“Professional competence of a modern preschool teacher. Development of professional competence of preschool educators

In modern pedagogical practice, relevant in the professional training of educators of a preschool educational institution is competence approach.

The study of professional and pedagogical competence is one of the leading activities of a number of scientists (N.V. Kuzmina, I.A. Zimnyaya, A.K. Markova, V.N. Vvedensky, M.I. Lukyanova, A.V. Khutorskoy , G.S. Sukhobskaya, O.N. Shakhmatova, V.A. Slastenin and many other researchers).

In pedagogical science, the concept "professional competence" a system of knowledge and skills of a teacher, which manifests itself in solving professional and pedagogical problems that arise in practice.

In the Dictionary of Social Pedagogy "competence"(from lat. Competentio - belonging by right) is defined as the possession of competence: the possession of knowledge that allows one to judge something. In the conceptual dictionary-reference book on pedagogical acmeology, professional and pedagogical competence is interpreted as an integrative professional and personal characteristic, including the merits and achievements of the teacher, which determines the readiness and ability to perform pedagogical functions in accordance with the norms, standards, requirements adopted in society at a particular historical moment.

Professional and pedagogical competence, according to N.V. Kuzmina, includes five elements or types of competence: special-pedagogical, methodical, socio-psychological, differential-psychological, autopsychological (correlates with the concept of professional self-awareness, self-knowledge, and self-development). Methodological competence covers the area of ​​ways of forming knowledge, skills in students.

N.V. Ippolitova, considering the content aspect of the professional and pedagogical training of future teachers, indicates that it includes such components as moral-psychological, methodological, theoretical, methodical and technological training, which, being interconnected and interdependent, ensure the effectiveness of the ongoing pedagogical process. At the same time, “methodological training involves providing students with knowledge of the principles, content, rules, facts, forms and methods of specific areas of education and training. Methodological activity is carried out as a special-scientific activity aimed at obtaining new products - new methods and means of scientific research.

These provisions served as a prerequisite for the selection methodological sphere in the professional activities of educators. And, as a result, the development of the methodological competence of the educator in the process of professional and pedagogical activity has become one of the priority tasks of the methodological service of a preschool educational institution.

Currently, there is a reassessment of the methodological work of specialists in the education system. Gradually, new models of methodological service are being created that meet the needs of modern society. New directions and forms are emerging. The content is changing qualitatively, such a trend is manifested as the variability and different levels of this activity, depending on the needs and readiness of educational institutions. T.A. Zagrivnaya and a number of other researchers highlight methodical work as a leading factor in the formation of methodological competence, which is an important component of the professional competence of teachers.

A.M. Stolyarenko, considering the methodological side of the teacher's work, points out that, according to the old tradition, it was reduced to methods, and most often to teaching methods. “Later they began to talk about the methodology of work, methodical work, and recently more and more about pedagogical technology, pedagogical technologies, methodological systems.”

The methodological system of the educational and pedagogical process is designed to set in motion the capabilities of the subjects, means and conditions of this process, direct them in the right direction and effectively implement them.

Russian researchers T.E. Kocharyan, S.G. Azarishvili, T.I. Shamova, T.A. Zagrivnaya, I.Yu. Kovaleva, T.N. Gushchina, A.A. Mayer and many others. T.N. Gushchina defines methodological competence as an integral multi-level professionally significant characteristic of the personality and activities of a teacher, mediating effective professional experience, as a systematic education of knowledge, skills, skills of a teacher in the field of methodology and the optimal combination of methods of professional pedagogical activity.

I.V. Kovaleva considers scientific and methodological competence as an integral characteristic of the business, personal and moral qualities of a teacher, reflecting the systemic level of functioning of methodological, methodological and research knowledge, skills, experience, motivation, abilities and readiness for creative self-realization in scientific, methodological and pedagogical activities in general.

Based on the analysis of psychological and pedagogical literature, research in the field of educational theory and practice, it can be concluded that there is no single view on the definition of the concept and structure of both professional pedagogical and methodological competence.

In the structure of methodological competence, scientists distinguish the following components: personal, activity, cognitive (cognitive), etc.

Personal component of methodological competence we correlate the teacher of a preschool educational institution with the skills associated with the psychological side of the personality of the teacher: communicative, perceptual, reflexive.

Activity Component includes the accumulated professional knowledge and skills, the ability to update them at the right time and use them in the process of implementing their professional functions. It also involves the mastering of research and creative skills by the educator.

cognitive component is based on the skills that make up the theoretical training of the educator: analytical and synthetic (the ability to analyze program and methodological documents, identify methodological problems and determine ways to solve them, the ability to classify, systematize methodological knowledge); prognostic (the ability to predict the effectiveness of the selected means, forms, methods and techniques, the ability to apply methodological knowledge, skills in new conditions); constructive and design (the ability to structure and build the learning process, select the content and forms of conducting classes, select methods, methods and techniques, the ability to plan methodological activities).

The study identified pedagogical conditions for the development of methodological competence educator of a preschool educational institution in the process of his pedagogical activity:

Development of a value attitude to pedagogical activity based on the integration of the personal position of the educator and the general cultural, psychological, pedagogical, methodological and methodological knowledge that he has, updating his individual experience;

The inclusion of the educator in active creative interaction in the systems "educator - child", "educator - educator", "educator - senior educator (or another person who provides support for methodological activities in a preschool educational institution)", "educator-parent" on the basis of "subject -subjective relations;

The implementation of differentiated holistic methodological support for the activities of the educator, which is analytical in nature, and its results are diagnostic in nature, and provides for the development of pedagogical skills and abilities necessary for the independent implementation of pedagogical activities (self-organization, self-regulation);

Reflection of pedagogical actions at different stages of activity (introspection and self-assessment).

