What is self-education for a kindergarten teacher? Plan for teacher self-education on the topic: “project activities as a means of developing the cognitive activity of preschool children in the context of the introduction of federal state educational standards before

MARINA SMIRNOVA
Teacher self-education program

To accomplish great and important work,

two things are needed:

clear plan and limited time.”

Elbert Hubbard

Plan teacher self-education is a mandatory part of additional teacher development. Sami educators They view such plans negatively, calling them “paperwork, an endless and waste of time, when you just want to work with children.” Despite this, the plan helps to systematize the work teacher, reflects the effectiveness of his activities, allows him to develop the prospect of further professional growth. The plan contains program methodological activities for one or several years

Choosing a theme

When preparing a plan self-education The teacher has many questions. The first problem encountered teacher is the choice of topic. “I have a problem choosing a topic according to self-education! I don't know what I want! Help!". Such cries for help can often be found on forums for preschool teachers.

The topic is suggested by the methodologist or senior teacher. It can also be selected on one's own. It is important to decide how you plan to develop and self-educate in the coming years. Remember, you can always propose your own topic, justifying its relevance and practical significance for improving the educational process in the garden.

Please note that topics can be divided into two categories. Depending on which option you choose, your entire further education will be structured. activity:

Educator plans to work on the topic for several years. That is, every subsequent year the teacher refines the old topic, introducing new ideas and developments into it. The period of work on the same topic varies in different gardens - from 3 to 5 years.

Every year the teacher chooses a new topic.

If you adhere to the second option, then the work can be built using the project method, more narrowly, according to the age of the children. In this case, the theme in subsequent years will sound like this: example: “Use of Dienesh blocks in the educational process with preschool children” (replenishment of knowledge based on existing experience).

The topic should address current issues in preschool education and be promising.

What does the plan look like? teacher self-education?

Work plan for self-education, or the Professional Growth Plan looks like this way:

Titus Sheet: Teacher self-education program for___year.

Subject: «___»

(Full name of teacher)

(speciality)

(institution)

(teaching experience)

Subject: «___» .

Target: increasing one’s own professional competence on the problem___

Tasks:

Increase your own level of knowledge by... (studying the necessary literature, visiting the RMO, working with a bank of pedagogical information, on the Internet);

Develop and implement___ (strategy for interaction with parents, system of working with children, long-term plan for working with children, etc.)

Prepare and conduct pedagogical diagnostics at the beginning and end of the school year;

Organize the work of the circle, "Family living room" etc.

Set up an activity center for the group (or mini-center, mini-museum, etc.)

Summarize your teaching experience and disseminate it through consultations for teachers on topic: ___ (speeches at the pedagogical council, participation in a seminar, holding a master class for teachers)

Relevance of the problem (justification for choice, novelty)

Expected results:

Improving quality educational-educational process.

Development and implementation of a system for working with children on ___

Creation of pedagogical developments and their publication in the media. (Creation of your own mini-site, publications in the online teaching community)

Enrichment of the subject-spatial environment

STAGES OF WORK FOR SMO FORMATION:

1. Formation of the need for self-education, self-assessment of preparedness, awareness of the need for knowledge, setting goals and objectives Planning work on self-education

2. Theoretical study of the problem (selective study, analysis and abstract writing)

3. Own methodological developments (development of practical materials on problem: long-term and calendar plans, systems of games, tasks, exercises, etc.)

4. Practical activities (application of knowledge, skills and abilities in practice, implementation of drawn up plans, their adjustment, development of manuals, demonstration of open events)

5. Summing up self-education(generalization of accumulated experience and its dissemination)

IMPLEMENTATION PLAN PROGRAMS:

Stage 1 Compilation of a bibliography on the topic self-education.

Planning the work self-education

2. Stage Study and analysis of methodological literature and modern approaches to the problem

Preparation and conduct of pedagogical diagnostics

Stage 3 Drawing up long-term plans

Development of notes

Making visual aids, presentations, games, compiling card files, etc.

