Seminars in kindergarten topics to choose from. Workshop for educators of the preschool educational institution "Innovative forms of work with parents

"A bridge of understanding between parents and preschool educational institutions"

Goal: level up professional excellence preschool teachers in matters of interaction with the families of pupils.

Tasks:

1. Clarify and systematize the knowledge of teachers on the problem of interaction with parents. Conduct a mini-monitoring of teachers' knowledge in this area.

2. To activate the pedagogical thinking of educators as the basis for the use of non-traditional forms of work with parents in preschool educational institutions, to stimulate the development of their creativity and professional activity.

3. To support the interest of teachers in the further study of this topic.

“Parents are the first educators and teachers of the child,

therefore their role in shaping his personality is enormous.”

I.Theoretical part

Our seminar is devoted to solving one of the annual tasks of a preschool institution - improving non-traditional forms of work with families of pupils through the implementation of the interaction model "Family - Child - Kindergarten".

Childhood is the most important in a person's life. And how they will pass depends on adults - parents, educators.

Article 18 of the Law of the Russian Federation “On Education” states: “Parents are the first teachers. They are obliged to lay the first foundations for the physical, moral and intellectual development of the child's personality at an early age.

Everyone is well aware that the family and the kindergarten constitute for the child at a certain stage the main educational microenvironment - the educational space. Both the family and the preschool institution convey social experience to the child in their own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world.

Traditional parent-teacher meetings in the form of lectures and reports no longer find a response in the soul of parents and do not give the desired result. The idea of ​​the insufficiency of traditional forms of work with parents and the need for targeted education of parents in order to improve their functional literacy and the ability to fully cooperate with the teachers of an educational institution is recognized today by both parents and specialists: teachers, psychologists.

We are faced with the problem - how to organize the interaction of the family and the kindergarten, so that the difficult task of education becomes a common cause of teachers and parents? How to attract such busy and far from the pedagogical theory of modern dads and moms? How to argue the need for their participation in the life of a child in kindergarten? How to create conditions for parents to be willing to cooperate with the kindergarten, attend parent meetings with pleasure; how to make it interesting for them in kindergarten, so that their visits are beneficial for both the kindergarten and the children? These issues of pedagogy can be classified as "eternal" - this is the eternal " headache» teachers.

In this regard, we are faced with an important task - to make parents accomplices of the entire pedagogical process. Only in close contact can the formula arise:

KINDERGARTEN + FAMILY + CHILDREN = COOPERATION

Cooperation between teachers and families is a joint definition of activity goals, joint planning of future work, joint distribution of forces and means, the subject of activity in accordance with the capabilities of each participant, joint monitoring and evaluation of work results, and then forecasting new goals and objectives.

To determine the prospects for the development of the institution, the content of work and forms of organization, a Questioning of parents "Interaction of kindergarten and family". 32 parents took part in the survey. It was proposed to answer 8 questions. After analyzing the questionnaires, we saw the following results:

1. What source of information do you turn to first?

A. I rely on myself, my family, my experience - 18 answers

B. I turn to friends, acquaintances, grandmothers for advice - 7 answers

C. I read literature on parenting - 17 answers

D. I turn to the group teacher for advice - 16 answers

D. Other - Internet - 1 answer

2. Why don't you ask your teacher for advice?

A. We can handle it ourselves - 22 answers

B. It is inconvenient to tear the teacher away from work - 10 answers

C. We experience difficulties in communicating with the teacher - about the answers

G. I think the teacher is not quite competent - answers

D. Other - 0 responses

3. What is a good kindergarten?

A. Where children are loved and respected - 21 answers

B. Where they teach a lot - 16 answers

C. Where children run with pleasure - 22 answers

D. Where children are always expected - 11 answers

E. Where parents and children are respected - 14 answers

E. Where is a good team, good teachers - 22 answers

G. Where children are warm and comfortable - 12 answers

Z. Other - where it is safe - 1 answer

4. What do you mean by the concept of a “good educator”?

A. Loves and respects children - 15 answers

B. Teaches children - 3 answers

B. Treats other people's children as if they were his own - 18 answers

D. Understands children and parents - 22 answers

D. This is a patient caregiver - 13 answers

E. Prepares children well for school - 9 answers

G. This is the second mother - 5 answers

5. What do you expect from a kindergarten teacher?

A. Conducts educational activities, holidays - 12 answers

B. Teach the child to communicate with other children - 16 answers

B. Takes into account the individual characteristics of the child - 28 answers

D. Keeps the child safe - 11 answers

D. Does not make unreasonable demands on the child - 10 answers

E. Gives parents the necessary and competent advice - 13 answers

G. Communicates with parents as equals - 8 answers

Z. Other - 0 responses

6. What does the educator most often ask you?

A. For financial assistance - 3 answers

B. Do something for the group - 9 answers

B. For you to pick up the child early - 3 answers

G. We paid for kindergarten on time - 6 answers

D. When a child has done something - 5 answers

E. So that you work with your child at home - 9 answers

G. To praise a child - 12 answers

Z. Other - 0 responses

7. Who is responsible for raising a child?

A. Family - 19 answers

B. Kindergarten - 21 answers

B. Other - answers

8. What do you think of the information in the Parent Corner in your group?

A.Polezna - 31 answers

B. Not really - 0 answers

V. Useless - 0 responses

D. I don't read it - 1 answer

D. Other - 0 responses

Of course, the solution of these complex and multifaceted issues will not happen by itself. This requires systematic and targeted work.