The development of methodological competence is a process that continues throughout the professional and pedagogical activity of a preschool teacher, therefore it is not possible to determine the time frame for the stages of the formation of methodological competence (as, for example, at a university). At the same time, based on the tasks of methodological work to improve the qualifications of pedagogical workers and correlating the stages with the levels of formation of methodological competence, we distinguish 3 levels of development of the methodological competence of the preschool teacher:

- initial or basic(development takes place at the existing level of methodological competence in an individual mode of methodological support);

- main or productive(the educator is an active participant in the methodological system of a preschool educational institution);

- creative(the process of development occurs independently on the basis of self-realization, is of a research and creative nature); at the same time, the process of development of methodological competence is considered as a multilevel one.

Thus, in the light of modern requirements, the development of the methodological competence of the teacher of preschool educational institutions, having gone from learning the simplest actions to select methods and techniques to work within the framework of an entire methodological system, is a necessary condition for the development of professional competence of the teacher as a whole.

Topic 3. Planning and organization of the educator's own activities

Planning by the educator of his own activities

The educator must begin to plan his activities from observation.

The ability to observe is one of the important conditions for the successful work of a teacher with children. It is necessary for the educator, because it allows for an individual approach to each child. Therefore, monitoring the behavior of children should be a special task of the teacher.

Observation should be purposeful, meaningful and systematic, and not a spontaneous and episodic moment in the work of the educator. However, it should not become an end in itself.

Observation should be aimed at noticing the problems that have arisen in time, correcting one's own activities in relation to the child, creating conditions for moving forward, and helping him cope with difficulties.

In order to learn to observe, it is necessary, in addition to worldly or intuitive ideas about a child of a given age, to have scientific knowledge about the laws of mental development. Otherwise, the teacher will not be able to fully implement the tasks of education, notice possible deviations in the development of the child or special abilities in some area.

The task of the teacher is to monitor each child and the group as a whole. Having made a clear idea about his pupils, he can plan individual work with each of them, monitor its effectiveness in the course of subsequent observations. For example, the teacher noticed that some child prefers to constantly play alone. Consequently, the task is to arouse the child's interest in peers, to play together with them, in the process of corrective work, to observe how the child's attitude towards others is changing, and on the basis of this, to conclude whether his pedagogical influences are productive or not.

The observation time depends on what exactly the teacher is going to see. If he wants to clarify how the child plays or how the children interact with each other, it is best to do this during the free play of the kids in the group and on the playground. If you intend to analyze how a child communicates with an adult, you should specially organize the situation of interaction, for example, invite the child to assemble a nesting doll together with the teacher, play with insert forms or read a book.

An attentive educator can extract useful information for understanding the characteristics of a child even from a short observation episode, draw conclusions and, if necessary, carry out pedagogical correction or seek help from a psychologist

Example. An adult unknown to the child (a new teacher) enters the group. Two-year-old Denis immediately approaches him, holds out his ball, the adult joins the game, they pass the ball into each other's hands several times, then the adult throws it up and invites the kid to do the same, but the boy hides his hands behind his back, lowers his eyes and whispers softly, "I can't." An adult offers his help and, holding the child's hands in his hands, tosses the ball. Denis looks at him guiltily and repeats: "I can't." The teacher calms the baby, tosses the ball with him again and invites him to do it himself. Denis tries to repeat the pattern, but his attention is not so much on the ball as on the adult's face. An embarrassed smile accompanies all his actions.

This episode lasts a few minutes, but the experienced observer can draw the following conclusions. Firstly, Denis is friendly towards adults and is proactive in communication, as evidenced by his behavior: he quickly approached an adult and invited him to start the game. Therefore, his communicative need is well developed. Secondly, the boy is most likely shy, as evidenced by his embarrassed looks and movements. It is shyness that explains the child's attempt to avoid performing a new action for him, the anxious expectation of an adult's assessment, which obscures interest in the game.

These initial conclusions will be confirmed if this behavior of the baby is repeated in other situations. Then the educator must conclude for himself that it is necessary to conduct individual work with the boy, develop a work strategy aimed at strengthening the child's confidence in the positive attitude of adults towards him, increasing his self-esteem, and emancipating the emotional sphere.

For observation to be effective, it is necessary to record its results for the purpose of subsequent analysis. Methods of fixation depend on the nature of observations and pedagogical goals.

When planning lessons, teachers determine immediately the topic and teaching methods. In some cases, this will be the practical activity of children (for example, playing with sand and water), in others - work with visual aids (looking at illustrations). Overloading children with information should be avoided - it should not be too extensive and abstract, a balance should be struck between active and calm activities, organized and free time for children.

As part of short term planning teachers discuss the interests and needs of each child, note his successes, set goals for him and the whole group, build work based on the results of the observations of educators, on the basis of which several learning goals can be outlined for each child. For example, for one it may be learning the skills to negotiate with peers during the game and the development of fine motor skills, for another, the use of substitute objects in the game and familiarization with visual activity. They consider what games, conversations and activities to organize, decide what changes should be made in the group, in the arrangement of toys, etc. The daily lesson plan must include one private lesson for at least two children. Thus, at least ten children will be able to participate in at least one individual lesson per week.

Team members distribute responsibilities and tasks for the coming week and the current day. They agree on who will prepare a staging of a fairy tale with puppet characters, who will organize games with sand and water; who will call the child's parents, who will hold a parent-teacher meeting. The plan takes into account children's birthdays, holidays, joint events with parents.