4. stage Practical application of developed materials with children (Implementation of creative projects, showing open events, participation in competitions on the Internet, events for parents)

Stage 5 Generalization and dissemination of pedagogical experience on the problem

Conducting RMO

Preparation (participation, holding) seminar, teachers' council.

Conducting master classes for teachers.

Exhibition of works.

Preparation of a collection of consultations for parents.

Participation in regional and all-Russian competitions among teaching staff

Publications on the topic:

Municipal budgetary preschool educational institution “Kindergarten of a general developmental type with priority implementation of activities.

Topic: “Development of active speech of young children using small folklore genres” Purpose of work: Development of speech of children of the second group.

Teacher self-education plan “Ecological education of children in nature” Karaganova Anastasia Vladimirovna p. p. DS "Fairy Tale" g.o. Kinel Topic: “Ecological education of children in nature as a form of working with subjects.

Teacher’s self-education plan “Formation of patriotic feelings in preschool children” Topic: Formation of patriotic feelings in preschoolers. Goal: to study the ways, means and methods of patriotic education of preschool children.

Teacher’s self-education plan “Oral folk art in the education of children of early preschool age” Topic: “Oral folk art in the education of children of early preschool age” Relevance: Undoubtedly, the topic is very important today.

SELF-EDUCATION OF A KINDERGARTEN TEACHER

Self-education- this is a form of individualemployee educational activities, motivated by professional needs and interests, and aimed at acquiring the necessary knowledge, skills and abilities, their continuous improvement, as well asdevelopment of professionally significant qualities of his personality.

Self-education- this is the teacher’s improvement of his professional knowledge and skills, acquisition of new ones.

The main directions of self-education for educators:

• familiarization with new regulatory documentation on the conduct of teaching activities in a preschool institution
• research of new scientific and methodological literature
• studying current achievements of pedagogical science, as well as developmental psychology and physiology
• familiarization with the latest programs and pedagogical technologies
• acquaintance with the best practices of preschool institutions
• improving the overall level of development.

Forms of advanced training for teachers

1. Teachers' council. This form of activity involves a collective discussion of current issues of pedagogy in a preschool institution. Teachers' councils can be held on a specific topic or include consideration of various issues. It’s good when during the teacher council process you can not only hear the issue and discuss it, but also conduct training, adopt positive teaching experience, and make an analysis.
2. Training seminar.It can be carried out in kindergartens, in the education department, in specialized departments of higher educational institutions. The seminar is aimed, first of all, at increasing the theoretical level of teacher training. During the seminar, it is necessary to involve the teachers present, offering them tasks that train their teaching abilities.
3. Refresher courses.Conducted at a college or institute. After listening to a course of lectures and independent work, the teacher must prepare and defend his final thesis.
4. Consultation. The initiator of this form of advanced training for teachers is the senior kindergarten teacher or methodologist. A senior teaching staff member at a preschool institution can pre-plan consultations at which educators can learn about the latest in methodological literature, regulatory documentation, and modern approaches to teaching and educating preschoolers. In addition to the methodologist, specialists may be involved in consultations: child psychologists, pediatricians, speech therapists.
5. Open classes.They play an important role in improving the qualifications of teachers, because the one who conducts the lesson strives to demonstrate his achievements, and those who come to watch, adopt positive teaching experience and learn to analyze.
6. Study of teaching experience . Includes:

• study and analysis of pedagogical materials (notes, plans, pedagogical diaries and journals, scripts for matinees and other events, samples of didactic materials, copies of children's creativity, samples of information materials for parents, etc.). A good way to collect your teaching experience is to maintain a “Teacher's Methodological Folder.”
• attending open classes
• presentation and discussion of teachers’ experience at teachers’ councils and seminars.

1. Pedagogical training.By involving an experienced teacher or psychologist in cooperation, it is possible to develop the diverse pedagogical abilities of educators, practice skills in working with children, and teach new pedagogical technologies. Pedagogical training is aimed not only at self-development, but also at self-analysis.

"Advice. To begin work on self-education, you need to identify a problem on which you would like to deepen your knowledge and skills, and work hard to solve it.”