Everyone knows that the interaction of a teacher with parents is a rather complicated process. Was held survey among educators "My form of interaction with parents", which was attended by 8 educators. Parent involvement in joint activities preschool educational institution, our teachers conduct as follows:

1. What forms of family work do you use?

Traditional: parent meetings, conversations, individual consultations, folders - moving, memos, questionnaires, folders - folding beds;

non-traditional: seminars, round tables, presentations, creative gatherings, joint holidays.

2. Are you sure that your interaction with your family is effective?

a) yes - 6 teachers - 75%

b) sometimes - 2 teachers - 25%

3. Do you involve all parents in the life of the group, preschool? If not, why not?

a) yes - 100%, but not everyone responds, because of their employment

4. Are you in close contact with the parents of the pupils? If not, why not?

a) yes - 5 educators - 63%

b) not with everyone - 2 educators - 25% (not all parents are interested, most refer to lack of time)

c) tries to keep a distance, as parents are all different - 12%

5. Formulate and write down your personal goals for working with parents.

a) Involve parents in the problems of raising children in kindergarten - 7 educators - 88%

b) Material and economic assistance - 4 educators - 50%

c) Proper organization of leisure for children and parents - 6 educators - 75%

d) Compliance with all the requirements of the educator - 4 educators - 50%

e) No goals 0%

6. How would you like to see the attitude of parents towards yourself as a professional?

Fair, respectful, adequate, attentive, sympathetic, friendly, built on mutual understanding, interest in the joint upbringing of the child, in close cooperation between the family and the kindergarten.

7. What do you think needs to be done in order for the family to understand everyday life kindergarten and actively participated in it?

To attract more DOW to life. Find such forms of work with parents that will be most interesting to them; engage in pedagogical education of parents, take into account an individual approach to each child; create collectively - creative groups parents who could cover the whole range of cases and problems; show more open classes for parents, organize Days open doors, joint subbotniks.

Family and kindergarten are two public institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, patience to hear and understand each other. The misunderstanding between the family and the kindergarten bears the full burden on the child.

Let's go back to the questions that were raised at the beginning of the seminar. How to change this situation (misunderstanding between family and doe)? How to get parents interested in working together? How to create a single space for the development of a child in a preschool educational institution, to make parents participants in the educational process?

To do this, in their work it is necessary to use non-traditional forms of work, forms of communication with parents.

Non-traditional forms of interaction with parents are aimed at attracting parents to preschool educational institutions, establishing informal contacts, and have a certain result in establishing a benevolent, trusting atmosphere, a good emotional mood and an atmosphere of joint parental creativity.

Non-traditional forms of communication between a teacher and parents include: leisure, cognitive, visual and informational forms.

What does the leisure and visual-informational direction include, what difficulties can be encountered with their implementation, the teacher of the second will tell us junior group Nabzdyreva Yu. V.

Consultation "Non-traditional forms of work with parents: visual - informational and leisure direction"

IN modern conditions the effective functioning of a preschool educational institution is impossible without interaction with the families of pupils. Accordingly, the requirements for the communicative sphere of the teacher's personality are increasing, there is a need for the purposeful formation of communicative competence in educational process, the need to introduce into practice new methods and forms of activating parents. The teacher of the second junior group Sokolova A.A. will tell us about them.

Consultation "Methods of activating parents at parent-teacher meetings in an unconventional form of holding"

Communication plays a huge role in the life of any person. Sukhomlinsky also said that the speech culture of a person is a mirror of his spiritual culture. The mental health of a person - his mood, his feelings, emotions - largely depends on the process of communication and its results.

Communication between teachers and parents of pupils continues to be one of the most complex directions in the activities of preschool institutions, therefore, there is a need for purposeful formation of communicative competence in the educational process. The teacher - psychologist Pashedko M.R. will remind us of the rules for communication between teachers and parents.

Consultation "Rules for communication between teachers and parents of pupils"

II. Practical part.

We all strive together to make children feel good and comfortable in kindergarten, and parents gradually become active participants in all affairs, indispensable helpers for us.

Modern preschool institutions do a lot to ensure that communication with parents is rich and interesting. On the one hand, teachers preserve all the best and time-tested, and on the other hand, they seek and strive to introduce new, effective forms of interaction with the families of pupils, whose main task is to achieve real cooperation between the kindergarten and the family.

Organization of work with the family is a long process and very painstaking work that does not have ready-made technologies and recipes. Its success is determined by the intuition, initiative, patience of the teacher and his ability to steadily follow the chosen goal.

In order to strengthen the cooperation between our kindergarten and the family, it is necessary to strive to diversify the forms and methods of interaction with the family. We all will only benefit from the fact that parents realize the importance of their influence on the development of the child's personality, learn to contribute to its harmonious development, and actively cooperate with the kindergarten.

To replenish our skill with you, theoretical. but also the practical baggage of knowledge in the field of communicative competence, the teacher - psychologist Pashedko Maria Rafikovna prepared for you and me training "Development of communication skills of teachers in communication with parents."

Family and children are two educational phenomena, each of which gives the child social experience in its own way, but only in combination with each other they create optimal conditions for the entry of a small person into the big world.

Interactions between parents and kindergarten rarely occur immediately. This is a long process, a long and painstaking work that requires patient, steady pursuit of the goal. The main thing is not to stop there, to continue to look for new ways of cooperation with parents. After all, we have one goal - to educate future creators of life. What a person is, such is the world that he creates around him.