Short-term planning provides scheduling the day, which is developed taking into account the age of the children, the number of pupils in the group, their level of development and individual needs, as well as the wishes of the parents, their work schedule. When drawing up the daily routine, seasonality (autumn-winter and spring-summer periods), climatic and weather conditions should also be taken into account. To take into account all these factors, the daily routine must be flexible and balanced; this will allow common procedures to be carried out even when, due to some circumstances, the schedule is violated. For example, in good weather, take an extra walk, in bad weather, instead of a walk, organize indoor games. When drawing up the daily routine, it is important to strike a balance between sleep and wakefulness of children, mobile and calm activities.

Balancing is a particular problem in early childhood and mixed age groups, as the needs of children at different ages are different. Younger children sleep more and eat more often than older children; older children have a greater need for physical activity. Therefore, if there are children of different ages in the group, the daily routine may include several modes.

Walking time is set taking into account natural and climatic conditions. So, in the autumn-winter period, walks are less frequent and shorter in time than in the spring-summer. In the southern regions, walks are timed to coincide with the time when the heat subsides.

Basic planning principles

· The principle of completeness provides for the activities of teachers in all areas of child development - physical, social and personal, cognitive and speech, artistic and aesthetic.

· The principle of integration is closely related to the principle of completeness and means that the solution of each pedagogical task can be included in classes of various content in visual, musical, theatrical, constructive activities, in a game, in speech development classes, etc.

· The principle of coordination of activities teachers requires consistency in planning in order to optimize the educational process (achieving completeness, integrity, systemic content of the program content). So, if specialists in physical education, fine arts, music, speech therapists work in a children's institution, each of them must take into account the content and methods of its presentation by other teachers, including a teacher working in a group, in planning their activities.

For example, when preparing for a holiday, a speech therapist in speech development classes can organize games with elements of dramatization in which the child acts and speaks on behalf of a character in a fairy tale or recites lines from a poem. At music lessons, you can solve problems of physical development - organize outdoor games to music that contribute to the development of movements in children. Game activities can be enriched with a variety of stories in accordance with any theme of the program being implemented.

A necessary condition for the successful work of the educator is the coordination of efforts with colleagues: the second educator, assistant, teachers working in certain areas of children's development (physical education teacher, music director, etc.). Joint discussion, participation in keeping records, making additions will help to better understand the child, develop a joint program of interaction with him.

Planning the activities of the teacher is necessary for the effective implementation of the pedagogical process. With its help, the educator prepares for the implementation of the educational program: determines pedagogical tasks, distributes them in time, outlines when and what activities should be held, thinks about how to organize the environment, what materials, manuals and toys to choose. Planning should be long-term and short-term. The first makes it possible to outline the main activities for the year or for several years. The second is produced weekly and daily; includes a schedule of activities and classes in the group and subgroups. Planning should be based on the principles of completeness, integration, coordination, individualization.

Organization: MBDOU Kindergarten 58

Location: Murmansk region, Apatity

The development of modern society dictates special conditions for the organization of preschool education, the intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers.

Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for successful work.

The professional competence of a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, resolving which, he contributes to the clarification, improvement, practical implementation of development tasks, its general and special abilities.

One of the important factors in the development of the child at the present stage is the personality of the teacher. Its role and functions are changing. The profession of a preschool teacher is gradually moving into the category of specialties characterized by a high level of mobility. It is becoming more and more complex, which is associated with the emergence of new professional tasks, behavioral views, with the need to master new functions demanded by modern society. He must be competent in the organization and content of activities for the following directions:

- educational and educational;

- educational and methodical;

- socio-pedagogical.

Educational activities implies the following competence criteria:

implementation of a holistic pedagogical process;

creation of a developing environment;

ensuring the protection of life and health of children.

These criteria are supported by the following indicators of the teacher's competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively form knowledge, skills and abilities in accordance with the educational program.

Educational and methodical activity

planning of educational work;

designing pedagogical activity based on the analysis of the achieved results.

These criteria are supported by the following indicators of competence: knowledge of the educational program and methodology for the development of various types of children's activities; the ability to design, plan and implement a holistic pedagogical process; possession of research technologies, pedagogical monitoring, education and training of children.

In addition, having the right to choose both the main and partial programs and benefits, the educator must skillfully combine them, enriching and expanding the content of each direction, avoiding "mosaic", forming the integrity of the child's perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, events based on the tasks of raising and developing the child.

Socio-pedagogical activity The educator assumes the following competence criteria:

advice to parents;

creation of conditions for the socialization of children;

protection of interests and rights.

These criteria are supported by the following indicators: knowledge of the basic documents on the rights of the child and the obligations of adults towards children; the ability to conduct explanatory pedagogical work with parents, specialists of preschool educational institutions.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

- work in methodical associations, creative groups;

- research, experimental activities;

- innovative activity, development of new pedagogical technologies;

- various forms of pedagogical support;

- active participation in pedagogical competitions, master classes;

- generalization of own pedagogical experience.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create the conditions in which the teacher independently realizes the need to improve the level of their own professional qualities. The analysis of one's own pedagogical experience activates the professional self-development of the teacher, as a result of which the skills of research activity are developed, which are then integrated into pedagogical activity.

Educational activities in the context of the implementation of the Federal State Educational Standard should be focused on the development of the following pedagogical skills, namely:

• Research:

• the ability to evaluate an educational event from the standpoint of the requirements of the Federal State Educational Standard (parents' meeting, mass event, seminar, etc.);
• to study the individual psychological characteristics of the child's personality;
• to analyze the effectiveness of the educational process, methodological work, etc. at the end of the year or in a separate area;
• the ability to conduct self-analysis of work from the standpoint of the requirements of the Federal State Educational Standard;

• design:
  • the ability to develop a scenario for conducting an educational event, etc. in accordance with the existing problems, age characteristics, modern requirements in the field of education in the context of the transition and implementation of the Federal State Educational Standard;
  • develop a plan, program of activities for a specific period of time in accordance with the goals and objectives of the upbringing and development of children;
• Organizationally X:
  • the ability to apply modern educational technologies in pedagogical practice;
  • modern approaches to educational activities;
  • the ability to include children in various activities that correspond to their psychological characteristics and needs;
• communicative: the ability to build and manage communicative interaction;
• Constructive:
  • the ability to select the optimal forms, methods and techniques of educational work;
  • observe the principles (of the activity approach) of the implementation of the educational process.

