications and requests, as well as taking into account data on the families of the pupils.
- The teachers responsible for the preparation and conduct of each of the meetings are determined. It can be group educators, speech therapist, music. worker, medical worker, etc.
- The days of the meetings that are convenient for them are agreed with the parents.
- The structure and content of each regular meeting is thought out: a plan or a detailed scenario is drawn up using the methods of activating parents.
- Parents are notified in advance of the topic of the meeting and are prepared to participate in it.
- The opinion of parents about the benefits of the meeting in an oral survey, through questionnaires, etc. is ascertained.
For the second group.
1. Broadcasting a positive image of the child to parents.
Target: building trusting relationships with parents
2. Transmission to parents of knowledge that could not be obtained by them in the family.
Target: familiarization with the problems of the family in the upbringing of the child, the formation and reinforcement of the installation for cooperation.
3. Acquaintance with the problems of the family in raising a child.
Target: give parents the opportunity to show their willingness to cooperate.
4. Joint research and formation of the personality of the child.
Target: building trust between parents and teachers
The winners receive the "Clever" medal.
It is important to understand that any parent, even the most inept, from the point of view of pedagogy, wants the best for his child. The same goal is pursued by teachers. Parents may simply not know that they lack special knowledge, parents may lack pedagogical endurance and time. The situation of communication between a teacher and a parent is largely educational for the latter (the means of learning in this case is how the specialist speaks, what he reports about, what facial expressions, gestures, intonation the message is accompanied by, etc.)
Pedagogical situation:
“The parent is not happy, angry with the teacher, because his child was punished and deprived of the opportunity to play with other children.” How do you behave in communication with a parent? (answers of teachers)
When dealing with angry adults, you should:
Show the interlocutor your respect for him, noting out loud the fact of the existence of irritation, anger (“I see you are angry”) and give him the opportunity to speak out;
Persistently set boundaries, set them ("I see you are angry, but I will listen to you, but I am not ready to listen to abuse, insults");
Based on the situation, make the necessary decision that depends on you, including offering your communication partner such actions that would help him cope with his own condition (offer to sit down, drink water, etc.);
Avoid hasty conclusions like “You are always like this”, You are like that all the time, etc.;
Meet the parent who was angry the next day, because most of us need confirmation that the relationship is restored or not damaged.
The professional behavior of a teacher is a reflection of his moral personality and professional competence. Ineffective behavior also indicates the problems of the teacher, fatigue, exhaustion, professional deformation of the personality.
Competent communication is the key to good mental well-being of the teacher and his professional longevity.
Possible difficulties in organizing interaction with the family.
In fact, there are many difficulties in organizing communication: this is a lack of understanding by parents of the importance of the kindergarten regime, and its constant violation, the lack of unity of requirements in the family and kindergarten. It is difficult to communicate with young parents, as well as with parents from dysfunctional families or those who have personal problems. They often treat teachers condescendingly and dismissively, it is difficult to establish contact with them, establish cooperation, and become partners in the common cause of raising a child. But many of them would like to communicate with teachers "on an equal footing", as with colleagues, to come to a trusting, "spiritual" communication. What is the success of communication?
This is also the desire to make contact, establish relationships, help each other, see the other as an equal partner, hear him, recognize the right of the other to a different position and understand this position. Communication will be successful if it is meaningful, based on topics that are common and significant for both parties, if each of them enriches their information baggage in the process of communication.
Who has the leading role in organizing communication? Certainly a teacher. To build it, it is important to have communication skills, navigate the problems of upbringing and the needs of the family, and be aware of the latest achievements of science. The teacher should let parents feel their competence and interest in the successful development of the child, show parents that he sees them as partners, like-minded people.
Professional competence of the teacher
All this leads us to the conceptteacher's professional competence"in the field of communication with parents of pupils.
What kind of teacher can be called competent in the field of communication with parents? (statements of teachers)
Personal qualities and attitudes (personal component)
- Readiness for continuous professional improvement in the field of communication with the parents of pupils
- Awareness of one's own mistakes and difficulties in organizing communication with parents
- Installation on trusting and non-judgmental interaction with parents
- Patience, tact, observation, respect...
Let's draw a portrait of a teacher with a high level of professional competence in the field of communication with the parents of pupils.
Portrait of a teacher
- Has a strong need for self-improvement in the field of communication with parents
- Recognizes the role of parents in the upbringing of children as leading and the role of the teacher as their "assistant"
- Strives for active and meaningful communication with parents in order to assist them in raising children
- Has a high degree of dialogue in communication with parents.
- In communication with parents, he shows attention, restraint, tact, and other professionally significant qualities.
- He has knowledge about the family, the specifics of family education, methods of studying the family and the educational needs of parents.
- Takes into account the social needs of parents (interests, educational needs) when organizing communication with them.
- Knows how to plan future communication: select the necessary information, traditional and non-traditional forms of organizing communication and methods of activating parents.
- Has developed communication skills.
A teacher who is competent in the field of communication with parents understands why communication is necessary and how it should be, knows what is necessary for communication to be interesting and meaningful, and, most importantly, actively acts.