List of sources used

1. Belaya K. Yu. Pedagogical Council in preschool educational institution: preparation and implementation [Text] / K.Yu. Belaya.- M.: TC Sphere, 2004.- 48 p.

2. Solodyankina O. V. Collaboration of a preschool institution with a family: a manual for employees of preschool educational institutions [Text] / O. V. Solodyankina. - M.: Arkti, 2005. - 77 p.

Workshop on the topic: " Research activities in kindergarten using the methods of Savenkov A.I "

Semenova Natalia Diogenovna, senior teacher of MBDOU "Kindergarten No. 160", Cheboksary
1. Description of work: this material will help teachers to deepen their knowledge of the research methodology developed by A.I. Savenkov.
Target: increase the motivation of teachers to master the methodology of research activities.
Tasks:
2. Introduce teachers to the concept of "research";
3. To deepen the knowledge of teachers about the methodology for conducting research in preschool institutions developed by A.I. Savenkov.
4. Identify and play the main stages of this technique with the participants in the game.
Equipment: overhead projector, laptop, cards with a symbolic image of "research methods", cards with a symbolic image of "themes" of future research, pens, pencils, felt-tip pens, sheets of paper, academic hats and robes.

Course of the workshop

Good afternoon, I'm glad to meet you. The topic of today's workshop is "Research activity in kindergarten using the methods of Savenkov A.I."

Relevance.
Modern society needs an active personality capable of cognitive and activity self-realization, to the manifestation of research activity and creativity in solving vital problems. The fundamental foundations of such a personality must be laid already in preschool childhood.
Research activity contributes to the formation of the preschooler's subjective position in the knowledge of the world around him, thereby ensuring readiness for school.
Often the words "research" and "design" in education are used interchangeably, which creates confusion. This confusion is not at all as harmless as it might seem at first glance. Both research and design, for all their undoubted importance for modern education, fundamentally different activities. The difference between them should be clearly understood.

Research is a disinterested search for truth. The researcher, starting work, does not know what he will come to, what information he will receive, whether it will be useful and pleasant for him or other people. His task is to seek the truth, whatever it may be. Research creativity in pure form.
Design is the solution of a certain clearly formulated task. It is no coincidence that the foreign word “project” is directly translated into Russian as “thrown forward.” In contrast, the designer is extremely pragmatic, he knows exactly what he is doing, clearly understands what he should come to. Often, the implementation of the project requires research, but this is not necessary; theoretically, the project can be carried out at the reproductive level.
Design - creativity according to plan
A modern child should be taught both the skills of a disinterested search for truth and design.
The use of research teaching methods in kindergarten has a number of significant features. It is useless to “load” a preschooler with a research topic. Of course, he is a researcher by nature, but at first he must be taught everything: how to identify problems, how to develop hypotheses, how to observe, how to conduct an experiment, etc., and he will only explore what he is really interested in. His natural gift as a researcher needs tireless pedagogical care.
Any healthy child explorer since birth. “For a child, it is more natural and therefore much easier to comprehend new things by conducting their own research - observing, setting up experiments, making their own judgments and conclusions based on them, than receiving knowledge already obtained by someone in a “ready form” (A.I. Savenkov).
- Today we will consider the methodology of Alexander Ilyich Savenkov, Doctor of Pedagogical, psychological sciences, Professor of the Department of Developmental Psychology.
This technique is original, interesting, effective and makes it possible to contribute to the development of the giftedness of the child.
The proposed methodology allows you to include the child in their own research search at any stage. It is designed not only to teach children simple options for observation and experimentation, but includes a full cycle of research activities - from identifying a problem to presenting and defending the results. It allows you to teach the child the most rational way to search for information.
In order to familiarize children with the technique, one or two training sessions will be required. This is necessary in order to acquaint each child with the "technique" of conducting research. Consider the specifics of training sessions.
Preparation
To conduct training sessions, you will need cards with a symbolic image of “research methods”. Sample cards are presented (on a slide) (Think, read in a book, ask a specialist, look on the Internet, conduct an experiment, observe).
You can make such cards from ordinary thin cardboard. The optimal card size is half of a regular landscape sheet (1/2 of A4 format). Images are best made from colored paper and pasted onto cardboard. On reverse side each card must write a verbal designation of each method.
On sheets of cardboard of the same size, special inscriptions and pictures should be prepared - “themes” for future research. To do this, paste on the cardboard images of animals, plants, buildings and pictures on other topics (on the slide). In addition, for classes you will need pens, pencils, felt-tip pens.

1. Choosing a theme
- The very first stage of this great work is the definition of the research topic. Consider the pictures proposed by Savenkov (show) and determine the topic of our study.
As soon as everyone is comfortably settled, we lay out all the prepared materials and announce: today we will learn to conduct independent research - just like adult scientists do. To demonstrate the steps involved research work two "volunteers" are needed. Together with the teacher, they have to do the work from the first to the last stage.
As volunteers, it is better to choose energetic, active children with well-developed speech. All other children in the first lesson will participate only as active spectators and helpers.
The selected pair of “researchers” determines the topic of their research. The choice of a topic is carried out by choosing a card with a picture by the children. In order for the children to be able to do this, we will offer them previously prepared cards with various images - research topics. Topic cards are best laid out in front of the children or attached to the board. All children participating in the lesson should be included in the discussion about the choice of topic.
After a short discussion directed by an adult, children usually choose a topic - they choose one card or another.
When choosing a topic, encourage children to choose what they are really interested in and what is interesting to explore. And an interesting study is possible if the subject of study allows you to apply most of the methods.
A card with an image denoting the chosen topic is placed in the middle of the circle. The remaining similar cards (with “research topics”) are being removed for the time being.