The specifics of professional activity imposes certain requirements on the teacher of preschool education. And in order to fulfill his professional duties, he must have certain personality traits. Here is some of them:

Professional orientation. The basis of such a quality of a person as a professional orientation is an interest in the profession of an educator and love for children, a pedagogical vocation, professional and pedagogical intentions and inclinations. It is these factors that encourage the desire to acquire pedagogical knowledge and constantly improve their professional level.

Empathy. This feeling is characterized by the ability to empathize and sympathize, emotionally respond to the experiences of the child. The teacher of preschool education, knowing the age characteristics of preschoolers, must carefully notice the slightest changes in the behavior of the child, show sensitivity, caring, goodwill, tact in relationships.

Pedagogical tact. Tact is a sense of proportion, which is manifested in the ability to observe the rules of decency and behave properly. When the optimal combination of affection and firmness, kindness and exactingness, trust and control, joke and strictness, flexibility of behavior and educational actions are found in the actions of the educator, we can talk about the tactfulness of the educator.

pedagogical optimism. The basis of pedagogical optimism is the educator's faith in the strength and capabilities of each child. A preschool teacher who loves children is always tuned in to the perception of their positive qualities. By creating conditions for the manifestation of the abilities of each child, the educator helps to reveal the personal potential of the preschooler. An optimistic educator will not talk badly about the child, complain about him to his parents. An optimistic educator is characterized by the ability to inspire, cheerfulness, and a sense of humor.

Culture of professional communication. The teacher of preschool education must be able to build the right relationships with children, parents, colleagues, that is, with all participants in the pedagogical process.

Thus, it can be noted that a modern educator today needs special professional training. A preschool teacher must be proficient in the latest technologies in the field of teaching and raising children, as well as have broad erudition, pedagogical intuition, a highly developed intellect and a high level of moral culture.

Bibliography:

1. Zakharash, T. Modern update of the content of teacher training / T. Zakharash // Preschool education - 2011. - No. 12. P. 74

2. Svatalova, T. Tools for assessing the professional competence of teachers / T. Svatalova / / Preschool education - 2011. - No. 1. P.95.

3. Khokhlova, O.A. Formation of professional competence of teachers / O.A. Khokhlova // Reference book of the senior educator - 2010. - No. 3.- P.4.

Competence is one of the forms of professional activity, which means the presence of knowledge and experience necessary for effective activity in a given subject area.

The preschool teacher should have the following social and professional competencies that will allow for the cognitive development of children:

1. Social competencies include the exchange of information between individuals, the statement of their interests and needs, the manifestation of tolerance towards other people and their opinions, the ability to work in a team and provide various assistance to other people, possessing emotional stability;

2. Cognitive competencies are expressed in independent processing and structuring of information, searching for new sources of information, concentrating on study or work, the ability to use acquired knowledge and skills in various situations;

3. Operational competencies - defining the goal and work procedure, the ability to resist uncertainty and uncertainty, the ability to make and implement decisions, summarize the results of work, determine the time schedule for work;

4. Special competencies include planning methods for solving a problem, exercising self-control, being active in professional activities, adapting to new situations, evaluating and adjusting plans, identifying errors and adequate ways to eliminate them.

So, professional competencies, being the foundation for introducing a competency-based approach into the pedagogical process, help the preschool teacher to integrate knowledge, skills and abilities in the implementation of innovative activities and the use of modern educational technologies in practice.

7. Professionally significant qualities of a preschool teacher

The preschool teacher is one of the mass modern pedagogical professions. It originated in the 17th and 18th centuries. In the modern sense, an educator is a person who carries out education, takes responsibility for the condition of life and development of the personality of another person.

The teacher must have: benevolent, sincere, sociable, kind, have a sense of humor, patience, be able to establish relationships with children, prevent and resolve conflicts, replenish their knowledge through self-education, must know the methodology of preschool education and education.

To effectively perform activities, a person must be attentive, responsible, responsive, patient, show a tendency to work with children. The educator must have a steady and voluminous attention. Also, the educator should have the nature of mental activity: verbal-logical memory, the nature of the goals of the activity: involuntary memory, the duration of the preservation of the material: short-term memory.

Communication qualities

We need a general culture and erudition, competent and intelligible speech, a well-trained voice, the ability to manage a team, high communication skills

Emotional-volitional qualities

Stress resistance, the ability to control one's behavior and emotions, a strong nervous system are necessary: ​​the work of an educator, although not accompanied by increased physical exertion, proceeds in conditions of constant psycho-emotional stress.

So, the educator, he himself must be a very smart, decent and kind person so that he can bring up more than one generation of children the same way.

Understanding Competence and Competence ETF Glossary of Terms (1997) Competence 1. The ability to do something well or effectively. 2. Compliance with the requirements for employment. 3. Ability to perform special labor functions. the term competence is used in the same meanings

Ability to learn from experience Values, position, personal meanings Orientation to promote the formation of the personality of another (L.I. Bozhovich, S.G. Vershlovsky, A.N. Leontiev, etc.) Pedagogical activity - “meta-activity” to manage the development of other activities (Yu.N. Kulyutkin, G.S. Sukhobskaya, etc.)