Teacher's work plan for self-education- This is an obligatory part of organizing professional development activities. Many people don't likemake plans , considering them empty work. A plan helps organize future activities correctly, systematize them, and outline prospects. The work plan for self-education is a program of methodological activities for the academic year.

When compiling self-education work planThe teacher needs to pay attention to the following:

1. When choosing a particular topic, you need to justify your choice, guided by relevance.
2. The relationship of the chosen topic with the goals and objectives of the modern preschool education system should be shown.
3. It is necessary to highlight the results of the teacher’s preliminary work.
4. When choosing a topic for self-education, indicate exactly what programs and methods it is based on.
5. It must be remembered that theory must be applicable in practice.
6. It is necessary to justify the choice of forms of interaction between the teacher and preschoolers.
7. Diagnostics should be planned as part of the topic.
8. In terms of self-education, you need to describe your own methodological developments.
9. It is necessary to plan an analysis of the results obtained.
10. Outline prospects for further teaching activities.

The main directions of self-education for educators: familiarization with new regulatory documentation on the conduct of teaching activities in a preschool institution; research of new scientific and methodological literature; studying current achievements of pedagogical science, as well as developmental psychology and physiology; familiarization with the latest programs and pedagogical technologies; familiarity with the best practices of preschool institutions; improving the overall level of development.

Forms of advanced training for teachers Teachers' council Training seminar Advanced training courses Consultations Open classes Study of teaching experience Pedagogical training

Teacher's work plan for self-education 1l. Title page Teacher's work plan for self-education for the period _____________

Municipal budgetary preschool educational institution kindergarten No. 8, Rostov-on-Don

TEACHER'S FOLDER

ON SELF-EDUCATION

Mogilina Alena Alexandrovna

(FULL NAME.)

teacher

(Job title )

Subject:

"Game activity of preschool children."

GENERAL INFORMATION ON THE TOPIC OF SELF-EDUCATION.

Subject : Play activities of preschool children.

Relevance of the topic:

The main activity of preschool children is play. During the game, the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.

In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler. A game for preschoolers is a way of learning about their surroundings. While playing, he studies colors, shapes, properties of materials, plants, and animals. Through play, a child enters the world of adults, masters spiritual values, and assimilates previous social experience. In the game, the child receives for the first time a lesson in collective thinking.

The purpose of self-education: Increasing pedagogical competence.

Tasks:

through play activities.
activity.
gaming activity.

PERSONAL PERSPECTIVE PLAN

ON SELF-EDUCATION

Work with documents.

Study of the Law “On Education” and other regulatory documents

Acquaintance and analysis of documentation.

Increasing pedagogical competence

Planning work with children for the new school year.

Studying literature on the problem, creating a work plan.

Increase the level of pedagogical knowledge.

Material selection

Publication of material
“Consultation for educators. Development of play activity of preschool children"

Studying literature on the topic.

Material selection

Exchange of experience on the problem.

October

Development of didactic material from felt for the game
"Pets"

Internet resources

Through play, explore body parts and methods of movement. Who eats what and how they speak. Word formation (call it affectionately, one-many, etc.). Composing phrases, sentences, stories.

November

O.A. Stepanova “Development of a child’s play activity”

Introduction to literature.

Analysis and consideration of play as a form of organizing the life activities of preschool children

Development of a didactic game on healthy lifestyle
"Be healthy"

Selection of material on the topic.
Internet resources.

Study, develop and enrich children's gaming experience

December

Making a didactic game “Food”

Internet resources

Development of play activities of preschoolers

Working on the topic
"Classification of theatrical games"

Selection of material on the topic.

Through various forms of theatrical play, improve moral and communicative qualities, creative abilities, and mental processes.

January

Working on creating methodological folders.

Selection of material.

Gaining experience

Development of a game project for a role-playing game
"Children's Cafe"

Internet resources

To develop in children the ability to play the role-playing game “Children's Cafe”.

February

Development of the developmental manual “Seasons: Tree”

Selection of material.
Internet resources.