2. Drawing up a research plan
Let us explain to the researchers: their task is to obtain as much new information on the topic as possible. And in order to do this work, you need to explore everything that you can, collect all the available information and process it. How can I do that?
Let's start with the usual problematic questions: "What should we do at the beginning?", "What do you think, where does the scientist begin the research?". Naturally, these questions are addressed not only to the pair of children we have singled out. They are addressed to all children participating in the lesson.
In the course of a collective discussion, children usually name the main methods: “read in a book”, “observe”, etc. Each such answer must be marked, the child who answered should certainly be encouraged. After, for example, one of the children said that new things can be learned from books, put a card in front of the children with a picture of this research method. As soon as methods such as observation or experiment are named, place the cards representing these methods in the circle. So gradually we build a chain of research methods. Those methods that children do not name should be prompted at first.
Experience shows that children often name methods: observation, experiment, look in books, turn to a computer and even ask questions to a specialist, but often forget that "you need to think on your own." This is natural and normal. At the first stage, such a pedagogical skill as the ability to lead children to the right idea is especially important - to make them express what is required in this situation.

The cards with the designation of research methods lying in front of us on the table (on the carpet) are nothing more than a plan for our future research. But we laid them out haphazardly, as we randomly received proposals from children. Now we need to make our plan more rigorous and consistent.
To do this, we turn again to a collective conversation with children. Let's start with questions about what we should do at the very beginning. Where to start our research? And what to do in the second, third turn and beyond. Again, children will begin to offer a variety of options.
Lead them on to the idea that they need to think for themselves first. If there is no such sentence in the options offered by the children, it will have to be delicately prompted. Children should feel like they are doing everything themselves. As soon as everyone agrees with this, we put in the first place a card with a symbol denoting the action "think for yourself".)
"What should we do after that?" So, answering similar questions with children, we gradually build a line of cards: “think for yourself”, “ask another person”, “look in books”, “watch on TV”, “observe”, “do an experiment”.
So, the research plan is drawn up.

3. Collection of material
The next, third, step is the collection of material.
- The collected information can be simply memorized, but it is difficult, so it is better to try to fix it right away. We can use pictographic writing. On small pieces of paper (we prepared them in advance) with a pen, pencil or felt-tip pens, you can make notes - drawings, icons, symbols. These can be simple images, individual letters or words, as well as special icons and various symbols invented “on the go”.
When conducting the first lesson, as experience shows, one inevitably has to face the fact that the need to "write down" information in children is weakly expressed. They still cannot understand the significance of this fixation. But as they participate in the classes, this need will increase in them, and with it the skill of symbolic representation of fixed ideas will grow. The pictographic writing used at this stage makes it possible to reflect information received through various sensory channels (vision, hearing, taste, temperature, etc.). The reflection in the pictographic writing of the child's own impressions is an indicator that this sensory sensation has become the subject of awareness, reflection and, therefore, acquires significance for him, becomes a value.
- As we remember, the first of the methods we have identified:
1. "think for yourself." At the training session, all participants help the pair of researchers we selected. They can suggest the idea itself, and how to depict it easier and more accurately.
For example, after thinking, we come to the conclusion: our parrot is a “domestic decorative bird”. In order to fix this idea, let's draw a house or a cage, a little man and a parrot on a piece of paper. The house (cage) and the little man will serve as a reminder that the parrot lives at home, next to the person.
The next idea that came to the researchers, for example, is this: "parrots are big and small." We mark all this on our leaflets. Let's draw two ovals - one large, the other small. We will add beaks, tails and crests to each. And this idea will never be forgotten. Then, after thinking, the children note that parrots usually have bright plumage. By drawing a few bright lines with colored felt-tip pens on another piece of paper, children can consolidate for themselves the idea of ​​\u200b\u200b"the varied, bright plumage of parrots."
As our experience shows, these simple notes are quite enough to capture such relatively simple information on short term.
Naturally, ideas may arise that are difficult to capture with the help of drawings. However, there is always a way out. For example, researchers have come to the conclusion that parrots can be people's great friends. Let's draw a little man and a parrot next to him. And we emphasize: there is no need to concentrate on the “correctness” of the image. Try to teach your child to make icons and symbols quickly. To do this, he must act relaxed and free.
The ability to invent symbols and icons indicates the level of development of associative thinking and creative abilities in general, and at the same time acts as an important means of their development.
Our experimental experience shows that children learn the ability to create symbols to represent ideas very quickly and usually do it easily and freely.