The problems of modern education require atypical behavior of the teacher Crisis of the traditional model of childhood Loss of the monopoly on education and socialization by formal education Destruction of the body of universal cultural patterns Formation of a new technological order

Child -21st century Another! Physiological changes in the brain (right hemisphere, "ambitcerebral" - can simultaneously perform two actions of the same direction (this affects spontaneity in behavior, speech, etc.)) spontaneous switching of the right and left brain occurs due to the immaturity of interhemispheric interactions). There is a general slowdown in the rate of growth and maturation of the brain. The EEG has characteristic signs of infantilism, indicating a delay in the development of electrical activity in the brain. An imbalance in the maturation of individual substructures of the brain is characteristic, which complicates the process of forming connections between them and makes it difficult to coordinate their activities. A shift in the balance between the processes of excitation and inhibition, leading to a clear predominance of one of them.

Child -21st century Another! increased body tone, as well as excitability (93%) and hyperactivity (87%). Children with a syndrome of motor, volitional activity are constantly searching for the possibility of satisfaction in information. discontent or aggression as a response to dissatisfaction show aggression with a lack of communication, when they do not receive human warmth and the necessary “portion” of information. mental operations develop in a complex way: children think in blocks, modules, but cannot explain how they did it. perceive the world holistically, intuitively building relationships between objects and phenomena

Child -21st century Another! in children of three and five years of age, cases of stuttering of a non-logopedic nature have become more frequent (the child, “translating” a thought-symbol into a sign system, tries to reproduce it in oral speech. Stuttering occurs due to the fact that the child is in a hurry to speak out, but does not have time in the internal plan to translate a thought-symbol into signs). Modern children are persistent and demanding. increased fatigue (95%) and emotionality (93%). Children are persistent and demanding (94%), do not want to perform meaningless actions (88%),

Child -21st century Another! Psychic traumatization of children Medicalization (children-border guards) Ethics of the market (consumption) Marginalization of childhood Computer addiction (anxiety, decreased control over one's behavior) Over the past 20 years, there has been an increase in the incidence of children in all classes of diseases.

The peculiarity of raising children of the 21st century is not to stuff them with knowledge, but to prepare them for acquiring social skills that will help them overcome the alienation, suspicion and distrust that permeate human society today. ?"why?" - replaced the question “why?” (inclusion in activities) it is necessary to abandon punishment

A feature of raising children in the 21st century Granting independence in building a strategy for one's behavior. creating conditions for reducing hyperactivity, modern children do not tolerate violence and protest if adults force them to do something, you need an equal partner in communication and joint activities. To relieve fear and reduce child aggression, adults need to organize emotional and personal communication and joint activities with the child, which will optimize the process of learning about the world around them. creation of conditions for social development, focus and concentration of attention, motor experience and physical health.

The basis for the allocation of PC Government Decree of August 8, 2013 N 678 "On approval of the nomenclature of positions of teaching staff of organizations engaged in educational activities, positions of heads of educational organizations" order of the Ministry of Health and Social Development of Russia of August 26, 2010 N 761 n "On approval of the Unified Qualification Directory of Positions managers, specialists and employees, section "Qualification characteristics of positions of educators" Law "On Education in the Russian Federation", December 29, 2012 Professional standard of the teacher (October 18, 2013 544) GEF SVE in the specialty "Preschool education" GEF DO

At present, education is faced not only with the rather difficult and ambiguous task of determining the content of the concepts of “competence” and “competence”, but also with the problem of finding grounds for distinguishing and classifying competencies.

Educator, qualification requirements Higher vocational education or secondary vocational education in the field of study "Education and Pedagogy" without presenting requirements for work experience or higher vocational education or secondary vocational education and additional vocational education in the field of study "Education and Pedagogy" without presenting requirements for work experience.

Must know the priority areas for the development of the educational system of the Russian Federation; laws and other normative legal acts regulating educational activities; the Convention on the Rights of the Child; methods and forms of monitoring the activities of students, pupils; pedagogical ethics; theory and methodology of educational work, organization of free time of students, pupils; methods of managing educational systems; modern pedagogical technologies for productive, differentiated, developmental learning, the implementation of a competency-based approach; methods of persuasion, argumentation of one's position, establishing contacts with students, pupils of different ages, their parents (persons replacing them), work colleagues; technologies for diagnosing the causes of conflict situations, their prevention and resolution; fundamentals of ecology, economics, sociology; labor legislation; the basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment; internal labor regulations of the educational institution; rules on labor protection and fire safety.

Job Responsibilities Carries out activities for the upbringing of children in educational institutions and their structural divisions (boarding school, hostel, groups, after-school groups, etc.), other institutions and organizations. It contributes to the creation of favorable conditions for the individual development and moral formation of the personality of students, pupils, makes the necessary adjustments to the system of their education. Carries out the study of the personality of students, their inclinations, interests, promotes the growth of their cognitive motivation and the formation of their educational independence, the formation of competencies; organizes the preparation of homework. Creates a favorable microenvironment and a moral and psychological climate for each student, pupil. Promotes the development of communication between students and pupils. Helps the student, pupil to solve problems that arise in communication with comrades, teachers, parents (persons replacing them). Provides assistance to students, pupils in educational activities, helps to ensure the level of their preparation that meets the requirements of the federal state educational standard, federal state educational requirements. Promotes the acquisition of additional education by students, pupils through a system of circles, clubs, sections, associations organized in institutions at the place of residence. In accordance with the individual and age interests of students, pupils improves the life of the team of students, pupils.