Many teachers experience difficulties in communicating with the parents of pupils. Someone believes that parents are to blame for everything, who do not care about children and their development, who do not want their child to grow up good. It's hard to agree with this. Parents do not always have enough time to communicate, there are also categories of difficult parents, but something else is important.
Teachers need to see the causes of difficulties - not only in their parents, but also in themselves.
The conclusion is unequivocal: it is necessary to constantly work on the professional competence of teachers in communicating with parents. Consider an example code of communication.
Sample communication code:
- Always strive to be in a good mood and be pleasant in communication.
- Try to feel the emotional state of the parents.
- Finding an opportunity to tell parents something positive about the child every time is the best way to win over parents.
- Give parents a chance to speak without interrupting them.
- Be emotionally balanced when communicating with parents, set an example of good manners and tact.
- In a difficult situation, try to set an example of compliance - you can’t drop your dignity by doing this, but you can strengthen it.
"Assessment of the level of communication skills of the teacher with parents."
Purpose: development of non-judgmental perception of a communication partner.
Methodology.
And now you are asked a few simple questions. You need to answer quickly, unequivocally “no”, “yes”, “sometimes”.
- You will have an ordinary conversation with one of the parents. Does her anticipation unsettle you?
- Does it cause you confusion and dissatisfaction with the order to make a report, information in front of your parents?
- Do you put off an unpleasant conversation about a difficult child with his parents until the last moment?
- Do you think that it is not necessary to personally talk with parents about the peculiarities of upbringing in the family, but rather to conduct a questionnaire, a written survey?
- You are offered to prepare a general parent meeting for parents of a preschool institution. Will you make every effort to avoid this assignment?
- Do you like to share your experiences from communicating with parents with colleagues, management?
- Are you convinced that communicating with parents is much more difficult than with children?
- Do you get annoyed if one of the parents of your pupils constantly asks you questions?
- Do you believe that there is a problem of "caregivers and parents" and that they speak "different languages"?
- Are you embarrassed to remind your parents of a promise they forgot to keep?
- Do you get annoyed when a parent asks you to help sort out a difficult educational issue?
- When you hear an obviously erroneous point of view on the issue of education, would you prefer to remain silent and not enter into an argument?
- Are you afraid to participate in the analysis of conflict situations between teachers and parents?
- Do you have your own, purely individual criteria for evaluating family education and do you allow other opinions on this matter?
- Do you think that it is necessary to educate parents, and not just children?
- Is it easier for you to prepare information for parents in writing than to conduct an oral consultation?
Score answers: "yes" - 2 points, "sometimes" - 1 point, "no" - O points.
The points received are summed up and it is determined which category the subject belongs to.
"Psychological exercise"
The exercise is aimed at mastering relaxation and concentration techniques that help increase the energy potential. Conducted by music director.
- Standing, bring the shoulder blades together, smile and wink with the left, then repeat with the right eye: “I am very proud of myself, I am good for a lot.”
- Putting your left palm on your forehead, then repeat with your right: “I solve any problems, love and luck are always with me.”
- Rubbing palm on palm, repeat: “I lure good luck, I become richer every day.”
- Standing on tiptoe, close your hands above your head in a ring, repeat: "I am warmed by a ray of sunshine, I deserve the best."
- Hands to the sides, clench your fists, making rotations with your hands: “I have no obstacles on the way, everything will turn out as it should.”
- Hands on the belt, making inclinations to the right - to the left, repeat: "I always keep peace and a smile, and everyone will help me, and I will help."
- Hands on the belt tilt back and forth, repeat: "Any situation is subject to me, the world is beautiful - and I am beautiful."
- Bouncing on the right, then on the left leg, repeat: "I am cheerful and energetic, and things are going great."
- Clasping his hands in the castle, taking a deep breath: "The universe smiles at me, and everything works out for me."
Effective ways, forms, methods of involving parents in the life of preschool educational institutions.
Usually, the reading of the report is necessarily included in the parent meetings, this should be avoided, it is better to conduct a dialogue using the methods of activating parents. The use of non-traditional forms: "Oral Journal", "Pedagogical Living Room", "Round Table"; by the type of TV shows and entertainment programs, games aimed at attracting their attention to the kindergarten: "Pedagogical field of miracles", "Pedagogical case", "KVN", "Talk show"; campaigns “Let's paint the verandas”, “We are designers”. One of the forms of information and analytical work is a mailbox. This is a box or notebook in which parents can put notes with their ideas and suggestions, ask questions to teachers, head or senior educator. It is necessary to focus on the use of the DOW website. Parents can ask questions on the site. The questions asked are covered at parent meetings or given by specialists in writing, or on the website of the preschool educational institution. This form of work allows parents to share their thoughts with the teacher and is effective when time constraints prevent the teacher from meeting with parents in person.
2. “Homework. Project auction.
I invite each teacher to present their project on interaction with parents. Each of you has three chips, you can give them all for one project, or one chip for 3 projects, or 2 for one and 1 for another. At the end of our auction, we will determine which project received the most votes.
The teacher will receive a medal "Master of his craft".
3. Summing up.
Today we discussed one of the most important tasks facing preschool educational institutions. What conclusions you draw from the material of this teachers' council, write on the sheets - this will be the decision of the teachers' council.