2. "Ask another person"- the following research method and point of our plan. Now let's try to set up our researchers to ask other people about the subject of interest to us.
Questions can be asked to all those present - children and adults. (At first, this causes great difficulties. Children objectively, due to their characteristics age development, self-centered, it is difficult for them to ask, and even more difficult to hear and perceive the answer of another person. The ability to ask and perceive information should be considered by us as one of the most important goals of pedagogical work. Overcoming, mitigating children's egocentrism is an important step towards the formation of skills for successful child education. We often encounter the fact that children do not know how to listen to the teacher and each other.
These activities can help develop the ability to ask and listen to others.
Specialists in the field of creative psychology often emphasize in their works that the ability to pose a question (identify a problem) is often valued more than the ability to solve it. When doing this work with a child, we must be aware that behind these seemingly frivolous "toy studies" there are very deep and highly important problems in the development of the intellectual and creative potential of the child's personality. At first, children's attention should be especially clearly fixed on the fact that as a result of questioning other people, you can learn something completely new, previously unknown.
So, for example, in our case, someone can suggest that parrots live in captivity only in northern countries, and in warm climates they are widespread in wild nature and initially these are not domestic, but wild birds. It's just that they are easily tamed and therefore get along well with humans.
To consolidate the ideas suggested by others, we draw the corresponding schematic images. For example - several palm trees, the sun and a parrot. Palm trees will remind us of wildlife, the sun will remind us of a warm climate, and a parrot painted next to it will complement the overall picture, indicating that we have a wild, not a domestic bird.
Then, for example, when asked by researchers about where wild parrots live, we were suggested the idea that, like all birds, they build nests for themselves. And to the question of what they eat, the answer was received that the birds themselves find edible grains, nuts and roots.

3. "Learn from books." Difficulties arise with other sources of information. For example, you can turn to a book, but it is very difficult for a child who has not mastered reading skills to learn something new from it. In this case, you can act in two ways: limit yourself to viewing illustrations or ask for help from someone who can read the required page. During the lesson, except for the teacher, few people can help the child-researcher. Therefore, it is necessary to select literature in advance, make the necessary bookmarks and be prepared for possible questions.
Currently published a large number of children's reference books and encyclopedias, they are devoted to various topics, beautifully illustrated, have good short and informative texts accessible to children. It is a convenient source of information for children's research. Read the text aloud to the researchers. Help capture new ideas.

4. "Observation and experiment". Especially valuable in any research work are live observations and real actions with the subject being studied - experiments. The topic we are considering can also give the opportunity to use them. Parrots are not uncommon in living areas, and our researchers can easily observe and note some of the behavior of this bird.
Nobody prevents us from approaching the parrot's cage with our researchers and talking about what we see. In the course of observations, we can study the behavior of a parrot and its reactions to various events. All this must be recorded on our leaflets. You can even experiment. For example, does the parrot like music or human speech? What does he eat, what kind of food does he prefer? Does he eat anything unusual, different from the foods used to prepare human food? Is it possible to train a parrot to do something?
The ability to concentrate attention in a preschooler is not high. Therefore, the work on collecting information must be carried out quickly. If any of the methods early stages work "does not go", it's not scary: you can not focus on this. Help the children group what they already have. It is very important to maintain the pace so that the work goes energetically, in one breath.

5. Generalization of the received data. Now the collected information needs to be analyzed and summarized. We lay out our notes and pictograms on the carpet so that everyone can see them. We begin to look and reason: what interesting things have we learned? What new can we tell others from the results of the study?
In the first lessons, of course, it is necessary to actively help researchers to generalize the received disparate data. For a child, this is a very difficult task. But at the same time, on this material, as on no other, it is possible to develop thinking, Creative skills, child's speech.
Let's highlight the main ideas, note the secondary ones, and then the tertiary ones. It is not difficult to do this - it is necessary, after consulting with our researchers, to decompose the pictograms in a certain sequence. On the left, in the first place we put the icon with the most important information, then what is in the second, in the third place ...
During the analysis of pictograms, it also happens that some of them are not readable. They drew an icon, but the researchers no longer remember what it means. It's okay: we put this sheet aside and continue to work with what we can decipher.
Of course, it is best to start with an attempt to define the basic concepts. This work in its mental complexity is no different from the work of a real scientist. Just do not demand from the child strict adherence to the rules of logic. It is quite enough that he will try to use techniques similar to the definition of concepts. For example, such as description, characteristic, description by example, etc.
On the one hand, this is a very difficult task for children, on the other hand, if their initiatives are not constrained, they often make statements that are very close to the essence of the matter. Of course, many well-known experts quite rightly argued that children preschool age they cannot give definitions to concepts, but another thought is no less obvious: this inability is not a reason not to teach them this. After all, if you do not do propaedeutic work at a level accessible to the child now, he will never learn this.
Children are not weighed down by the "load of definitions of the classics", therefore, when asked what it is, they usually answer boldly, easily and often accurately. In any case, it is always possible to clarify and concretize the definition of a child. Teaching a child to boldly express their definitions is a very important task of education. Without this, any further work in this direction will be significantly complicated.

6. Report. As soon as the information is summarized, the lesson should be continued. It is advisable to wear academic headdresses and robes for researchers. This is required in order to enhance the significance of the moment and make the game situation more concentrated. Our researchers are making a report - "The Parrot Report". In practice, it looks like this: two volunteer researchers chosen by us at the beginning of the lesson, in turn, complementing each other, peeping into their notes-pictograms, make a report. They began by defining the basic concepts, said who a parrot is, told where he lives and what he eats, then continued his story, based on the collected material.

Practical part.
And to demonstrate the stages of the research work, you will need two "volunteers" who will work with me from the first to the last stage. All other teachers will participate as active spectators and assistants.

Methodology
independent research

Now each teacher will conduct his own research.

Preparation
We will again need topic cards for future research. Their number must equal (or exceed) the number of people in the group. Of the new funds, only a special "explorer's folder" is required. Everyone should have it. The device of the folder-researcher: small (3x3 cm) pockets made of thick white paper are pasted on a sheet of A4 cardboard. On each pocket is a schematic representation of the “research method”. In these pockets you need to put your pictographic notes. On them, as well as during the training session, the collected information will be recorded. In order to make these notes, each participant must receive an unlimited number of small pieces of paper and a pen (pencil or felt-tip pens).