Responsibilities Respects the rights and freedoms of students, pupils, is responsible for their life, health and safety during the educational process. Conducts observations (monitoring) of the health, development and education of students, pupils, including with the help of electronic forms. Develops a plan (program) of educational work with a group of students, pupils. Works in close contact with the teacher-psychologist, other pedagogical workers, parents of pupils. Based on the study of individual characteristics, recommendations of a teacher-psychologist, he plans and conducts correctional and developmental work with students, pupils with disabilities (with a group or individually). Coordinates the activities of the assistant educator, junior educator. Participates in the work of pedagogical, methodological councils, other forms of methodological work, in the work of holding parent-teacher meetings, health-improving, educational and other events provided for by the educational program,

Characteristics of the standard The professional standard of a teacher is a framework document that defines the basic requirements for his qualifications. Professional standard for a teacher of qualification The national framework of the standard can be supplemented by regional requirements that take into account the socio-cultural, demographic and other characteristics of a given territory. Regional requirements

T.F. Activities for the implementation of DL programs (level 5): Participation in the development of the BEP Participation in the creation of a safe environment Planning and implementation of educational work in accordance with the Federal State Educational Standard Organization and monitoring of children's development of the program Implementation of the pedagogical recommendations of specialists Formation of psychological readiness for school Creation of a psychological climate Implementation of activities activities dv, ddv Organization of children's interaction Use of non-directive assistance and support for children's initiative Organization of activities taking into account special education. Needs of children

General competencies (FSES SPO) to understand the essence and social significance of their profession, to show a steady interest in it; organize their own activities, determine methods for solving professional problems, evaluate their effectiveness and quality; assess risks and make decisions in non-standard situations; search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development; use information and communication technologies to improve professional activities; work in a team and team, interact with management, colleagues and social partners;

General competencies (FSES SVE) to set goals, motivate the activities of children, organize and control their work with the assumption of responsibility for the quality of the educational process; independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training; carry out professional activities in the conditions of updating its goals, content, changing technologies; carry out injury prevention, ensure the protection of life and health of children; build professional activity in compliance with the legal norms governing it;

Professional competencies Organization of activities aimed at improving the health of the child and his physical development. PC 1.1. Plan activities aimed at improving the health of the child and his physical development. PC 1.2. Conduct routine moments in accordance with age. PC 1.3. Carry out activities for physical education in the process of performing the motor regimen. PC 1.4. To carry out pedagogical monitoring of the state of health of each child, to inform the medical worker in a timely manner about changes in his state of health.

Professional competencies Organization of various activities and communication of children. PC 2.1. Plan different activities and interactions for the children throughout the day. PC 2.2. Organize various games with children of early and preschool age. PC 2.3. To organize feasible work and self-service. PC 2.4. Organize communication between children. PC 2.5. To organize the productive activities of preschoolers (drawing, modeling, applique, design). PC 2.6. Organize and hold holidays and entertainment for children of early and preschool age. PC 2.7. Analyze the process and results of organizing various activities and communication of children.

Professional competencies Organization of classes on the main general educational programs of preschool education. PC 3.1. Determine goals and objectives, plan classes with preschool children. PC 3.2. Conduct activities with preschool children. PC 3.3. To carry out pedagogical control, evaluate the process and results of teaching preschoolers. PC 3.4. Analyze lessons. PC 3.5. Maintain documentation for the organization of classes.

Professional competencies Interaction with parents and employees of the educational institution. PC 4.1. Determine goals, objectives and plan work with parents. PC 4.2. Conduct individual consultations on family education, social, mental and physical development of the child. PC 4.3. Conduct parent-teacher meetings, involve parents in organizing and holding events in a group and in an educational institution. PC 4.4. Evaluate and analyze the results of work with parents, adjust the process of interaction with them. PC 4.5. Coordinate the activities of the employees of the educational institution working with the group.

Professional competencies Methodological support of the educational process. PC 5.1. Develop methodological materials based on exemplary ones, taking into account the characteristics of age, group and individual pupils. PC 5.2. Create a subject-developing environment in the group. PC 5.3. Systematize and evaluate pedagogical experience and educational technologies in the field of preschool education based on the study of professional literature, introspection and analysis of the activities of other teachers. PC 5.4. To issue pedagogical developments in the form of reports, abstracts, speeches. PC 5.5. Participate in research and project activities in the field of preschool education.

The competencies of the educator in the context of the Federal State Educational Standard The capabilities and competencies of the teacher are one of the key points of the standard. The document in several places indicates the competencies that are necessary for teachers to work according to this standard (p GEF DO)

Core competencies for creating a social situation 1) ensuring the emotional well-being of each child; 1. Support for the individuality and initiative of children through: creating conditions for children to freely choose activities and participants in joint activities creating conditions for children to make decisions, express their feelings and thoughts non-directive assistance to children, support for children's initiative and independence in various types of activities 1) organizing constructive interaction children in a group in different types of activities, creating conditions for children to freely choose activities, participants in joint activities, materials; 2) the construction of a developing variable education, focused on the zone of proximal development of each pupil and taking into account his psychological, age and individual capabilities; 3) the open nature of the educational process based on cooperation with the families of pupils;

Establishing rules for interaction in different situations: creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as having different (including limited) health opportunities, developing children's communication skills, allowing to resolve conflict situations with peers development of children's ability to work in a group of peers

Competences for the implementation of psychological and pedagogical conditions - Respect for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities - The use of forms and methods of work in educational activities that correspond to the age and individual characteristics of children - Support for the initiative and independence of children in activities specific to them - Opportunity for children to choose materials, types of activities, participants in joint activities and communication - Protection of children from all forms of physical and mental violence - Support for parents in raising children, protecting and strengthening their health, involving families directly in educational activities

Key competencies Key competencies necessary for any professional activity are related to the success of an individual in a rapidly changing world. Manifested primarily in the ability to solve professional problems based on the use of - information; - communications, including in a foreign language; - social and legal foundations of individual behavior in civil society.