Familiarizing children with seasonal changes in nature, consolidating counting, number composition, color, developing fine motor skills

Card index development
"Games for children's team building"

Material selection

Learn to establish trusting contact with each other, provide mutual assistance, and listen to your partner’s opinion.

March

Studying methodological literature
“Fun games in the kindergarten area”

Reading literature, selecting material.

To form a system of consciously correct ecological ideas about nature.

Working on a catalog of games based on FEMP

Material selection

Development of intellectual abilities.

April

Development of a didactic game made from felt “Space”

Internet resources

To consolidate and systematize children’s ideas about space, devices for its exploration and astronauts

Development of card files:
outdoor games;
role-playing games;
finger games;
didactic games.

Material selection

Comprehensive development of the child

May

Working on a card index of didactic games for patriotic education

To form an idea of ​​state symbols, the world around us, and our small homeland.

Developing a self-education plan for the new academic year.

Selection of methodological literature

Report on the topic of self-education.

Topic: Play activities of preschool children.

I decided to take the topic of self-education “Game activities of preschoolers under the conditions of the introduction of the Federal State Educational Standard for preschool education.” I started my work on the topic from senior preschool age.

I made a personal long-term plan for self-education.
I studied the regulatory documents:
Letter of the Ministry of Education of the Russian Federation dated May 17, 1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” (Text of the document as of July 2011)

Letter of the Ministry of Education of the Russian Federation dated March 15, 2004 No. 03-51-46in/14-03 “Approximate requirements for the maintenance of the developmental environment for preschool children raised in a family”

Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development” (as amended by Federal Law of July 28, 2012 No. 139-FZ)

Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.” Registered with the Ministry of Justice of the Russian Federation dated November 14, 2013 No. 30384

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”

I studied methodological literature on this topic.
O.A. Stepanova “Development of a child’s play activity.”
“Fun games in the kindergarten area.”
V.A. Derkunskaya “Games-experiments with preschoolers.”
V.A. Derkunskaya, A.G. Ryndin “Game techniques and communication games
for children of senior preschool age."
O.A. Skorlupova, L.V. Loginova. Pedagogical guidance of children's games
preschool age.
O.V. Dybina. “Game technologies for introducing preschoolers to
objective world."
N. Lunina. "We play with letters and words."
E. Volkova “Playing at scientists.”

Defined:
1. game implementation factors:
- establishing a meaningful connection between children’s knowledge about the surrounding reality (the content of the cognitive sphere) and their play;

Inclusion of all types of games in the pedagogical process;

Timely organization of a developing subject-game environment;

Qualified participation of teachers in the pedagogical process, ensuring the child’s right to play;

Individual approach to education, training, development of children in play activities;

Long-term planning for game development (integrated method);

Using effective methods and techniques to promote game development

2. conditions for the effectiveness of game development:
- free and voluntary inclusion of children in the game;

Children must understand well the meaning and content of the game, its rules,
the idea of ​​each game role;

The game should have a positive impact on all areas of its participants;

Sufficient time to play and availability of necessary

toys for the implementation of children's plans;

When creating a play environment, the gender differences of children should be taken into account;

Carry out timely changes to the gaming environment, taking into account

enriching life and play experiences of children and in accordance with their

interests, mood

3. targets for the Federal State Educational Standards

The child shows initiative and independence in... play... Is able to choose his own occupation, participants in joint activities, and demonstrates the ability to implement various ideas;

- ...Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts;

The child has a developed imagination, which is realized in various types of activities. The child’s ability for fantasy, imagination, and creativity intensively develops and manifests itself in play.

The child knows different forms and types of play. Able to obey different rules and social norms, to distinguish between conditional and real situations, including gaming and educational ones;

Can fantasize out loud, play with sounds and words.

In my work I used the exchange of experience on this topic with other teachers .
To do this, I registered on the sites :
http://pedrazvitie.ru
http://www.maam.ru

She took part in the competition “Game activity of preschoolers”.

For the practical part I set the following tasks:
- Determining the role of play in organizing children's life activities.