Conducting a lesson

At this stage, all participants in the lesson are involved in an active research search. Each participant has become familiar with the general plan of action during the training sessions and is potentially ready for their own research. During the lesson, children should have complete freedom of movement around the room. This must be taken into account immediately.
Topic selection. Organized educational activities begin in the same way: choose a research topic. We lay out cards with images of the “topics” of future research on a low table (or on a carpet). And each participant chooses what he wants. But at the same time, this gaming technology can be used on a variety of topics. In this case, the cards you prepared in advance with images of future research topics should be related to the range of problems being studied.
Having chosen a topic, each participant receives a special "researcher's folder", sheets for collecting information and a pen, pencil and felt-tip pens. In this case, it is not necessary to pronounce the research plan. We have outlined this plan and have already fixed it on the pockets of our folder.
Collection of material. Armed with everything necessary, each participant begins to act independently: he joins in his own research search. The task is to collect the necessary information, using the possibilities of all available sources, to summarize it and prepare a report. All this must be done without delaying time, within one educational activities.
Each participant works independently, they themselves study everything related to their chosen topic. The task of the teacher is to fulfill the duties of an active assistant, consultant to researchers, to help those who need help at the moment.
During the collection of material, each participant works on his own topic, does it at his own pace, moves around the group as he wants. This introduces an element of unusualness into the work process, but usually no insurmountable difficulties arise.
An adult, in order to act effectively and successfully, must remember simple rules.
Rules for accompanying children's research
1. Always be creative in your work.
2. Teach children to act independently, avoid direct instructions.
3. Do not hold back children's initiatives.
4. Don't do for them what they can do or what they can learn to do for themselves.
5. Don't rush to make value judgments.
6. Help children learn to manage learning:
a) trace the links between various objects, events and phenomena;
b) to form the skills of independent solution of research problems;
c) analyze, synthesize and classify information.

Reports. As soon as the first messages are prepared, the reports are listened to. It is usually not possible to listen to all the reports in one lesson. Therefore, some of the reports can be listened to individually - while the rest are completing their research, some of the reports can be postponed to another time, and in this lesson, collectively listen to two or three reports.
We put on the speaker a mantle and a special headdress. A small table can serve as a pulpit. We give the floor to the researcher. Our reports should be considered as a variant of mutual learning. The speaker is forced to structure the information, highlight the main thing, define the basic concepts and not just tell, but teach this information to others.
As a result of the defense, it is necessary to encourage not only those who answered well, but also those who asked “smart”, interesting questions.

Today I introduced you to A. I. Savenkov’s methodology on conducting research in kindergarten, tried to show how it can be used in working with children.
I ask everyone to come up to me, stand in a circle and spread their arms to the sides. Now mentally put on left hand everything with which you came to the workshop today: your baggage of thoughts, knowledge, experience. And on the right hand - what they received a new one.
I thank you for your work and in conclusion I would like to hear answers to the following questions:
- What have you learned for yourself new?
- Were you interested?
- Would you like to use this technique in your work?

In practice, we have seen that research methods are relevant and very effective. It enables the child to synthesize the acquired knowledge, develop creativity and communication skills, create and explore, which allows him to successfully adapt to the world around him.
Dear teachers! I wish you success in developing your creative individuality by means of research activities.
Bibliography:
1. Savenkov, A.I. Children's research as a method of teaching older preschoolers: Lectures 5–8. / A.I. Savenkov. - M.: Pedagogical University "First of September". - 2007. - 92 p.
2. Savenkov, A.I. Methods of research education for preschoolers / A.I. Savenkov. Series: - Publisher: Dom Fedorov. – 2010.
3. Kharitonova L. Research activity of a preschooler / L. Kharitonova // Preschool education. -2001 - No. 7.

A workshop is an event that allows you to put into practice the acquired theoretical knowledge. On them, participants will have to find answers to problematic questions or offer options for getting out of problematic situations. Work can be carried out both individually and in mini-groups. For the successful implementation of the lesson, it is important to choose relevant topics of seminars for preschool teachers that affect all issues of the life of the institution and the team.

At the same time, the structure of the event includes several important stages:

1. Preparatory. At this stage, the responsible employee studies the topic, determines the objectives of the event and, in accordance with them, forms a lesson plan. He selects the necessary theoretical material and tasks that will best assimilate the information by applying it in practice. It is important to formulate the desired results in order to assess, in accordance with them, to what extent the set goals have been achieved.
2. Organizational. It is necessary to specify the problem and update the stated topic. All participants of the event discuss the topic (problem) frontally or in groups, the organizer can offer to perform psychological exercises or various tasks to create a comfortable working atmosphere in the team.
3. Theoretical. The workshop begins with a short lecture on methodology or psychology, announcing important information, presentation demonstrations, descriptions of a controversial situation or event. It could be an update legislative framework, advanced pedagogical technologies, guidelines or specific examples from pedagogical practice.
4. Practical. Participants of the event are invited to speak about what they heard, to enter into a discussion, to perform certain tasks on their own or together with colleagues. This stage differs depending on the chosen form of the lesson (“round table”, master class or business game).
5. Reflection. Regardless topics of seminars for preschool teachers stage of reflection - assessments results achieved and the course of the lesson is mandatory. It allows you to draw conclusions on teamwork, to assess the degree of involvement of educators in the process of self-education.