CPC - Educator's BC Competences in the field of vision and problem solving Social and communicative competencies Competences in the field of readiness and assistance in the development of another and self-development Personally conscious, having personal meaning systems of knowledge, skills, abilities

Basic competencies Basic competencies reflect the specifics of a certain professional activity (pedagogical, medical, engineering, etc.). For professional pedagogical activity, the basic competencies are those necessary for the “building” of professional activity in the context of the requirements for the education system at a certain stage in the development of society.

Basic competencies in walking a child in the educational process; build an educational process focused on achieving the goals of a particular level of education; establish interactions with other subjects of the educational process; to create and use an educational environment for pedagogical purposes (including subject-developing); design and implement professional self-education.

Special competencies Special competencies reflect the specifics of a specific subject or over-subject area of ​​professional activity. Special competencies can be considered as the implementation of key and basic competencies in the field of activity, a specific area of ​​professional activity.

Personal competence 1. empathy and self-reflection (observation, interview) Able to look at the situation from the point of view of others and reach mutual understanding (observation, interview) Able to support children and colleagues (observation, interview) Able to find strengths and development prospects in a child Able to analyze the causes actions and behavior of children (observation, interview with a teacher)

2 self-organization Knows how to organize his activities and the activities of students to achieve the goal A well-organized workspace Responds constructively to mistakes and difficulties in the process of EP Makes timely adjustments depending on the situation Maintains self-control even in situations with high emotional stress

Methodological competence The ability to develop methodological materials in order to achieve high results Self-developed materials are of high quality Works productively as part of working groups that develop projects, programs methodological materials Presents new materials to colleagues Conducts the justification of the program being implemented, methodological materials

Directions for increasing the professional competence of the educator Replenishment of the regulatory and legal support for the implementation of the Federal State Educational Standard (PC model, forms of work on the PC, local acts) presentations of the activities of the educator of innovation activities Others………………………………………………………..

Thank you for attention! Galina Viktorovna Nikitina, Ph.D., Deputy Director for NMR OGBOU SPO "Bratsk Pedagogical College" tel. (3952)

Professional competence of a teacher of distance learning

1. The concept of pedagogical competence.
2. The content and structure of the professional competence of a teacher of distance education;

Main components;

Directions of professional competence of a teacher of distance education;

Qualities and character traits necessary for the success of a DL teacher;

Principles of professional success of pedagogical activity;

Steps to successful activity;

Pedagogical skills as a disclosure of the structure of the teacher's professional competence.

Bibliography

1. The concept of pedagogical competence

The development of modern society dictates special conditions for the organization of preschool education, the intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers.

Competence (from lat. competentio from competo I achieve, I correspond, I approach)- this is the personal ability of the teacher to solve a certain class of professional tasks.

Scientists A.S. Belkin and V.V. Nesterov believe: "In pedagogical terms, competence is a set of professional powers, functions that create the necessary conditions for effective activity in the educational space."

Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for successful work.

The professional competence of a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, resolving which, he contributes to the clarification, improvement, practical implementation of development tasks, its general and special abilities.

The concept of a teacher's competence is understood as a value-semantic attitude to the goals and results of pedagogical activity, expressed in the conscious performance of professional functions. And this is especially valuable, given that such a position of the educator is not an innate quality, it is formed under the influence of the entire educational environment, including in the process of additional professional education aimed at changing the inner world that determines the awareness of the actions of the kindergarten teacher.

In accordance with the definition of the concept of "professional competence", it is proposed to assess the level of professional competence of teaching staff using three criteria:

1. Possession of modern pedagogical technologies and their application in professional activities.

2. Willingness to solve professional subject tasks.

3. The ability to control their activities in accordance with accepted rules and regulations.

One of the most important components of professional competence is the ability to independently acquire new knowledge and skills, as well as to use them in practice.

1. The content and structure of the professional competence of a teacher of distance learning

The main content of the teacher's activity is communication, the subjects of which in a preschool educational institution are teachers, parents, children. The professional competence of a teacher in the field of communication with the parents of pupils characterizes the ability of the teacher to effectively organize the process of communication with parents, taking into account the current educational needs and interests of parents, modern forms and methods of organizing communication.

The main components of the professional competence of a teacher include:

For the qualitative formation of the competence of the educator, basic knowledge, skills, and abilities are needed, which will be improved in the process of self-education.

Modern society makes new demands on the competence of the teacher. He must be competent in the organization and content of activities for the following directions:

Upbringing - educational;

Educational - methodical;

Socio-pedagogical.

Educational and educational activitiesassumes the following criteria of competence: the implementation of a holistic pedagogical process; creation of a developing environment; ensuring the protection of life and health of children. These criteria are supported by the following indicators of the teacher's competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively form knowledge, skills and abilities in accordance with the educational program.

Educational and methodical activitythe educator assumes the following criteria of competence: planning of educational work; designing pedagogical activity based on the analysis of the achieved results. These criteria are supported by the following indicators of competence: knowledge of the educational program and methodology for the development of various types of children's activities; the ability to design, plan and implement a holistic pedagogical process; possession of research technologies, pedagogical monitoring, education and training of children.

In addition, having the right to choose both the main and partial programs and benefits, the educator must skillfully combine them, enriching and expanding the content of each direction, avoiding "mosaic", forming the integrity of the child's perception. In other words, a competent teacher should be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the tasks of educating and developing the child.

Socio-pedagogical activitythe educator assumes the following criteria of competence: advisory assistance to parents; creation of conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of the basic documents on the rights of the child and the obligations of adults towards children; the ability to conduct explanatory pedagogical work with parents, specialists of preschool educational institutions.