Development of intellectual abilities in children through
application of gaming technologies.
- Creating conditions for psychological and physical health
through play activities.
- Creating conditions for emotional well-being through gaming
activity.
- Actively influence the comprehensive development of children through
gaming activity.

In order to study and enrich the experience of children, she created didactic manuals:
educational material made of felt for the game “Pets”;
didactic game on healthy lifestyle “Be Healthy”;
didactic game “Food”;
didactic game "Space";
Didactic manual “Road signs”
Development of a developmental manual “Seasons: Tree”;
Development of a game project for a role-playing game “Children's Cafe”.
In order to develop the play activity of preschoolers, I used these manuals in the game.

To gain experience, I worked on creating methodological folders:
outdoor games;
role-playing games;
finger games;
didactic games;
didactic games for patriotic education;
card index of games for FEMP;
games for children's team building;
classification of theatrical games.

Working on this topic of self-education, I made the following conclusions:
Play is a unique way of learning social experience, characteristic of preschool age.
The game is designed to solve general educational problems, among which the tasks of developing the moral and social qualities of the child are of primary importance.

Play in older preschool age should be of an amateur nature and increasingly develop in this direction, subject to proper pedagogical guidance.

An important feature of play as a form of life activity for children is its penetration into various types of activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime, and play.

Play is the most favorite and natural activity of preschoolers. Our task is to make play the content of children's lives, to reveal to children the diversity of the world of play.

Children's learning is most successfully accomplished through play, which is why play is the main form and content of classes.
But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observations, conversations, reading, etc.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class.
Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his intellectual abilities develop. The game reflects and develops the knowledge and skills acquired in the classroom, and reinforces the rules of behavior that children are taught to follow in life.

Using play as a form of organizing children's lives, we will try to ensure that this life is interesting, meaningful, and easy for the entire children's team. So that it contains situations that encourage children to higher forms of social behavior and feelings. The value of the game lies not only in the fact that it expands the possibilities of knowledge of the spheres of reality, but also prepares the younger generation for life in society

The game itself is a universal stimulator.

The main thing in maintaining gaming interest is the sensitivity and observation of the teacher, the manifestation of a creative approach in organizing the game, and the ability to interest the child in the game plot.

Teacher’s self-education plan on the topic: “The system of work of a teacher in a preschool educational institution, in developing road safety skills and preventing accidents involving children” for the 2015-2016 academic year

The baby got to his feet - he is already a pedestrian.
A child gets on a bicycle - he is already a driver.
I went on the bus - he was already a passenger.
And danger awaits him everywhere.