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• the time for the meeting is chosen optimal for all participants, which will achieve maximum interest and create a friendly atmosphere.
• before choosing a lesson topic, it is important to assess the audience, its needs and opportunities, since a general seminar for workers of different levels of training may be ineffective;
• strictly regulate or, if possible, follow the rules of statements in order to prevent aggravation of disputes and infringement of the rights of participants in the event (as a rule, 20-25 minutes are allocated for a participant’s statement, but 10 can be limited);
• it is necessary to monitor the culture of communication of the meeting participants, tolerance of statements, criticism of ideas, but not personalities, is acceptable;
• active participation and passive listening should be alternated in class to allow educators to stay focused for longer (if the session is prolonged, it is wise to take a break for coffee or a snack).

1. Get ready for work.

Association exercise.

We explain to the participants that we will now say a word, and the task of our left neighbor is to quickly say the first association word that came to his mind.

His left neighbor gives his association to his word - association, etc.

As a result, the last word is pronounced loudly. They can be completely different words.

For example, a chain of associations - words can be like this: bus - rush hour - flea market - jeans - a thousand rubles - wooden - Pinocchio - Papa Carlo -:

You need to start the game in turn, in a circle.

2. Determination of the rules of work at the seminar.

Purpose: to determine the rules for effective work in a group.

Run time: 3 minutes

Conducting procedure: Participants name the rules that must be followed for successful work at the seminar.

1. Here and now. This principle directs the participants to ensure that the subject of their analysis is constantly the processes taking place in the group at the moment.

2. Sincerity and openness. This rule contributes to obtaining for oneself and providing other participants with honest feedback, that is, the information that is so important to each participant and which triggers not only the mechanisms of self-awareness, but also the mechanisms of interpersonal interaction.

3. Activity. Even if the exercise is demonstrative, each participant has the right to speak at the end. If the participant does not say anything, this does not mean that he is taking a passive position, because he can work out the problem within himself, and this will, of course, be an active internal position.

3. Theoretical part.

Today, in science and practice, the view of the child as a "self-developing system" is being intensively defended, while the efforts of adults should be aimed at creating conditions for the self-development of children. Most educators are aware of the need to develop each child as a valuable individual. However, experts find it difficult to determine the factors that affect the success of a child's advancement in the educational process.

Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education.

A project is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.

Project method - a learning system in which children acquire knowledge through the process of planning and executing increasingly complex practical tasks- projects. The method of projects always involves the decision by the pupils of some Problems.

The project method describes a set of actions of the child and the ways (techniques) of organizing these actions by the teacher, that is, it is pedagogical technology. It was the result of "pedagogization", the inclusion in the educational process (in which the leading activity of the child is cognitive activity) of design as a type of activity.

Goals pedagogical technologies used in the design method:

• Project-based teaching methods (to develop the individual creative abilities of each child).
• Health-saving technologies (evenly distribute different kinds activities, mental and motor activity).
• Technologies for using game methods in teaching (formation of various skills and abilities, broadening of horizons, development of the cognitive sphere).
• Collaborative learning (to teach children to achieve a common goal by working in a group).
• Research methods in teaching (to conduct activities aimed at independent education, allowing you to understand the problem under study and find ways to solve it).
• Information and communication technologies (to expand the diversity of the content of education).
• The system of innovative assessment "portfolio" (monitoring the achievements of each child, to determine the individual trajectory of personality development)

Typology of projects in preschool educational institutions

Types of projects in the preschool educational institution (according to L.V. Kiseleva)

Project type	Content	Children's age
Research and creative	Children experiment, and then write the results in the form of newspapers, dramatizations, children's design	Senior group
role-playing	Elements of creative games are used when children enter the image of the characters of a fairy tale and solve the problems posed in their own way.	Second junior
Information-practice-oriented	Children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.)	middle group
Creative	Formulation of the result of the work in the form children's holiday, children's design, etc.	Second junior

The life cycle of the project (according to V.N. Burkov, D.A. Novikov) is determined by 3 phases:

Design phase:

Stage I is conceptual.

Stages: Identification of contradictions: formulation of the problem, definition of the problem, definition of the goal, selection of criteria.

II stage of modeling

Stages: Model building, model optimization, model selection (decision making).

III Design stage

Stages: decomposition, aggregation, study of conditions, program construction.

Technological phase

Stage of implementation of the project model. Stages are determined by the content of the project

Phase reflexive

Final assessment stage. stage of reflection.

Project development methods:

• System web for the project;
• "Three questions model"
• The image of "We are seven" (by Zair-Bek)

Figure 1. Development of the system web of the project.

System web for the project

Cognition leading activity - cognitive research, forms:	Reading fiction leading activity - reading, forms:	Communication leading activity - communicative, forms :
Socialization leading activity - gaming, forms:	Work leading activity - labor, forms:	Safety integration of different types of activities, forms:
Health integration different types activities, forms:	Physical Culture leading activity - motor, forms:	Forms of interaction with family and social partners
Artistic creativity leading activity - productive, forms:	Music leading activity - musical and artistic, forms:	Regime moments integration of different types of activities, forms:

"Three questions model"

The image of "We are seven" (by Zair-Bek)

• We are concerned... (a fact, a contradiction, something that attracts attention is formulated).
• We understand... (a conscious problem is presented for solution and reference points-values).
• We expect...(a description of the intended goals - results is given).
• We suppose... (ideas, hypotheses are presented).
• We intend...(context of actions planned in stages).
• We are ready...(a description of available resources of a different nature is given).
• We are asking for support... (substantiation of the necessary external support for the implementation of the project is presented).