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

Work in methodical associations, creative groups;

Research, experimental activities;

Innovative activity, development of new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of own pedagogical experience.

Qualities and character traitsnecessary for the success of a teacher

To determine the prospects for the success of a teacher of distance learning, it is necessary to determine the main basis and prerequisites. These aspects can be expressed in the form of requirements and a certain standard of the profession:

• Good knowledge of human nature and interpersonal relationships;
• nobility of spirit;
• Sense of humor;
• acute observation;
• Interest and attention to others;
• Infectious enthusiasm for preschool childhood;
• Rich imagination;
• Energy;
• Tolerance;
• Curiosity;
• Professional readiness and understanding of how a child develops;
• Ability to draw up individual programs of education and training for age groups or individual children;
• Understanding the process of integration of educational areas, private methods of distance learning, specific types of children's activities.

Based on the above grounds, it is possible to single out the components of the success of a DL teacher.

Below are the main principles implemented in organizational pedagogical activity in terms of success (Table 1).

Table 1

Principles of professional success of pedagogical activity

Steps to Success

From a pedagogical point of view, success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both a single individual and a quantity as a whole.

Let us designate several accompanying steps to the successful activity of the teacher.

1. The prospect of activity and business.
2. Stimulation.
3. Gratitude.
4. Help and support.
5. Tact.
6. A responsibility.
7. Creation.
8. Ability to admit and correct mistakes.
9. "Living Participation"
10. Constructive criticism.

Ways to involve educators in the process of activities that contribute to success:

• Design;
• Solving pedagogical situations;
• Active - game methods;
• Workshops and trainings;
• professional competitions;
• Individual and microgroup pedagogical research;
• Documentary analysis;
• Writing creative works;
• Portfolio design;
• Keeping an analytical diary;
• Debating club;
• Hours of interested information exchange;
• Visiting types of children's activities with colleagues with subsequent analysis;
• Development and implementation of professional programs.

The main subjective sources for determining the success of a teacher are:

• The opinion of the administration;
• Analysis and opinion of methodologists, members of GMOs and expert groups;
• The prevailing idea among colleagues, parents;
• Demonstrative activity of the teacher, the desire to speak, to appear, to participate, to lead.

The main sources of determining the success of a teacher:

• The results of upbringing, training of children in various activities;
• Number of children successfully enrolled in primary school;
• Successfully conducted pedagogical activities;
• Generalization of advanced professional experience;
• Publications in the local press, mass media.

Only activities that bring success and high satisfaction become a development factor for the individual.

The structure of the teacher's professional competence can be revealed through pedagogical skills. It is advisable to build a model of professional readiness from the most general to particular skills. This most general skill is the ability to think and act pedagogically, closely connected with the ability to subject facts and phenomena to theoretical analysis. What unites these two extremely important skills is that they are based on a process of transition from the concrete to the abstract, which can occur at intuitive, empirical and theoretical levels. Bringing the skill to the theoretical level of analysis is one of the most important tasks of teaching future teachers pedagogical skills. Ideally, the full compliance of the preschool educational institution teacher with the requirements of the qualification characteristic means the formation of the ability to think and act pedagogically, integrating the entire set of pedagogical skills.

Regardless of the level of generalization of the pedagogical task, the complete cycle of its solution is reduced to the triad "think - act - think" and coincides with the components of pedagogical activity and the skills corresponding to them. As a result, the model of professional competence of the educator acts as a unity of his theoretical and practical readiness. Pedagogical skills here are grouped into four groups:

1. The ability to "translate" the content of the objective process of education into specific pedagogical tasks: the study of the individual and the team to determine the level of their preparedness for the active mastery of new knowledge and designing on this basis the development of the team and individual pupils; allocation of a complex of educational, upbringing and developing tasks, their concretization and determination of the dominant task.

2. Ability to build and set in motion a logically completed pedagogical system: integrated planning of educational tasks; reasonable selection of the content of the educational process; optimal choice of forms, methods and means of its organization.

3. The ability to identify and establish relationships between the components and factors of education, to put them into action: the creation of the necessary conditions (material, moral-psychological, organizational, hygienic, etc.); activation of the personality of a preschooler, the development of his activity, which turns him from an object into a subject of education; organization and development of joint activities; ensuring communication of the preschool educational institution with the environment, regulation of external non-programmed influences.

4. Skills for accounting and evaluating the results of pedagogical activity: introspection and analysis of the educational process and the results of the teacher's activity; definition of a new set of dominant and subordinate pedagogical tasks.

But none of the above will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create the conditions in which the teacher independently realizes the need to improve the level of their own professional qualities. The analysis of one's own pedagogical experience activates the professional self-development of the teacher, as a result of which the skills of research activity are developed, which are then integrated into pedagogical activity.

The most important thing, in my opinion, in the profession of a preschool teacher is to love your work and your students. I really like the words of L. N. Tolstoy:“If a teacher has only love for the job, he will be a good teacher. If the teacher has only love for the student, like a father, a mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If the teacher combineslove to the cause and to the students, he is a perfect teacher.

The current situation in education requires special training of specialists. Only the teacher who is ready for change, personally developing in the profession, possessing a high level of knowledge and skills, reflection, a developed ability for design activities, that is, a professionally competent teacher, can prepare children for changes.

Bibliography:

1. Zakharash, T. Modern update of the content of teacher training / / Preschool education - 2011

2.Psychology and Pedagogy: Textbook. O. B. Betina. 2006

3. Svatalova, T. Tools for assessing the professional competence of teachers // Preschool education - 2011

4. Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions - M .: Publishing Center "Academy", 2002

5. Khokhlova, O.A. Formation of professional competence of teachers // Handbook of the senior educator - 2010