Relevance:
The problem of human safety in road traffic arose with the advent of the wheel and the creation of vehicles for transporting people and goods. The relationship between vehicle drivers and pedestrians has always been controlled by the state, which ensures their safety. Back in 1720, Peter 1 issued a decree related to traffic rules. The strictest order on the roads in Russia was under Catherine II. In 1764, she issued a decree imposing the death penalty on a coachman or cab driver guilty of the death of a child.
In modern conditions, due to the rapid development of the automotive industry, the number of accidents and accidents involving people (especially children) on the roads has increased. Therefore, the problem of safe behavior on the roads has become relevant in our country. The relevance of the problem is due to the fact that preschool children do not have a protective psychological reaction to the road situation, which is not even characteristic of all adults. The child is interested in the street and everything that happens on it. And often, carried away by something new and unusual, a child finds himself on the street in life-threatening situations.
Today, the problem of child safety is being actively discussed in society, and employees of children's institutions, who, by the nature of their work, are responsible for their pupils, are especially concerned about young citizens.
It is at a young age that the foundation of life orientations in the world around us is laid, and everything that a child learns in kindergarten will firmly remain with him forever. That is why, from a very early age, it is necessary to teach children safe behavior on the streets, roads, in transport and traffic rules. Both parents and preschool institutions should take part in this, and in the future, of course, schools and other educational institutions
This problem seems so urgent that it served as the basis for me to choose this topic, a topic for self-education.
Subject:“The system of work of a teacher in a preschool educational institution in developing road safety skills and preventing accidents involving children.”
Target:
Improving your professional skills and competence.
Improving conditions for the development of sustainable safety skills in preschool children in the surrounding road transport environment.
Working on a professional self-education program will help me solve the following problems:
Tasks:
Preschoolers’ acquisition of initial knowledge about the rules of safe behavior on the street;
To form and develop in children a holistic perception of the surrounding road environment.
Expand children's vocabulary in road vocabulary
Intensify interaction with parents to promote traffic rules and child safety
Develop logical thinking, voluntary attention, visual and auditory perception, creative activity;
Unite the children's team.
To cultivate discipline and conscious compliance with traffic rules, a culture of behavior in the road transport process.
As a result of the work it is expected:
that children learn about the main sources and types of danger on the street;
about life-threatening situations and ways to prevent dangerous situations on the street;
children will exercise caution and prudence in potentially dangerous situations (on the roadway, when crossing streets, intersections, when moving in a car);
will require others (children and adults) to comply with the rules of safe behavior in standard and non-standard dangerous situations;
will be familiar with the vehicles of their area, know the basic rules of behavior on the street and in public transport;
understand the meaning of generally accepted symbolic designations (road signs, road markings, traffic lights, traffic stops, etc.);
the use of didactic games and exercises will contribute to the comprehensive development of the child.
Form of self-education: individual
FORMS OF WORK:
1. Introduction to fiction.
2. Excursions, observations, walks.
3. GCD.
4. Entertainment and leisure.
5. Games: board games, didactic games, construction games, theatrical games, outdoor games.
6. Work with parents, consultations, conversations, surveys.
7. Working with children: joint games, individual work, introduction of gaming techniques.
8.Production of folders for transfers
9.Monitoring.

EXPECTED RESULTS:
1. Expanding children's understanding of the surrounding road environment and traffic rules.
2. Development of skills of calm, confident, civilized and safe behavior in the road transport environment.
3. Children’s ability to anticipate dangerous situations and avoid them.
4. Increasing the activity of parents and children to ensure road safety.
Work with children
September
Planning individual work in the form of exciting and meaningful activities.
Selection of methodological literature
Interaction with the teaching staff
Preparation and conduct of consultation. October
Joint s/r games to reinforce safe behavior skills on the road.
Making attributes for s/r games
Development of long-term security planning.

Development of a traffic rules project

November
Making a model “Our Street” Conversation: “Our village and its transport.”
Production of road signs, house models.
Interaction with parents: Parent survey.
December
Joint didactic games to reinforce traffic rules.
Selection of didactic games.
Processing of personal data.
Working with parents.

January
Playing out situations on the road; Conversation: “Caution, slippery road! »
Interaction with parents: selection of visual, informational and advisory material.
February
Children's research projects on traffic rules
Selection of topics for projects; Children's research projects: “When and why did traffic rules appear? ", "Who is a traffic controller? ", "Zebra", "History of traffic lights", etc.
Interaction with the teaching staff: preparation for the master class.
March
Viewing presentations “Road Signs”, “Our Street” Selection of material for presentations April Reading poems, stories, guessing riddles on traffic rules; Selection of methodological literature.
April.
Children's research projects on traffic rules.
Selection of pictures of road situations.
May
Project “The ABC of Safety”, Joint didactic, board-printed, educational games on traffic rules. Selection of games and activities.

Working with parents

September
Individual conversations with parents on the topic: “Is it easy to teach a child to behave correctly on the road? » Selection of methodological literature on the topic.
October
Joint production of attributes for s/r, didactic games Selection and production of gaming equipment
November
Consultations: “Children’s safety in the car”, “Mom driving: the basics of safety”. Design of a folder for moving by topic
December
Design of the photo album “Road Signs”. Selection of methodological literature on the topic
January
Issue of instructions for parents Instructions for parents: “How to teach a child the rules of safe behavior on the road”, “Causes of road traffic injuries”, “Rules of conduct at public transport stops”
February
Making research projects with children
Children's research projects: “When and why did traffic rules appear? ", "Who is a traffic controller? ", "Zebra", "History of traffic lights", "History of the development of the automotive industry."
March
Joint replenishment with parents of didactic games on traffic rules, attributes for agricultural games. Study of methodological literature on the topic, production of attributes
April
Individual and collective consultations and conversations: “The safety of children is the concern of adults! " Design of a moving folder on the topic:
May
Project: “The ABC of Security”; joint preparation for the summer health season. Presentation of the ABC of Safety project, selection of gaming equipment.