Figure 2. Three questions method

Mind Map Method (Tony Buzan)

Mindmapping (mindmapping, mental maps) is a convenient and effective technique for visualizing thinking and alternative recording. These are your thoughts put on paper in a graphical way. It is this technique - framing thoughts into graphic images - that is the mechanism that starts the work of the right hemisphere of the brain! This is not a very traditional, but very natural way of organizing thinking, which has several undeniable advantages over conventional recording methods.

Figure 3. Mind map method

The sequence of actions for compiling thought maps

1. We take a sheet of paper with a format of at least A 4. In the center of the sheet, we denote the main idea, problem with a word (drawing, picture). It's a big picture that sets the direction for our thinking. We work on the scheme individually.
2. From the central idea we draw several radial curved lines (each can have its own color). Only one is written above each branch line keyword associated with the main idea. Write should be in block letters, without tilt, as vertically as possible. The length of the branch under the written word desirably matches the length of the word.
3. Center lines should be thicker. Links are indicated by arrows. Concepts are organized hierarchically. You can circle, underline, use different fonts. Horizontal cards are usually more convenient than vertically oriented ones.
4. From the main (radial) branches we draw the branches of the second, third, etc. order, continuing the chain of associations. You can use not only words and abbreviations, but also drawings, pictures, make highlights with color. This increases the attractiveness, originality and effectiveness of smart cards.
5. Do not forget about specific examples, quotes, illustrations. More important words write larger than details. Some holistic statements can be enclosed in ovals (circle) or other geometric shapes.

4. Practical part.

All participants to break into 3 groups and develop the project "Stork", dedicated to the birthday of the Kindergarten, different ways: 1 gr. by the method "System web of the project"; 2 gr. - "Model of three questions"; 3 gr. - method "Method of mind maps

5. Presentation of developed projects.

6. Six "P" of the project

Thus, the project can be represented as "Six P"

• Problem
• Project design
• Search for information
• Product
• Presentation
• Project portfolio.

7. Presentation of the portfolio of the project "Yolochka" by teachers.

8. Reflection

Exercise "Target"

Literature.

1. Methodological support of the senior educator. Fish-disk "Project activity in the preschool educational institution", MTsFER, educational resources.
2. Veraksa N.E., Veraksa A.N. Project activity of preschoolers. Handbook for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2008.- 112 p.
3. Vinogradova N.A. Educational projects in kindergarten. Manual for educators / N.A. Vinogradova, E.P. Pankova. - M. Iris-press, 2008. - 208 p. - (Preschool education and development).
4. Shtanko I.V. Project activity with children of senior preschool age.// Management of the preschool educational institution. 2004. - No. 4. S. 99-101.

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Seminars, methodical associations

Prepared by Fendrikova Olga Mikhailovna, Deputy Head for Educational Work, MBDOU No. 122

One of the main functions of the Deputy Head of Educational Resources and Education is to assist kindergarten teachers and specialists in organizing the pedagogical process, training, familiarization with new forms and methods of working with children.

We all know that methodical work is part of the system continuing education preschool teachers. The goals of methodological work are the development of the most rational methods and techniques for raising and educating children; increasing the methodological preparedness of teachers to organize the process of educating and teaching preschoolers; exchange of experience between members of the teaching staff, identification and promotion of relevant pedagogical experience. Methodological work is focused on achieving and maintaining High Quality educational work in kindergarten.

Methodical work in kindergarten is constantly updated: great importance is given to providing various assistance to teachers, drawing attention to their work experience, new technologies of methodological work are being introduced in a preschool institution.

One of the most effective is the technology of organizing seminars - workshops. Seminars - workshops are aimed at raising the level of not only theoretical, but primarily practical training educators, improving the practical skills necessary in working with children. The topics of seminars - workshops are based on the requests of educators and are related to the tasks of the annual plan. In the practice of our preschool educational institution, workshops are conducted not only by the deputy head for water resources management, but also by teachers - specialists who are well-versed in the necessary skills.

But the main share of responsibility for the organization and conduct of the workshop, of course, falls on the Deputy Head of OIA.

The first question that the deputy head should answer when planning a seminar - workshop: what should be guided by when choosing a topic for seminars? To the above (questionnaires and annual tasks), we should add the interests of educators and their problems. In May, I usually conduct a survey of all teachers to determine the range of methodological problems and tasks to be solved in the next academic year. Some topics suggest observations of the pedagogical process during the past academic year and an analysis of different types of control, an analysis of calendar plans.

We prepare for the workshop in advance: selection of methodological literature, preparation of the venue for the seminar, preparation of exhibitions of attributes, manuals, etc. on the stated topic, provision of methodological assistance to the speakers at the seminar, and much more.

The purpose of the workshop is always focused on practical results. When formulating it, I use such expressions as “train teachers ...”, “build skills ...”, “improve the efficiency of using ...”, “introduce teachers to new ...”, etc.

In my practice of organizing workshops, I use different forms: a seminar in one lesson, a seminar in several lessons, united by a common theme.

I conduct workshops in various forms: in the form of a business game (“Cognitive and speech development of children”), in the form of a “round table” (“Formation of coherent speech and logical thinking in preschool children). Regularly studying the methodological literature, I found confirmation of this: workshops should be held in different forms. These can be classes with elements of lectures, consultations, discussions, briefings, a round table, a relay race of pedagogical skills. It is important that each of the forms of organization presented at the seminar correspond to common theme and, complementing each other, contributed to its full disclosure.