Self-realization

September - May
"Caring Parents" Club; Project “The ABC of Safety”, final event: entertainment “We learned the rules of life safety, we became educated children”; Game-KVN “Attentive pedestrian” Conducting games and activities. Planning didactic games and exercises daily outside of class.
Studying methodological literature on this topic. Selection of lesson notes.
September
N.V. Elzhova Traffic rules in kindergartens: developmental environment and methods for introducing children to traffic rules, long-term planning, lesson notes. Rostov N/A, 2013.
October
T. A. Igorygina Conversations about traffic rules with children 5-8 years old. -M. : Sphere shopping center, 2013.
November
E. I. Shalamova Rules and road safety. - M.: Publishing house “Scriptorium 2013”, 2013.
December
Internet services
January
Studying articles in magazines: Preschool education, Child in kindergarten, Preschool teacher.
February
O. Yu. Startseva School of Road Sciences: Preschool students about the rules of the road, 2012.
March
T.F. Saulina Three traffic lights. From the experience of preschool institutions. Did. games, scenarios for evening entertainment, literary material. –M. Education. 2008.
April
G. D. Belyaevskova. Traffic rules for children 3-7 years old: classes, targeted walks, matinees, excursions. Volgograd, 2012.
May
N. A. Izvekova Classes on traffic rules. M.: shopping center. Sphere 2011.

Forms for presenting the results of self-education.

Consultation for educators on developing safe behavior skills in preschool children according to traffic rules.
Master class for preschool teachers.
Consultations for parents.
A project to familiarize students with traffic rules.
Participation in the Green Light competition.
Exchange of experience via the Internet.
The hypothesis is the assumption that positive effectiveness in developing safe behavior skills on the street in children of senior preschool age can be achieved if safety information is included in different types of activities (independent, joint, directly educational). In kindergarten there was a week on road safety in the older group.
Children took an active part in various activities. Together with the teachers, we looked at story pictures, played with models of a road with an intersection, looked at thematic albums “Modes of Transport”, “Road Signs”, conducted a series of targeted walks “Traffic Light”, “Pedestrian Crossing”, played role-playing games “Road Traffic”, watched the videos
In the group, the boys took part in a theatrical performance: “Cross the road correctly.” They played out the story of a naughty cat who broke a traffic rule. The performance was watched by children from all groups.
And we ended the week according to traffic rules with the words “and may all people be alive, healthy and happy.”
I believe that this area of ​​work should always be under the close attention of teachers, which means that further search for new effective forms of work to prevent children’s road traffic injuries is necessary.

Nowadays, one of the main components of the professional competence of preschool teachers is self-education. How does it happen?

The need for professional growth

Realizing the imperfection of knowledge and skills in professional activities, the educator receives a powerful incentive for professional growth, deepening knowledge and mastering new methods of educational activities.

How and in what way can the process of professional development be organized?

In order to be in the trend, a modern teacher needs to systematically follow news in the field of preschool pedagogy and psychology, become familiar with the best pedagogical practices, be in constant communication with colleagues, work to increase general erudition and improve pedagogical skills, and become familiar with the legal and regulatory framework. preschool education and analyze your own professional experience.

Additional development of a teacher is a mandatory part, which is included in the self-education plan of a preschool teacher according to the Federal State Educational Standard. The plan helps to systematize the work, is a reflection of the effectiveness of the teacher’s activities, and creates opportunities for prospects for communication with children.

Drawing up a self-education plan: stages

Let's look at a few points that you need to pay attention to. The self-education plan for a preschool teacher according to the Federal State Educational Standard can be drawn up taking into account the following factors:

• justification for choosing the topic;
• the relationship between the topic of work and the goals and objectives of the preschool institution;
• preliminary work, including the study of methods and programs for preschool education and upbringing;
• choosing forms of interaction with preschoolers;
• own methods;
• expected result of working on the topic;
• conclusions and dynamic statistics of child development;
• prospects for improving performance;
• results of self-education.

The self-education plan for a preschool teacher according to the Federal State Educational Standard requires careful preparation, during which a lot of questions arise. The main issue is the choice of topic. A methodologist or senior educator mainly helps with this, but the teacher can also make an independent choice, depending on the relevance and practical significance of the topic of educational activity.

In determining their readiness for self-education, young specialists are also recommended to familiarize themselves with the map of G. M. Kodzhaspirova. The self-education plan for a preschool teacher according to the Federal State Educational Standard must be drawn up taking into account the following recommendations:

• When studying any issue, you need to research several sources in order to form your opinion.
• It is advisable to work with library catalogs and material from the Internet in order to obtain the necessary literary source.
• When searching for material, it is important to focus on innovative methods in education.
• Communication and exchange of experience with colleagues is an important aspect of teacher self-education.

An individual self-education plan is drawn up in two types:

• Annual planning
• Long-term planning, which provides for annual revision of the educational activity plan

If an individual self-education plan is drawn up according to the second type of planning, you can use the project method appropriate to the age of the children. Long-term planning must certainly include current issues of preschool education in dynamic development.

Approximate list of topics for teacher self-education according to the Federal State Educational Standard

The teacher can choose the following topics provided for by the Federal State Educational Standard for preschool education:

• Amplification methods for the development of preschool children.
• Features of pedagogical diagnostics in preschool educational institutions.
• Method of individual approach in preschool education.
• Methodology for the formation of life safety.
• Emotional intelligence of a preschooler.
• Methods for guiding gaming activities.
• Formation of local history ideas (small homeland).
• Creative abilities of preschoolers.
• Preparation for educational activities.
• Developing curiosity.
• Familiarization with objects of the surrounding world.
• Spiritual and moral education of preschool children.
• Formation of EMF.
• Development of sociability.
• Coherent speech.
• Elementary analysis of a literary work.
• Literacy training.
• The use of non-traditional artistic techniques.
• Basics of healthy lifestyle in preschool educational institutions.
• Formation of CGN and self-service skills.
• Ensuring psychological comfort in a child care facility.
• Information and communication technologies in educational institutions.
• Continuity between kindergarten and school.
• Psychological and pedagogical support for families.
• Fundamentals of inclusive education in preschool educational institutions.
• RPPS kindergarten.
• Partial programs of preschool educational institutions.
• Innovative forms of interaction with parents.
• Organization of experimental activities.
• Quality and evaluation criteria for educational institutions.

Organization of work by topic

Each topic requires analytical work. When analyzing literature, the teacher must highlight the main thoughts and ideas of the authors in order to determine the direction of work on this topic. For example, if the topic “Spiritual and moral education of preschool children” is chosen, the teacher needs to pay special attention to the methods of organizing and the general content of work on this topic in various age groups of the kindergarten.

One of the urgent tasks of education in kindergarten is environmental education. How to draw up a self-education plan for a preschool teacher according to the Federal State Educational Standard? Ecology, for example, should include classes and conversations to familiarize oneself with the nature of one’s native land, experimental activities, and work with parents to promote the development of environmental knowledge in preschool children.

The self-education plan of a preschool teacher of a junior group should cover work on assessing the capabilities, physiological and psychological characteristics of children of this age category, identify the range of problems related to working with younger preschoolers, and include the use of interactive teaching methods and modern early development techniques. Work on the topic can be carried out with the participation of several teachers who are directly familiar with the tasks and goals of the preschool educational institution. A properly organized process of self-education provides great opportunities for deeper personal development and effectively improving the professional competence of a teacher.